On Partially Controlled Multi-Agent Systems

Motivated by the control theoretic distinction between controllable and uncontrollable events, we distinguish between two types of agents within a multi-agent system: controllable agents, which are directly controlled by the system's designer, and uncontrollable agents, which are not under the designer's direct control. We refer to such systems as partially controlled multi-agent systems, and we investigate how one might influence the behavior of the uncontrolled agents through appropriate design of the controlled agents. In particular, we wish to understand which problems are naturally described in these terms, what methods can be applied to influence the uncontrollable agents, the effectiveness of such methods, and whether similar methods work across different domains. Using a game-theoretic framework, this paper studies the design of partially controlled multi-agent systems in two contexts: in one context, the uncontrollable agents are expected utility maximizers, while in the other they are reinforcement learners. We suggest different techniques for controlling agents' behavior in each domain, assess their success, and examine their relationship.Comment: See http://www.jair.org/ for any accompanying file

No Grice: Computers that Lie, Deceive and Conceal

In the future our daily life interactions with other people, with computers, robots and smart environments will be recorded and interpreted by computers or embedded intelligence in environments, furniture, robots, displays, and wearables. These sensors record our activities, our behavior, and our interactions. Fusion of such information and reasoning about such information makes it possible, using computational models of human behavior and activities, to provide context- and person-aware interpretations of human behavior and activities, including determination of attitudes, moods, and emotions. Sensors include cameras, microphones, eye trackers, position and proximity sensors, tactile or smell sensors, et cetera. Sensors can be embedded in an environment, but they can also move around, for example, if they are part of a mobile social robot or if they are part of devices we carry around or are embedded in our clothes or body. \ud \ud Our daily life behavior and daily life interactions are recorded and interpreted. How can we use such environments and how can such environments use us? Do we always want to cooperate with these environments; do these environments always want to cooperate with us? In this paper we argue that there are many reasons that users or rather human partners of these environments do want to keep information about their intentions and their emotions hidden from these smart environments. On the other hand, their artificial interaction partner may have similar reasons to not give away all information they have or to treat their human partner as an opponent rather than someone that has to be supported by smart technology.\ud \ud This will be elaborated in this paper. We will survey examples of human-computer interactions where there is not necessarily a goal to be explicit about intentions and feelings. In subsequent sections we will look at (1) the computer as a conversational partner, (2) the computer as a butler or diary companion, (3) the computer as a teacher or a trainer, acting in a virtual training environment (a serious game), (4) sports applications (that are not necessarily different from serious game or education environments), and games and entertainment applications

Bellerbys Educational Services Ltd embedded college review for educational oversight by the Quality Assurance Agency for Higher Education

Annex 1: Heriot-Watt University International Study Centre Annex 2: University of Huddersfield International Study Centre Annex 3: Keele University International Study Centre Annex 4: Kingston University, London International Study Centre Annex 5: Lancaster University International Study Centre Annex 6: University of Leicester International Study Centre Annex 7: University of Lincoln International Study Centre Annex 8: Liverpool John Moores University International Study Centre Annex 9: Royal Holloway, University of London International Study Centre Annex 10: University of Surrey International Study Centre Annex 11: University of Sussex International Study Centre Annex 12: University of Stirling International Study Centre Annex 13: Wales International Study Centr

A Network Perspective on Inter-Organizational Transfer of R&D Capabilities: A Study of International Joint Ventures in Chinese Automobile Industry

Multinational enterprises' transfer of R&D capabilities to their international joint ventures in the less developed countries has been an emerging phenomenon. The purpose of this study is to understand the transfer of R&D capabilities between organizations embedded in drastically different organizational contexts using a network perspective. We identified different networks involved in the R&D capability transfer process from the perspectives of source organization, recipient organization and the interface between them, and analyzed the impact of different attributes of these networks on the effectiveness of R&D capability transfer, based on the notion that R&D capabilities are largely collective knowledge.http://deepblue.lib.umich.edu/bitstream/2027.42/39746/3/wp362.pd

