Learning From a Consistently Ignorant Teacher

One view of computational learning theory is that of a learner acquiring the knowledge of a teacher. We introduce a formal model of learning capturing the idea that teachers may have gaps in their knowledge. The goal of the learner is still to acquire the knowledge of the teacher, but now the learner must also identify the gaps. This is the notion of learning from a consistently ignorant teacher. We consider the impact of knowledge gaps on learning, for example, monoton DNF and d-dimensional boxes, and show that leraning is still possible. Negatively, we show that knowledge gaps make learning conjunctions of Horn clauses as hard as learning DNF. We also present general results describing when known learning algorithms can be used to obtain learning algorithms using a consistently ignorant teacher

The Application of Ultrasonics in Non-Destructive Testing: A Review of Some of the Research at University College London

This paper presents a review of some of the research projects at University College London which use ultrasonic waves in non-destructive testing. The projects covered include a low-frequency scanning acoustic microscope, a new dark-field acoustic microscope, an update on finite difference model studies of wave propagation and scattering, developments in mode-conversion techniques for defect characterisation, a new high-resolution acoustic field sampling probe and a resume of the work on Zn0 transducers

Lexicality and frequency in specific language impairment: accuracy and error data from two nonword repetition tests

Purpose: Deficits in phonological working memory and deficits in phonological processing have both been considered potential explanatory factors in Specific Language Impairment (SLI). Manipulations of the lexicality and phonotactic frequency of nonwords enable contrasting predictions to be derived from these hypotheses. Method: 18 typically developing (TD) children and 18 children with SLI completed an assessment battery that included tests of language ability, non-verbal intelligence, and two nonword repetition tests that varied in lexicality and frequency. Results: Repetition accuracy showed that children with SLI were unimpaired for short and simple high lexicality nonwords, whereas clear impairments were shown for all low lexicality nonwords. For low lexicality nonwords, greater repetition accuracy was seen for nonwords constructed from high over low frequency phoneme sequences. Children with SLI made the same proportion of errors that substituted a nonsense syllable for a lexical item as TD children, and this was stable across nonword length. Conclusions: The data show support for a phonological processing deficit in children with SLI, where long-term lexical and sub-lexical phonological knowledge mediate the interpretation of nonwords. However, the data also suggest that while phonological processing may provide a key explanation of SLI, a full account is likely to be multi-faceted

Molecular Imaging for Efficacy of Pharmacologic Intervention in Myocardial Remodeling

ObjectivesUsing molecular imaging techniques, we examined interstitial alterations during postmyocardial infarction (MI) remodeling and assessed the efficacy of antiangiotensin and antimineralocorticoid intervention, alone and in combination.BackgroundThe antagonists of the renin-angiotensin-aldosterone axis restrict myocardial fibrosis and cardiac remodeling after MI and contribute to improved survival. Radionuclide imaging with technetium-99m–labeled Cy5.5 RGD imaging peptide (CRIP) targets myofibroblasts and indirectly allows monitoring of the extent of collagen deposition post-MI.MethodsCRIP was intravenously administered for gamma imaging after 4 weeks of MI in 63 Swiss-Webster mice and in 6 unmanipulated mice. Of 63 animals, 50 were treated with captopril (C), losartan (L), spironolactone (S) alone, or in combination (CL, SC, SL, and SCL), 8 mice received no treatment. Echocardiography was performed for assessment of cardiac remodeling. Hearts were characterized histopathologically for the presence of myofibroblasts and thick and thin collagen fiber deposition.ResultsAcute MI size was similar in all groups. The quantitative CRIP percent injected dose per gram uptake was greatest in the infarct area of untreated control mice (2.30 ± 0.14%) and decreased significantly in animals treated with 1 agent (C, L, or S; 1.71 ± 0.35%; p = 0.0002). The addition of 2 (CL, SC, or SL 1.31 ± 0.40%; p < 0.0001) or 3 agents (SCL; 1.16 ± 0.26%; p < 0.0001) demonstrated further reduction in tracer uptake. The decrease in echocardiographic left ventricular function, strain and rotation parameters, as well as histologically verified deposition of thin collagen fibers, was significantly reduced in treatment groups and correlated with CRIP uptake.ConclusionsRadiolabeled CRIP allows for the evaluation of the efficacy of neurohumoral antagonists after MI and reconfirms superiority of combination therapy. If proven clinically, molecular imaging of the myocardial healing process may help plan an optimal treatment for patients susceptible to heart failure

A Brazilian study

Cidral, W., Aparicio, M., & Oliveira, T. (2020). Students’ long-term orientation role in e-learning success: A Brazilian study. Heliyon, 6(12), 1-12. [e05735]. https://doi.org/10.1016/j.heliyon.2020.e05735E-learning can play an important role in the solution to educate a large quota of the population in significant countries. Studies point out that cultural characteristics can influence e-learners’ performance. Our main goal is to understand the e-learning success drivers in Brazil. Our research proposes a model that analyzes students' long-term orientation role in the Brazilian e-learning context. We collected 297 answers from a survey of higher education students in nine regions. Data were analyzed through a quantitative method. Results indicate that information and collaboration quality, and e-learner satisfaction explain e-learning systems usage. Our model indicates that students' long-term orientation influences the positive relationship between e-learning systems' use and the perceived net benefits. We also found that system and information quality, and e-learning systems’ use are determinants of e-learning user satisfaction. Collaboration quality and information quality are determinants of e-learning systems usage. E-learning usage and user satisfaction explain overall e-learning net benefits, and long-term orientation has a moderating effect between e-learning use and net benefits.publishersversionpublishe