17,270 research outputs found
One Small Step for Generative AI, One Giant Leap for AGI: A Complete Survey on ChatGPT in AIGC Era
OpenAI has recently released GPT-4 (a.k.a. ChatGPT plus), which is
demonstrated to be one small step for generative AI (GAI), but one giant leap
for artificial general intelligence (AGI). Since its official release in
November 2022, ChatGPT has quickly attracted numerous users with extensive
media coverage. Such unprecedented attention has also motivated numerous
researchers to investigate ChatGPT from various aspects. According to Google
scholar, there are more than 500 articles with ChatGPT in their titles or
mentioning it in their abstracts. Considering this, a review is urgently
needed, and our work fills this gap. Overall, this work is the first to survey
ChatGPT with a comprehensive review of its underlying technology, applications,
and challenges. Moreover, we present an outlook on how ChatGPT might evolve to
realize general-purpose AIGC (a.k.a. AI-generated content), which will be a
significant milestone for the development of AGI.Comment: A Survey on ChatGPT and GPT-4, 29 pages. Feedback is appreciated
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Annual report of the officers of the town of Jackson, New Hampshire for the fiscal year ending December 31, 2022.
This is an annual report containing vital statistics for a town/city in the state of New Hampshire
Self-Supervised Learning to Prove Equivalence Between Straight-Line Programs via Rewrite Rules
We target the problem of automatically synthesizing proofs of semantic
equivalence between two programs made of sequences of statements. We represent
programs using abstract syntax trees (AST), where a given set of
semantics-preserving rewrite rules can be applied on a specific AST pattern to
generate a transformed and semantically equivalent program. In our system, two
programs are equivalent if there exists a sequence of application of these
rewrite rules that leads to rewriting one program into the other. We propose a
neural network architecture based on a transformer model to generate proofs of
equivalence between program pairs. The system outputs a sequence of rewrites,
and the validity of the sequence is simply checked by verifying it can be
applied. If no valid sequence is produced by the neural network, the system
reports the programs as non-equivalent, ensuring by design no programs may be
incorrectly reported as equivalent. Our system is fully implemented for a given
grammar which can represent straight-line programs with function calls and
multiple types. To efficiently train the system to generate such sequences, we
develop an original incremental training technique, named self-supervised
sample selection. We extensively study the effectiveness of this novel training
approach on proofs of increasing complexity and length. Our system, S4Eq,
achieves 97% proof success on a curated dataset of 10,000 pairs of equivalent
programsComment: 30 pages including appendi
Composing games into complex institutions
Game theory is used by all behavioral sciences, but its development has long
centered around tools for relatively simple games and toy systems, such as the
economic interpretation of equilibrium outcomes. Our contribution,
compositional game theory, permits another approach of equally general appeal:
the high-level design of large games for expressing complex architectures and
representing real-world institutions faithfully. Compositional game theory,
grounded in the mathematics underlying programming languages, and introduced
here as a general computational framework, increases the parsimony of game
representations with abstraction and modularity, accelerates search and design,
and helps theorists across disciplines express real-world institutional
complexity in well-defined ways. Relative to existing approaches in game
theory, compositional game theory is especially promising for solving game
systems with long-range dependencies, for comparing large numbers of
structurally related games, and for nesting games into the larger logical or
strategic flows typical of real world policy or institutional systems.Comment: ~4000 words, 6 figure
THE IMPACT OF PEER REVIEW TECHNIQUE ON STUDENTS’ WRITING SKILL
In order to help junior high school students become better writers, this study will examine the potential efficacy of peer review procedures. Statistical quasi-experimentation is the method used in this investigation. 30 pupils from class VII at SMPN 1 Labuapi West Lombok junior high school are taking part. Two experimental and control groups are randomly selected from them. While the control group asks students to produce descriptive writings based on the themes the teacher provides, the experimental group utilizes a peer evaluation method, while the control group uses a self review method. Two months pass while the trial is running. Pre- and post-testing for writing abilities is used to gather data. The results shows that the p-score is 0.000 <0.05, so Ho was rejected and Ha is accepted, which means that there is a difference between the post test experiment and post test control scores. it can be seen that in group statistic which the post test control has score 79,17 that’s mean the value is smaller than the post-test experiment with the is 95,60 This shows that the writing ability of students in the experimental group increased more than those in the control group. Also, those who engage in peer review methods to write more and enjoy writing. It concludes that peer review increased students' writing skill
