#machine learning tutors

[itmaster]

Find expert machine learning tutors online

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[lezmooshie]

Tinkering with my personal website again

Above screenie is zoomed out to capture everything. Anyone wanna guess which blinkies I made? Also, the Twitter blinkie just takes you to my BSky lol (on purpose).

Several of the images were put together by me! I can teach pretty much anything in tech, this is just the stuff that I thought of.

I made the floppy-disk icons myself, with some help from wifey on getting the text to render as part of the SVGs!

[victoriousdigital]

[thisisgraeme]

AI in Education: How ChatGPT is Transforming Teaching and Learning (Part 1)

Explore how AI and ChatGPT are transforming education! This post introduces the basics of AI, showcasing how it personalises learning, supports teachers, and engages students. Perfect for educators looking to integrate innovative tools in their classrooms

AI in Education Artificial intelligence (AI) has moved from being a concept of the future to a powerful tool shaping various sectors, with education as one of the most promising fields. With innovations like ChatGPT, AI now has the ability to enhance learning experiences by providing interactive, personalised support to students and educators alike. In this first session of our educational…

[rankerbro]

Expert Online Machine Learning Tutors | Learn with RankerBro

Learn Machine Learning online with RankerBro's expert tutors. Personalized lessons, flexible schedules, and a path to mastering the skills you need for success.

[bandedbulbussnarfblat]

I made a post the other day that mentioned IEPs. So I wanted to make a post as someone who was worked for the american school system, and explain IEPs versus 504s. I double checked by looking online just to make sure I wasn't spreading misinformation. (Or just the way my severely underfunded county did things, bc they cut corners) And I found this site above that gives a great break down. It offers a pdf with a chart that compares the two. There is a video that explains it as well. There's also video, a podcast, and the transcription available here . That link also has a few links to other resources.

I'm going add a quick summary of the most important details below regarding IEPs vs 504s. I'm also to going to add a link for parents/guardians who either don't speak/have limited English. (Unfortunately the pdf is in English, but you could probably put it through a one of online translators and the gist of what it saying.)

Most important differences between an IEP and a 504:

IEP: Is always written. Includes related services and specially designed instruction.

Generally much more in depth.

Requires any changes made to the IEP are given to parents/guardians in writing before the IEP team meets and makes any changes. You are automatically part of your child's IEP team. You have to right to attend these meetings. They will send a letter, by snail mail, telling you of a time and date they would like to meet. (If your kid has a good teacher, they will call and try to find a date that works for you. If not, you can contact the school and request a different day. Most schools are willing to be accommodating.)

Written consent from parents/guardians is required before evaluation and before the IEP is put into affect. HOWEVER, the student has to fall under one the 13 disability categories.

Typically includes modifications of the what the student is expected to know and learn. (For example, if the student has an intellectual disability, their learning goals will be established by the IEP team.)

This doesn't mean the student will not be presented with general education grade level concepts, just that they will be modified to meet the student's capability.

IEPs have annual goals that are measurable. These goals are made by the IEP team, including parents/guardians. (Aka, there is a lot of progress monitoring.)

Usually teachers will send out a progress report every two weeks. However, most teachers send out less formal methods of progress monitoring weekly or daily. Sometimes it's just a chart in a file folder where the teacher will jot a note of anything that the student was doing well with, or anything the were struggling on. Sometimes it's their complete work for the week sent home, excluding anything the teacher is keeping for records.

An IEP team has to include at least one gen ed teacher, one special education teacher (special education is usually called EC these days) a school psychologist/specialist, a district representative, and the parent/guardian of the student.

An IEP team is required to meet at least once a year, and the student is reevaluated at least once every three years. (Typically they are reevaluated and deemed still in need of an IEP. Though there are cases when students (mostly in high school) have received enough support that they no longer feel the need an IEP)

An IEP is a legal agreement. You have the right to sue the hell out of the school system if they fail to meet it.

504s:

Doesn't include specially designed instruction. Is meant to help student remain in general education.

Doesn't have to be a written document. (Though typically most schools do write documents. Bc otherwise they would not be able to keep track of what students need, bc there are so many).

