A Deep Learning based approach to classification of Baby Sign Language images

Baby Sign Language is used by hearing parents to hearing infants as a preverbal communication which reduce frustration of parents and accelerated learning in babies, increases parent-child bonding, and lets babies communicate vital information, such as if they are hurt or hungry is known as a Baby Sign Language . In the current research work, a study of various existing sign language has been carried out as literature and then after realizing that there is no dataset available for Baby Sign Language, we have created a static dataset for 311 baby signs, which were classified using a MobileNet V1, pretrained Convolution Neural Network [CNN].The focus of the paper is to analyze the effect of Gradient Descent based optimizers, Adam and its variants, Rmsprop optimizers on fine-tuned pretrained CNN model MobileNet V1 that has been trained using customized dataset. The optimizers are used to train and test on MobileNet for 100 epochs on the dataset created for 311 baby Signs. These 10 optimizers Adadelta, Adam, Adamax, SGD, Adagrad, RMSProp were compared based on their processing time.

Accelerated Learning Is Possible for Special Education Students

Accelerated learning has been historically absent in conversations driving the instruction of students being served in special education. A prevailing deficit mindset commonly exists within the special education community leaving expectations of increased student learning to chance. This chapter aims to share data from a large-scale, national sample of special education students receiving the powerful literacy intervention, Literacy Lessons. These data detail the possibility of accelerated student learning by measuring the text reading level of students at entry and exit of the intervention, and even more, compared to their rate of progress before entering the intervention.

Impact of English Accelerated Learning Program (ALP) on desired proficiency of 8th grade students

Within the context of lockdown and pandemic situation, by taking all these conditions in attention, government of Punjab introduced compact and shortened curriculum named as Accelerated learning program for 8th grade students. The accelerated syllabi are usually introduced and implemented to fulfill short term objectives. The current study aimed at investigating how efficient and effective this ALP can be in achieving estimated language proficiency of students. Furthermore, there is some need to get awareness to teachers’ preference and their ALP teaching practices meeting the desired aims. The syllabus has been introduced to minimize the Covid-19-driven learning loss and expedite the teaching and learning procedures to damage control and maximize learning outputs. Therefore, current study was designed as experimental so that researchers can check the impact of ALP on students’ achievements. Moreover, the effect of the independent variable ALP course was checked upon the English proficiency of the learners which is termed as a dependent variable. The 8th grade students at government schools of Bahawalpur district were taken as the population of the study out of which only 60 students were selected by using a random sampling technique and 80 teachers were also selected by using a purposive sampling technique. The findings of the study indicate that there is little or no impact on students’ learning outcomes by the use of ALP course for teaching English language. It is also found that teachers face difficulty while teaching through ALP because it is too compact and it did not include all the language components and skills. In order to obtain the maximum output from ALP, it is suggested to devise comprehensive lesson planning and proper teaching strategies with revised and modified pattern of learning outcomes.

Improving De Novo Molecular Design with Curriculum Learning

Reinforcement learning (RL) is a powerful paradigm that has gained popularity across multiple domains. However, applying RL may come at a cost of multiple interactions between the agent and the environment. This cost can be especially pronounced when the single feedback from the environment is slow or computationally expensive, causing extensive periods of nonproductivity. Curriculum learning (CL) provides a suitable alternative by arranging a sequence of tasks of increasing complexity with the aim of reducing the overall cost of learning. Here, we demonstrate the application of CL for drug discovery. We implement CL in the de novo design platform, REINVENT, and apply it on illustrative de novo molecular design problems of different complexity. The results show both accelerated learning and a positive impact on the quality of the output when compared to standard policy based RL. To our knowledge, this is the first application of CL for the purposes of de novo molecular design. The code is freely available at https://github.com/MolecularAI/Reinvent.

Improving De Novo Molecular Design with Curriculum Learning

Reinforcement learning (RL) is a powerful paradigm that has gained popularity across multiple domains. However, applying RL may come at a cost of multiple interactions between the agent and the environment. This cost can be especially pronounced when the single feedback from the environment is slow or computationally expensive, causing extensive periods of nonproductivity. Curriculum learning (CL) provides a suitable alternative by arranging a sequence of tasks of increasing complexity with the aim of reducing the overall cost of learning. Here, we demonstrate the application of CL for drug discovery. We implement CL in the de novo design platform, REINVENT, and apply it on illustrative de novo molecular design problems of different complexity. The results show both accelerated learning and a positive impact on the quality of the output when compared to standard policy based RL. To our knowledge, this is the first application of CL for the purposes of de novo molecular design. The code is freely available at https://github.com/MolecularAI/Reinvent.

