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This investigation was aimed at developing a rapid analysis method for authentication of Chinese sesame oils by FTIR spectrometry and chemometrics. Ninety-five sesame oil samples were collected from the six main producing areas of China to include most if not all of the significant spectral variations likely to be encountered in future authentic materials. Two class modeling techniques, the soft independent modeling of class analogy (SIMCA) and the partial least squares class model (PLSCM) were investigated and the data preprocessing techniques including smoothing, derivative and standard normal variate (SNV) tests were performed to improve the classification performance. It was demonstrated that SIMCA and PLSCM can detect various adulterated sesame oils doped with 3% or more (w/w) of other cheaper oils, including rapeseed, soybean, palm and peanut oils. First derivative, second derivative and SNV tests significantly enhanced the class models by reducing baseline and background shifts. Smoothing of raw spectra led to inferior identification performance and proved itself to be unsuitable because some of the detailed frequency details were lost during smoothing. The best model performance was obtained with second derivative spectra by SIMCA (sensitivity 0.905 and specificity 0.944) and PLSCM (sensitivity 0.952 and specificity 0.937). Although it is difficult to perform an exhaustive sampling of all types of pure sesame oils and potential adulterations, PLS and SIMCA combined with FTIR spectrometry can detect most of current adulterations of sesame oils on the Chinese market.

Professional vision has been identified as an important element of teacher expertise that can be developed in teacher education. It describes the use of knowledge to notice and interpret significant features of classroom situations. Three aspects of professional vision have been described by qualitative research: describe, explain, and predict classroom situations. We refer to these aspects in order to model professional vision. We developed a video-based instrument to empirically test the model. The results show that our measure to assess aspects of professional vision differentiates between description, explanation, and prediction. The study provides insight into the structure of professional vision, allowing us to conceptualize it theoretically and discuss the targeted use for teaching and formative assessment of preservice teachers.

This meta-analysis examined which classroom management strategies and programs enhanced students' academic, behavioral, social-emotional, and motivational outcomes in primary education. The analysis included 54 random and nonrandom controlled intervention studies published in the past decade (2003–2013). Results showed small but significant effects (average g = 0.22) on all outcomes, except for motivational outcomes. Programs were coded for the presence/absence of four categories of strategies: focusing on the teacher, on student behavior, on students' social-emotional development, and on teacher–student relationships. Focusing on the students' social-emotional development appeared to have the largest contribution to the interventions' effectiveness, in particular on the social-emotional outcomes. Moreover, we found a tentative result that students' academic outcomes benefitted from teacher-focused programs.

Trajectory modelling techniques have been developed to determine subgroups within a given population and are increasingly used to better understand intra- and inter-individual variability in health outcome patterns over time. The objectives of this narrative review are to explore various trajectory modelling approaches useful to epidemiological research and give an overview of their applications and differences. Guidance for reporting on the results of trajectory modelling is also covered. Trajectory modelling techniques reviewed include latent class modelling approaches, ie, growth mixture modelling (GMM), group-based trajectory modelling (GBTM), latent class analysis (LCA), and latent transition analysis (LTA). A parallel is drawn to other individual-centered statistical approaches such as cluster analysis (CA) and sequence analysis (SA). Depending on the research question and type of data, a number of approaches can be used for trajectory modelling of health outcomes measured in longitudinal studies. However, the various terms to designate latent class modelling approaches (GMM, GBTM, LTA, LCA) are used inconsistently and often interchangeably in the available scientific literature. Improved consistency in the terminology and reporting guidelines have the potential to increase researchers' efficiency when it comes to choosing the most appropriate technique that best suits their research questions.

CityGML (City Geography Markup Language) is the most investigated standard in the integration of building information modeling (BIM) and the geographic information system (GIS), and it is essential for digital twin and smart city applications. The new CityGML 3.0 has been released for a while, but it is still not clear whether its new features bring new challenges or opportunities to this research topic. Therefore, the aim of this study is to understand the state of the art of CityGML in BIM/GIS integration and to investigate the potential influence of CityGML3.0 on BIM/GIS integration. To achieve this aim, this study used a systematic literature review approach. In total, 136 papers from Web of Science (WoS) and Scopus were collected, reviewed, and analyzed. The main findings of this review are as follows: (1) There are several challenging problems in the IFC-to-CityGML conversion, including LoD (Level of Detail) mapping, solid-to-surface conversion, and semantic mapping. (2) The ‘space’ concept and the new LoD concept in CityGML 3.0 can bring new opportunities to LoD mapping and solid-to-surface conversion. (3) The Versioning module and the Dynamizer module can add dynamic semantics to the CityGML. (4) Graph techniques and scan-to-BIM offer new perspectives for facilitating the use of CityGML in BIM/GIS integration. These findings can further facilitate theoretical studies on BIM/GIS integration.

