Compositional Verification for Autonomous Systems with Deep Learning Components

As autonomy becomes prevalent in many applications, ranging from recommendation systems to fully autonomous vehicles, there is an increased need to provide safety guarantees for such systems. The problem is difficult, as these are large, complex systems which operate in uncertain environments, requiring data-driven machine-learning components. However, learning techniques such as Deep Neural Networks, widely used today, are inherently unpredictable and lack the theoretical foundations to provide strong assurance guarantees. We present a compositional approach for the scalable, formal verification of autonomous systems that contain Deep Neural Network components. The approach uses assume-guarantee reasoning whereby {\em contracts}, encoding the input-output behavior of individual components, allow the designer to model and incorporate the behavior of the learning-enabled components working side-by-side with the other components. We illustrate the approach on an example taken from the autonomous vehicles domain

Design and development of a multipurpose, boresighted star tracker

Design and development of boresighted star tracke

Data Modeling Using Entity Relationship Diagrams: A Step-Wise Method

The concept of designing a relational database can be a difficult one for beginning students to assimilate. Evidence of poor database design in the past ten to fifteen years seems to suggest that educators might need to take a closer look at the way these concepts are presented in the hopes that student understanding might improve and hence, database design might also improve. A method for teaching these concepts that emphasizes a back to basics approach is presented to directly address this problem. The method makes use of a simple framework for helping students learn database design that can be used to supplement any popular text book. The framework is broad so that general information about the design can be obtained, but expandable so that increasing amounts of detail can be added as the design progresses from the conceptual stage through the logical stage, without losing sight of the final goal. The method by which the steps of this process are accomplished within the framework is explained in detail and it is shown how to develop an entity-relationship diagram (ERD) from the information obtained from the users. Although the E-R model is considered dated by many educators, the proper way to apply the method is provided and arguments in favor of its continued use are presented. Examples are included to illustrate the salient points including some which point out common errors and how to address them

Technology in the Classroom: Using Video Links to Enable Long Distance Experiential Learning

The experiential learning process is a method by which students learn from direct exposure to relevant applications within the discipline being taught. One way in which MIS students can benefit from experiential learning occurs when organizations in some way sponsor curricular outcomes. Sponsorship can range from classroom visits during which company representatives can provide students with perspectives on the duties and responsibilities of currently available jobs at their firm to complete participation in a particular course, which could include the assignment of a project, assistance in presenting the concepts to be studied and providing feedback on the results. For organizations located at some distance from the university, participation is generally minimal and may occur only once per year during recruiting visits. In this age of technological advancement, there is a wealth of opportunity for practitioners to play a much larger role in education and bring their experience and techniques directly to the classroom, regardless of their geographical separation from the students. Inexpensive video links can create a virtual classroom that encourages participation by organizations to take advantage of these opportunities; however, the technology is only a means to an end, which is to enhance technical education within an experiential learning framework. This paper discusses the issues that may arise in implementing a virtual classroom and the application of experiential learning in a virtual classroom that can benefit students

The role of metaphor in shaping the identity and agenda of the United Nations: the imagining of an international community and international threat

This article examines the representation of the United Nations in speeches delivered by its Secretary General. It focuses on the role of metaphor in constructing a common ‘imagining’ of international diplomacy and legitimising an international organisational identity. The SG legitimises the organisation, in part, through the delegitimisation of agents/actions/events constructed as threatening to the international community and to the well-being of mankind. It is a desire to combat the forces of menace or evil which are argued to motivate and determine the organisational agenda. This is predicated upon an international ideology of humanity in which difference is silenced and ‘working towards the common good’ is emphasised. This is exploited to rouse emotions and legitimise institutional power. Polarisation and antithesis are achieved through the employment of metaphors designed to enhance positive and negative evaluations. The article further points to the constitutive, persuasive and edifying power of topic and situationally-motivated metaphors in speech-making

Space capsule Patent

Manned space capsule configuration for orbital flight and atmospheric reentr

Investigating Computer Self-Efficacy with Students in COBOL Programming

The theory of self-efficacy (Bandura, 1982) has been used in the field of Information Systems to test its predictive nature of computing outcomes (Compeau & Higgins, 1995, Gist, Schwoerer & Rosen, 1989; Murphy, Coover & Owen, 1989). It has been shown to be a successful measure of performance and indeed, is now perceived as a “practical indicator of student computer competency” (Karsten & Roth, 1998). This study attempts to further quantify and qualify such a measure and investigates the degree to which self-efficacy can be manipulated. Additionally, it has been traditionally thought that programming maintenance is more difficult when a programmer must modify someone else’s program rather than his or her own. This study also investigates this phenomenon within the context of self-efficacy. Findings show that self-efficacy is an important indicator of outcome performance and that it can be artificially manipulated. Some surprising results occurred when students were asked to modify someone else’s code