A Simple Brain Storm Optimization Algorithm with a Periodic Quantum Learning Strategy

Brain storm optimization (BSO) is a young and promising population-based swarm intelligence algorithm inspired by the human process of brainstorming. The BSO algorithm has been successfully applied to both science and engineering issues. However, thus far, most BSO algorithms are prone to fall into local optima when solving complicated optimization problems. In addition, these algorithms adopt complicated clustering strategies such as K-means clustering, resulting in large computational burdens. The paper proposes a simple BSO algorithm with a periodic quantum learning strategy (SBSO-PQLS), which includes three new strategies developed to improve the defects described above. First, we develop a simple individual clustering (SIC) strategy that sorts individuals according to their fitness values and then allocates all individuals into different clusters. This reduces computational burdens and resists premature convergence. Second, we present a simple individual updating (SIU) strategy by simplifying the individual combinations and improving the step size function to enrich the diversity of newly generated individuals and reduces redundancy in the pattern for generating individuals. Third, a quantum-behaved individual updating with periodic learning (QBIU-PL) strategy is developed by introducing a quantum-behaved mechanism into SBSO-PQLS. QBIU-PL provides new momentum, enabling individuals to escape local optima. With the support of these three strategies, SBSO-PQLS effectively improves its global search capability and computational burdens. SBSO-PQLS is compared with seven other BSO variants, Particle Swarm Optimization (PSO), and Differential Evolution (DE) on CEC2013 benchmark functions. The results show that SBSO-PQLS achieves a better global search performance than do the other nine algorithms

A Brain Storm Optimization with Multiinformation Interactions for Global Optimization Problems

The original BSO fails to consider some potential information interactions in its individual update pattern, causing the premature convergence for complex problems. To address this problem, we propose a BSO algorithm with multi-information interactions (MIIBSO). First, a multi-information interaction (MII) strategy is developed, thoroughly considering various information interactions among individuals. Specially, this strategy contains three new MII patterns. The first two patterns aim to reinforce information interaction capability between individuals. The third pattern provides interactions between the corresponding dimensions of different individuals. The collaboration of the above three patterns is established by an individual stagnation feedback (ISF) mechanism, contributing to preserve the diversity of the population and enhance the global search capability for MIIBSO. Second, a random grouping (RG) strategy is introduced to replace both the K-means algorithm and cluster center disruption of the original BSO algorithm, further enhancing the information interaction capability and reducing the computational cost of MIIBSO. Finally, a dynamic difference step-size (DDS), which can offer individual feedback information and improve search range, is designed to achieve an effective balance between global and local search capability for MIIBSO. By combining the MII strategy, RG, and DDS, MIIBSO achieves the effective improvement in the global search ability, convergence speed, and computational cost. MIIBSO is compared with 11 BSO algorithms and five other algorithms on the CEC2013 test suit. The results confirm that MIIBSO obtains the best global search capability and convergence speed amongst the 17 algorithms

Thinking through the box: the art teacher\u27s role in setting ideationally generative assignment parameters, and expanding students\u27 problem-finding strategies

This thesis explores the nature of generative parameters, and their present – as well as their much greater potential – function in visual art assignments. An effort of thoughtful self-study, it examines important questions that were revealed during the teaching of a fifth grade art unit. Collaboration and chance were used in that unit as productive constraints. Bringing together insights gathered from a number of sources and my own classroom action research, a theory of teaching for creative behavior is offered with suggestions for good practices in the art room. Promoting creative thinking in the art classroom does not require that students have complete freedom. Actually, the parameters or constraints that the art teacher imposes on students’ artmaking helps to focus their efforts and can lead to creative breakthroughs. The goal is that students progressively develop their own aesthetic preferences and self-impose constraints on their art. Artists must create their own problems to solve; the learning of problem-finding behavior is a major educational necessity beneficial to artmaking and nearly every other mode of human inquiry. The components of problem theory are discussed (problem identification, problem finding, and problem solving). Various conceptions of creativity are examined; most importantly, creativity as synthesis. Special attention is given to the implications of cognitive theory, stream of consciousness, synectics, randomization, exercises in empathy, analogies, and other methods of ideation for the generation of novel ideas. Elements of arousal theory, the structure of memory, and phenomenology are also referenced. Connections are made to the philosophies and techniques of prominent art figures, both historical and contemporary

The Case for Joy in Learning: Teacher and Students\u27 Perceptions of Flow Experiences in Upper Elementary Classrooms

This dissertation focused on intrinsic motivation in elementary schooling, with Csikszentmihalyi’s flow theory and the conditions and dimensions leading to optimal learning, serving as the theoretical framework. This qualitative case study investigated: 1.) How do teachers create flow-producing learning experiences for upper elementary students and 2.) How do upper elementary students experience flow in their daily school lives. Fieldwork included observation, collection of work product, and interviews of thirteen students and two exemplary teachers. Students were also asked to take digital photos of artifacts or spaces that related to their learning, and that they were proud of or found exciting. This case study makes a significant contribution to the literature by providing evidence that enjoyable, flow-like learning can be experienced in upper elementary classrooms. Analysis of data indicated that teachers created flow-like conditions by modeling habits of the mind, providing challenges at student readiness levels, offering feedback, and modeling enjoyable learning experiences. Student participants reported enjoyment in the learning process under conditions that allowed them to move freely in the classroom, concentrate, yet have the opportunity to obtain immediate feedback, and become immersed in, with control over, learning tasks. Fueled by intrinsic motivation, flow-producing learning experiences in upper elementary classrooms also have the potential to put students on the path to lifelong learning before middle school. More research on intrinsic motivation in elementary schooling needs to be conducted to maximize learning experiences

