INSERT INTO `tqf5section2` (tqf5section2_id,tqf5section2_openclass,tqf5section2_faculty,tqf5section2_1,tqf5section2_2,tqf5section2_3,tqf5section2_4,created_at,updated_at) VALUES (1,745,28,A1,,,,,B1,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,/////A2,,,,,B2,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,/////A3,,,,,B3,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,/////A4,,,,,B4,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,1/////2/////3,1,,,,,2,,,,,33,,,,,4,,,,,5/////1,,,,,2,,,,,2,,,,,2,,,,,1/////6,,,,,77,,,,,88,,,,,99,,,,,000,4. Suggestions for Improving Teaching Methods,2022-11-08 11:52:21,2022-11-10 10:23:09);
INSERT INTO `tqf5section2` (tqf5section2_id,tqf5section2_openclass,tqf5section2_faculty,tqf5section2_1,tqf5section2_2,tqf5section2_3,tqf5section2_4,created_at,updated_at) VALUES (2,791,28,RATE LAWS & STOICHIOMETRY: reaction rate constant, reaction order and rate law, elementary rate law and molecularity, reversible reactions, elementary rate laws and reactions, stoichiometry table (batch system, constant volume reaction system, flow system, volume change with reaction), expressing concentration in terms other than conversion,,,,,The current,,,,,The current,,,,,The current,,,,,The current,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,/////test,,,,,test,,,,,test,,,,,test,,,,,test,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,/////test,,,,,test,,,,,test,,,,,test,,,,,test,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,/////test,,,,,test,,,,,test,,,,,test,,,,,test,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,The current modifications/////The current modifications/////The current modifications,Facilitate lecturing with questions checking comprehension of the course materials, and discussions involving typical applications and also how the material is useful in general life. Morals and ethics are incorporated into the course discussion.,,,,,The current modifications,,,,,The current modifications,,,,,The current modifications,,,,,The current modifications/////1,,,,,2,,,,,1,,,,,2,,,,,1/////test,,,,,test,,,,,test,,,,,test,,,,,test,The current modifications will remain in place for session 2022–23.
Assignment: this has been removed for session 2022–23.
Question paper: centers know what topics will not be assessed this year.,2023-03-08 09:30:43,2023-05-24 11:31:51);
INSERT INTO `tqf5section2` (tqf5section2_id,tqf5section2_openclass,tqf5section2_faculty,tqf5section2_1,tqf5section2_2,tqf5section2_3,tqf5section2_4,created_at,updated_at) VALUES (3,792,28,Use the table search box to filter the modifications by course/level. We created this table for teachers, lecturers, and training practitioners. If you are a learner, parent, or carer, you may also find this table useful. However, we recommend speaking to your / your child’s teacher, lecturer, or training practitioner for more details on how each course will be assessed.To read the modification summary documents for each course, please,,,,,Question paper: centres know what topics will not be assessed this year. Note: these topics are different from the ones that were not assessed in 2021–22.,,,,,Question paper: centres know what topics will not be assessed this year. Note: these topics are different from the ones that were not assessed in 2021–22.,,,,,Question paper: centres know what topics will not be assessed this year. Note: these topics are different from the ones that were not assessed in 2021–22.,,,,,Question paper: centres know what topics will not be assessed this year. Note: these topics are different from the ones that were not assessed in 2021–22.,,,,,Question paper: centres know what topics will not be assessed this year. Note: these topics are different from the ones that were not assessed in 2021–22.,,,,,Question paper: centres know what topics will not be assessed this year. Note: these topics are different from the ones that were not assessed in 2021–22.,,,,,Question paper: centres know what topics will not be assessed this year. Note: these topics are different from the ones that were not assessed in 2021–22.,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,/////Use the table search box,,,,,Use the table search box,,,,,Use the table search box,,,,,Use the table search box,,,,,Use the table search box,,,,,Use the table search box,,,,,Use the table search box,,,,,Use the table search box,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,/////Use the table search box,,,,,Use the table search box,,,,,Use the table search box,,,,,Use the table search box,,,,,Use the table search box,,,,,Use the table search box,,,,,Use the table search