Learning and Adapting Agile Locomotion Skills by Transferring Experience

Legged robots have enormous potential in their range of capabilities, from navigating unstructured terrains to high-speed running. However, designing robust controllers for highly agile dynamic motions remains a substantial challenge for roboticists. Reinforcement learning (RL) offers a promising data-driven approach for automatically training such controllers. However, exploration in these high-dimensional, underactuated systems remains a significant hurdle for enabling legged robots to learn performant, naturalistic, and versatile agility skills. We propose a framework for training complex robotic skills by transferring experience from existing controllers to jumpstart learning new tasks. To leverage controllers we can acquire in practice, we design this framework to be flexible in terms of their source -- that is, the controllers may have been optimized for a different objective under different dynamics, or may require different knowledge of the surroundings -- and thus may be highly suboptimal for the target task. We show that our method enables learning complex agile jumping behaviors, navigating to goal locations while walking on hind legs, and adapting to new environments. We also demonstrate that the agile behaviors learned in this way are graceful and safe enough to deploy in the real world.Comment: Project website: https://sites.google.com/berkeley.edu/twir

Contrasting Biogeographic and Diversification Patterns in Two Mediterranean-Type Ecosystems

The five Mediterranean regions of the world comprise almost 50,000 plant species (ca 20% of the known vascular plants) despite accounting for less than 5% of the world’s land surface. The ecology and evolutionary history of two of these regions, the Cape Floristic Region and the Mediterranean Basin, have been extensively investigated, but there have been few studies aimed at understanding the historical relationships between them. Here, we examine the biogeographic and diversification processes that shaped the evolution of plant diversity in the Cape and the Mediterranean Basin using a large plastid data set for the geophyte family Hyacinthaceae (comprising ca. 25% of the total diversity of the group), a group found mainly throughout Africa and Eurasia. Hyacinthaceae is a predominant group in the Cape and the Mediterranean Basin both in terms of number of species and their morphological and ecological variability. Using state-of-the-art methods in biogeography and diversification, we found that the Old World members of the family originated in sub-Saharan Africa at the Paleocene–Eocene boundary and that the two Mediterranean regions both have high diversification rates, but contrasting biogeographic histories. While the Cape diversity has been greatly influenced by its relationship with sub-Saharan Africa throughout the history of the family, the Mediterranean Basin had no connection with the latter after the onset of the Mediterranean climate in the region and the aridification of the Sahara. The Mediterranean Basin subsequently contributed significantly to the diversity of neighbouring areas, especially Northern Europe and the Middle East, whereas the Cape can be seen as a biogeographical cul-de-sac, with only a few dispersals toward sub-Saharan Africa. The understanding of the evolutionary history of these two important repositories of biodiversity would benefit from the application of the framework developed here to other groups of plants present in the two regions

Voices from the field: what have we learned about instructional leadership?

This article documents perceptions of superintendents and principals when working under the No Child Left Behind Act (NCLB) in 2004–06. It uses data collected through the Voices 3 Project to consider three factors associated with instructional leadership as applied under NCLB, defining the school's mission, managing the instructional program, and promoting a positive school learning climate. Findings include that the narrowness of the curriculum objectives, the top-down hierarchical nature of decision making in the system, and the pervasively negative and punitive environment impact on the work of instructional leaders. The article argues that new approaches and leadership models are needed