PAC-Bayes Analysis of Multi-view Learning

This paper presents eight PAC-Bayes bounds to analyze the generalization performance of multi-view classifiers. These bounds adopt data dependent Gaussian priors which emphasize classifiers with high view agreements. The center of the prior for the first two bounds is the origin, while the center of the prior for the third and fourth bounds is given by a data dependent vector. An important technique to obtain these bounds is two derived logarithmic determinant inequalities whose difference lies in whether the dimensionality of data is involved. The centers of the fifth and sixth bounds are calculated on a separate subset of the training set. The last two bounds use unlabeled data to represent view agreements and are thus applicable to semi-supervised multi-view learning. We evaluate all the presented multi-view PAC-Bayes bounds on benchmark data and compare them with previous single-view PAC-Bayes bounds. The usefulness and performance of the multi-view bounds are discussed.Comment: 35 page

Miraculous Survival of Three Trapping Miners by Drinking High Mineral Mine Water for 25

Little is known that how long a human been can survive a complete starvation. There were dozens of miners who lost their lives in a coal mine disaster at Qinglong,Guizhou,China in June 2009, only three of them were rescued 25 days later after they had been trapped in a coal mine 600 meters underground. They maintained their lives only by drinking mineral water in the mine, which created a miracle of life. We reported here on this life miracle in relation to high mineral mine water

An Analysis of the Opinions of Senior Students of Teachers\u27 Colleges or University Concerning Practice Teaching in Taiwan, R.O.C.

The purpose of this study was to investigate the opinions of senior students of National Kaohsiung Teachers\u27 College in Taiwan concerning practice teaching and to provide suggestions for the authority of educational administration and teacher training institutions to emphasize the process of practice teaching. It was hypothesized that this study may serve as a stimulation of empirical study pertaining to pracrice teaching in the future. The related research and literature were reviewed. A practice teaching questionnaire was developed to gain information concerning the time assignment, the senior students\u27 feelings about the junior high schools in which they did practice teaching, the effectiveness of instructional methods, and the pre-practice teaching curriculum. The questionnaires were completed by 216 senior students of National Kaohsiung Teachers\u27 College. The percentage and chi-square methods were utilized to analyze the data. Based upon an analysis of the survey results, the findings were presented as follows: 1. An appropriate period for practice teaching was three or more consecutive weeks during spring semester of the senior year. 2. Senior students perceived an earnest attitude toward practice teaching from the administrators and class teachers of junior high schools. Those prospective teachers also considered that junior high school students were satisfied with their teaching, and were willing to teaching any kind of classes. 3. During practice teaching, the lecture and heuristic methods were used frequently in the classroom and the instructional aids were often made by senior students. The methods of evaluation which senior students used mostly were paper-pencil and oral tests. In additional to the above, senior students seldom encountered severe problem of student discipline. 4. With regard to the pre-practice teaching curriculum, senior students indicated that courses in their majors were beneficial to their practice teaching, but also expressed the opinion that education and professional sense coureses should be strengthened. The following recommendations resulted from the study: 1. The period of practice teaching should be extended and maintained with consecutive weeks in the spring semester of the senior year. 2. The practice teaching responsibilities of administrators and class teachers of junior high school should be described clearly, and the supervisors of Teachers\u27 College and cooperating teachers should keep in touch with each other during practice teaching. 3. The senior students should be encouraged not only to employ various instructional methods but also to apply a variety of valid evaluation techniques for enhancing the effects of teaching. 4. The junior high schools should purchase more instructional aids to help prospective teachers improve their practice teaching. 5. The attributes of a class taught by the senior students should be analyzed before practice teaching begins, in order to increase the confidence of senior students. 6. Educational administrators and officials in charge of teacher training in Taiwan should examine and compare the studies of practice teaching in other countries and conduct more empirical studies of such teaching in Taiwan