box,,,,,Use the table search boxUse the table search box,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,/////Use the table search box,,,,,Use the table search box,,,,,Use the table search box,,,,,Use the table search box,,,,,Use the table search box,,,,,Use the table search box,,,,,Use the table search box,,,,,Use the table search box,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,Use the table search box to filter the modifications by course/level. We created this table for teachers, lecturers, and training practitioners. If you are a learner, parent, or carer, you may also find this table useful. However, we recommend speaking to your / your child’s teacher, lecturer, or training practitioner for more details on how each course will be assessed.To read the modification summary documents for each course, please/////Use the table search box to filter the modifications by course/level. We created this table for teachers, lecturers, and training practitioners. If you are a learner, parent, or carer, you may also find this table useful. However, we recommend speaking to your / your child’s teacher, lecturer, or training practitioner for more details on how each course will be assessed.To read the modification summary documents for each course, please/////Use the table search box to filter the modifications by course/level. We created this table for teachers, lecturers, and training practitioners. If you are a learner, parent, or carer, you may also find this table useful. However, we recommend speaking to your / your child’s teacher, lecturer, or training practitioner for more details on how each course will be assessed.To read the modification summary documents for each course, please,Use the table search box to filter the modifications,,,,,Use the table search box to filter the modifications,,,,,Use the table search box to filter the modifications,,,,,Use the table search box to filter the modifications,,,,,Use the table search box to filter the modifications/////1,,,,,1,,,,,2,,,,,1,,,,,1/////,,,,,,,,,,,,,,,,,,,,,Use the table search box to filter the modifications by course/level. We created this table for teachers, lecturers, and training practitioners. If you are a learner, parent, or carer, you may also find this table useful. However, we recommend speaking to your / your child’s teacher, lecturer, or training practitioner for more details on how each course will be assessed.To read the modification summary documents for each course, please Use the table search box to filter the modifications by course/level. We created this table for teachers, lecturers, and training practitioners. If you are a learner, parent, or carer, you may also find this table useful. However,,2023-03-08 11:33:45,2023-03-08 13:02:59);
INSERT INTO `tqf5section2` (tqf5section2_id,tqf5section2_openclass,tqf5section2_faculty,tqf5section2_1,tqf5section2_2,tqf5section2_3,tqf5section2_4,created_at,updated_at) VALUES (4,947,28,Characterization,,,,,Microscopy,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,/////10,,,,,15,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,/////,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,/////,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,test,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,/////test,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,/////test,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,test,,,,,test,,,,,test,,,,,test,,,,,test/////1,,,,,1,,,,,1,,,,,1,,,,,1/////test,,,,,test,,,,,test,,,,,test,,,,,test,test test test test test,2024-04-23 10:01:07,2024-04-23 10:01:07);
INSERT INTO `tqf5section2` (tqf5section2_id,tqf5section2_openclass,tqf5section2_faculty,tqf5section2_1,tqf5section2_2,tqf5section2_3,tqf5section2_4,created_at,updated_at) VALUES (5,953,39,Artificial Intelligence,,,,,Biological & Artificial Neural Networks, Single Layer Feedforward Networks,,,,,Practice: implementing unsupervised learning in robot simulation,,,,,Multilayer Feedforward Neural Networks,,,,,Practice: Implementing a feedforward network in robot simulation,,,,,Recurrent Neural Networks & Neural Dynamics,,,,,Practice: implementing recurrent neural control for obstacle avoidance in robot simulation,,,,,Reinforcement Learning (Q, SARSA Learning),,,,,Practice: implementing reinforcement learning for obstacle avoidance in robot simulation,,,,,Reinforcement Learning (AC-RL, Combinatorial Learning),,,,,Evolutionary robotics I,,,,,Evolutionary robotics II,,,,,Special Embodied AI talk (“Embodied Computational Neuroscience“),,,,,Special Embodied AI talk (Development of Soft Artificial Muscles for Wearable Rehabilitation and Assist Technologies),,,,,AI implementation (take home),,,,,AI implementation (take home),,,,,,,,,,,,,,,,,,,,/////3,,,,,3,,,,,2,,,,,3,,,,,3,,,,,3,,,,,2,,,,,3,,,,,2,,,,,3,,,,,3,,,,,3,,,,,3,,,,,3,,,,,6,,,,,6,,,,,,,,,,,,,,,,,,,,/////3,,,,,3,,,,,2,,,,,3,,,,,3,,,,,3,,,,,2,,,,,3,,,,,2,,,,,3,,,,,3,,,,,3,,,,,3,,,,,3,,,,,6,,,,,6,,,,,,,,,,,,,,,,,,,,/////,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,None,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,/////,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,/////,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,/////1,,,,,1,,,,,1,,,,,1,,,,,1/////,,,,,,,,,,,,,,,,,,,,,None,2024-05-23 22:53:33,2024-05-29 16:28:52);
