What can a neuron learn with spike-timing-dependent plasticity?

Spiking neurons are very flexible computational modules, which can implement with different values of their adjustable synaptic parameters an enormous variety of different transformations F from input spike trains to output spike trains. We examine in this letter the question to what extent a spiking neuron with biologically realistic models for dynamic synapses can be taught via spike-timing-dependent plasticity (STDP) to implement a given transformation F. We consider a supervised learning paradigm where during training, the output of the neuron is clamped to the target signal (teacher forcing). The well-known perceptron convergence theorem asserts the convergence of a simple supervised learning algorithm for drastically simplified neuron models (McCulloch-Pitts neurons). We show that in contrast to the perceptron convergence theorem, no theoretical guarantee can be given for the convergence of STDP with teacher forcing that holds for arbitrary input spike patterns. On the other hand, we prove that average case versions of the perceptron convergence theorem hold for STDP in the case of uncorrelated and correlated Poisson input spike trains and simple models for spiking neurons. For a wide class of cross-correlation functions of the input spike trains, the resulting necessary and sufficient condition can be formulated in terms of linear separability, analogously as the well-known condition of learnability by perceptrons. However, the linear separability criterion has to be applied here to the columns of the correlation matrix of the Poisson input. We demonstrate through extensive computer simulations that the theoretically predicted convergence of STDP with teacher forcing also holds for more realistic models for neurons, dynamic synapses, and more general input distributions. In addition, we show through computer simulations that these positive learning results hold not only for the common interpretation of STDP, where STDP changes the weights of synapses, but also for a more realistic interpretation suggested by experimental data where STDP modulates the initial release probability of dynamic synapses.     

What can software engineers learn from manufacturing to improve software process and product?

The purpose of this paper is to provide the software engineer with tools from the field of manufacturing as an aid to improving software process and product quality. Process involves classical manufacturing methods, such as statistical quality control applied to product testing, which is designed to monitor and correct the process when the process yields product quality that fails to meet specifications. Product quality is measured by metrics, such as failure count occurring on software during testing. When the process and product quality are out of control, we show what remedial action to take to bring both the process and product under control. NASA Space Shuttle failure data are used to illustrate the process methods.     

How can we learn leadership? The vision of the Europe-wide University

In the view of many students, business and engineering education in Europe today do not sufficiently take into account complex problems, tendencies of chaos and uncontrollable business behaviour, and the lack of mutual trust in business transactions. Additionally, universities seem to fail in creating leaders, instead focusing on educating future managers. Therefore, the student-run international organisation the European Students of Industrial Engineering and Management (ESTIEM) offers a whole series of educational activities and programmes in parallel to their own university courses. It is based on the concept of experiential learning. Through ESTIEM, we, students of Industrial Engineering Management, learn and practise working in teams with shared and rotating leadership among ourselves. These experiences are to be described in the paper in some more detail, as a model for university education in industrial engineering and management. Furthermore, the following questions will be tackled: What does leadership mean today? How are problems handled by leaders and managers in industry nowadays? How can leadership to solve complex problems be taught in the university? As a consequence, it is suggested to develop out of the ESTIEM programmes, a series of university-equivalent ESTIEM courses. In the long term, the goal might be to realise the vision of a genuine Europe-wide “ESTIEM University” in its own right, similar to normal universities which will help in shaping new leadership generation in Europe.     

What can be learned from raw texts?

The growing availability of large on-line corpora encourages the study of word behaviour directly from accessible raw texts. However, the methods by which lexical knowledge should be extracted from plain texts is still a matter of debate and experimentation. In this paper we present an integrated tool for lexical acquisition from corpora, ARIOSTO, based on a hybrid methodology that combines typical NLP techniques, such as (shallow) syntax and semantic markers, with numerical processing. The lexical data extracted by this method, calledclustered association data, are used for a variety of interesting purposes, such as the detection of selectional restrictions, the derivation of syntactic ambiguity criteria and the acquisition of taxonomic relations.     

How to learn from the resilience of Human–Machine Systems?

This paper proposes a functional architecture to learn from resilience. First, it defines the concept of resilience applied to Human–Machine System (HMS) in terms of safety management for perturbations and proposes some indicators to assess this resilience. Local and global indicators for evaluating human–machine resilience are used for several criteria. A multi-criteria resilience approach is then developed in order to monitor the evolution of local and global resilience. The resilience indicators are the possible inputs of a learning system that is capable of producing several outputs, such as predictions of the possible evolutions of the system's resilience and possible alternatives for human operators to control resilience. Our system has a feedback–feedforward architecture and is capable of learning from the resilience indicators. A practical example is explained in detail to illustrate the feasibility of such prediction.     

