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The ordering of concept classes under PAC reducibility is nonlinear, even when restricted to particular concrete examples. We construct two effective concept classes of incomparable PAC degrees to show that there exist incomparable PAC degrees, analogous to incomparable Turing degrees. The non-learnability of concept classes in the PAC learning model is explained by the existence of PAC incomparable degrees. It was necessary to deal with the size of an effective concept class thus we propose a method to compute the size of the effective concept class using Kolmogorov complexity. To define the jump operator for PACi degrees the join of effective concept classes is constructed and explores the possibility of embedding known degrees to PACi or PAC degrees. If an embedding exists it will enable proving properties of known degrees for PACi and PAC degrees without explicitly proving them.

No / The Legal Education and Training Review (LETR) which reported in June 2013 conceded that undergraduate law degrees are generally outside the remit of the review other than when there is a direct impact on the provision of legal services. On first glance therefore the review has few implications for those of us interested in delivering a liberal legal education and developing socio-legal approaches to law and legal study. However, on closer reading, the report contains a number of suggestions which, if taken up by the regulators, have significant potential to change law degrees, even if regulation remains “light touch”. This article explores those issues with a particular focus on the implications for liberal law degrees and socio-legal approaches to law teaching. In particular the article will explore issues around possible changes to foundation subjects; the creation of a framework of learning outcomes; the possible strengthening of legal writing and research in the curriculum and the opportunities offered for the introduction of more socio-legal material; and the trickle-down effect likely to be felt by providers of undergraduate law degrees of changes in regulation of legal services and as a result of student, employer and other stakeholder expectations.

The purposes of this investigation were to 1) determine to what extent nontraditional external doctorates will be recognized for employment and promotion in school systems accredited by Southern Association of Colleges and Schools; 2) determine to what extent nontraditional external doctorates will be recognized for initial employment and promotion in junior/community colleges accredited by Southern Association of Colleges and Schools; 3) determine to what extent nontraditional external doctorates will be recognized for initial employment and promotion in baccalaureate granting colleges and universities accredited by Southern Association of Colleges and Schools; 4) determine which degree and institutional factors concerning the nontraditional external doctorate are not accepted in a) school systems b) junior/community colleges c) baccalaureate granting colleges and universities; 5) determine which degree and institutional factors concerning the n on traditional external doctorate are acceptable in a) school systems b) junior/community colleges c) baccalaureate granting colleges and universities. The major conclusions were that the traditional doctoral degree still has strong advantages and that the institutional and program characteristics of the degree granting institution were very important. Many chief administrators are still undecided concerning the external doctoral degree. Chief administrators appear to be receptive to changes in traditional doctorate programs.

This study was concerned with salaries, wages, working conditions, and personal success of the master's degree teachers and non-teachers in industrial arts from North Texas State University. The data were obtained from an instrument sent to sixty-one master's degree teachers and twelve masters degree non-teachers. Related literature also provided information for completing the study.

Call number: LD2668 .T4 1978 H59 / Master of Science

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According to the five functions of academic advising as outlined by Morris (1973), this study investigates the specific academic advising needs of elementary education majors as perceived by elementary education students and faculty advisors at The University of Arizona. In addition, the unique advising needs of elementary education majors, those advising needs which are currently being met, and those advising needs which are not being met, are identified. Lastly, suggestions for improving the quality of academic advising for elementary education majors are examined. Twenty-five elementary education majors of senior standing admitted to the College of Education and twelve elementary education faculty advisors are individually administered an oral semi-structured questionnaire. Interview responses are categorized according to the five functions of academic advising, the unique advising needs of elementary education majors, advising needs which are currently being met, advising needs which are not being met, and suggestions for improving the quality of academic advising. The findings indicate that those advising needs which are specific to elementary education majors are contained within the functions of providing accurate information and long-range program planning. The advising needs identified within the functions of discerning the purpose of the institution, short-term course selection, and facilitating student development are generic in nature with no specific referent to teacher education. The unique advising needs of elementary education majors are identified as: (1) helping students to determine their suitability to the profession, (2) developing interpersonal skills, (3) developing communicative competence, (4) making decisions concerning program options, and (5) facilitating professional development. Advising needs which are being met are those related to program planning. Advising needs which are not being met are those related to determining suitability to the profession and facilitating professional development. Suggestions for improving the quality of academic advising for elementary education majors include the recognition of advising as a faculty priority and facilitating students' professional development needs. . . . (Author's abstract exceeds stipulated maximum length. Discontinued here with permission of author.) UMI

The traditional approach to imaging system design places the sole burden of image formation on optical components. In contrast, a computational imaging system relies on a combination of optics and post-processing to produce the final image and/or output measurement. Therefore, the joint-optimization (JO) of the optical and the post-processing degrees of freedom plays a critical role in the design of computational imaging systems. The JO framework also allows us to incorporate task-specific performance measures to optimize an imaging system for a specific task. In this dissertation, we consider the design of computational imaging systems within a JO framework for two separate tasks: object reconstruction and iris-recognition. The goal of these design studies is to optimize the imaging system to overcome the performance degradations introduced by under-sampled image measurements. Within the JO framework, we engineer the optical point spread function (PSF) of the imager, representing the optical degrees of freedom, in conjunction with the post-processing algorithm parameters to maximize the task performance. For the object reconstruction task, the optimized imaging system achieves a 50% improvement in resolution and nearly 20% lower reconstruction root-mean-square-error (RMSE ) as compared to the un-optimized imaging system. For the iris-recognition task, the optimized imaging system achieves a 33% improvement in false rejection ratio (FRR) for a fixed alarm ratio (FAR) relative to the conventional imaging system. The effect of the performance measures like resolution, RMSE, FRR, and FAR on the optimal design highlights the crucial role of task-specific design metrics in the JO framework. We introduce a fundamental measure of task-specific performance known as task-specific information (TSI), an information-theoretic measure that quantifies the information content of an image measurement relevant to a specific task. A variety of source-models are derived to illustrate the application of a TSI-based analysis to conventional and compressive imaging (CI) systems for various tasks such as target detection and classification. A TSI-based design and optimization framework is also developed and applied to the design of CI systems for the task of target detection, it yields a six-fold performance improvement over the conventional imaging system at low signal-to-noise ratios.

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