Analysis and Observations from the First Amazon Picking Challenge

This paper presents a overview of the inaugural Amazon Picking Challenge along with a summary of a survey conducted among the 26 participating teams. The challenge goal was to design an autonomous robot to pick items from a warehouse shelf. This task is currently performed by human workers, and there is hope that robots can someday help increase efficiency and throughput while lowering cost. We report on a 28-question survey posed to the teams to learn about each team's background, mechanism design, perception apparatus, planning and control approach. We identify trends in this data, correlate it with each team's success in the competition, and discuss observations and lessons learned based on survey results and the authors' personal experiences during the challenge

Working Notes from the 1992 AAAI Spring Symposium on Practical Approaches to Scheduling and Planning

The symposium presented issues involved in the development of scheduling systems that can deal with resource and time limitations. To qualify, a system must be implemented and tested to some degree on non-trivial problems (ideally, on real-world problems). However, a system need not be fully deployed to qualify. Systems that schedule actions in terms of metric time constraints typically represent and reason about an external numeric clock or calendar and can be contrasted with those systems that represent time purely symbolically. The following topics are discussed: integrating planning and scheduling; integrating symbolic goals and numerical utilities; managing uncertainty; incremental rescheduling; managing limited computation time; anytime scheduling and planning algorithms, systems; dependency analysis and schedule reuse; management of schedule and plan execution; and incorporation of discrete event techniques

How Does the European Union Talk about Migrant Women and Religion? A Critical Discourse Analysis of the Agenda on Migration of the European Union and the Case Study of Nigerian Women

Women with different identity and migration origins represent one of the most significant groups in the migration flows of the Mediterranean in recent years and the intersection of their religious identity and gender has been often neglected in migration policies. The paper applies the method of Critical Frame Analysis (CFA) to analyze the ways in which European policy documents address the intersection between gender and religious diversity. Through the CFA, the article examines the European Agenda on Migration and the priorities identified in the text. The analysis of the document is based on recent case studies of trafficked Nigerian women, which provide examples of the dangerous invisibility of ethnic and religious women in the priorities highlighted in the policy document of the European Commission. The CFA results show that the European Agenda on Migration, in responding to the increased number of arriving migrants from Africa and in designing a new approach towards mixed migration flows, lacks any reference to the gender perspective of migration and gender mainstreaming is missing from the text. The neutrality of the document and the securitization frame applied does not take into perspective the importance of recognizing a gender and intersectional dimension of migration flows, which impacts primarily women coming from African countries beholding strong religious beliefs

The role of conviction and narrative in decision-making under radical uncertainty

We propose conviction narrative theory (CNT) to broaden decision-making theory for it better to understand and analyse how subjectively means-end rational actors cope in contexts in which the traditional assumptions in decision-making models fail to hold. Conviction narratives enable actors to draw on their beliefs, causal models and rules of thumb to identify opportunities worth acting on, to simulate the future outcome of their actions and to feel sufficiently convinced to act. The framework focuses on how narrative and emotion combine to allow actors to deliberate and to select actions that they think will produce the outcomes they desire. It specifies connections between particular emotions and deliberative thought, hypothesizing that approach and avoidance emotions evoked during narrative simulation play a crucial role. Two mental states, Divided and Integrated, in which narratives can be formed or updated, are introduced and used to explain some familiar problems that traditional models cannot

A Novel Machine Learning Classifier Based on a Qualia Modeling Agent (QMA)

This dissertation addresses a problem found in supervised machine learning (ML) classification, that the target variable, i.e., the variable a classifier predicts, has to be identified before training begins and cannot change during training and testing. This research develops a computational agent, which overcomes this problem. The Qualia Modeling Agent (QMA) is modeled after two cognitive theories: Stanovich\u27s tripartite framework, which proposes learning results from interactions between conscious and unconscious processes; and, the Integrated Information Theory (IIT) of Consciousness, which proposes that the fundamental structural elements of consciousness are qualia. By modeling the informational relationships of qualia, the QMA allows for retaining and reasoning-over data sets in a non-ontological, non-hierarchical qualia space (QS). This novel computational approach supports concept drift, by allowing the target variable to change ad infinitum without re-training while achieving classification accuracy comparable to or greater than benchmark classifiers. Additionally, the research produced a functioning model of Stanovich\u27s framework, and a computationally tractable working solution for a representation of qualia, which when exposed to new examples, is able to match the causal structure and generate new inferences

