Deep Learning and Music Adversaries

OA Monitor ExerciseOA Monitor ExerciseAn {\em adversary} is essentially an algorithm intent on making a classification system perform in some particular way given an input, e.g., increase the probability of a false negative. Recent work builds adversaries for deep learning systems applied to image object recognition, which exploits the parameters of the system to find the minimal perturbation of the input image such that the network misclassifies it with high confidence. We adapt this approach to construct and deploy an adversary of deep learning systems applied to music content analysis. In our case, however, the input to the systems is magnitude spectral frames, which requires special care in order to produce valid input audio signals from network-derived perturbations. For two different train-test partitionings of two benchmark datasets, and two different deep architectures, we find that this adversary is very effective in defeating the resulting systems. We find the convolutional networks are more robust, however, compared with systems based on a majority vote over individually classified audio frames. Furthermore, we integrate the adversary into the training of new deep systems, but do not find that this improves their resilience against the same adversary

Tunable Balun Low-Noise Amplifier in 65nm CMOS Technology

The presented paper includes the design and implementation of a 65 nm CMOS low-noise amplifier (LNA) based on inductive source degeneration. The amplifier is realized with an active balun enabling a single-ended input which is an important requirement for low-cost system on chip implementations. The LNA has a tunable bandpass characteristics from 4.7 GHz up to 5.6 GHz and a continuously tunable gain from 22 dB down to 0 dB, which enables the required flexibility for multi-standard, multi-band receiver architectures. The gain and band tuning is realized with an optimized tunable active resistor in parallel to a tunable L-C tank amplifier load. The amplifier achieves an IIP3 linearity of -8dBm and a noise figure of 2.7 dB at the highest gain and frequency setting with a low power consumption of 10 mW. The high flexibility of the proposed LNA structure together with the overall good performance makes it well suited for future multi-standard low-cost receiver front-ends

Two-Loop Virtual Corrections to Drell-Yan Production at order alpha_s alpha^3

The Drell-Yan mechanism for the production of lepton pairs is one of the most basic processes for physics studies at hadron colliders. It is therefore important to have accurate theoretical predictions. In this work we compute the two-loop virtual mixed QCD x QED corrections to Drell-Yan production. We evaluate the Feynman diagrams by decomposing the amplitudes into a set of known master integrals and their coefficients, which allows us to derive an analytical result. We also perform a detailed study of the ultraviolet and infrared structure of the two-loop amplitude and the corresponding poles in epsilon.Comment: 20 pages, 3 figure

Single charge sensing and transport in double quantum dots fabricated from commercially grown Si/SiGe heterostructures

We perform quantum Hall measurements on three types of commercially available modulation doped Si/SiGe heterostructures to determine their suitability for depletion gate defined quantum dot devices. By adjusting the growth parameters, we are able to achieve electron gases with charge densities 1-3 X 10^{11}/cm^2 and mobilities in excess of 100,000 cm^2/Vs. Double quantum dot devices fabricated on these heterostructures show clear evidence of single charge transitions as measured in dc transport and charge sensing and exhibit electron temperatures of 100 mK in the single quantum dot regime.Comment: Related papers at http://pettagroup.princeton.ed

Collaboration versus Pull-Out Intervention: Effects on Vocabulary Acquisition and Classroom Communication

This study investigated improvement in curricular vocabulary in school-aged children grades kindergarten through third at two different elementary schools. One school received collaborative classroom-based language lessons from the teacher and speech-language pathologist (Collaborative School). The other school received regular instruction from the classroom teacher without the input of the speech-language pathologist (Traditional School). The speech-language pathologist provided services to the children with speech or language IEP goals at the Collaborative School primarily in the classroom through these language lessons. The students who received speech or language therapy at the Traditional School received services solely through the pull-out model of intervention. Results revealed that the collaborative classroom-based language lessons fostered greater gains on a curricular vocabulary test than pull-out therapy for children who qualified for speech or language services. Results also indicated that the collaborative classroom-based language lessons were more effective in increasing curricular vocabulary knowledge than regular instruction provided by the teacher alone for subjects who did not qualify for speech or language services. The gains made by the students at the Collaborative School were significantly greater than the improvement demonstrated by subjects at the Traditional School across all four grades and regardless of special services received

Collaboration versus Pull-Out Intervention: Effects on Vocabulary Acquisition and Classroom Communication

This study investigated improvement in curricular vocabulary in school-aged children grades kindergarten through third at two different elementary schools. One school received collaborative classroom-based language lessons from the teacher and speech-language pathologist (Collaborative School). The other school received regular instruction from the classroom teacher without the input of the speech-language pathologist (Traditional School). The speech-language pathologist provided services to the children with speech or language IEP goals at the Collaborative School primarily in the classroom through these language lessons. The students who received speech or language therapy at the Traditional School received services solely through the pull-out model of intervention. Results revealed that the collaborative classroom-based language lessons fostered greater gains on a curricular vocabulary test than pull-out therapy for children who qualified for speech or language services. Results also indicated that the collaborative classroom-based language lessons were more effective in increasing curricular vocabulary knowledge than regular instruction provided by the teacher alone for subjects who did not qualify for speech or language services. The gains made by the students at the Collaborative School were significantly greater than the improvement demonstrated by subjects at the Traditional School across all four grades and regardless of special services received