Multiple-Tree Push-based Overlay Streaming

Multiple-Tree Overlay Streaming has attracted a great amount of attention from researchers in the past years. Multiple-tree streaming is a promising alternative to single-tree streaming in terms of node dynamics and load balancing, among others, which in turn addresses the perceived video quality by the streaming user on node dynamics or when heterogeneous nodes join the network. This article presents a comprehensive survey of the different aproaches and techniques used in this research area. In this paper we identify node-disjointness as the property most approaches aim to achieve. We also present an alternative technique which does not try to achieve this but does local optimizations aiming global optimizations. Thus, we identify this property as not being absolute necessary for creating robust and heterogeneous multi-tree overlays. We identify two main design goals: robustness and support for heterogeneity, and classify existing approaches into these categories as their main focus

From psychotherapist to supervisor

This study is a part of an ongoing research project examining group supervision in psychotherapy. The study was performed in a postgraduate training program for prospective supervisors. The two-year supervisor training program included theory seminars as well as group supervision of the prospective supervisor’s supervision of a trainee who had a patient in psychotherapy. The training program was based on psychoanalytic theory and the psychotherapy conducted was psychoanalytically oriented. Supervisees´ and supervisors´ experiences of the learning process, supervision format in group and supervisor styles were explored in semi-structured interviews. Both supervisees and supervisors emphasized the importance of a specific training program for psychotherapists who intend to work as supervisors. The didactic aspects of supervision were pointed out. The group format was experienced as particularly suitable for this training level. The “super-supervisor’s” style was important as a role model for the supervisors in training

Transition removal for compositional supervisor synthesis

This paper investigates under which conditions transitions can be removed from an automaton while preserving important synthesis properties. The work is part of a framework for compositional synthesis of least restrictive controllable and nonblocking supervisors for modular discrete event systems. The method for transition removal complements previous results, which are largely focused on state merging. Issues concerning transition removal in synthesis are discussed, and redirection maps are introduced to enable a supervisor to process an event, even though the corresponding transition is no longer present in the model. Based on the results, different techniques are proposed to remove controllable and uncontrollable transitions, and an example shows the potential of the method for practical problems

Optimal Contracts for Lenient Supervisors

We consider a situation where an agent's effort is monitored by a supervisor who cares for the agent's well being. This is modeled by incorporating the agent's utility into the utility function of the supervisor. The first best solution can be implemented even if the supervisor's preferences are unknown. The corresponding optimal contract is similar to what we observe in practice: The supervisor's wage is constant and independent of his report. It induces one type of supervisor to report the agent's performance truthfully, while all others report favorably independent of performance. This implies that overstated performance (leniency bias) may be the outcome of optimal contracts under informational asymmetries

School Counseling Site Supervisor Training: An Exploratory Study

This study explored the supervision training needs of site supervisors of master’s program school counseling interns via the construct of selfefficacy. Using the Site Supervisor Self-Efficacy Survey developed for this study, the authors surveyed school counseling site supervisors in the states of Oregon and Washington (N = 147) regarding their hours of supervision training and their supervisor self-efficacy. Results indicated that 54% of school counseling site supervisors had little or no counseling supervision training. Supervisor self-efficacy appeared to be relatively strong, consistently so for school counseling site supervisors with over 40 hours of supervision training. A partial correlation indicated a slightly positive relationship between the hours of supervision training received and perceived self-efficacy regarding supervision. Implications regarding school counseling site supervisor training and future research are offered