On Helping and Stacks

International audienceA concurrent algorithm exhibits helping when one process performs work on behalf of other processes. More formally, helping is observed when the order of some operation in a linearization is fixed by a step of another process. In this paper, we show that no wait-free linearizable implementation of a stack using read, write, compare&swap and fetch&add operations can be help-free, correcting a mistake in an earlier proof by Censor-Hillel et al

J Regularization Improves Imbalanced Multiclass Segmentation

We propose a new loss formulation to further advance the multiclass segmentation of cluttered cells under weakly supervised conditions. When adding a Youden's J statistic regularization term to the cross entropy loss we improve the separation of touching and immediate cells, obtaining sharp segmentation boundaries with high adequacy. This regularization intrinsically supports class imbalance thus eliminating the necessity of explicitly using weights to balance training. Simulations demonstrate this capability and show how the regularization leads to correct results by helping advancing the optimization when cross entropy stagnates. We build upon our previous work on multiclass segmentation by adding yet another training class representing gaps between adjacent cells. This addition helps the classifier identify narrow gaps as background and no longer as touching regions. We present results of our methods for 2D and 3D images, from bright field images to confocal stacks containing different types of cells, and we show that they accurately segment individual cells after training with a limited number of images, some of which are poorly annotated

Building Nim

The game of nim, with its simple rules, its elegant solution and its historical importance is the quintessence of a combinatorial game, which is why it led to so many generalizations and modifications. We present a modification with a new spin: building nim. With given finite numbers of tokens and stacks, this two-player game is played in two stages (thus belonging to the same family of games as e.g. nine-men's morris): first building, where players alternate to put one token on one of the, initially empty, stacks until all tokens have been used. Then, the players play nim. Of course, because the solution for the game of nim is known, the goal of the player who starts nim play is a placement of the tokens so that the Nim-sum of the stack heights at the end of building is different from 0. This game is trivial if the total number of tokens is odd as the Nim-sum could never be 0, or if both the number of tokens and the number of stacks are even, since a simple mimicking strategy results in a Nim-sum of 0 after each of the second player's moves. We present the solution for this game for some non-trivial cases and state a general conjecture

A Second Language Acquisition Toolkit for Teaching Introduction to Computing

Introduction to Computing and higher-level programming courses are common first-year engineering curricula at the university level and are key in developing logical thought processes in engineering students. Recent research has shown that employing second language acquisition (SLA) techniques to teach programming increases exam performance and student motivation compared to more classical approaches. However, the presentation of pedagogical techniques has been largely limited to higher-level languages with more intuitive linguistic analogs and has not been extended to lower-level computing course material. In this paper we present several SLA techniques and their analogs in a computing course setting and the results of implementing an SLA strategy in a first-year engineering course. Statistical analysis shows that students taught with SLA methods completed quizzes more quickly, enjoyed recitation more, and had a higher perceived value of the class when compared with students taught with non-SLA techniques.Cockrell School of Engineerin

Respiration: Breathing Between the Stacks

How rare are we, who brandish Black and Male identity, in Academia? In the past two weeks, I have been reminded of my Black maleness in a multitude of ways. I sat alone, subordinate in number, in a dialogue about Internalized Oppression at Diaspora House. Strong women of color discuss this issue while I work to stay respectful and non-oppressive in this space. I sat alone, subordinate in number, in each of my classes, where I am often the only one of my race and class. My race-gender circumstance is a matter of fact to me. How does this Black maleness play out on college campuses nationwide? [excerpt

Public Spaces and Information: How Oregon Libraries Are Helping the Homeless

This project is an in-depth feature article that investigates how public libraries in Oregon provide a public place and vital services for homeless people, especially in poorer communities with higher rates of homelessness. This is the kind of article that might be published in a publication like The Oregonian or The Atlantic. The article is 3,000 words and includes audio and photos. I plan to submit it to The Oregonian and The Atlantic for publication. I am presenting my work through Atavist – a multimedia publishing website. Through on-site observations and interviews with library directors and homeless people who use their libraries, this article illustrates how libraries provide shelter as well as access to restrooms, the Internet and other resources homeless people use. This article also addresses how libraries are part of the solution in fighting homelessness in Oregon. The project focuses on four libraries in rural and urban areas in Oregon, specifically, Clatsop, Yamhill, Multnomah, and Lane Counties. This project also takes an in-depth look at the kinds of funding libraries in those counties receive, how those funds are used, and whether they are adequate for the population each library serves

Reference Revitalization and Roving Reference: Are the Reference Desk and Print Reference Sources Passé?

Print reference sources and references desks are still vital parts of reference service in some libraries, while in others innovative models such as roving reference and learning commons thrive. While undergraduate students’ preferences and usage has shifted from print to electronic, students still need to learn the application of metacognitive thinking skills in library research. Updating how reference is delivered to accommodate students’ emphasis on mobility and expectation of access to information has led to revitalizing reference collections, reconfiguring space as learning commons and roving reference as solutions at Taylor University and Palm Beach Atlantic University, while Whitworth University retains a more traditional configuration to meet student research needs

Mapping communication management competencies for European practitioners ECOPSI an EU study

This paper and its findings suggest there is little organised life-long learning in public relations and communication management in Europe. Consequently senior communication practitioners believe there are major failings in the capabilities related to our profession which if not addressed will serve as significant challenges for European organisations over the next 10 years. Longitudinal research further suggests the role of practitioners is changing and they require many more competencies to be successful in their communication roles (Zerfass et al., 2007- 2013). These are some of the observations and conclusions drawn from and supported by an extensive review of theory and practice emerging from the ECOPSI Programme (European Communication Professional Skills and Innovation), which is the largest European Union funded project of its kind to report into strategic communication until now (Tench et al 2012, 2013a, 2013b). There are on-going gaps and deficiencies in the development of the individuals as well as broad variation in how practitioners identify needs and access appropriate interventions. This presents numerous opportunities for deeper and on-going professional training and development to build consistency and support good practice in moving away from a hands-on, learning on-the-job approach to more focused knowledge acquisition and development. The ECOPSI programme is a two-year research project exploring the competencies required by communication professionals in Europe. This innovative programme is a partnership of six leading European universities in communication research and education located in Germany, Netherlands, Slovenia, Spain, Turkey and the UK as well as the European Association of Communication Directors (EACD). The two-year programme is led by Leeds Metropolitan University and is the first and largest to be funded by the European Union. The study provides in-depth insights into the competencies needed for four communication roles through the Communication Role Matrix: internal communication, crisis communication, social media and chief communication officer (CCO). The Communication Role Matrix captures what it is a communication professional does and the requirement necessary to perform the role successfully by identifying the knowledge, skills (hard and soft) and personal attributes for each role (Tench et al 2013a). This paper: (1) analyses the construction and perceptions about the Communication Role Matrix; (2) highlights current contemporary issues faced by the industry; and (3) presents the transference of knowledge from ECOPSI to the professional field through the Portal (for) Advancing Communication Expertise (p4ace) along with a self-diagnostic tool aimed to engage practitioners in continued professional development