Fragment interaction analysis of structural problems in the framework ofAb initio SCF-MO computations

1981 ◽  
Vol 58 (4) ◽  
pp. 245-255 ◽  
Author(s):  
Fernando Bernardi ◽  
Andrea Bottoni
Keyword(s):  
Interaction Analysis ◽  
Structural Problems ◽  
Fragment Interaction Analysis ◽  
Fragment Interaction

Fragment interaction analysis based on local MP2

2007 ◽  
Vol 118 (5-6) ◽  
pp. 937-945 ◽  
Author(s):  
Takeshi Ishikawa ◽  
Yuji Mochizuki ◽  
Shinji Amari ◽  
Tatsuya Nakano ◽  
Hiroaki Tokiwa ◽  
...  
Keyword(s):  
Interaction Analysis ◽  
Fragment Interaction Analysis ◽  
Fragment Interaction

Fragment interaction analysis in the framework of ab-initio UHF-MO computations

Tetrahedron ◽  
1986 ◽  
Vol 42 (20) ◽  
pp. 5567-5580 ◽  
Author(s):  
Fernando Bernardi ◽  
Andréa Bottoni ◽  
Jacques Fossey ◽  
Jeanine Sorba
Keyword(s):  
Ab Initio ◽  
Interaction Analysis ◽  
Fragment Interaction Analysis ◽  
Fragment Interaction

An application of fragment interaction analysis based on local MP2

2008 ◽  
Vol 463 (1-3) ◽  
pp. 189-194 ◽  
Author(s):  
Takeshi Ishikawa ◽  
Yuji Mochizuki ◽  
Shinji Amari ◽  
Tatsuya Nakano ◽  
Shigenori Tanaka ◽  
...  
Keyword(s):  
Interaction Analysis ◽  
Fragment Interaction Analysis ◽  
Fragment Interaction

Fragment interaction analysis in the framework of ab-initio UHF-MO computations

1989 ◽  
Vol 183 (3-4) ◽  
pp. 301-309 ◽  
Author(s):  
Fernando Bernardi ◽  
Andreà Bottoni ◽  
Jacques Fossey ◽  
Janine Sorba
Keyword(s):  
Ab Initio ◽  
Interaction Analysis ◽  
Fragment Interaction Analysis ◽  
Fragment Interaction

Artificial intelligence as a moving force of improvement and innovative development in education and pedagogic

2019 ◽  
pp. 21-30
Author(s):  
M. G. Koliada ◽  
T. I. Bugayova
Keyword(s):  
Artificial Intelligence ◽  
Intelligent Systems ◽  
Intelligent System ◽  
Interaction Analysis ◽  
Educational Data Mining ◽  
Main Task ◽  
Intellectual System ◽  
Will Force ◽  
To Come ◽  
Artificial Intelligence Systems

The article discusses the history of the development of the problem of using artificial intelligence systems in education and pedagogic. Two directions of its development are shown: “Computational Pedagogic” and “Educational Data Mining”, in which poorly studied aspects of the internal mechanisms of functioning of artificial intelligence systems in this field of activity are revealed. The main task is a problem of interface of a kernel of the system with blocks of pedagogical and thematic databases, as well as with the blocks of pedagogical diagnostics of a student and a teacher. The role of the pedagogical diagnosis as evident reflection of the complex influence of factors and reasons is shown. It provides the intelligent system with operative and reliable information on how various reasons intertwine in the interaction, which of them are dangerous at present, where recession of characteristics of efficiency is planned. All components of the teaching and educational system are subject to diagnosis; without it, it is impossible to own any pedagogical situation optimum. The means in obtaining information about students, as well as the “mechanisms” of work of intelligent systems based on innovative ideas of advanced pedagogical experience in diagnostics of the professionalism of a teacher, are considered. Ways of realization of skill of the teacher on the basis of the ideas developed by the American scientists are shown. Among them, the approaches of researchers D. Rajonz and U. Bronfenbrenner who put at the forefront the teacher’s attitude towards students, their views, intellectual and emotional characteristics are allocated. An assessment of the teacher’s work according to N. Flanders’s system, in the form of the so-called “The Interaction Analysis”, through the mechanism of fixing such elements as: the verbal behavior of the teacher, events at the lesson and their sequence is also proposed. A system for assessing the professionalism of a teacher according to B. O. Smith and M. O. Meux is examined — through the study of the logic of teaching, using logical operations at the lesson. Samples of forms of external communication of the intellectual system with the learning environment are given. It is indicated that the conclusion of the found productive solutions can have the most acceptable and comfortable form both for students and for the teacher in the form of three approaches. The first shows that artificial intelligence in this area can be represented in the form of robotized being in the shape of a person; the second indicates that it is enough to confine oneself only to specially organized input-output systems for targeted transmission of effective methodological recommendations and instructions to both students and teachers; the third demonstrates that life will force one to come up with completely new hybrid forms of interaction between both sides in the form of interactive educational environments, to some extent resembling the educational spaces of virtual reality.

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