A classical algorithm in classification is the support vector machine (SVM) algorithm. Based on Vapnik's statistical learning theory, it tries to find a linear boundary with maximum margin to separate the given data into different classes. In non-separable case, SVM uses a kernel trick to map the data onto a feature space and finds a linear boundary in the new space. / Different algorithms are derived from the framework. When the empirical error is defined by a quadratic loss, we have generalized regularized least-squares learning algorithm. When the idea is applied to SVM, we obtain semi-parametric SVM algorithm. Besides, we derive the third algorithm which generalizes the kernel logistic regression algorithm. / How to choose non-regularized features? We give some empirical studies. We use dimensionality reduction techniques in text categorization, extract some non-regularized intrinsic features for the high dimensional data, and report improved results. / Instead of understanding SVM's behavior from Vapnik's theory, our work follows regularized learning viewpoint. In regularized learning, people try to find a solution from a function space which has small empirical error in explaining the input-output relationship for training data, yet keeping the simplicity of the solution. / To provide the simplicity, the complexity of the solution is penalized, which involves all features in the function space. An equal penalty, as in standard regularized learning, is reasonable without knowing the significance of individual features. But how about if we have prior knowledge that some features are more important than others? Instead of penalizing all features, we study a generalized regularized learning framework where part of the function space is not penalized, and derive its corresponding solution. / Two generalized algorithms need to solve positive definite linear systems to get the parameters. How to solve a large-scale linear system efficiently? Different from previous work in machine learning where people generally resort to conjugate gradient method, our work proposes to use a domain decomposition approach. New interpretations and improved results are reported accordingly. / Li, Wenye. / "September 2007." / Advisers: Kwong-Sak Leung; Kin-Hong Lee. / Source: Dissertation Abstracts International, Volume: 69-08, Section: B, page: 4850. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (p. 101-109). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in English and Chinese. / School code: 1307.

In a series of five experiments, the effectiveness of using worked examples to teach grade 8 and 9 students the process of translating a written sentence into an algebraic equation, was examined from a cognitive load perspective. The first experiment compared the use of worked examples with a problemsolving strategy. Both for higher and lower levels of prior knowledge in mathematics, the worked examples format group performed significantly better than the problemsolving group. In experiment 2 the worked examples format was compared with an ??algorithm?? method for teaching students to write equations. No significant differences were found in performance on similar questions at either the higher or the lower levels of prior knowledge. However, for transfer questions and questions testing understanding, the performance of the worked examples format was significantly better than that of the algorithm format for the higher level of prior knowledge, though differences were not significant for the lower level. In experiment 3 worked examples using two different methods of checking the translation, the ??comparison?? method and the ??substitution?? method, were compared. No significant differences were found between the two methods for either knowledge group. In experiments 4 and 5 it was shown that grade 8 and 9 students were initially disadvantaged by the inclusion of a checking method. However, after a more substantial period of acquisition, for the students with a lower level of prior knowledge, those who received checking instructions performed significantly better than did those who did not receive such instructions. In contrast, higher knowledge students were continually disadvantaged by the inclusion of a checking method. Higher knowledge students receiving checking instructions experienced a significantly higher cognitive load than did those not receiving them, as shown by a measure of mental effort. The positive effect of checking for lower knowledge students and the negative effect for higher knowledge students in this domain is a further example of the expertise reversal effect. Evidence was found that the inclusion of checking instructions led to a redundancy effect for higher knowledge learners and caused retroactive inhibition for all learners.

Information science and technology fast development not only impact industry external competition environment, but also has the significant influence to the enterprise interior management. Along with network technology maturity, more and more enterprises Internet technical application in enterprise, thus constructs the construction enterprise exclusively intranet system, to unimpeded internal information, and provides each kind of convenient service and the function, then reduces the cost, to strengthened enterprise physique, to ensure the competitive advantage. On this occasion of the information explodes, no matter the society or individual, the lifelong study is the inevitable tendency, but constructs the construction using the enterprise interior network e-Learning to provide the multiplex study pipeline, may cause the knowledge management and study obtains more convenient and effectiveness. Steps while the whole world to the information, the science and technology and the government advocated the lifelong study, the enterprise promote the industry to encourage education, personally to take advanced courses become common practice, it reveal e-Learning potential to become the epoch-making education learning. However, from the view point of business management, lead-in e-Learning system incurs great expense. This research use the¡uUnified Theory of Acceptance and Use of Technology / UTAUT¡vas a foundation, from the large-scale traditional industry as a viewpoint, revises its scales, and use the way of lamination random sampling to carry on the questionnaire survey to the case study company, and obtains 180 effectively questionnaires. The main conclusion includes: To the case study company's staffs [1] Influence e-Learning system to accept a factor to be allowed to induce is "Performance Expectancy ", ¡§Effort Expectancy ", " Social Influence ¡§and " Facilitating Conditions " four items, different staff have different factor value degree. [2] The influence system use wish factor only has ¡§Performance Expectancy ", and " Facilitating Conditions " and so on two items; At the same time directly the behavior has the influence " Performance Expectancy " to "Actual use": The other two factors influence (Effort Expectancy and Social Influence) certainly does not reveal. [3] " Performance Influence" for the wish of uses and the actual behavior influence far surpass other factors.