Categories and foundational ontology: A medieval tutorial
Foundational ontologies, central constructs in ontological investigations and engineering alike, are based on ontological categories. Firstly proposed by Aristotle as the very ur- elements from which the whole of reality can be derived, they are not easy to identify, let alone partition and/or hierarchize; in particular, the question of their number poses serious challenges. The late medieval philosopher Dietrich of Freiberg wrote around 1286 a tutorial that can help us today with this exceedingly difficult task. In this paper, I discuss ontological categories and their importance for foundational ontologies from both the contemporary perspective and the original Aristotelian viewpoint, I provide the translation from the Latin into English of Dietrich's De origine II with an introductory elaboration, and I extract a foundational ontology–that is in fact a single-category one–from this text rooted in Dietrich's specification of types of subjecthood and his conception of intentionality as causal operation
Strategies for Early Learners
Welcome to learning about how to effectively plan curriculum for young children. This textbook will address: • Developing curriculum through the planning cycle • Theories that inform what we know about how children learn and the best ways for teachers to support learning • The three components of developmentally appropriate practice • Importance and value of play and intentional teaching • Different models of curriculum • Process of lesson planning (documenting planned experiences for children) • Physical, temporal, and social environments that set the stage for children’s learning • Appropriate guidance techniques to support children’s behaviors as the self-regulation abilities mature. • Planning for preschool-aged children in specific domains including o Physical development o Language and literacy o Math o Science o Creative (the visual and performing arts) o Diversity (social science and history) o Health and safety • Making children’s learning visible through documentation and assessmenthttps://scholar.utc.edu/open-textbooks/1001/thumbnail.jp
Gamification in E-Learning: game factors to strengthen specific English pronunciation features in undergraduate students at UPTC Sogamoso
Appendix A Characterization survey (104), Appendix B. EFL Students’ questionnaire (109), Appendix C. Characterization survey: data treatment question (113), Appendix D. Informed consent letter, English version (114), Appendix E. Carta de consentimiento informado, versión en español (117), Appendix F. Time Schedule (120), Appendix G. Sample Challenges at Moodle (126), Appendix H. Participants’ questionnaire results (128).La gamificación es un término que suele denotar el uso de componentes del juego en situaciones no relacionadas con el juego en sí para crear experiencias de aprendizaje agradables, divertidas y motivadoras para los estudiantes (Werbach y Hunter, 2012). Por lo tanto, el análisis de los factores básicos de los juegos se convierte en algo esencial a la hora de definir y utilizar la gamificación como estrategia de mediación del inglés como lengua extranjera para fortalecer rasgos específicos de pronunciación en los estudiantes de pregrado de la UPTC Sogamoso.
El procedimiento de estudio se basa en la investigación acción mediante la implementación de la estrategia de gamificación para la mediación en la pronunciación del inglés, orientada a treinta estudiantes de diferentes programas de ingeniería, administración y tecnología con niveles heterogéneos de dominio del inglés. Las actividades se centran principalmente en la producción de sonidos, el ritmo, el acento y la entonación, los rasgos de pronunciación segmental y suprasegmental.
Los resultados arrojaron una evidente mejora en las características segméntales y suprasegmentales de la percepción en la pronunciación de los participantes así como la contribución del objetivo de los juegos a la instrucción fonética y fonológica, la sensación en el juego a la motivación para mejorar la pronunciación, el reto establecido en los juegos a la actitud positiva de los participantes, y la sociabilidad a la exposición practica de la pronunciación inglesa.Gamification is a relatively new term that often denotes the use of game components in situations unrelated to the game itself to create enjoyable, fun, and motivating learning experiences for students (Werbach and Hunter, 2012). Therefore, analyzing the games' basic factors becomes essential when defining and using gamification as a strategy for English as Foreign Language mediation to strengthen specific pronunciation features in UPTC Sogamoso undergraduate students.
