2,932 research outputs found
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 ( rounds) and optimal resilience () 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
Teachersâ 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
- âŠ