Usually provides accomadations/assistive technology, but not related services of modifications. (Though sometimes these are also provided, especially if a student fails to qualify for an IEP, but still needs services and/or modifications)

Requires a student have a disability that impacts their education

Much easier to obtain than an IEP bc less requirements

No specific set of rules of who is on the student's plan team. Generally includes the parents/guardians, the student's general education teacher, (in the event the student has multiple teachers, the teacher will probably be their 'homeroom' teacher, and/or the teacher(s) of whatever subject/area your student is struggling in) and someone from administration, such as the principal or assistant/vice principal. Hopefully also someone from EC who has been trained to teach students with exceptional needs.

Parent/guardian consent is needed to evaluate the child, but this consent does not have to be written. (Many schools will still send some sort of consent form, bc the school system believes in documenting everything.)

The school has to tell you of any big changes to the plan, but they do not require your consent before starting them. Generally you'll be sent a letter of those changes in the mail. (If your students team is good at their job, they'll contact you before. Like, the teacher will call and say we are planning on starting x thing on y date, or email you if that's your preferred method of contact.)

504s don't track annual progress or create annual goals. (Though usually teachers will keep their own form of progress monitoring, bc a student with a 504 could be reevaluated and found they meet the criteria of an IEP. For that reason, many schools treat 504s as if they IEPs. Some schools suck though.)

For parents/guardians with limited or no English language known.

Most importantly, if you have a language barrier, your school must provide a competent translator/interpreter. They should NOT expect your child to work as translator for you.

And there is a lot of times where the translator isn't available that teachers will ask a bilingual staff member to translate for them. How you feel about that is up to you. A lot of parents don't mind in my area, bc we are severely understaffed when it comes to translators, and they want a quick response. If it's something you absolutely don't want, be sure to tell the school. You don't have to do so verbally; send a letter in your language stating your wishes. The school will find someone to interpret it. Keep a back-up copy for yourself.

Just as a general rule to all parents/guardians, keep documentation of everything the school sends you. You never know when you may need it.

[techdriveplay]

How AI is Transforming Everyday Life

Artificial Intelligence (AI) is no longer a concept confined to science fiction or high-tech laboratories; it has seamlessly integrated into our daily routines, enhancing various aspects of our lives. From the way we communicate and shop to how we manage our homes and health, AI is transforming everyday life in ways we could scarcely imagine a decade ago. Personal Assistants: AI at Home One of…

[tutorsindia152]

Optimizing Learning Outcomes in Programming Education: A Multifaceted Approach

Programming as an Essential Skill Today

With the rapid advancement of technology, programming has become a fundamental skill for students pursuing computer science. A comprehensive understanding of programming concepts is imperative for success in this field. Online learning platforms have emerged as vital resources to meet the growing demand for programming skills in today's highly competitive market. These platforms offer various components such as assignments, records, and assessments, catering to the needs of programming education (Jana, 2023).

Enhancing Learning Outcomes in Programming Education

Online Coding Platforms

Zinovieva et al. (2021) conducted a study to assess the effectiveness of online coding platforms in improving programming proficiency. They evaluated different platforms based on specific criteria and selected projects from platforms like hackerrank.com. These platforms, equipped with programming simulators, hold immense potential for facilitating effective distance learning. By allowing students to actively engage in coding and apply current information, these simulators contribute to a more immersive learning experience. Additionally, gamification strategies have been employed to enhance cognitive activity and the overall quality of education, particularly in distance learning settings.

Jigsaw Method

Garcia (2021) investigated the effectiveness of cooperative methods, specifically the Jigsaw technique, in enhancing programming skills. Focused on the programming language C++, the study targeted novice programmers. Results indicated significant improvements in learning outcomes and attitudes among participants who underwent Jigsaw-based training. Live streaming presents another avenue for educating students and refining their programming and algorithmic skills.

Live Streaming

Cheng et al. (2021) identified challenges associated with live streaming for programming education, including privacy concerns and difficulties in content sharing. However, measures such as personalized learning environments and strategies for content retrieval can mitigate these challenges and foster healthier learning environments.