INSERT INTO `tqf5section2` (tqf5section2_id,tqf5section2_openclass,tqf5section2_faculty,tqf5section2_1,tqf5section2_2,tqf5section2_3,tqf5section2_4,created_at,updated_at) VALUES (6,948,30,Orientation/ MOLE BALANCE: definition of the rate of reaction, general mole balance equation, types of reactors, industrial reactors,,,,,CONVERSION & REACTOR SIZING: definition of conversion, design equations, application of design equations, reactor in series,,,,,RATE LAWS & STOICHIOMETRY 1: reaction rate constant, reaction order and rate law, elementary rate law and molecularity, reversible reactions, elementary rate laws and reactions,,,,,RATE LAWS & STOICHIOMETRY 2:
stoichiometry table (batch system, constant volume reaction system, flow system, volume change with reaction), expressing concentration in terms other than conversion.,,,,,ISOTHERMAL REACTOR DESIGN: design structure for isothermal reactors, batch operation, design of CSTRs, tubular reactor.,,,,,COLLECTION & ANALYSIS OF RATE DATA 1: batch reactor data (differential method of rate analysis, integral method).,,,,,COLLECTION & ANALYSIS OF RATE DATA 2: method of initial rates, method of half-lives, differential reactors, evaluation of laboratory reactors.,,,,,NONELEMENTARY REACTION KINETICS: Active intermediate, PSSH, chain reaction, reaction pathway.,,,,,MULTIPLE REACTIONS: definitions, parallel reactions, maximizing the desired product in series reactions.,,,,,NONELEMENTARY REACTION KINETICS: Enzymetic reaction, Michaelis-Menten equation, batch reactor calculation, inhibition of enzymetic reaction.,,,,,STEADY-STATE NONISOTHERMAL REACTOR DESIGN: rationale, energy balance.,,,,,NONISOTHERMAL CONTINUOUS-FLOW REACTORS: application to CSTR, adiabatic tubular reactor, steady-state tubular reactor with heat exchanger.,,,,,EQUILIBRIUM CONVERSION: adiabatic temperature and equilibrium conversion, optimum feed temperature.,,,,,CATALYSIS & CATALYTIC REACTORS: catalysts, steps in a catalytic reaction.,,,,,CATALYSIS & CATALYTIC REACTORS: design of reactors in gas-solid reactions, heterogeneous data analysis for reactor design.,,,,,Wrap-up and general discussion.,,,,,,,,,,,,,,,,,,,,/////3,,,,,3,,,,,3,,,,,3,,,,,3,,,,,3,,,,,3,,,,,3,,,,,3,,,,,3,,,,,3,,,,,3,,,,,3,,,,,3,,,,,3,,,,,3,,,,,,,,,,,,,,,,,,,,/////3,,,,,3,,,,,3,,,,,3,,,,,3,,,,,3,,,,,3,,,,,3,,,,,3,,,,,3,,,,,3,,,,,3,,,,,3,,,,,3,,,,,3,,,,,3,,,,,,,,,,,,,,,,,,,,/////,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,/////,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,/////,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,/////1,,,,,1,,,,,1,,,,,1,,,,,1/////,,,,,,,,,,,,,,,,,,,,,,2024-05-29 11:19:24,2024-05-29 11:19:24);
INSERT INTO `tqf5section2` (tqf5section2_id,tqf5section2_openclass,tqf5section2_faculty,tqf5section2_1,tqf5section2_2,tqf5section2_3,tqf5section2_4,created_at,updated_at) VALUES (7,1042,30,ORIENTATION/ Some mathematical necessities for understanding models of transport processes.,,,,,Viscosity and mechanisms of momentum transport in fluids.,,,,,The use of shell balances for momentum transport to solve for velocity distributions in laminar flow systems.,,,,,Derivation and use of the equations of change in isothermal systems.,,,,,Analysis of transient and two-dimensional flow systems using shell balances and using the equations of change.,,,,,Laminar flow of Non-Newtonian liquids. Methods to model flow in turbulent systems.,,,,,Thermal conductivity and mechanisms of heat transfer.,,,,,Midterm exam week (no class).,,,,,Shell balances for systems with heat transfer by conduction.,,,,,Temperature distributions created by conduction in two-dimensional and transient systems.,,,,,Steady-state heat transfer by conduction in laminar and incompressible flow.,,,,,Discussion of boundary layer theory.,,,,,Diffusivity and mechanisms of mass transport.,,,,,Mass balances using shell balances. Concentration distributions in stagnant fluids and laminar flow.,,,,,Interphase mass transport. Basic