Attribute oriented induction with star schema

This paper will propose a novel star schema attribute induction as a new attribute induction paradigm and as improving from current attribute oriented induction. A novel star schema attribute induction will be examined with current attribute oriented induction based on characteristic rule and using non rule based concept hierarchy by implementing both of approaches. In novel star schema attribute induction some improvements have been implemented like elimination threshold number as maximum tuples control for generalization result, there is no ANY as the most general concept, replacement the role concept hierarchy with concept tree, simplification for the generalization strategy steps and elimination attribute oriented induction algorithm. Novel star schema attribute induction is more powerful than the current attribute oriented induction since can produce small number final generalization tuples and there is no ANY in the results.Comment: 23 Pages, IJDM

New statutory guidance for the induction of newly qualified teachers (NQTs) in England

"In autumn 2011, the Department for Education consulted on proposed changes to the induction regulations for NQTs. Proposals aimed to reduce prescription and provide appropriate bodies and schools with the flexibility to exercise their professional judgement in relation to their own induction arrangements. The new regulations are due to be laid in April to come into force from 1 September 2012. New statutory guidance has been developed alongside the new regulations which those involved in statutory induction arrangements must have regard to. The guidance covers all settings that are either required or choose to offer induction to their NQTs. This consultation document invites comments on the new statutory guidance for the induction of NQTs in England" - front cover

Comprehensive Induction or Add-on Induction: Impact on Teacher Practice and Student Engagement

In recent years, we have seen a rapid expansion of policies and resources devoted to new teacher induction. Most of these policies are based on an assumption that induction programs have a positive influence on teacher quality and student learning. Yet there is little evidence to support claims for such policies regarding the distinct components of induction programs or their effectiveness (Wang, Odell & Schwille, 2008). Scholars have argued for targeted mentoring that addresses the learning needs of beginning teachers with regard to instructional practice (Feiman-Nemser, 2001). Some suggest that induction efforts may increase teacher knowledge, student achievement, teacher satisfaction, and retention (Darling-Hammond, 1999; Fletcher, Strong & Villar, 2008; Smith & Ingersoll, 2004).There is, however, insufficient data to assist educators and policy makers in determining the most effective or critical components of induction programs. There is scant consensus around a number of induction issues, for example: the most effective mentoring condition (full-time or add-on mentoring); the amount of time required to enhance the development of beginning teachers; the amount of professional development mentors need to be effective; and the level of match (subject or grade level) required between mentor and beginning teacher. Furthermore, few studies explore the different components of induction and their effects on teacher and student outcomes.Given such a dearth of evidence and the current state of induction policy, this study was developed to examine differences in student engagement and teacher instructional practice in two types of induction conditions: comprehensive full-time induction and add-on induction. These two conditions differed in- the amount of mentor participation in professional development on induction;- the amount of time mentors could spend on structured observations, reflection, and feedback focused on pedagogy;- mentors' abilities to prioritize induction efforts;- mentors' abilities to serve as liaisons between beginning teachers and administrators; and- the amount of professional development mentors could offer beginning teachers.The goal of this study was to examine the instructional practice of beginning teachers who were mentored in these two conditions and to explore differences in instructional practice and student engagement

Fibrational induction rules for initial algebras

This paper provides an induction rule that can be used to prove properties of data structures whose types are inductive, i.e., are carriers of initial algebras of functors. Our results are semantic in nature and are inspired by Hermida and Jacobs’ elegant algebraic formulation of induction for polynomial data types. Our contribution is to derive, under slightly different assumptions, an induction rule that is generic over all inductive types, polynomial or not. Our induction rule is generic over the kinds of properties to be proved as well: like Hermida and Jacobs, we work in a general fibrational setting and so can accommodate very general notions of properties on inductive types rather than just those of particular syntactic forms. We establish the correctness of our generic induction rule by reducing induction to iteration. We show how our rule can be instantiated to give induction rules for the data types of rose trees, finite hereditary sets, and hyperfunctions. The former lies outside the scope of Hermida and Jacobs’ work because it is not polynomial; as far as we are aware, no induction rules have been known to exist for the latter two in a general fibrational framework. Our instantiation for hyperfunctions underscores the value of working in the general fibrational setting since this data type cannot be interpreted as a set

An open source rule induction tool for transfer-based SMT

In this paper we describe an open source tool for automatic induction of transfer rules. Transfer rule induction is carried out on pairs of dependency structures and their node alignment to produce all rules consistent with the node alignment. We describe an efficient algorithm for rule induction and give a detailed description of how to use the tool

Electrodynamic induction flowmeter

Device determines velocity and electrical conductivity of a moving fluid of high electrical resistance by imposing a transverse electro-quasistatic field on the fluid. Position changes of charge accumulations induced within the fluid by the field are sensed by relative movement between fluid and sensor

Rate of photosynthetic induction in fluctuating light varies widely among genotypes of wheat.

Crop photosynthesis and yield are limited by slow photosynthetic induction in sunflecks. We quantified variation in induction kinetics across diverse genotypes of wheat for the first time. Following a preliminary study that hinted at wide variation in induction kinetics across 58 genotypes, we grew 10 genotypes with contrasting responses in a controlled environment and quantified induction kinetics of carboxylation capacity (Vcmax) from dynamic A versus ci curves after a shift from low to high light (from 50 µmol m-2 s-1 to 1500 µmol m-2 s-1), in five flag leaves per genotype. Within-genotype median time for 95% induction (t95) of Vcmax varied 1.8-fold, from 5.2 min to 9.5 min. Our simulations suggest that non-instantaneous induction reduces daily net carbon gain by up to 15%, and that breeding to speed up Vcmax induction in the slowest of our 10 genotypes to match that in the fastest genotype could increase daily net carbon gain by up to 3.4%, particularly for leaves in mid-canopy positions (cumulative leaf area index ≤1.5 m2 m-2), those that experience predominantly short-duration sunflecks, and those with high photosynthetic capacities