Future Research Directions

Blended Learning Approach for Programming Language

Tadlaoui et al. (2021) highlighted the need for assessing the quality of blended learning approaches, particularly concerning programming languages beyond Python.

Expanding Cooperative Learning Methods

While Garcia's (2021) study focused on introductory programming tasks using the Jigsaw method, further research could explore the applicability of cooperative learning methods to more advanced programming tasks.

Conclusion

Programming proficiency is paramount in the field of computer science. The proliferation of online learning platforms, coupled with research on innovative teaching methodologies, underscores the potential for enhancing programming education. Future studies should delve deeper into the quality of blended learning approaches and expand the application of cooperative learning methods to address complex programming challenges.

About Tutors India

We are a team of academic researchers who offer comprehensive dissertation help to master’s students. We understand the challenges students face while writing a dissertation and offer personalized guidance. Moreover, we are adept with using various programming languages, which helps students with various aspects like web development, software development, deep learning, machine learning and artificial intelligence tools etc.. Moreover, we strictly adhere to the university guidelines, which significantly improve the quality of their dissertations.

[aron-su]

Assignment and Project Tutoring:

1. Python Programming Services: Including AI projects such as deep learning and reinforcement learning, as well as web scraping and front-end/back-end development.

2. Computational Science: Molecular docking, molecular dynamics (MD), and quantitative analysis.

3. Tutoring for Mathematics, Chemistry, and Computer Science Courses

[itmaster]

Learn from the basics with the machine learning tutors of MasterIt.co.

Machine learning is built on fundamental mathematical and statistical principles, and if you're curious about how machines learn, MasterIt.co is here to help. Our expert machine learning tutors will guide you through the scientific theory behind machine learning, showing you how algorithms function and how accuracy improves through training models and continuous learning. Whether you're just starting or looking to advance your skills, our tutors have the expertise to provide comprehensive instruction.

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[themetaphorical]

AI Innovations: Advancements and Studies Redefining Industries

Amanda JacksonThe MetaphoricalFebruary 9, 2024 Artificial Intelligence (AI) continues its relentless march forward, with recent breakthroughs and studies highlighting its transformative potential across various fields. From healthcare to finance, education to transportation, the latest advancements in AI are reshaping industries and opening new avenues for innovation. In healthcare, AI is…

[tutortacademy]

Machine Learning Course for Beginners in Bangalore

In the fast-evolving landscape of technology, acquiring in-depth knowledge of machine learning and mastering data structures is becoming increasingly vital. For those seeking to propel their careers to new heights, a Machine Learning Course in Bangalore is the gateway to success. Bangalore, known as the Silicon Valley of India, is a hotbed for technological innovation, making it the perfect locale to dive into the world of cutting-edge advancements.

[kuldipsir]

Exploring the Impact: Applications of Artificial Intelligence in Education

[loves-n-kisses]

Hai :>

I would like to request a Katsuki fic if it’s not too much trouble.

Katsuki x the foreign exchange student from America. She knows Japanese really well but still uses English (like simultaneously switches between the languages).

Katsuki didn’t think too much of it until the reader was having a late night conversation with Shoto in the common room in English. (I head canon that he knows English)

So katsuki gets jealous and when he finds shoto alone, he tells him to back off the reader but shoto offers to help him with his English. Now Katsuki surprises the reader by joining a conversation she’s having in English.

I hope that all makes sense

OMG I LOVE THIS ONE I GOT TO WORK IMMEDIATELY. I typed in what I wanted to say into a English to Japanese translator and pasted it. I am not fluent in Japanese.

Blasting Through Barriers: Katsuki x ExchangeStudent!Reader

A story where Bakugou breaks--or rather, blasts through the language barriers separating you two.

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The common room of U.A.’s dorms was quiet, save for the soft hum of the vending machine and the occasional creak of the couch. It was late, past curfew, but you, the American exchange student, never cared much for rules when there was a good conversation to be had. You sat cross-legged on the floor, a can of soda in hand, chatting with Shoto Todoroki. The topic? Some American movie you’d both seen, and you were animatedly switching between Japanese and English without missing a beat.

