The aim of the third session was to engage the pre-service science teachers in evaluation and revision of earlier models, using three examples based on different pedagogical approaches, ranging from a verification approach to an open-inquiry approach.
The technique is verified with two examples based on two different structural systems.
Examples based on clinical and practical experience are presented, along with suggestions for applying these changes in different cultural contexts.
The variation that we consider for implementation is to add different weights to different actions, for example, based on the probability of selecting action a t in state s t, i.e., π(s t,a t ), which results in the following update rule: P(s_{t},a_{t})leftarrow P(s_{t},a_{t})+beta; delta_{t} 1-pi(s_{t} 1-pi})) (6).
This suggests the interest of these approaches and in particular the determination of the S-AO2 parameter for the comparison of potentialities of different non-noble electrocatalysts, for example based on nitrogen doped carbon structures towards the ORR.
Alternatively, the ALF can have several prototypes (i.e. combinations of modules) from which the customisation starts [ 16, 50], for example based on different mental ailments.
Another method, for example, based on distribution volume ratios (DVRs) and their combination with arterial plasma input, metabolite correction, or references tissue models may yield different results [ 63].
The compared ratings could therefore be based on somewhat different environments due to, for example, seasonal or built environment changes.
