11,550 research outputs found

    Machine learning in solar physics

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    The application of machine learning in solar physics has the potential to greatly enhance our understanding of the complex processes that take place in the atmosphere of the Sun. By using techniques such as deep learning, we are now in the position to analyze large amounts of data from solar observations and identify patterns and trends that may not have been apparent using traditional methods. This can help us improve our understanding of explosive events like solar flares, which can have a strong effect on the Earth environment. Predicting hazardous events on Earth becomes crucial for our technological society. Machine learning can also improve our understanding of the inner workings of the sun itself by allowing us to go deeper into the data and to propose more complex models to explain them. Additionally, the use of machine learning can help to automate the analysis of solar data, reducing the need for manual labor and increasing the efficiency of research in this field.Comment: 100 pages, 13 figures, 286 references, accepted for publication as a Living Review in Solar Physics (LRSP

    Towards A Practical High-Assurance Systems Programming Language

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    Writing correct and performant low-level systems code is a notoriously demanding job, even for experienced developers. To make the matter worse, formally reasoning about their correctness properties introduces yet another level of complexity to the task. It requires considerable expertise in both systems programming and formal verification. The development can be extremely costly due to the sheer complexity of the systems and the nuances in them, if not assisted with appropriate tools that provide abstraction and automation. Cogent is designed to alleviate the burden on developers when writing and verifying systems code. It is a high-level functional language with a certifying compiler, which automatically proves the correctness of the compiled code and also provides a purely functional abstraction of the low-level program to the developer. Equational reasoning techniques can then be used to prove functional correctness properties of the program on top of this abstract semantics, which is notably less laborious than directly verifying the C code. To make Cogent a more approachable and effective tool for developing real-world systems, we further strengthen the framework by extending the core language and its ecosystem. Specifically, we enrich the language to allow users to control the memory representation of algebraic data types, while retaining the automatic proof with a data layout refinement calculus. We repurpose existing tools in a novel way and develop an intuitive foreign function interface, which provides users a seamless experience when using Cogent in conjunction with native C. We augment the Cogent ecosystem with a property-based testing framework, which helps developers better understand the impact formal verification has on their programs and enables a progressive approach to producing high-assurance systems. Finally we explore refinement type systems, which we plan to incorporate into Cogent for more expressiveness and better integration of systems programmers with the verification process

    Endogenous measures for contextualising large-scale social phenomena: a corpus-based method for mediated public discourse

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    This work presents an interdisciplinary methodology for developing endogenous measures of group membership through analysis of pervasive linguistic patterns in public discourse. Focusing on political discourse, this work critiques the conventional approach to the study of political participation, which is premised on decontextualised, exogenous measures to characterise groups. Considering the theoretical and empirical weaknesses of decontextualised approaches to large-scale social phenomena, this work suggests that contextualisation using endogenous measures might provide a complementary perspective to mitigate such weaknesses. This work develops a sociomaterial perspective on political participation in mediated discourse as affiliatory action performed through language. While the affiliatory function of language is often performed consciously (such as statements of identity), this work is concerned with unconscious features (such as patterns in lexis and grammar). This work argues that pervasive patterns in such features that emerge through socialisation are resistant to change and manipulation, and thus might serve as endogenous measures of sociopolitical contexts, and thus of groups. In terms of method, the work takes a corpus-based approach to the analysis of data from the Twitter messaging service whereby patterns in users’ speech are examined statistically in order to trace potential community membership. The method is applied in the US state of Michigan during the second half of 2018—6 November having been the date of midterm (i.e. non-Presidential) elections in the United States. The corpus is assembled from the original posts of 5,889 users, who are nominally geolocalised to 417 municipalities. These users are clustered according to pervasive language features. Comparing the linguistic clusters according to the municipalities they represent finds that there are regular sociodemographic differentials across clusters. This is understood as an indication of social structure, suggesting that endogenous measures derived from pervasive patterns in language may indeed offer a complementary, contextualised perspective on large-scale social phenomena

    Self-Supervised Learning to Prove Equivalence Between Straight-Line Programs via Rewrite Rules

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    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

    Consent and the Construction of the Volunteer: Institutional Settings of Experimental Research on Human Beings in Britain during the Cold War