The study procedure is based on action research by implementing the gamification strategy for mediation in English pronunciation, oriented to thirty students from different engineering, management, and technology programs at heterogeneous levels of English proficiency. The activities mainly focus on sound production, rhythm, stress, and intonation, segmental and suprasegmental pronunciation features.
The results showed an evident improvement in the segmental and suprasegmental features of the participants' pronunciation perception as well as the contribution of game goals to phonetics and phonological instruction, the game sensation to the motivation for pronunciation improvement, the game challenge to the participants' positive attitude, and the sociality to the English pronunciation exposure practice
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Meaning-Making Practices of Emergent Arabic–English Bilingual Kindergarten Children in Cairo
The number of British Schools in the Middle East and North Africa (MENA) region is growing. The National Curriculum of England is used by an increasing number of such schools. As well as exporting a culturally-specific curriculum, these schools usually adopt an ideology of monolingualism, thus potentially limiting communication for emergent bilinguals and failing to acknowledge the multiple ways of meaning-making.
Current studies of translanguaging are moving the focus to multimodal forms of communication as a resource for thinking and communicating (García and Wei 2014, Wei 2018). Building on the work of Kress (1997, 2010) I explore pre-school emergent bilinguals’ wider signifying practices and create an analytical framework, which I call MMTL (multimodal translanguaging), used as a lens to illustrate meaning-making.
Valley Hill in Cairo, Egypt is a British school which encourages ‘English-only’ as the medium of instruction in the kindergarten. Using a case study methodology, this research explores the meaning-making practices of eight emergent bilingual children aged 3–4 during child-initiated play, later reduced to four in the thesis to provide a detailed multimodal analysis. The principal aim is to explore their speech, gaze, gesture, and their engagement (layout/position) with artefacts during play.
The findings of this study suggest that although there is an ‘English-only’ approach, these young emergent bilingual children are meaning-making in a variety of ways. Children are translanguaging but it is never in isolation from other modes of communication. Emergent bilinguals use a range of modes to mediate their understanding and communication with others. They use gesture, gaze, and artefacts alongside translingual practices to move meaning across to more accessible modes, enabling communication and understanding. The implications for schools should be to embrace such hybrid practices and for teachers to be more responsive to young children’s meaning-making to enable learning
Queer spies in British Cold War culture: literature, film, theatre and television
This PhD thesis investigates how male homosexuality has been represented in British spy
fiction from the 1950s to the 2010s in multiple media: literature, film, television and
theatre. Due mainly to the betrayal of the Cambridge Spy ring around the middle of the
century, British culture has associated spies with homosexuality, while the wider
Anglophone world was in the grip of a homophobic atmosphere created by McCarthy's
Red Scare. My thesis explores how this history is reflected in the spy genre from the Cold
War to the present, in which male homosexuality and secret agency intersect as “queer”,
in so far as they were both considered to be discreet and criminal, existing outside of the
heteronormative order. By following multiple texts across media and time, I discuss how
some writers, television and film directors and actors update queer identity in spy fiction,
creating a shifting image of queer spies through decades. I refer to the findings of
adaptation studies and queer studies, along with numerous studies on spy fiction.
I conclude that the interrelation of different media has contributed to the re-drawing of queer identity in spy fiction. These developments have enabled the spies'
queer identity to transcend its pejorative history in British culture, towards its more
flexible and pliant sense which is designated by the term's modern usage. I also discuss
that spies’ homosexuality has been represented as a fleeting ghost in most of the texts
examined, hovering on the margins of pages and screen. Although homosexuality is not
“the love that dare not speak its name” anymore, clandestine queer spies have been
preserved as spectral others in the genre for many years. Spy fiction is a cultural
repository retaining the memory of violence inflicted against those who have been called
“queer” in twentieth century Britain, and the spectral nature of queer spies narrates this
history reaching back to the Oscar Wilde trial in 1895, from which point British queer
identity as we know now developed.
This thesis benefits the study of spy fiction by filling a gap in the investigation of
homosexual representation. It also contributes to the field of gender studies of literature,
film, television, and theatre by illustrating queer history in a genre which has not received
a great deal of focus on its representation of homosexuality. Spy fiction occupies a
central position in British popular culture, and by exploring this genre in terms of
homosexuality, this research will identify the role which same-sex desire has historically
played in the British cultural imagination
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