Apología Interdisciplinaria de la Metacognición del Aprendizaje Acelerado: discentes del área de Ciencias de la Educación y Medicina

La educación formal, informal y no formal están entrelazadas en la integridad de conocimientos del ser humano, en donde toda la sociedad global somos copartícipes de esa formación; hablar de educación es analizar un entramado de paradigmas que se convierten en nuevos retos para el docente del siglo XXI, por lo anterior, el presente trabajo está orientado al desarrollo interdisciplinario del área de estudio académico de discentes del segundo semestre de la carrera de medicina (Universidad pública) y del séptimo cuatrimestre de la Licenciatura de Ciencias de la Educación de la Universidad IEU (Instituto de Estudios Universitarios, institución particular), en donde se detectó con el trabajo diario en ambos grupos la necesidad de favorecer sus procesos metacognitivos, para mejorar su desempeño académico en su desarrollo cognitivo. Teniendo como OBJETIVO favorecer el proceso metacognitivo en los discentes de medicina, por medio de la interdisciplinariedad con los estudiantes de ciencias de la educación con las técnicas del Aprendizaje Acelerado. Formal, informal and non-formal education are intertwined in the integrity of knowledge of the human being, where the whole global society is a co-participant of that formation; To talk about education is to analyze a framework of paradigms that become new challenges for the teacher of the XXI century, therefore, this work is oriented to the interdisciplinary development of the academic study area of students of the second semester of the career of medicine (public university) and the seventh quarter of the Bachelor of Science in Education of the IEU University (Institute of University Studies, a private institution), where it was detected with the aim of developing the academic study area of the students of the second semester of the career of medicine (public university) and the seventh quarter of the Bachelor of Science in Education of the IEU University (Institute of University Studies, This is a private institution), where it was detected with the daily work in both groups the need to favor their metacognitive processes, to improve their academic performance in their cognitive development. Having as OBJECTIVE to favor the metacognitive process in the medical students, through interdisciplinarity with the students of education sciences with the techniques of Accelerated Learning.

Interactive Computing for Accelerated Learning in Computation and Data Science

This article describes the motivation and design for introductory coursework in computation aimed at midcareer professionals who desire to work in data science and analytics but who have little or no background in programming. In particular, we describe how we use modern interactive computing platforms to accelerate the learning of our students both in and out of the classroom. We emphasize the importance of organizing the interaction with course material so that students learn not only to “think computationally” but also to “do computationally.” We provide details of existing courses in computation offered at the Naval Postgraduate School, and we describe their ongoing evolution in response to increased demand from members of the civilian and military workforce.

The Effectiveness of Accelerated Learning in Developing Writing Skills in the English Language Course for Third Intermediate Female Students: فاعلية التعلم السريع في تنمية مهارات الكتابة في مادة اللغة الإنجليزية لدى طالبات الصف الثالث المتوسط

The study aimed at exploring the effectiveness of Accelerated Learning (AL) in developing English writing skills of the third-grade intermediate female students. To achieve this aim، the researcher employed the quasi-experimental approach and the descriptive approach. The sample included 60 students purposively selected from the Nineteenth School which belongs Tabuk Education Department. The students were equally divided into two groups: experimental and control with 30 students for each. The experimental group was taught using (AL) and the control group was taught using the traditional method. The tools that had been used and applied; were designed by the researcher (teacher guide for teaching the selected unit using (AL) and writing skills test). Accordingly، the study revealed the following results: Five major writing skills in English have been determined for the third-grade intermediate female students (including writing a correct sentence، writing a complete composition، the skill of dictation، the skill of making an accurate summary and composing an e-mail) with 47 sub-skills under these five main skills. there are statistically significant differences at the level (α≤ 0.05) between the means of the degrees of the two groups (experimental and control) in the post-application of the effectiveness of Accelerated Learning (AL) test، in developing the writing skills for the benefit of the experimental group. In the light of these results; the researcher recommended and suggested the following: Using the teacher guide book، that had been designed for this study which based on Accelerated Learning (AL) in teaching other units.