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    This study challenges the primacy of consent in the history of human experimentation and argues that privileging the cultural frameworks adds nuance to our understanding of the construction of the volunteer in the period 1945 to 1970. Historians and bio-ethicists have argued that medical ethics codes have marked out the parameters of using people as subjects in medical scientific research and that the consent of the subjects was fundamental to their status as volunteers. However, the temporality of the creation of medical ethics codes means that they need to be understood within their historical context. That medical ethics codes arose from a specific historical context rather than a concerted and conscious determination to safeguard the well-being of subjects needs to be acknowledged. The British context of human experimentation is under-researched and there has been even less focus on the cultural frameworks within which experiments took place. This study demonstrates, through a close analysis of the Medical Research Council's Common Cold Research Unit (CCRU) and the government's military research facility, the Chemical Defence Experimental Establishment, Porton Down (Porton), that the `volunteer' in human experiments was a subjective entity whose identity was specific to the institution which recruited and made use of the subject. By examining representations of volunteers in the British press, the rhetoric of the government's collectivist agenda becomes evident and this fed into the institutional construction of the volunteer at the CCRU. In contrast, discussions between Porton scientists, staff members, and government officials demonstrate that the use of military personnel in secret chemical warfare experiments was far more complex. Conflicting interests of the military, the government and the scientific imperative affected how the military volunteer was perceived

    Animating potential for intensities and becoming in writing: challenging discursively constructed structures and writing conventions in academia through the use of storying and other post qualitative inquiries

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    Written for everyone ever denied the opportunity of fulfilling their academic potential, this is ‘Chloe’s story’. Using composite selves, a phrase chosen to indicate multiplicities and movement, to story both the initial event leading to ‘Chloe’s’ immediate withdrawal from a Further Education college and an imaginary second chance to support her whilst at university, this Deleuzo-Guattarian (2015a) ‘assemblage’ of post qualitative inquiries offers challenge to discursively constructed structures and writing conventions in academia. Adopting a posthuman approach to theorising to shift attention towards affects and intensities always relationally in action in multiple ‘assemblages’, these inquiries aim to decentre individual ‘lecturer’ and ‘student’ identities. Illuminating movements and moments quivering with potential for change, then, hoping thereby to generate second chances for all, different approaches to writing are exemplified which trouble those academic constraints by fostering inquiry and speculation: moving away from ‘what is’ towards ‘what if’. With the formatting of this thesis itself also always troubling the rigid Deleuzo-Guattarian (2015a) ‘segmentary lines’ structuring orthodox academic practice, imbricated in these inquiries are attempts to exemplify Manning’s (2015; 2016) ‘artfulness’ through shifts in thinking within and around an emerging PhD thesis. As writing resists organising, the verb thesisising comes into play to describe the processes involved in creating this always-moving thesis. Using ‘landing sites’ (Arakawa and Gins, 2009) as a landscaping device, freely creating emerging ‘lines of flight’ (Deleuze and Guattari, 2015a) so often denied to students forced to adhere to strict academic conventions, this ‘movement-moving’ (Manning, 2014) opens up opportunities for change as in Manning’s (2016) ‘research-creation’. Arguing for a moving away from writing-representing towards writing-inquiring, towards a writing ‘that does’ (Wyatt and Gale, 2018: 127), and toward writing as immanent doing, it is hoped to animate potential for intensities and becoming in writing, offering opportunities and glimmerings of the not-yet-known

    Science and corporeal religion: a feminist materialist reconsideration of gender/sex diversity in religiosity

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    This dissertation develops a feminist materialist interpretation of the role the neuroendocrine system plays in the development of gender/sex differences in religion. Data emerging from psychology, sociology, and cognitive science have continually indicated that women are more religious than men, in various senses of those contested terms, but the factors contributing to these findings are little understood and disciplinary perspectives are often unhelpfully siloed. Previous scholarship has tended to highlight socio-cultural factors while ignoring biological factors or to focus on biological factors while relying on problematic and unsubstantiated gender stereotypes. Addressing gender/sex difference is vital for understanding religion and how we study it. This dissertation interprets this difference by means of a multidisciplinary theoretical and methodological approach. This approach builds upon insights from the cognitive and evolutionary science of religion, affect theory and affective neuroscience, and social neuroendocrinology, and it is rooted in the foundational insights of feminist materialism, including that cultural and micro-sociological forces are inseparable from biological materiality. The dissertation shows how a better way of understanding gender/sex differences in religion emerges through focusing on the co-construction of biological materiality and cultural meanings. This includes deploying a gene-culture co-evolutionary explanation of ultrasociality and an understanding of the biology of performativity to argue that religious behavior and temperaments emerge from the enactment and hormonal underpinnings of six affective adaptive desires: the desires for (1) bonding and attachment, (2) communal mythos, (3) deliverance from suffering, (4) purpose, (5) understanding, and (6) reliable leadership. By hypothesizing the patterns of hormonal release and activation associated with ritualized affects—primarily considering oxytocin, testosterone, vasopressin, estrogen, dopamine, and serotonin—the dissertation theorizes four dimensions of religious temperament: (1) nurturant religiosity, (2) ecstatic religiosity, (3) protective/hierarchical religiosity, and (4) antagonistic religiosity. This dissertation conceptualizes hormones as chemical messengers that enable the diversity emerging from the imbrication of physical materiality and socio-cultural forces. In doing so, it demonstrates how hormonal aspects of gender/sex and culturally constructed aspects of gender/sex are always already intertwined in their influence on religiosity. This theoretical framework sheds light on both the diversity and the noticeable patterns observed in gender/sex differences in religious behaviors and affects. This problematizes the terms of the “women are more religious than men” while putting in place a more adequate framework for interpreting the variety of ways it appears in human lives