Freedom of science

Purpose – The purpose of this paper is to highlight the importance of "freedom of science"("academic freedom")for the advancement of society and mankind, which, however, is permanently endangered by powerful organisations, groups and individuals, who in pursuit of their one-sided interests are seeking to constrain information about the truth. As a broad term, freedom of science embraces freedom in research, learning, teachingand publication. All of these activities should be dedicated to identifying the truth and learning about the truth. Design/methodology/approach – Three theoretical approaches are of importance for framing issues related to freedom of science, which in this paper are integrated into the framework of mindset agency theory: freedom is a value; "freedom" is claimed by agents who pursue specific interests (goals), which might constrain others; and individuals are agents who are interacting with each other within a social system–cooperation, ignorance or conflict. Findings – Freedom as a value is at the core of intellectual autonomy. Intellectual autonomy is a necessarycondition for innovation and advancement of knowledge. The observable modes of interaction/coexistenceamong researchers are influenced by individual research goals and by the researchers' access to resources, which may be deliberately constrained by opponents or other researchers as competitors. Research limitations/implications – For further research, which is beyond this paper, the authors can refer to: analyses of challenges of "academic freedom" – in terms of ethics, protection of individual humanrights, political pressures and conflicts of interests; the issues of truth, i.e. the impact of fake news andcreation of "alternate facts"; and the relation between academic freedom and employment (academic tenure) inpresent-day societies. Owing to lack of space, this paper cannot deal with the danger emerging from powerful organisations or powerful individuals, who are challenging freedom of science. Social implications–If there is no freedom of science then social progress is constrained. If there is no access to right data, decisions will be wrong. Originality/value – So far, a comprehensive cybernetic model was not published, which supports systems thinking about scholars and teachers (inter)acting in research organisations

Re-Envisioning Course-Embedded Programs at the Graduate Level: A Tutor's Experience in a Doctoral, Translingual Marketing Course

We were halfway through our Summer 2014, PhD-level, required University of Houston,2 Bauer College of Business class, MARK 8397: Communicating Academic Research, when Carol,3 a five-foot tall, thick-skinned, straight-shooting, endowed chair and Marketing professor explained my role in her course as “hand holding.” I raised my eyebrow and waited for her to continue. “You know, confidence building,” she continued. I felt slightly better. Then she said, “Academic writing is confusing for students because they don’t know which way to go. They might know when and why they need to make changes, but they don’t really know how to do it.” This was better. Carol’s idea of me as a guide for students through the “how” of academic writing was something I felt matched my own understanding of my role in the course.University Writing Cente

Harnessing Technology: new modes of technology-enhanced learning: opportunities and challenges

A report commissioned by Becta to explore the potential impact on education, staff and learners of new modes of technology enhanced learning, envisaged as becoming available in subsequent years. A generative framework, developed by the researchers is described, which was used as an analytical tool to relate the possibilities of the technology described to learning and teaching activities. This report is part of the curriculum and pedagogy strand of Becta's programme of managed research in support of the development of Harnessing Technology: Next Generation Learning 2008-14. A system-wide strategy for technology in education and skills. Between April 2008 and March 2009, the project carried out research, in three iterative phases, into the future of learning with technology. The research has drawn from, and aims to inform, all UK education sectors

Picturing Teacher Agency: Developing Upstanding Heuristics in a Middle Grades Social Studies Methods Course

This paper presents a multi-case study of teacher candidates in a pre-service middle grades social studies methods course. The research aimed to understand how the middle grades teacher candidates viewed their future as upstanders with agency in middle grades settings. The focus of the research was on heuristic representations that the teacher candidates created to illustrate how they understood their role in supporting the democratic aims of middle grades social studies. Qualitative data was collected and analyzed through chordal triad of agency theory (Emirbayer & Mische, 1998). The findings indicate that preservice teachers best understand their future as change agents through their role of curriculum and instruction and their impact on students, additionally their conceptualizations of their intended agency were influenced by their past and present experiences as well as their projected goals for the future. This research also suggests that heuristics may be a powerful tool in the preparation of teacher candidates, helping them to think through their role in supporting the democratic aims of social studies, middle grades education and social justice education. Important constraints about teacher candidates’ perceptions (or lack thereof) of oppressive structures within middle schools settings are considered