Randomization Adaptive Self-Stabilization

We present a scheme to convert self-stabilizing algorithms that use randomization during and following convergence to self-stabilizing algorithms that use randomization only during convergence. We thus reduce the number of random bits from an infinite number to a bounded number. The scheme is applicable to the cases in which there exits a local predicate for each node, such that global consistency is implied by the union of the local predicates. We demonstrate our scheme over the token circulation algorithm of Herman and the recent constant time Byzantine self-stabilizing clock synchronization algorithm by Ben-Or, Dolev and Hoch. The application of our scheme results in the first constant time Byzantine self-stabilizing clock synchronization algorithm that uses a bounded number of random bits

Byzantine Agreement with Optimal Early Stopping, Optimal Resilience and Polynomial Complexity

We provide the first protocol that solves Byzantine agreement with optimal early stopping ($\min\{f+2,t+1\}$ rounds) and optimal resilience ($n>3t$) using polynomial message size and computation. All previous approaches obtained sub-optimal results and used resolve rules that looked only at the immediate children in the EIG (\emph{Exponential Information Gathering}) tree. At the heart of our solution are new resolve rules that look at multiple layers of the EIG tree.Comment: full version of STOC 2015 abstrac

Teachers’ emotional intelligence : the impact of training

A growing number of studies have suggested that teachers' personal competencies, and more specifically Emotional Intelligence (EI), are particularly important for teacher effectiveness. Recently, there has also been a growing recognition of the importance of social-emotional competencies to students' learning and academic achievement. However, there has been a neglect of emotions in the field of teaching, and little is known about the impact of training aimed at developing teachers' EI on their EI levels and their practice. The current study investigates the impact of a teacher- centered EI training on teachers' EI in Israel. The study followed a two-year EI training in one school, employing group workshops and personal coaching. The study used a mixed methodology, making use of pre-post EQ-i assessment and semi-structured interviews. The findings illustrate that the training programme was perceived by the participants to have enhanced their EI competencies, as defined by the Bar-On model. Most participants integrated these competencies into their personal, professional and group identities and modified their EI-related behaviours.peer-reviewe