The present study explores teacher emotions, in particular how they are predicted by students' behaviour and the interpersonal aspect of the teacher-student relationship (TSR). One hundred thirty-two secondary teachers participated in a quantitative study relying on self-report questionnaire data. Based on the model of teacher emotions by Frenzel (2014), teachers rated their experienced joy, anger and anxiety during classroom instruction (dependent variable). Students' motivational behaviour (= engagement), socio-emotional behaviour (= discipline in class) and relational behaviour (= closeness; interpersonal TSR) were assessed as the independent variables. Teachers' self-efficacy beliefs served as a control variable. Hierarchical regression analysis revealed that the interpersonal relationship formed between teachers and students was the strongest predictor for teachers' joy (positive relation) and anxiety (negative relation), whereas lack of discipline in class best predicted teachers' anger experiences. Students' engagement also proved a significant predictor of teacher emotions. The results suggest that interpersonal TSR plays a particularly important role in teachers' emotional experiences in class.

Rockburst is a common dynamic geological hazard, severely restricting the development and utilization of underground space and resources. As the depth of excavation and mining increases, rockburst tends to occur frequently. Hence, it is necessary to carry out a study on rockburst prediction. Due to the nonlinear relationship between rockburst and its influencing factors, artificial intelligence was introduced. However, the collected data were typically imbalanced. Single algorithms trained by such data have low recognition for minority classes. In order to handle the problem, this paper employed stacking technique of ensemble learning to establish rockburst prediction models. In total, 246 sets of data were collected. In the preprocessing stage, three data mining techniques including principal component analysis, local outlier factor and expectation maximization algorithm were used for dimension reduction, outlier detection and outlier substitution, respectively. Then, the pre-processed data were split into a training set (75%) and a test set (25%) with stratified sampling. Based on the four classical single intelligent algorithms, namely k -nearest neighbors (KNN), support vector machine (SVM), deep neural network (DNN) and recurrent neural network (RNN), four ensemble models (KNN–RNN, SVM–RNN, DNN–RNN and KNN–SVM–DNN–RNN) were built by stacking technique of ensemble learning. The prediction performance of eight models was evaluated, and the differences between single models and ensemble models were analyzed. Additionally, a sensitivity analysis was conducted, revealing the importance of input variables on the models. Finally, the impact of class imbalance on the prediction accuracy and fitting effect of models was quantitatively discussed. The results showed that stacking technique of ensemble learning provides a new and promising way for rockburst prediction, which exhibits unique advantages especially when using imbalanced data.

Background/Objectives: This study aims to evaluate the performance of various classification algorithms and resampling methods across multiple diagnostic and prognostic cancer datasets, addressing the challenges of class imbalance. Methods: A total of five datasets were analyzed, including three diagnostic datasets (Wisconsin Breast Cancer Database, Cancer Prediction Dataset, Lung Cancer Detection Dataset) and two prognostic datasets (Seer Breast Cancer Dataset, Differentiated Thyroid Cancer Recurrence Dataset). Nineteen resampling methods from three categories were employed, and ten classifiers from four distinct categories were utilized for comparison. Results: The results demonstrated that hybrid sampling methods, particularly SMOTEENN, achieved the highest mean performance at 98.19%, followed by IHT (97.20%) and RENN (96.48%). In terms of classifiers, Random Forest showed the best performance with a mean value of 94.69%, with Balanced Random Forest and XGBoost following closely. The baseline method (no resampling) yielded a significantly lower performance of 91.33%, highlighting the effectiveness of resampling techniques in improving model outcomes. Conclusions: This research underscores the importance of resampling methods in enhancing classification performance on imbalanced datasets, providing valuable insights for researchers and healthcare professionals. The findings serve as a foundation for future studies aimed at integrating machine learning techniques in cancer diagnosis and prognosis, with recommendations for further research on hybrid models and clinical applications.

We consider the problem of estimating the class prior in an unlabeled dataset. Under the assumption that an additional labeled dataset is available, the class prior can be estimated by fitting a mixture of class-wise data distributions to the unlabeled data distribution. However, in practice, such an additional labeled dataset is often not available. In this paper, we show that, with additional samples coming only from the positive class, the class prior of the unlabeled dataset can be estimated correctly. Our key idea is to use properly penalized divergences for model fitting to cancel the error caused by the absence of negative samples. We further show that the use of the penalized L 1 -distance gives a computationally efficient algorithm with an analytic solution. The consistency, stability, and estimation error are theoretically analyzed. Finally, we experimentally demonstrate the usefulness of the proposed method.

This article presents findings from a randomized controlled trial (RCT) testing the impact of a novel coaching approach utilized as one element of the Double Check cultural responsivity and student engagement model. The RCT included 158 elementary and middle school teachers randomized to receive coaching or serve as comparisons; all participating teachers were exposed to school-wide professional development activities. Pre-post nonexperimental comparisons indicated improvements in self-reported culturally responsive behavior management and self-efficacy for teachers in both conditions following professional development exposure. With regard to the experimental findings, trained observers recorded significantly more proactive behavior management and anticipation of student problems by teachers, higher student cooperation, less student noncooperation, and fewer disruptive behaviors in classrooms led by coached teachers relative to comparison teachers. Taken together, the findings suggest the potential promise of coaching combined with school-wide professional development for improving classroom management practices and possibly reducing office discipline referrals among Black students.