Information Theory and Communication - Tibor Nemetz
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Instructional Communication 8 the Emergence of a Field
Instructional Communication 8 The Emergence of a Field Scott A. Myers ince its inception, the field of instructional communication has Senjoyed a healthy existence. Unlike its related subareas of communi- cation education and developmental communication (Friedrich, 1989), instructional communication is considered to be a unique area of study rooted in the tripartite field of research conducted among educational psychology, pedagogy, and communication studies scholars (Mottet & Beebe, 2006). This tripartite field focuses on the learner (i.e., how students learn affectively, behaviorally, and cognitively), the instructor (i.e., the skills and strategies necessary for effective instruction), and the meaning exchanged in the verbal, nonverbal, and mediated messages between and among instructors and students. As such, the study of instructional com- munication centers on the study of the communicative factors in the teaching-learning process that occur across grade levels (e.g., K–12, post- secondary), instructional settings (e.g., the classroom, the organization), and subject matter (Friedrich, 1989; Staton, 1989). Although some debate exists as to the events that precipitated the emer- gence of instructional communication as a field of study (Rubin & Feezel, 1986; Sprague, 1992), McCroskey and McCroskey (2006) posited that the establishment of instructional communication as a legitimate area of scholarship originated in 1972, when the governing board of the Inter- national Communication Association created the Instructional Communi- cation Division. The purpose of the Division was to “focus attention on the role of communication in all teaching and training contexts, not just the teaching of communication” (p. 35), and provided instructional communication researchers with the opportunity to showcase their scholarship at the Association’s annual convention and to publish their research in Communication Yearbook, a yearly periodical sponsored by the Association. -
Information Theory Techniques for Multimedia Data Classification and Retrieval
INFORMATION THEORY TECHNIQUES FOR MULTIMEDIA DATA CLASSIFICATION AND RETRIEVAL Marius Vila Duran Dipòsit legal: Gi. 1379-2015 http://hdl.handle.net/10803/302664 http://creativecommons.org/licenses/by-nc-sa/4.0/deed.ca Aquesta obra està subjecta a una llicència Creative Commons Reconeixement- NoComercial-CompartirIgual Esta obra está bajo una licencia Creative Commons Reconocimiento-NoComercial- CompartirIgual This work is licensed under a Creative Commons Attribution-NonCommercial- ShareAlike licence DOCTORAL THESIS Information theory techniques for multimedia data classification and retrieval Marius VILA DURAN 2015 DOCTORAL THESIS Information theory techniques for multimedia data classification and retrieval Author: Marius VILA DURAN 2015 Doctoral Programme in Technology Advisors: Dr. Miquel FEIXAS FEIXAS Dr. Mateu SBERT CASASAYAS This manuscript has been presented to opt for the doctoral degree from the University of Girona List of publications Publications that support the contents of this thesis: "Tsallis Mutual Information for Document Classification", Marius Vila, Anton • Bardera, Miquel Feixas, Mateu Sbert. Entropy, vol. 13, no. 9, pages 1694-1707, 2011. "Tsallis entropy-based information measure for shot boundary detection and • keyframe selection", Marius Vila, Anton Bardera, Qing Xu, Miquel Feixas, Mateu Sbert. Signal, Image and Video Processing, vol. 7, no. 3, pages 507-520, 2013. "Analysis of image informativeness measures", Marius Vila, Anton Bardera, • Miquel Feixas, Philippe Bekaert, Mateu Sbert. IEEE International Conference on Image Processing pages 1086-1090, October 2014. "Image-based Similarity Measures for Invoice Classification", Marius Vila, Anton • Bardera, Miquel Feixas, Mateu Sbert. Submitted. List of figures 2.1 Plot of binary entropy..............................7 2.2 Venn diagram of Shannon’s information measures............ 10 3.1 Computation of the normalized compression distance using an image compressor.................................... -
Combinatorial Reasoning in Information Theory
Combinatorial Reasoning in Information Theory Noga Alon, Tel Aviv U. ISIT 2009 1 Combinatorial Reasoning is crucial in Information Theory Google lists 245,000 sites with the words “Information Theory ” and “ Combinatorics ” 2 The Shannon Capacity of Graphs The (and) product G x H of two graphs G=(V,E) and H=(V’,E’) is the graph on V x V’, where (v,v’) = (u,u’) are adjacent iff (u=v or uv є E) and (u’=v’ or u’v’ є E’) The n-th power Gn of G is the product of n copies of G. 3 Shannon Capacity Let α ( G n ) denote the independence number of G n. The Shannon capacity of G is n 1/n n 1/n c(G) = lim [α(G )] ( = supn[α(G )] ) n →∞ 4 Motivation output input A channel has an input set X, an output set Y, and a fan-out set S Y for each x X. x ⊂ ∈ The graph of the channel is G=(X,E), where xx’ є E iff x,x’ can be confused , that is, iff S S = x ∩ x′ ∅ 5 α(G) = the maximum number of distinct messages the channel can communicate in a single use (with no errors) α(Gn)= the maximum number of distinct messages the channel can communicate in n uses. c(G) = the maximum number of messages per use the channel can communicate (with long messages) 6 There are several upper bounds for the Shannon Capacity: Combinatorial [ Shannon(56)] Geometric [ Lovász(79), Schrijver (80)] Algebraic [Haemers(79), A (98)] 7 Theorem (A-98): For every k there are graphs G and H so that c(G), c(H) ≤ k and yet c(G + H) kΩ(log k/ log log k) ≥ where G+H is the disjoint union of G and H. -