Medical Education for the 21st Century

Medical education has undergone a substantial transformation from the traditional models of the basic classroom, laboratory, and bedside that existed up to the late 20th century. The focus of this text is to review the spectrum of topics that are essential to the training of 21st-century healthcare providers. Modern medical education goes beyond learning physiology, pathophysiology, anatomy, pharmacology, and how they apply to patient care. Contemporary medical education models incorporate multiple dimensions, including digital information management, social media platforms, effective teamwork, emotional and coping intelligence, simulation, as well as advanced tools for teaching both hard and soft skills. Furthermore, this book also evaluates the evolving paradigm of how teachers can teach and how students can learn – and how the system evaluates success

Proceedings, MSVSCC 2015

The Virginia Modeling, Analysis and Simulation Center (VMASC) of Old Dominion University hosted the 2015 Modeling, Simulation, & Visualization Student capstone Conference on April 16th. The Capstone Conference features students in Modeling and Simulation, undergraduates and graduate degree programs, and fields from many colleges and/or universities. Students present their research to an audience of fellow students, faculty, judges, and other distinguished guests. For the students, these presentations afford them the opportunity to impart their innovative research to members of the M&S community from academic, industry, and government backgrounds. Also participating in the conference are faculty and judges who have volunteered their time to impart direct support to their students’ research, facilitate the various conference tracks, serve as judges for each of the tracks, and provide overall assistance to this conference. 2015 marks the ninth year of the VMASC Capstone Conference for Modeling, Simulation and Visualization. This year our conference attracted a number of fine student written papers and presentations, resulting in a total of 51 research works that were presented. This year’s conference had record attendance thanks to the support from the various different departments at Old Dominion University, other local Universities, and the United States Military Academy, at West Point. We greatly appreciated all of the work and energy that has gone into this year’s conference, it truly was a highly collaborative effort that has resulted in a very successful symposium for the M&S community and all of those involved. Below you will find a brief summary of the best papers and best presentations with some simple statistics of the overall conference contribution. Followed by that is a table of contents that breaks down by conference track category with a copy of each included body of work. Thank you again for your time and your contribution as this conference is designed to continuously evolve and adapt to better suit the authors and M&S supporters. Dr.Yuzhong Shen Graduate Program Director, MSVE Capstone Conference Chair John ShullGraduate Student, MSVE Capstone Conference Student Chai

2018 FSDG Combined Abstracts

https://scholarworks.gvsu.edu/fsdg_abstracts/1000/thumbnail.jp

Form Follows Feeling – The Acquisition of Design Expertise and the Function of Aesthesis in the Design Process

While the consideration of functional and technical criteria, as well as a sense of coherence are basic requirements for solving a design problem; it is the ability to induce an intended quality of aesthetic experience that is the hallmark of design expertise. Expert designers possess a highly developed sense of design, or what in this research is called aesthesis. Reflection on 25 years teaching design in the USA, Hungary, and China led to the observation that most successful design students, more than intellectual ability, drawing, model making or drive, all seemed to possess what may be called an intuitive sense of good design. It is not that they already know how to design, or that they are natural designers, it is that they have a more developed sense aesthesis. This research takes a multi-disciplinary approach to build a theory that describes what is involved in acquiring design expertise,identifies how aesthesis functions in the design process, and determines if what appears to be an intuitive sense of design is just natural talent or an acquired ability.While the consideration of functional and technical criteria, as well as a sense of coherence are basic requirements for solving a design problem; it is the ability to induce an intended quality of aesthetic experience that is the hallmark of design expertise. Expert designers possess a highly developed sense of design, or what in this research is called aesthesis. Reflection on 25 years teaching design in the USA, Hungary, and China led to the observation that most successful design students, more than intellectual ability, drawing, model making or drive, all seemed to possess what may be called an intuitive sense of good design. It is not that they already know how to design, or that they are natural designers, it is that they have a more developed sense aesthesis. This research takes a multi-disciplinary approach to build a theory that describes what is involved in acquiring design expertise,identifies how aesthesis functions in the design process, and determines if what appears to be an intuitive sense of design is just natural talent or an acquired ability.The research started with topics related to design methodology, which led to questions related to cognitive psychology, especially theories of problem-solving. An in-depth review of research in embodied cognition challenged the disembodied concept of the mind and related presuppositions, and reintroduced the body as an essential aspect of human cognition. This lead to related topics including: pre-noetic (pre-verbal) knowledge, the cognitive architecture of the brain, sense mechanisms and perception, limitations and types of memory as well as the processing capacity of the brain, and especially how emotions/feelings function in human cognition, offering insight into how designing functions as a cognitive process. The research provides evidence that more than technical rationality, expert designers rely heavily on a highly developed embodied way of knowing (tacit knowledge) througout the design process that allows them to know more than they can say. Indeed, this is the hallmark of expert performers in many fields. However, this ability is not to be understood as natural talent, but as a result of an intense developmental process that includes years of deliberate practice necessary to restructure the brain and adapt the body in a manner that facilitates exceptional performance. For expert designers it is aesthesis (a kind of body knowledge), functioning as a meta-heuristic, that allows them to solve a complex problem situation in a manner that appears effortless. Aesthesis is an ability that everyone possesses, but that expert designers have highly developed and adapted to allow them to produce buildings and built environments that induce an intended quality of aesthetic experience in the user. It is a cognitive ability that functions to both (re)structure the design problem and evaluate the solution; and allows the designer to inhabit the design world feelingly while seeking aesthetic resonance that anticipates the quality of atmosphere another is likely to experience. This ability is critical to the acquisition of design expertise