Ring Learning With Errors: A crossroads between postquantum cryptography, machine learning and number theory

The present survey reports on the state of the art of the different cryptographic functionalities built upon the ring learning with errors problem and its interplay with several classical problems in algebraic number theory. The survey is based to a certain extent on an invited course given by the author at the Basque Center for Applied Mathematics in September 2018.Comment: arXiv admin note: text overlap with arXiv:1508.01375 by other authors/ comment of the author: quotation has been added to Theorem 5.

2009-10 statistics derived from ILR data for the monitoring and allocation of funding in FECs

"This document describes: how we used 2009-10 Data Service learner data to inform 2011-12 funding allocations how we used 2009-10 learner data to monitor returns made to HEFCE the responses required from colleges to these monitoring processes." - Page 2

A Longitudinal Study on the Effect of Hypermedia on Learning Dimensions, Culture and Teaching Evaluation

Earlier studies have found the effectiveness of hypermedia systems as learning tools heavily depend on their compatibility with the cognitive processes by which students perceive, understand and learn from complex information\ud sources. Hence, a learner’s cognitive style plays a significant role in determining how much is learned from a hypermedia learning system. A longitudinal study of Australian and Malaysian students was conducted over two semesters in 2008. Five types of predictor variables were investigated with cognitive style: (i) learning dimensions (nonlinear learning, learner control, multiple tools); (ii)\ud culture dimensions (power distance, uncertainty avoidance, individualism/collectivism, masculinity/femininity, long/short term orientation); (iii) evaluation of units; (iv) student demographics; and (v) country in which students studied. This study uses both multiple linear regression and linear mixed effects to model the relationships among the variables. The results from this study support the findings of a cross-sectional study conducted by Lee et al. (2010); in particular, the predictor variables are significant to determine students’ cognitive style

2009-10 statistics derived from HESA data for monitoring and allocation of funding

Part of series - Core funding/operations: Request for information - "This document describes the process we will use when reconciling 2009-10 data returns made to the Higher Education Statistics Agency (HESA) with other returns made to HEFCE. It also describes how we use HESA data to inform the widening participation and teaching enhancement and student success allocations, and the partial completion weighting, for 2011-12." - Cover

Using information to deliver safer care: a mixed-methods study exploring general practitioners’ information needs in North West London primary care

The National Health Service in England has given increasing priority to improving inter-professional communication, enabling better management of patients with chronic conditions and reducing medical errors through effective use of information. Despite considerable efforts to reduce patient harm through better information usage, medical errors continue to occur, posing a serious threat to patient safety.This study explores the range, quality and sophistication of existing information systems in primary care with the aim to capture what information practitioners need to provide a safe service and identify barriers to its effective use in care pathways.Data were collected through semi-structured interviews with general practitioners from surgeries in North West London and a survey evaluating their experience with information systems in care pathways.Important information is still missing, specifically discharge summaries detailing medication changes and changes in the diagnosis and management of patients, blood results ordered by hospital specialists and findings from clinical investigations. Participants identified numerous barriers, including the communication gap between primary and secondary care, the variable quality and consistency of clinical correspondence and the inadequate technological integration.Despite attempts to improve integration and information flow in care pathways, existing systems provide practitioners with only partial access to information, hindering their ability to take informed decisions. This study offers a framework for understanding what tools should be in place to enable effective use of information in primary care

Impact of California's Transitional Kindergarten Program, 2013-14

Transitional kindergarten (TK)—the first year of a two-year kindergarten program for California children who turn 5 between September 2 and December 2—is intended to better prepare young five-year-olds for kindergarten and ensure a strong start to their educational career. To determine whether this goal is being achieved, American Institutes for Research (AIR) is conducting an evaluation of the impact of TK in California. The goal of this study is to measure the success of the program by determining the impact of TK on students' readiness for kindergarten in several areas. Using a rigorous regression discontinuity (RD) research design,1 we compared language, literacy, mathematics, executive function, and social-emotional skills at kindergarten entry for students who attended TK and for students who did not attend TK. Overall, we found that TK had a positive impact on students' kindergarten readiness in several domains, controlling for students' age differences. These effects are over and above the experiences children in the comparison group had the year before kindergarten, which for more than 80 percent was some type of preschool program

Using On-Line Quizzes to Help Students Learn Probability and Statistics

Online quizzes can be an effective and flexible means of helping learners develop key skills in probability and statistics. Quizzes give instant feedback, to help reinforce correct understanding and eliminate fundamental errors at an early stage in learning. We will describe our experience of designing and using quizzes with non-specialist and specialist students, on several different platforms including, most recently, Moodle. We describe Model Choice, a tool that helps students identify from a brief scenario the standard family of probability distributions they should work with to solve a problem. We will emphasize key design aspects of a successful quiz system, such as the importance of giving informative feedback to the learner. Using a standard platform, such as Moodle, is likely to require some compromise on design principles but building a stand-alone system to implement ideal design choices is very time-consuming

TLAD 2010 Proceedings:8th international workshop on teaching, learning and assesment of databases (TLAD)

This is the eighth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2010), which once again is held as a workshop of BNCOD 2010 - the 27th International Information Systems Conference. TLAD 2010 is held on the 28th June at the beautiful Dudhope Castle at the Abertay University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.This year, the workshop includes an invited talk given by Richard Cooper (of the University of Glasgow) who will present a discussion and some results from the Database Disciplinary Commons which was held in the UK over the academic year. Due to the healthy number of high quality submissions this year, the workshop will also present seven peer reviewed papers, and six refereed poster papers. Of the seven presented papers, three will be presented as full papers and four as short papers. These papers and posters cover a number of themes, including: approaches to teaching databases, e.g. group centered and problem based learning; use of novel case studies, e.g. forensics and XML data; techniques and approaches for improving teaching and student learning processes; assessment techniques, e.g. peer review; methods for improving students abilities to develop database queries and develop E-R diagrams; and e-learning platforms for supporting teaching and learning