AFRANCI : multi-layer architecture for cognitive agents

Tese de doutoramento. Engenharia Electrotécnica e de Computadores. Faculdade de Engenharia. Universidade do Porto. 201

A Theory of Curriculum Development in the Professions: An Integration of Mezirow\u27s Transformative Learning Theory with Schwab\u27s Deliberative Curriculum Theory

A hundred years ago, the problem with professional education was that it lacked a sound scientific foundation and opportunities for clinical practice. Throughout the past three decades, discussions on graduate professional education have focused on how to improve the theory/practice continuum, either through new formats or strategies, or by emphasizing one over the other. However, with the new century, new problems have emerged within the professional education arena. This dissertation has focused on two main problems in graduate professional education in the early 21st century: students are focusing too much on technical expertise and not enough on becoming transformed into authentic professionals who serve the public good; and educators are using technical expertise to plan for technical learning without intentionally planning for their students to transform into genuine professionals, or those who profess their expert knowledge for the public good. Both problems stem from deeply held assumptions that the rational, cause/effect linear approach is the best way to plan curriculum and the best way for students to learn. This dissertation demonstrates that both assumptions are flawed. This study proposes in a new theory, one which integrates the learning theory of Jack Mezirow with the deliberative curriculum theory of Joseph Schwab to break the technical/rational grip on curriculum work and professional education. Graduate professional education needs to be transformative, and in order for that to happen, curriculum planning must be done in a deliberative fashion. The new transformative-deliberative approach to curriculum planning can be implemented by using the Curriculum Caucus Guide, a heuristic developed to help educators use this new approach to curriculum work and to begin to effect needed change. The electronic version of the dissertation is accessible at the OhioLINK ETD center, www.etd.ohiolink.edu

A Theory of Curriculum Development in the Professions: An Integration of Mezirow\u27s Transformative Learning Theory with Schwab\u27s Deliberative Curriculum Theory

A hundred years ago, the problem with professional education was that it lacked a sound scientific foundation and opportunities for clinical practice. Throughout the past three decades, discussions on graduate professional education have focused on how to improve the theory/practice continuum, either through new formats or strategies, or by emphasizing one over the other. However, with the new century, new problems have emerged within the professional education arena. This dissertation has focused on two main problems in graduate professional education in the early 21st century: students are focusing too much on technical expertise and not enough on becoming transformed into authentic professionals who serve the public good; and educators are using technical expertise to plan for technical learning without intentionally planning for their students to transform into genuine professionals, or those who profess their expert knowledge for the public good. Both problems stem from deeply held assumptions that the rational, cause/effect linear approach is the best way to plan curriculum and the best way for students to learn. This dissertation demonstrates that both assumptions are flawed. This study proposes in a new theory, one which integrates the learning theory of Jack Mezirow with the deliberative curriculum theory of Joseph Schwab to break the technical/rational grip on curriculum work and professional education. Graduate professional education needs to be transformative, and in order for that to happen, curriculum planning must be done in a deliberative fashion. The new transformative-deliberative approach to curriculum planning can be implemented by using the Curriculum Caucus Guide, a heuristic developed to help educators use this new approach to curriculum work and to begin to effect needed change. The electronic version of the dissertation is accessible at the OhioLINK ETD center, www.etd.ohiolink.edu

The Civilization at a Crossroads: Constructing the Paradigm Shift

The book addresses the broad issue of sustainability of our civilization and seeks to contribute to the ongoing discussion of what many see as its systemic crisis. There is a broad agreement that new creative ideas, initiatives, and solutions are essential for dealing with the current problems. However, despite this recognition, we still know very little about the process of creation and how it works. As a result, our civilization fails to harness the enormous creative potential of humanity. This failure, the book argues, is the main source of our current problems—languishing economy, deteriorating environment, continued violence, the deficit of democracy, and the lack of new fundamental breakthroughs in science. It examines some of these problems and demonstrates the connection between them and our failure to embrace the process of creation. The book offers a perspective that sheds light on the process of creation. It pays special attention to the theoretical contributions of Jean Piaget and the ongoing discussions of knowledge production that help us understand better how the process of creation works. The central argument of the book is that in order to solve our current problems and ensure the sustainability of our civilization well into the future we must embrace the process of creation and make it the central organizing principle of our social practice. Finally, the book provides an outline of the principal changes that the adoption of the new social practice organized around the process of creation will involve