    Understanding factors affecting the teaching of teamwork in Australian higher education business schools

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    Integrating teamwork into higher education (HE) curricula has been part of the employability skills agenda for decades. Whilst HE academics have published widely on a variety of strategies utilised to implement teamwork in their teaching, there is little evidence of the interrelated factors associated with teaching teamwork and the paradoxes of critical tension points arising from challenges encountered by educators in their efforts to integrate teamwork in their courses. This thesis explores the salient influences affecting the teaching and learning of teamwork in the Australian HE business school context. The outcomes are presented in a thesis by compilation, which includes the traditional structure of introduction, literature review, methodology, findings/discussion, and conclusion chapters, along with three published articles demonstrating original, primary research. A published global systematic literature review (SLR) identified that temporal, fiscal, psychological, and human resource transaction cost interactions for HE educators, students and institutions affected the uptake of HE teamwork. Interactions are predicated on the way in which educators derive benefits or costs from developing, coordinating, monitoring, participating in, interacting with, and evaluating HE teamwork. Transaction costs, for example, whether to engage with the employability agenda, or provide instruction in team skills, collaborative learning, curriculum design, and assessment of teamwork, represent the return on investment to educators when undertaking the teaching of teamwork. These findings are an original contribution to the HE teamwork literature as there is scant evidence of costs associated with affording or constraining HE teamwork. A second published SLR article was confined to a more rigorous review of the Australian HE teamwork literature. Numerous factors were identified as constraints to HE teamwork, with findings thematically indicating that Australian business discipline educators were mainly concerned with team formation and management, teaching and learning approaches to HE teamwork and challenges influencing teaching and learning practices, thus providing an original contribution to knowledge of the salient issues affecting the teaching and learning of teamwork in the Australian business school context. These findings were used to inform semi-structured interview questions for a case study of business educators from a range of disciplines across four public universities in Australia. Grounded in a social constructivist paradigm, and using the case study approach, findings from 30 qualitative interviews with Australian business educators identified that performative demands on HE educators resulted in a range of critical paradox tension points, highlighting the salient influences contributing to understanding educator factors affecting the teaching of HE teamwork. Specifically focusing on the performativity paradoxes of performing/organising, performing/learning, and performing/belonging, illuminated the lived experience of business educators navigating performativity with HE teamwork and their reactions to critical tension points in their required or perceived performativity. In this thesis the third published article presented in Chapter Five, conceptualises how business school educators negotiated the inherent stresses, conflicts, and tensions in their teaching to understand, react and influence their approaches to HE teamwork. Theoretically, the utility of transaction cost and paradox theories as heuristic conceptual lenses to understand the dynamic interactions for educators’ facilitating the teaching of teamwork is demonstrated. Conceptual understandings are expanded through the application of paradox theory in the educational context, contributing to the advancement of knowledge and/or professional practice acknowledged by the Tertiary Education Quality and Standards Agency (2018) as a core aspect of HE scholarship. This is a unique feature of this study, generating original contributions to the understanding of the scholarship of teaching and learning in the field of teamwork in the Australian business school context. Implications for theory and practice have wider application within HE and provide a sound basis for the development of teamwork as a requisite skill to satisfy not only the broader aspects of the employability agenda, but also advancement of knowledge in the field which has implications for future research, providing opportunities to broaden the scholarship of teaching and learning as it relates to the functionality of teamwork pedagogy

    Quality education

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    This book investigates the intersections between education, social justice, gendered violence and human rights in South African schools and universities. The rich and multifarious tapestry of scholarship and literature emanating from South African classrooms provides a fascinating lens through which we can understand the complex consequences of the economies of education, social justice imperatives, gendered violence on the lives of women and children, and marginalised communities. The scholarship in the book challenges readers to imagine alternative futures predicated on the transformational capacity of a democratic South Africa. Contributors to this volume examine the many ways in which social justice and gendered violence mirrors, expresses, projects and articulates the larger phenomenon of human rights violations in Africa and how, in turn, the discourse of human rights informs the ways in which we articulate, interrogate, conceptualise, enact and interpret quality education. The book also wrestles with the linguistic contradictions and ambiguities in the articulation of quality education in public and private spaces. This book is essential reading for scholars seeking solid grounding in exploring quality education, the instances of epistemic disobedience, the political implications of place and power, and human rights in theory and practice
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