Convergence of asynchronous matrix iterations subject to diagonal dominance

Cover title.Includes bibliographical references.Partially supported by the U.S. Army Research Office (Center for Intelligent Control Systems) DAAL03-86-K-0171 Partially supported by the National Science Foundation. NSF-ECS-8519058by Paul Tseng

Valuation of travel time reliability in passenger transport

Rietveld, P. [Promotor]Verhoef, E.T. [Promotor

On Stochastic Subgradient Mirror-Descent Algorithm with Weighted Averaging

This paper considers stochastic subgradient mirror-descent method for solving constrained convex minimization problems. In particular, a stochastic subgradient mirror-descent method with weighted iterate-averaging is investigated and its per-iterate convergence rate is analyzed. The novel part of the approach is in the choice of weights that are used to construct the averages. Through the use of these weighted averages, we show that the known optimal rates can be obtained with simpler algorithms than those currently existing in the literature. Specifically, by suitably choosing the stepsize values, one can obtain the rate of the order $1/k$ for strongly convex functions, and the rate $1/\sqrt{k}$ for general convex functions (not necessarily differentiable). Furthermore, for the latter case, it is shown that a stochastic subgradient mirror-descent with iterate averaging converges (along a subsequence) to an optimal solution, almost surely, even with the stepsize of the form $1/\sqrt{1+k}$, which was not previously known. The stepsize choices that achieve the best rates are those proposed by Paul Tseng for acceleration of proximal gradient methods

Interval type-2 fuzzy automata and Interval type-2 fuzzy grammar

The purpose of the present work is to introduce and study the concept of interval type-2 (IT2) fuzzy grammar which recognizes the given IT2 fuzzy languages. The relationship between IT2 fuzzy automata and IT2 fuzzy (weak) regular grammars is discussed. Specifically, the results we obtained here are (i ) IT2 fuzzy weak regular grammar and IT2 fuzzy regular grammar generate the same classes of IT2 fuzzy languages (ii ) for a given IT2 fuzzy regular grammars, there exists an IT2 fuzzy automata such that they accept the same IT2 fuzzy languages, and vice versa. In addition, we define some operations on IT2 fuzzy languages and it is shown that IT2 fuzzy languages recognized by IT2 fuzzy automata are closed under the operations of union, intersection, concatenation and Kleene closure, but are not closed under complement

Un estudio de estrategias de aprendizaje de lenguas utilizadas por estudiantes exitosos de programas de pedagogia en inglés de universidades de Concepción, Chile: un estudio de caso

Indexación: Web of Science; Scielo.This study attempts to uncover the Language Learning Strategies (LLSs) utilized by proficient language learners in English pedagogy programs at two universities. It was found that students employ indirect strategies frequently, which are of a metacognitive nature. Through a case study methodology, these students were asked to do a semi-structured interview and a think-aloud protocol. It was found that cognitive and metacognitive strategies were the most prevalent.Este estudio procura develar las Estrategias de Aprendizaje de Lenguas (EALs) utilizadas por estudiantes avanzados en programa de Pedagogía en Inglés en dos universidades. Se estableció que los estudiantes de Pedagogía emplean estrategias indirectas con frecuencia, de naturaleza metacognitiva. A través de un estudio de caso, dos estudiantes fueron entrevistados y se les aplicó un procedimiento de pensamiento en voz alta. Se estableció que en ellos las estrategias cognitivas y metacognitivas son las predominantes.http://ref.scielo.org/73v83

The Bologna Process and the reform of medical education

In 1988, the Magna Charta Universitatum was signed at a meeting of European University rectors on the occasion of the 900th Anniversary of the University of Bologna to mark their commitment to harmonising the European Higher Education sector. Subsequently in 1999, Ministers of Education from 29 countries were co-signatories to the Bologna declaration. Since that time, the Bologna process has developed from a declaration of commitment to improving education to a process dedicated to standardising education, ensuring quality whilst maintaining the appropriate level of flexibility.peer-reviewe