A history of AI and Law in 50 papers: 25?years of the international conference on AI and Law

We provide a retrospective of 25?years of the International Conference on AI and Law, which was first held in 1987. Fifty papers have been selected from the thirteen conferences and each of them is described in a short subsection individually written by one of the 24 authors. These subsections attempt to place the paper discussed in the context of the development of AI and Law, while often offering some personal reactions and reflections. As a whole, the subsections build into a history of the last quarter century of the field, and provide some insights into where it has come from, where it is now, and where it might go.     

What are the most important predictors of computer science students' online help-seeking behaviors?

This study investigates the most important predictors of computer science students’ online help-seeking behaviors. 203 computer science students from a large university in southeastern United States participated in the study. Online help-seeking behaviors explored in this study include online searching, asking teachers online for help, and asking peers online for help. Ten-fold cross validation was used to select the most significant predictors from eight potential factors, including prior knowledge of the learning subject, learning proficiency level, academic performance, epistemological belief, interests, problem difficulty, age and gender. Problem difficulty was selected as the most important predictor for all three types of online help seeking, while learning proficiency level, academic performance, and epistemological belief were selected as the most important predictors for both online searching and asking teachers online for help. Based on the selected factors and their relationships with online help seeking, the study provides guidance on targeted training for online help seeking in an era of mass higher education.     

What can the canonical controller in principle tell us?

Given a plant and a desired specification our goal is to construct a controller system which, when interconnected with the plant, yields a system that behaves like the desired specification. We can always construct the canonical controller introduced in van der Schaft (2003) [10]. For linear systems there exists a controller which when interconnected to the plant yields the desired behaviour if and only if the canonical controller is itself one such controller, see Vinjamoor and van der Schaft (2011) [4]. In this paper we extend this result to nonlinear systems. It turns out that one has to look at the canonical controller together with its subsystems. We obtain necessary and sufficient conditions for the existence of a controller for a class of nonlinear systems. We end with examples which show that in certain cases looking at subsystems of the canonical controller also does not suffice.     

Teaching science for the workplace? An analysis of Canadian science curriculum documents

Abstract

This article reports on the analysis of 108 science curriculum documents from the 13 Canadian provinces and territories exploring the explicit links that the science curriculum makes with the world of work. The document analysis was undertaken to examine the extent to which the contemporary Canadian provincial and territorial science curriculum documents represent objectives and goals that relate to science in the workplace. Because Canadian curriculum documents are reviewed periodically, the research was timed so that it captured the moment at which a significant number of these policy documents had been revised and released: December 2004. The article begins with a review of the nature of the knowledge or New Economy. Then previous document analysis research on science curriculum policy is discussed. The present study's findings suggest that curriculum policy makers are generally inattentive to the world of work and, in particular, to the demands of the New Economy. Implications of the research include the need to review the purposes of science education in Canada. Questions we might ask include, ‘To what extent might school science attempt to bridge the worlds of school and work?’ and ‘How might the bridge be built to this large part of life after school?’     

What Hill–Marty model learn from and break through Amdahlʼs law?

Chip multiprocessors (CMPs) or multicores are emerging as the dominant computing platform. Recently, Hill and Marty developed the model which augmenting Amdahl?s law to the multicore hardware, and this model has received great attention. However, there are still the following fundamental problems in the perspective of theory remains unsolved, such as: How general is the observation in Hill–Marty model, does it only hold for some specific architectures? As a corollary of Amdahl?s law, what does Hill–Marty model learn from and break through Amdahl?s law? This paper investigates an analytical and quantitative analysis to these problems, the obtained results could provide computer architects with a better understanding of multicore scalability.     

DEI in the IS discipline: What can we do better?

Recent diversity, equity, and inclusion (DEI) efforts have made some limited progress in addressing underrepresentation and unequal opportunities for minority members in the Information Systems (IS) academic community. The Association for Information Systems (AIS), as the preeminent global professional society for the IS discipline, is tasked with acting on behalf of its members and their colleagues to achieve equity and inclusion for its diverse membership. This editorial has two aims: (1) to share the extent to which positive changes have been made and also the extent to which underrepresentation still pervades the IS academic community, especially at the senior ranks and in positions of power, and (2) to propose a coordinated, strategic focus that our field, our journals and conferences, and our association (AIS) can take to further improve diversity and inclusion for both junior and senior minority colleagues.