2020 SIGACT REPORT SIGACT EC – Eric Allender, Shuchi Chawla, Nicole Immorlica, Samir Khuller (Chair), Bobby Kleinberg September 14Th, 2020
2020 SIGACT REPORT SIGACT EC – Eric Allender, Shuchi Chawla, Nicole Immorlica, Samir Khuller (chair), Bobby Kleinberg September 14th, 2020 SIGACT Mission Statement: The primary mission of ACM SIGACT (Association for Computing Machinery Special Interest Group on Algorithms and Computation Theory) is to foster and promote the discovery and dissemination of high quality research in the domain of theoretical computer science. The field of theoretical computer science is the rigorous study of all computational phenomena - natural, artificial or man-made. This includes the diverse areas of algorithms, data structures, complexity theory, distributed computation, parallel computation, VLSI, machine learning, computational biology, computational geometry, information theory, cryptography, quantum computation, computational number theory and algebra, program semantics and verification, automata theory, and the study of randomness. Work in this field is often distinguished by its emphasis on mathematical technique and rigor. 1. Awards ▪ 2020 Gödel Prize: This was awarded to Robin A. Moser and Gábor Tardos for their paper “A constructive proof of the general Lovász Local Lemma”, Journal of the ACM, Vol 57 (2), 2010. The Lovász Local Lemma (LLL) is a fundamental tool of the probabilistic method. It enables one to show the existence of certain objects even though they occur with exponentially small probability. The original proof was not algorithmic, and subsequent algorithmic versions had significant losses in parameters. This paper provides a simple, powerful algorithmic paradigm that converts almost all known applications of the LLL into randomized algorithms matching the bounds of the existence proof. The paper further gives a derandomized algorithm, a parallel algorithm, and an extension to the “lopsided” LLL. -
Information Theory for Intelligent People
Information Theory for Intelligent People Simon DeDeo∗ September 9, 2018 Contents 1 Twenty Questions 1 2 Sidebar: Information on Ice 4 3 Encoding and Memory 4 4 Coarse-graining 5 5 Alternatives to Entropy? 7 6 Coding Failure, Cognitive Surprise, and Kullback-Leibler Divergence 7 7 Einstein and Cromwell's Rule 10 8 Mutual Information 10 9 Jensen-Shannon Distance 11 10 A Note on Measuring Information 12 11 Minds and Information 13 1 Twenty Questions The story of information theory begins with the children's game usually known as \twenty ques- tions". The first player (the \adult") in this two-player game thinks of something, and by a series of yes-no questions, the other player (the \child") attempts to guess what it is. \Is it bigger than a breadbox?" No. \Does it have fur?" Yes. \Is it a mammal?" No. And so forth. If you play this game for a while, you learn that some questions work better than others. Children usually learn that it's a good idea to eliminate general categories first before becoming ∗Article modified from text for the Santa Fe Institute Complex Systems Summer School 2012, and updated for a meeting of the Indiana University Center for 18th Century Studies in 2015, a Colloquium at Tufts University Department of Cognitive Science on Play and String Theory in 2016, and a meeting of the SFI ACtioN Network in 2017. Please send corrections, comments and feedback to [email protected]; http://santafe.edu/~simon. 1 more specific, for example. If you ask on the first round \is it a carburetor?" you are likely wasting time|unless you're playing the game on Car Talk. -
Social Scientific Theories for Media and Communication JMC:6210:0001/ 019:231:001 Spring 2014
Social Scientific Theories for Media and Communication JMC:6210:0001/ 019:231:001 Spring 2014 Professor: Sujatha Sosale Room: E254 AJB Office: W331 AJB Time: M 11:30-2:15 Phone: 319-335-0663 Office hours: Wed. 11:30 – 2:30 E-mail: [email protected] and by appointment Course description and objectives This course explores the ways in which media impact society and how individuals relate to the media by examining social scientific-based theories that relate to media effects, learning, and public opinion. Discussion includes the elements necessary for theory development from a social science perspective, plus historical and current contexts for understanding the major theories of the field. The objectives of this course are: • To learn and critique a variety of social science-based theories • To review mass communication literature in terms of its theoretical relevance • To study the process of theory building Textbook: Bryant, J. & Oliver M.B. (2009). Media Effects: Advances in Theory and Research. 