Thesis (Ph.D.)--City University of Hong Kong, 2009. / "Submitted to Department of Mathematics in partial fulfillment of the requirements for the degree of Doctor of Philosophy." Includes bibliographical references (leaves [87]-100)

Thesis (Ph.D)--Computing, Georgia Institute of Technology, 2009. / Committee Chair: Khot, Subhash; Committee Member: Tetali, Prasad; Committee Member: Thomas, Robin; Committee Member: Vempala, Santosh; Committee Member: Vigoda, Eric. Part of the SMARTech Electronic Thesis and Dissertation Collection.

Thesis (Ph.D)--Industrial and Systems Engineering, Georgia Institute of Technology, 2009. / Committee Chair: Wu, C. F. Jeff; Committee Co-Chair: Yuan, Ming; Committee Member: Huo, Xiaoming; Committee Member: Vengazhiyil, Roshan Joseph; Committee Member: Wang, Zhonglin. Part of the SMARTech Electronic Thesis and Dissertation Collection.

The purpose of this study is to explore possible interventions aimed at educating college students about the roles, services, settings, and job outlook for school psychologists as a means to increase interest in the field as a graduate school career option. More specifically, the proposed study aims to test what type of educational activity- didactic information presentation versus didactic information presentation coupled with an experiential learning task- interacts with which learning style to produce the greatest gains in interest in the field as a graduate school option. Further, the proposed study seeks to determine if a correlation exists between knowledge of school psychology and level of interest in the field. / text

Understanding how students learn, that is, how they recognize, process, and internalize new information, is vital to any teacher’s success. Although many theories exist in this field, I have selected three strong theories to initiate a discussion that I see as suggestive of a new, cohesive theory that represents a synthesis of all three. For the purposes of this report, I have selected the theories of constructivism and social constructivism from Piaget and Vygotsky, Bronfenbrenner’s Ecological Systems theory, and Chaos theory as the basis for my proposed model. In the report, these three theories are deconstructed, and various components of each are then synthesized to suggest a comprehensive model. It is my intent that my proposed model be helpful to teachers in designing and tailoring instruction for their students. By understanding the relationships and inter-relationships of the child to the various systems that affect him/her, the teacher can better engage all students toward a successful outcome. / text

This study examined the effects of source expertise and social learning in mainstream food television on viewers’ attitudes, confidence, and behavioural intentions related to food. Following a 2X2 between-subjects design, participants (240) were exposed to two videos, each from a different food television program. Preceding each video, participants were asked to complete a questionnaire measuring the three dependent variables. Using ANOVA, results of this study indicated that exposure to positive social reinforcement can positively affect consumer attitude toward food, while exposure to low source expertise can positively increase consumer confidence in cooking abilities. Social learning and source expertise interacted in their effect on attitude and confidence, while an interaction between gender of the viewer and social learning had an effect on attitude, confidence, and intention. Marketers may use this knowledge when selecting an appropriate medium to advertise food products, and television producers may consider these findings when aiming to increase interest in particular television programs. Other practical implications and contributions are further discussed.

In a series of five experiments, the effectiveness of using worked examples to teach grade 8 and 9 students the process of translating a written sentence into an algebraic equation, was examined from a cognitive load perspective. The first experiment compared the use of worked examples with a problemsolving strategy. Both for higher and lower levels of prior knowledge in mathematics, the worked examples format group performed significantly better than the problemsolving group. In experiment 2 the worked examples format was compared with an ??algorithm?? method for teaching students to write equations. No significant differences were found in performance on similar questions at either the higher or the lower levels of prior knowledge. However, for transfer questions and questions testing understanding, the performance of the worked examples format was significantly better than that of the algorithm format for the higher level of prior knowledge, though differences were not significant for the lower level. In experiment 3 worked examples using two different methods of checking the translation, the ??comparison?? method and the ??substitution?? method, were compared. No significant differences were found between the two methods for either knowledge group. In experiments 4 and 5 it was shown that grade 8 and 9 students were initially disadvantaged by the inclusion of a checking method. However, after a more substantial period of acquisition, for the students with a lower level of prior knowledge, those who received checking instructions performed significantly better than did those who did not receive such instructions. In contrast, higher knowledge students were continually disadvantaged by the inclusion of a checking method. Higher knowledge students receiving checking instructions experienced a significantly higher cognitive load than did those not receiving them, as shown by a measure of mental effort. The positive effect of checking for lower knowledge students and the negative effect for higher knowledge students in this domain is a further example of the expertise reversal effect. Evidence was found that the inclusion of checking instructions led to a redundancy effect for higher knowledge learners and caused retroactive inhibition for all learners.