considerations and models.,,,,,Interphase mass transport in real systems.,,,,,,,,,,,,,,,,,,,,/////3,,,,,3,,,,,3,,,,,3,,,,,3,,,,,3,,,,,3,,,,,3,,,,,3,,,,,3,,,,,3,,,,,3,,,,,3,,,,,3,,,,,3,,,,,3,,,,,,,,,,,,,,,,,,,,/////3,,,,,3,,,,,3,,,,,3,,,,,3,,,,,3,,,,,3,,,,,3,,,,,3,,,,,3,,,,,3,,,,,3,,,,,3,,,,,6,,,,,3,,,,,0,,,,,,,,,,,,,,,,,,,,/////,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,More time was required on this topic to see more exemplar cases.,,,,,,,,,,Further teaching was done on previous topics.,,,,,,,,,,,,,,,,,,,,,Interphase mass transport in real systems.,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,/////This was shortened to only discuss generic models (in the previous class).,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,/////This topic might be taught depending on students speed in fully understand more significant topics taught earlier.,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,/////1,,,,,1,,,,,1,,,,,1,,,,,1/////,,,,,,,,,,,,,,,,,,,,,None.,2024-05-29 11:38:35,2024-05-29 11:38:35);
INSERT INTO `tqf5section2` (tqf5section2_id,tqf5section2_openclass,tqf5section2_faculty,tqf5section2_1,tqf5section2_2,tqf5section2_3,tqf5section2_4,created_at,updated_at) VALUES (8,1014,39,(Class1-12) Recent research papers from the top conferences or journals in the field of robotics, bionics, and (embodied) artificial intelligence.,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,/////2 hours per seminar (in total 12 seminars),,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,/////2 hours per seminar (in total 12 seminars),,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,/////,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,None,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,/////,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,/////,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,/////1,,,,,1,,,,,1,,,,,1,,,,,1/////,,,,,,,,,,,,,,,,,,,,,None.,2024-05-29 16:52:42,2024-06-13 02:38:53);
INSERT INTO `tqf5section2` (tqf5section2_id,tqf5section2_openclass,tqf5section2_faculty,tqf5section2_1,tqf5section2_2,tqf5section2_3,tqf5section2_4,created_at,updated_at) VALUES (9,1017,39,Recent research papers from the top conferences or journals in the field of robotics, bionics, and (embodied) artificial intelligence,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,/////2 hours per seminar (in total 12 seminars),,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,/////2 hours per seminar (in total 12 seminars),,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,/////,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,None,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,/////,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,/////,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,/////1,,,,,1,,,,,1,,,,,1,,,,,1/////,,,,,,,,,,,,,,,,,,,,,None,2024-05-29 17:18:15,2024-05-29 17:18:15);
INSERT INTO `tqf5section2` (tqf5section2_id,tqf5section2_openclass,tqf5section2_faculty,tqf5section2_1,tqf5section2_2,tqf5section2_3,tqf5section2_4,created_at,updated_at) VALUES (10,898,43,Extracting Training Data from Diffusion Models,,,,,Attend-and-Excite: Attention-Based Semantic Guidance for Text-to-Image Diffusion Models,,,,,Azimuth Super-Resolution for FMCW Radar in Autonomous Driving,,,,,Cyclic Test-Time Adaptation on Monocular Video for 3D Human Mesh Reconstruction,,,,,Too Large; Data Reduction for Vision-Language Pre-Training,,,,,Break-A-Scene: Extracting Multiple Concepts from a Single Image,,,,,Generalizing Dataset Distillation via Deep Generative Prior,,,,,Open-Vocabulary Semantic Segmnetation with Mask-adapted CLIP,,,,,One Step is Enough for High-Quality Diffusion-Based Text-to-Image Generation,,,,,Role-aware Interaction Generation from Textual Description,,,,,Paint by Example: Exemplar-based Image Editing with Diffusion Models,,,,,Finetune like you pretrain: Improved finetuning of zero-shot vision models,,,,,Learning by Sorting: Self-supervised Learning with 
Group Ordering Constraints,,,,,Transient Non-stationarity and Generalisation in Deep Reinforcement Learning,,,,,3D Gaussian Splatting for Real-Time Radiance Field Rendering,,,,,A.I.’s Latest Challenge: the Math Olympics,,,,,,,,,,,,,,,,,,,,/////2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,,,,,,,,,,,,,,,,/////2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,,,,,,,,,,,,,,,,/////,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,/////,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,/////,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,Discussion on the paper's content, the authenticity and verification of experimental results.