3rd Ed. New York: Routledge. [Available at the University Bookstore] Additional readings will be posted on the course ICON. Teaching Policies & Resources — CLAS Syllabus Insert (instructor additions in this font) Administrative Home The College of Liberal Arts and Sciences is the administrative home of this course and governs matters such as the add/drop deadlines, the second-grade-only option, and other related issues. Different colleges may have different policies. Questions may be addressed to 120 Schaeffer Hall, or see the CLAS Academic Policies Handbook at http://clas.uiowa.edu/students/handbook. Electronic Communication University policy specifies that students are responsible for all official correspondences sent to their University of Iowa e-mail address (@uiowa.edu). -
An Information-Theoretic Approach to Normal Forms for Relational and XML Data
An Information-Theoretic Approach to Normal Forms for Relational and XML Data Marcelo Arenas Leonid Libkin University of Toronto University of Toronto [email protected] [email protected] ABSTRACT Several papers [13, 28, 18] attempted a more formal eval- uation of normal forms, by relating it to the elimination Normalization as a way of producing good database de- of update anomalies. Another criterion is the existence signs is a well-understood topic. However, the same prob- of algorithms that produce good designs: for example, we lem of distinguishing well-designed databases from poorly know that every database scheme can be losslessly decom- designed ones arises in other data models, in particular, posed into one in BCNF, but some constraints may be lost XML. While in the relational world the criteria for be- along the way. ing well-designed are usually very intuitive and clear to state, they become more obscure when one moves to more The previous work was specific for the relational model. complex data models. As new data formats such as XML are becoming critically important, classical database theory problems have to be Our goal is to provide a set of tools for testing when a revisited in the new context [26, 24]. However, there is condition on a database design, specified by a normal as yet no consensus on how to address the problem of form, corresponds to a good design. We use techniques well-designed data in the XML setting [10, 3]. of information theory, and define a measure of informa- tion content of elements in a database with respect to a set It is problematic to evaluate XML normal forms based of constraints. -
1 Applications of Information Theory to Biology Information Theory Offers A
Pacific Symposium on Biocomputing 5:597-598 (2000) Applications of Information Theory to Biology T. Gregory Dewey Keck Graduate Institute of Applied Life Sciences 535 Watson Drive, Claremont CA 91711, USA Hanspeter Herzel Innovationskolleg Theoretische Biologie, HU Berlin, Invalidenstrasse 43, D-10115, Berlin, Germany Information theory offers a number of fertile applications to biology. These applications range from statistical inference to foundational issues. There are a number of statistical analysis tools that can be considered information theoretical techniques. Such techniques have been the topic of PSB session tracks in 1998 and 1999. The two main tools are algorithmic complexity (including both MML and MDL) and maximum entropy. Applications of MML include sequence searching and alignment, phylogenetic trees, structural classes in proteins, protein potentials, calcium and neural spike dynamics and DNA structure. Maximum entropy methods have appeared in nucleotide sequence analysis (Cosmi et al., 1990), protein dynamics (Steinbach, 1996), peptide structure (Zal et al., 1996) and drug absorption (Charter, 1991). Foundational aspects of information theory are particularly relevant in several areas of molecular biology. Well-studied applications are the recognition of DNA binding sites (Schneider 1986), multiple alignment (Altschul 1991) or gene-finding using a linguistic approach (Dong & Searls 1994). Calcium oscillations and genetic networks have also been studied with information-theoretic tools. In all these cases, the information content of the system or phenomena is of intrinsic interest in its own right. In the present symposium, we see three applications of information theory that involve some aspect of sequence analysis. In all three cases, fundamental information-theoretical properties of the problem of interest are used to develop analyses of practical importance. -
COMMUNICATION STUDIES 20223: Communication Theory TR 11:00-12:20 AM, Moudy South 320, Class #70959
