Essentials of MIS (12th Edition)
12th Edition
ISBN: 9780134238241
Author: Kenneth C. Laudon, Jane P. Laudon
Publisher: PEARSON
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Chapter 5.2, Problem 2CQ1
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The wearable devices like activity trackers are used in a company by the workers. The issues that emerged due to management, organization and technology are:
People (Management):
- Managers and workers must explain and suggest the ways to improve the environment of workers and their jobs when workers use the wearable devices.
Organization:
- Many companies gather all the possible and consolidated data, which includes the location...
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I'm reposting my question again please make sure to avoid any copy paste from the previous answer because those answer did not satisfy or responded to the need that's why I'm asking again
The knowledge distillation part is not very clear in the diagram. Please create two new diagrams by separating the two student models:
First Diagram (Student A - Missing Values):
Clearly illustrate the student training process.
Show how knowledge distillation happens between the teacher and Student A.
Explain what the teacher teaches Student A (e.g., handling missing values) and how this teaching occurs (e.g., through logits, features, or attention).
Second Diagram (Student B - Missing Labels):
Similarly, detail the training process for Student B.
Clarify how knowledge distillation works between the teacher and Student B.
Specify what the teacher teaches Student B (e.g., dealing with missing labels) and how the knowledge is transferred.
Since these are two distinct challenges…
The knowledge distillation part is not very clear in the diagram. Please create two new diagrams by separating the two student models:
First Diagram (Student A - Missing Values):
Clearly illustrate the student training process.
Show how knowledge distillation happens between the teacher and Student A.
Explain what the teacher teaches Student A (e.g., handling missing values) and how this teaching occurs (e.g., through logits, features, or attention).
Second Diagram (Student B - Missing Labels):
Similarly, detail the training process for Student B.
Clarify how knowledge distillation works between the teacher and Student B.
Specify what the teacher teaches Student B (e.g., dealing with missing labels) and how the knowledge is transferred.
Since these are two distinct challenges (missing values vs. missing labels), they should not be combined in the same diagram. Instead, create two separate diagrams for clarity.
For reference, I will attach a second image…
Note : please avoid using AI answer the question by carefully reading it and provide a clear and concise solutionHere is a clear background and explanation of the full method, including what each part is doing and why.
Background & Motivation
Missing values: Some input features (sensor channels) are missing for some samples due to sensor failure or corruption.
Missing labels: Not all samples have a ground-truth RUL value. For example, data collected during normal operation is often unlabeled.
Most traditional deep learning models require complete data and full labels. But in our case, both are incomplete. If we try to train a model directly, it will either fail to learn properly or discard valuable data.
What We Are Doing: Overview
We solve this using a Teacher–Student knowledge distillation framework:
We train a Teacher model on a clean and complete dataset where both inputs and labels are available.
We then use that Teacher to teach two separate Student models:
Student A learns…
Chapter 5 Solutions
Essentials of MIS (12th Edition)
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