Feedback session at the end of the talk.,,,,,The students learn from the student presenter, discussion, and a feedback session by all participants. The instructor may help the presenter read the paper and prepare presentation materials as well as help pick a topic, lead a discussion, and provide feedback.,,,,,In each week, a student will be selected to present a research paper. He or she will have to read the paper and prepare a 20-40 minute talk to give during the seminar. Every student in the class will have to ask at least one question during the session. And at the end of the talk, each student will provide feedback to the presenter. The students are encouraged to provide feedback that consists of the positives and what can be improved, covering aspects such as organization, visuals, the use of language, coherency, narration, pose and gestures, motivations, and the paper's content itself. The session concludes with instructor's feedback and discussion.,,,,,The instructor will give examples of feedback to the speaker in each session.,,,,,Student presentations and consultation with the instructor./////1,,,,,1,,,,,1,,,,,1,,,,,1/////Some explicit case studies of papers with ethical issues can be curated.,,,,,Sometimes it's hard to spot the knowledge gaps of the presenter until the actual talk. One possible improvement is to encourage the presenter to practice and explain the paper to their peers.,,,,,,,,,,Some group presentation can be an interesting option to explore.,,,,,,Students could be encouraged to use interactive formats of presentation/discussion to engage the audience more. Some explicit case studies of papers with ethical issues can be curated and discussed in class.,2024-06-12 21:14:10,2024-06-12 21:14:10);
INSERT INTO `tqf5section2` (tqf5section2_id,tqf5section2_openclass,tqf5section2_faculty,tqf5section2_1,tqf5section2_2,tqf5section2_3,tqf5section2_4,created_at,updated_at) VALUES (12,899,43,Extracting Training Data from Diffusion Models,,,,,Attend-and-Excite: Attention-Based Semantic Guidance for Text-to-Image Diffusion Models,,,,,Azimuth Super-Resolution for FMCW Radar in Autonomous Driving,,,,,Cyclic Test-Time Adaptation on Monocular Video for 3D Human Mesh Reconstruction,,,,,Too Large; Data Reduction for Vision-Language Pre-Training,,,,,Break-A-Scene: Extracting Multiple Concepts from a Single Image,,,,,Generalizing Dataset Distillation via Deep Generative Prior,,,,,Open-Vocabulary Semantic Segmnetation with Mask-adapted CLIP,,,,,One Step is Enough for High-Quality Diffusion-Based Text-to-Image Generation,,,,,Role-aware Interaction Generation from Textual Description,,,,,Paint by Example: Exemplar-based Image Editing with Diffusion Models,,,,,Finetune like you pretrain: Improved finetuning of zero-shot vision models,,,,,Learning by Sorting: Self-supervised Learning with 
Group Ordering Constraints,,,,,Transient Non-stationarity and Generalisation in Deep Reinforcement Learning,,,,,3D Gaussian Splatting for Real-Time Radiance Field Rendering,,,,,A.I.’s Latest Challenge: the Math Olympics,,,,,,,,,,,,,,,,,,,,/////2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,,,,,,,,,,,,,,,,/////2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,,,,,,,,,,,,,,,,/////,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,/////,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,/////,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,Discussion on the paper's content, the authenticity and verification of experimental results.