“ほんとに、that scene where the hero just explodes into action? めっちゃ cool, right?” you said, grinning. Your Japanese was near flawless, but English slipped out naturally, like it was part of your rhythm.

Shoto nodded, his calm voice steady in English. “Yeah, the pacing was perfect. The director knew how to build tension.” His accent was slight, polished from years of private tutors.

From the shadows of the hallway, Katsuki Bakugou lingered, arms crossed, jaw tight. He’d come down for a glass of water, not expecting to find you here, laughing with Icy-Hot of all people. Katsuki didn’t care about you. Not really. You were just some loud, annoying exchange student who’d shown up a month ago, always mixing languages like you owned the place. Your Japanese was so good it pissed him off—made him feel like you didn’t even need to be here, learning hero work with them. But hearing you speak English with Shoto, so effortlessly, so familiarly? That hit different.

He didn’t understand half of what you were saying—English wasn’t his strong suit—but the way Shoto leaned in, actually engaging, made Katsuki’s blood boil. Why was he the one you were talking to like that? Katsuki gritted his teeth and stormed off, vowing to deal with this later.

The next day, Katsuki cornered Shoto in the training gym, slamming a hand against the wall beside him. “Oi, Icy-Hot. Back off,” he growled, eyes blazing. “I see you cozying up with the exchange student. Don’t think I don’t notice.”

Shoto blinked, unfazed. “You mean Y/N? We were just talking.” He tilted his head, studying Katsuki’s scowl. “You’re jealous.”

“Like hell I am!” Katsuki snapped, but his red ears betrayed him. “She’s just… annoying, okay? And you don’t need to be all buddy-buddy with her in freaking English.”

Shoto’s lips twitched, almost a smile. “If you want to talk to her, you could try English yourself. She likes it when people meet her halfway.” He paused, then added, “I could help you. With the language.”

Katsuki’s first instinct was to tell Shoto to shove it, but the image of you laughing with someone else—not him—burned in his mind. He grit his teeth. “Fine. But if you tell anyone, you’re dead.”

For the next week, Shoto quietly coached Katsuki in the basics: common phrases, pronunciation, even some slang you used. Katsuki was a quick learner when he wanted to be, though he’d never admit how much he practiced saying “yo, what’s up?” in his dorm room mirror.

A few nights later, you were in the common room again, this time chatting with Mina and Kirishima. Your voice danced between languages as you described some American festival. “It’s like, 超 fun, with all these food stalls and games. Kinda like a matsuri, but with, like, cotton candy vibes.”

Katsuki, who’d been pretending to read a manga on the couch, saw his chance. He stood, shoving his hands in his pockets, and sauntered over. “Yo, what’s up?” he said, his English rough but clear, his usual scowl softened just a fraction.

You froze, eyes wide. “Wait, Bakugou? Did you just… speak English?” Your grin was instant, bright enough to make his chest tighten. “Since when?”

“Since I felt like it,” he muttered, switching to Japanese, his cheeks faintly pink. “You’re always yapping in both languages, so I figured I’d see what the fuss is about.”

Mina snickered, and Kirishima gave a thumbs-up. “That’s manly, Bakugou!”

You leaned forward, switching to English. “Okay, tough guy, let’s see what you got. What’s your favorite thing about festivals?”

Katsuki hesitated, glancing at Shoto, who’d just walked in and gave a subtle nod. He took a breath. “The food,” he said in English, slow but steady. “And… winning stuff. Like, games. I’d kick ass.”

You laughed, clapping your hands. “Oh my god, you totally would! めっちゃ competitive, huh?” You switched back to English. “Bet you’d win me one of those giant stuffed animals.”

His smirk was pure Katsuki, even in a new language. “Damn right I would.”

From the doorway, Shoto watched, his expression unreadable but satisfied. Katsuki caught his eye, giving a grudging nod. Maybe Icy-Hot wasn’t so bad. But as you kept talking, pulling him into your mix of Japanese and English, Katsuki realized something: he didn’t just want to keep up with you. He wanted to be the one you laughed with, in any language.

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Hope I did it justice!

-made with loves n' kisses 💋✨