Induction of Interpretable Possibilistic Logic Theories from Relational Data

The field of Statistical Relational Learning (SRL) is concerned with learning probabilistic models from relational data. Learned SRL models are typically represented using some kind of weighted logical formulas, which make them considerably more interpretable than those obtained by e.g. neural networks. In practice, however, these models are often still difficult to interpret correctly, as they can contain many formulas that interact in non-trivial ways and weights do not always have an intuitive meaning. To address this, we propose a new SRL method which uses possibilistic logic to encode relational models. Learned models are then essentially stratified classical theories, which explicitly encode what can be derived with a given level of certainty. Compared to Markov Logic Networks (MLNs), our method is faster and produces considerably more interpretable models.Comment: Longer version of a paper appearing in IJCAI 201

Theories on motivation and their implication for supporting communication, learning and decisionmaking in relation to organic food systems

Efforts to promote communication, learning, decision making and change of individual and/or collective practices in relation to sustainability issues require more or less explicit theories on agents and what motivate them to act. The aim of this paper is to open for an interdisciplinary discussion on how different approaches to motivation make sense or not when focusing on how to develop tools aiming at supporting communica¬tion, learning and decision-making related to organic food systems. We present four quite different approaches to motivation – an economic, an approach challenging conventional understandings of motivational change, a psychosocial, and a relational – and open for a discussion on how these approaches relate to each other and whether it is possible to apply and distinguish between different ways of using the concept of motivation when we cross disciplinary borders in order to cooperate on developing tools for multi-criteria assessment and communication

Storing Multi-model Data in RDBMSs based on Reinforcement Learning

How to manage various data in a unified way is a significant research topic in the field of databases. To address this problem, researchers have proposed multi-model databases to support multiple data models in a uniform platform with a single unified query language. However, considering relational databases are predominant in the current market, it is expensive to replace relational databases with others. Besides, due to the theories and technologies of RDBMSs having been enhanced over decades, it is hard to use few years to develop a multi-model database that can be compared with existing RDBMSs in handling security, query optimization, transaction management, etc. In this paper, we reconsider employing relational databases to store and query multi-model data. Unfortunately, the mismatch between the complexity of multi-model data structure and the simplicity of flat relational tables makes this difficult. Against this challenge, we utilize the reinforcement learning (RL) method to learn a relational schema by interacting with an RDBMS. Instead of using the classic Q-learning algorithm, we propose a variant Q-learning algorithm, called Double Q-tables, to reduce the dimension of the original Q-table and improve learning efficiency. Experimental results show that our approach could learn a relational schema outperforming the existing multi-model storage schema in terms of query time and space consumption.Peer reviewe

Communication partner training: re-imagining community and learning

Background: Learning is integral to Communication Partner Training (CPT) initiatives. Key theories include experiential learning and adult learning theory. The ways in which these have been applied, however, do not consistently address the needs of people with aphasia and other stakeholders in CPT. Participatory, relational, and collaborative approaches, subsumed within an expansive learning framework, which provides theoretical principles and scope for critical examination of the “who”, “why”, “what”, and “how” of learning have the potential to address these shortcomings. Aims: The objective of this paper is to critically review experiential and adult learning in CPT, subsequently examining participatory and relational approaches within the framework of expansive learning, using an example from a health-care context. Main contribution: Expansive learning is described, and its potential application examined through an example of CPT in a healthcare context and critical discussion of the literature. Conclusions: Expansive learning provides a sound theoretical and practical basis for CPT initiatives across a range of contexts, and enhances our understanding of how to achieve goals of communicative access and social participation

Rethinking leadership: a way forward for teaching leadership?

Purpose – There have again been increasing calls for management educators to strengthen the development of leadership in their programmes. However, it is unclear as to how such calls can be best answered. One way forward may be to rethink our conceptualisation of leadership. This paper seeks to address this issue. Design/methodology/approach – Dominant theories of leadership may offer limited help to management educators. The dominant conceptualisation of leadership is questioned using empirical evidence from recent studies and interviews undertaken by the authors which examined managers' understandings of leadership. Findings – This article suggests that mainstream leadership theories are framed by systems-control thinking and highlights a number of issues in respect of teaching leadership. Proposes that a process-relational framing of leadership may be a more useful way to think about leadership. Research limitations/implications – Whilst the interview data drawn upon is exploratory and therefore cannot be taken as conclusive, we hope to stimulate a wider rethinking of leadership than is currently present. Practical implications – Tentative suggestions are presented for responding to calls to improve the teaching of leadership. Originality/value – The paper emphasises a process-relational understanding of leadership and may be seen to offer practical help to management educators concerned with the teaching of leadership

COMPARISON OF PROCESSES CONSTRUCT CONCEPT OF SOLO THEORY AND APOS THEORY IN MATHEMATICS LEARNING

Purpose of Study: To provide a deep understanding of learning of mathematics, it is necessary to make efforts to realize the conditions of students doing the construction of their understanding. There are many theories that describe thinking in constructing concepts in mathematics. By constructing their understanding, the students can be called doing meaningful learning as mentioned by Ausubel. Methodology: This research used the comparative process of construct understanding of mathematics with SOLO and APOS theory. SOLO theory (Structure of the Observed Learning Outcome) has five parts namely pre-structural, uni-structural, multi-structural, relational, and extended abstract. While the theory of APOS (Action, Process, object, and Schema). The method used in this research is the study literature from various sources. Results: This research found the differences construct of the concept in mathematics by using both theories. Implications/Applications: The SOLO Taxonomic Theory and APOS Theory about its use in constructing mathematical concepts. This means to achieve an individual process needs to do the action repeatedly

Group Dynamics: Relational Learning through Liminoid Problem-Solving Teamwork

This research developed a novel synthesis of four theories using connections discovered through a literature-review: this synthesis was called the Modulated Liminoid Group Learning Synthesis (MLGLS). A mixed-method exploratory experiment was developed to collect and analyse participants’ experience in problem-solving teams in the United States, the United Kingdom, and Hong Kong. This study found that problem-solving groups experienced a cyclic process of group development, personal investment, and liminoid or flow-related engrossment within liminoid communitas. This cyclic process occurred while the group worked together to develop enough understanding of an activity to solve it. After this group process, a direct debrief produced transferrable relational learning during a postliminoid state. This study confirmed the occurrence of Liminoid Group Learning processes. The findings of this study concluded that participants in problem-solving groups build temporary communities that result in powerful relational learning. The development of these temporary communities allowed participants to reflect on how they wanted their current group to function, developing their conclusions about how future groups should operate. Participants’ reflective conclusions about current and future groups, called relational learning, is a powerful learning outcome for practitioners to employ because it provides a framework for producing inter-relational growth. Another finding of this research underscores the importance for participants to personally invest themselves in group activities because it jump-starts a group’s development. Personally investing in a group activity is a critical aspect that leads to a group’s formation, ability to solve a problem, and resultant relational learning. The findings of this study provide applicational tools for both the group dynamics facilitator as well as the group participant that produce improved relational abilities in future group dynamics scenarios