Feedback session at the end of the talk.,,,,,The students learn from the student presenter, discussion, and a feedback session by all participants. The instructor may help the presenter read the paper and prepare presentation materials as well as help pick a topic, lead a discussion, and provide feedback.,,,,,In each week, a student will be selected to present a research paper. He or she will have to read the paper and prepare a 20-40 minute talk to give during the seminar. Every student in the class will have to ask at least one question during the session. And at the end of the talk, each student will provide feedback to the presenter. The students are encouraged to provide feedback that consists of the positives and what can be improved, covering aspects such as organization, visuals, the use of language, coherency, narration, pose and gestures, motivations, and the paper's content itself. The session concludes with instructor's feedback and discussion.,,,,,The instructor will give examples of feedback to the speaker in each session.,,,,,Student presentations and consultation with the instructor./////1,,,,,1,,,,,1,,,,,1,,,,,1/////Some explicit case studies of papers with ethical issues can be curated.,,,,,Sometimes it's hard to spot the knowledge gaps of the presenter until the actual talk. One possible improvement is to encourage the presenter to practice and explain the paper to their peers.,,,,,,,,,,Some group presentation can be an interesting option to explore.,,,,,,Students could be encouraged to use interactive formats of presentation/discussion to engage the audience more. Some explicit case studies of papers with ethical issues can be curated and discussed in class.,2024-06-12 21:28:20,2024-06-12 21:28:20);
INSERT INTO `tqf5section2` (tqf5section2_id,tqf5section2_openclass,tqf5section2_faculty,tqf5section2_1,tqf5section2_2,tqf5section2_3,tqf5section2_4,created_at,updated_at) VALUES (13,1015,43,Extracting Training Data from Diffusion Models,,,,,Attend-and-Excite: Attention-Based Semantic Guidance for Text-to-Image Diffusion Models,,,,,Azimuth Super-Resolution for FMCW Radar in Autonomous Driving,,,,,Cyclic Test-Time Adaptation on Monocular Video for 3D Human Mesh Reconstruction,,,,,Too Large; Data Reduction for Vision-Language Pre-Training,,,,,Break-A-Scene: Extracting Multiple Concepts from a Single Image,,,,,Generalizing Dataset Distillation via Deep Generative Prior,,,,,Open-Vocabulary Semantic Segmnetation with Mask-adapted CLIP,,,,,One Step is Enough for High-Quality Diffusion-Based Text-to-Image Generation,,,,,Role-aware Interaction Generation from Textual Description,,,,,Paint by Example: Exemplar-based Image Editing with Diffusion Models,,,,,Finetune like you pretrain: Improved finetuning of zero-shot vision models,,,,,Learning by Sorting: Self-supervised Learning with 
Group Ordering Constraints,,,,,Transient Non-stationarity and Generalisation in Deep Reinforcement Learning,,,,,3D Gaussian Splatting for Real-Time Radiance Field Rendering,,,,,A.I.’s Latest Challenge: the Math Olympics,,,,,,,,,,,,,,,,,,,,/////2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,,,,,,,,,,,,,,,,/////2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,2,,,,,,,,,,,,,,,,,,,,/////,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,/////,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,/////,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,Discussion on the paper's content, the authenticity and verification of experimental results.
Feedback session at the end of the talk.,,,,,The students learn from the student presenter, discussion, and a feedback session by all participants. The instructor may help the presenter read the paper and prepare presentation materials as well as help pick a topic, lead a discussion, and provide feedback.,,,,,In each week, a student will be selected to present a research paper. He or she will have to read the paper and prepare a 20-40 minute talk to give during the seminar. Every student in the class will have to ask at least one question during the session. And at the end of the talk, each student will provide feedback to the presenter. The students are encouraged to provide feedback that consists of the positives and what can be improved, covering aspects such as organization, visuals, the use of language, coherency, narration, pose and gestures, motivations, and the paper's content itself. The session concludes with instructor's feedback and discussion.,,,,,The instructor will give examples of feedback to the speaker in each session.,,,,,Student presentations and consultation with the instructor./////1,,,,,1,,,,,1,,,,,1,,,,,1/////Some explicit case studies of papers with ethical issues can be curated.,,,,,Sometimes it's hard to spot the knowledge gaps of the presenter until the actual talk. One possible improvement is to encourage the presenter to practice and explain the paper to their peers.,,,,,,,,,,Some group presentation can be an interesting option to explore.,,,,,,Students could be encouraged to use interactive formats of presentation/discussion to engage the audience more. Some explicit case studies of papers with ethical issues can be curated and discussed in class.,2024-06-12 21:36:09,2024-06-12 21:36:09);
