title: Using the online cross-entropy method to learn relational policies for playing different games

authors: Sarjant, Samuel

subjects: computer science

abstract: By defining a video-game environment as a collection of objects, relations, actions and rewards, the relational reinforcement learning algorithm presented in this paper generates and optimises a set of concise, human-readable relational rules for achieving maximal reward. Rule learning is achieved using a combination of incremental specialisation of rules and a modified online cross-entropy method, which dynamically adjusts the rate of learning as the agent progresses. The algorithm is tested on the Ms. Pac-Man and Mario environments, with results indicating the agent learns an effective policy for acting within each environment.

text: Using the online cross-entropy method to learn relational policies for playing different games By defining a video-game environment as a collection of objects, relations, actions and rewards, the relational reinforcement learning algorithm presented in this paper generates and optimises a set of concise, human-readable relational rules for achieving maximal reward. Rule learning is achieved using a combination of incremental specialisation of rules and a modified online cross-entropy method, which dynamically adjusts the rate of learning as the agent progresses. The algorithm is tested on the Ms. Pac-Man and Mario environments, with results indicating the agent learns an effective policy for acting within each environment.

year: 2011

title: Removal of flatulence causing sugars in soymilk

authors: Rajan, Anila

subjects: Alpha -galactosidase

abstract: The enzyme, alpha-galactosidase was extracted from peanuts using various buffers
and solvents. The specific activity of soluble preparation of peanut ranged from
0.0083 to 0.0606 U/mg. Phosphate buffer extract showed the maximum specific
activity of 0.0606 U/mg. The soluble alpha-galactosidase was immobilised in calcium
alginate beads and the specific activity of the immobilized enzyme was found to
be 0.0808 U/mg. Activity yield was 33%. The immobilised enzyme showed
increase in activity compared with the soluble enzyme above 35 C. The thermal
stability of the immobilised alpha-galactosidase was significantly improved in
comparison to the soluble form. The effect of different pH depicts that at acidic
pH the activity of the immobilised alpha-galactosidase was higher than that of the
soluble enzyme. The Km and Vmax for immobilised enzyme was higher when
compared with the soluble enzyme. Immobilised alpha-galactosidase retained 20%
activity after 7 repeated uses. The immobilised enzyme exhibited high storage
stability. The immobilised enzyme was used in batch and continuous packed bed
reactors for the hydrolysis of stachyose and raffinose in soymilk. Flatulence
causing raffinose and stachyose, after hydrolysis, was removed to a remarkable
extent. Hydrolysis of flatulence causing oligosaccharides of soymilk in a
continuous packed bed reactor has not been attempted previously.

text: Removal of flatulence causing sugars in soymilk The enzyme, alpha-galactosidase was extracted from peanuts using various buffers
and solvents. The specific activity of soluble preparation of peanut ranged from
0.0083 to 0.0606 U/mg. Phosphate buffer extract showed the maximum specific
activity of 0.0606 U/mg. The soluble alpha-galactosidase was immobilised in calcium
alginate beads and the specific activity of the immobilized enzyme was found to
be 0.0808 U/mg. Activity yield was 33%. The immobilised enzyme showed
increase in activity compared with the soluble enzyme above 35 C. The thermal
stability of the immobilised alpha-galactosidase was significantly improved in
comparison to the soluble form. The effect of different pH depicts that at acidic
pH the activity of the immobilised alpha-galactosidase was higher than that of the
soluble enzyme. The Km and Vmax for immobilised enzyme was higher when
compared with the soluble enzyme. Immobilised alpha-galactosidase retained 20%
activity after 7 repeated uses. The immobilised enzyme exhibited high storage
stability. The immobilised enzyme was used in batch and continuous packed bed
reactors for the hydrolysis of stachyose and raffinose in soymilk. Flatulence
causing raffinose and stachyose, after hydrolysis, was removed to a remarkable
extent. Hydrolysis of flatulence causing oligosaccharides of soymilk in a
continuous packed bed reactor has not been attempted previously.

year: 2009

title: Investigating the understanding and implementation of Ka Hikitia, in a New Zealand primary school

authors: Evans, Mary

subjects: Ka Hikitia

abstract: In New Zealand, the education system has underserved Māori learners for many years, with various factors contributing to this underperformance.  Many of these factors stem from racism and bias, conscious or unconscious, inherent in our system (Ministry of Education, 2019b).  Ka Hikitia Accelerating Success 2013 - 2017 (Ministry of Education, 2013a) set about to make transformative change in schools.  This research presents an investigation into the understanding and implementation of Ka Hikitia, in a New Zealand primary school.  
The research was guided by culturally responsive methodologies, bringing together both kaupapa Māori and critical theories (Berryman, 2013b).  Participants’ understandings and how these understandings transferred into their practice was determined through a case study.  The rich information generated within the case was analysed using grounded theory.  The main source of information came from interviewing the management team and teaching staff members.  As an insider/outsider researcher and also a participant, some of my information came from my own observations and knowledge of the school. Some attendance and achievement data held by the school also informed the case.  
The Office of the Auditor-General (2016b) contended that Ka Hikitia was a well-worded policy but, due to a lack of understanding of the policy in many schools, it was poorly implemented nationwide.  In this school, despite the good leadership and hard-working teachers, staff had difficulty fully understanding and therefore implementing the Ka Hikitia strategy as it was intended.  Strong relationships between teachers and students were evident throughout the study, however, stronger relationships were needed between the school and the wider Māori community.  The research shows that, despite the good intentions of the teachers, to fully implement the intent of Ka Hikitia, educators need to be committed to te ao Māori.  
The Ministry of Education plans to relaunch a further iteration of Ka Hikitia this year, supported by another initiative, Te Hurihanganui.  For this iteration to be successful, more effective implementation systems are required that will enable Māori students to enjoy and achieve educational success as Māori.

text: Investigating the understanding and implementation of Ka Hikitia, in a New Zealand primary school In New Zealand, the education system has underserved Māori learners for many years, with various factors contributing to this underperformance.  Many of these factors stem from racism and bias, conscious or unconscious, inherent in our system (Ministry of Education, 2019b).  Ka Hikitia Accelerating Success 2013 - 2017 (Ministry of Education, 2013a) set about to make transformative change in schools.  This research presents an investigation into the understanding and implementation of Ka Hikitia, in a New Zealand primary school.  
The research was guided by culturally responsive methodologies, bringing together both kaupapa Māori and critical theories (Berryman, 2013b).  Participants’ understandings and how these understandings transferred into their practice was determined through a case study.  The rich information generated within the case was analysed using grounded theory.  The main source of information came from interviewing the management team and teaching staff members.  As an insider/outsider researcher and also a participant, some of my information came from my own observations and knowledge of the school. Some attendance and achievement data held by the school also informed the case.  
The Office of the Auditor-General (2016b) contended that Ka Hikitia was a well-worded policy but, due to a lack of understanding of the policy in many schools, it was poorly implemented nationwide.  In this school, despite the good leadership and hard-working teachers, staff had difficulty fully understanding and therefore implementing the Ka Hikitia strategy as it was intended.  Strong relationships between teachers and students were evident throughout the study, however, stronger relationships were needed between the school and the wider Māori community.  The research shows that, despite the good intentions of the teachers, to fully implement the intent of Ka Hikitia, educators need to be committed to te ao Māori.  
The Ministry of Education plans to relaunch a further iteration of Ka Hikitia this year, supported by another initiative, Te Hurihanganui.  For this iteration to be successful, more effective implementation systems are required that will enable Māori students to enjoy and achieve educational success as Māori.

year: 2020