This copy of Andrew Ledbetter’s syllabus for Communication Theory is posted on www.afirstlook.com, the resource website for A First Look at Communication Theory, for which he is one of the co-authors. COMMUNICATION STUDIES 20223: Communication Theory TR 11:00-12:20 AM, Moudy South 320, Class #70959 Syllabus Addendum, Fall Semester 2014 Instructor: Dr. Andrew Ledbetter Office: Moudy South 355 Office Phone: 817-257-4524 (terrible way to reach me) E-mail: [email protected] (best way to reach me) Twitter: @dr_ledbetter (also a good way to reach me more publicly) IM screen name (GoogleTalk): DrAndrewLedbetter (this works too) Office Hours: TR 10:00-10:50 AM & 12:30 PM-2:00 PM; W 11:00 AM-12:00 PM (but check with me first); other times by appointment. When possible, please e-mail me in advance of your desired meeting time. Course Text: Em Griffin, Andrew Ledbetter, & Glenn Sparks (2015), A First Look at Communication Theory (9th ed.). New York: McGraw-Hill. Course Description From TCU’s course catalog: Applies communication theory and practice to a broad range of communication phenomena in intrapersonal, interpersonal and public communication settings. You are about to embark on an exciting adventure through the world of communication theory. In some sense, you already inhabit this “world”—you communicate every day, and you may even be very good at it. But, if you’re like me, sometimes you might find yourself wondering: Why did she say that? Why did I say that in response? What there something that I could have said that would have been better? How could I communicate better with my friends? My parents? At school? At work? If you’ve ever asked any of these questions—and it would be hard for me to believe that there is anyone who hasn’t!—then this course is for you! By the end of our time together, I hope you will come to a deeper, fuller understanding of the power and mystery of human communication. -
Introduction to Communication Theory ❖ ❖ ❖
01-Dainton.qxd 9/16/2004 12:26 PM Page 1 1 Introduction to Communication Theory ❖ ❖ ❖ recent advertisement for the AT&T cellular service has a bold A headline that asserts, “If only communication plans were as simple as communicating.” We respectfully disagree with their assess- ment. Cellular communication plans may indeed be intricate, but the process of communicating is infinitely more so. Unfortunately, much of popular culture tends to minimize the challenges associated with the communication process. We all do it, all of the time. Yet one need only peruse the content of talk shows, classified ads, advice columns, and organizational performance reviews to recognize that communication skill can make or break an individual’s personal and professional lives. Companies want to hire and promote people with excellent communi- cation skills. Divorces occur because spouses believe that they “no longer communicate.” Communication is perceived as a magical elixir, one that can ensure a happy long-term relationship and can guarantee organizational success. Clearly, popular culture holds paradoxical views about communication: It is easy to do yet powerful in its effects, simultaneously simple and magical. 1 01-Dainton.qxd 9/16/2004 12:26 PM Page 2 2 APPLYING COMMUNICATION THEORY FOR PROFESSIONAL LIFE The reality is even more complex. “Good” communication means different things to different people in different situations. Accordingly, simply adopting a set of particular skills is not going to guarantee success. Those who are genuinely good communicators are those who under- stand the underlying principles behind communication and are able to enact, appropriately and effectively, particular communication skills as the situation warrants. -
Efficient Space-Time Sampling with Pixel-Wise Coded Exposure For
IEEE TRANSACTIONS ON PATTERN ANALYSIS AND MACHINE INTELLIGENCE 1 Efficient Space-Time Sampling with Pixel-wise Coded Exposure for High Speed Imaging Dengyu Liu, Jinwei Gu, Yasunobu Hitomi, Mohit Gupta, Tomoo Mitsunaga, Shree K. Nayar Abstract—Cameras face a fundamental tradeoff between spatial and temporal resolution. Digital still cameras can capture images with high spatial resolution, but most high-speed video cameras have relatively low spatial resolution. It is hard to overcome this tradeoff without incurring a significant increase in hardware costs. In this paper, we propose techniques for sampling, representing and reconstructing the space-time volume in order to overcome this tradeoff. Our approach has two important distinctions compared to previous works: (1) we achieve sparse representation of videos by learning an over-complete dictionary on video patches, and (2) we adhere to practical hardware constraints on sampling schemes imposed by architectures of current image sensors, which means that our sampling function can be implemented on CMOS image sensors with modified control units in the future. We evaluate components of our approach - sampling function and sparse representation by comparing them to several existing approaches. We also implement a prototype imaging system with pixel-wise coded exposure control using a Liquid Crystal on Silicon (LCoS) device. System characteristics such as field of view, Modulation Transfer Function (MTF) are evaluated for our imaging system. Both simulations and experiments on a wide range of -
Media Influence: Communication Theories
MEDIA INFLUENCE: COMMUNICATION THEORIES Hypodermic Needle Agenda Setting Reinforcement Theory Uses & Gratification Encoding/Decoding Theory Function Theory Theory YEAR 1920 - 1940 1972 1960 1974 1980 THEORIST Various Maxwell McCombs Joseph Klapper Jay Blumler Stuart Hall Donald Shaw Elihu Katz OVERVIEW A linear communication theory This theory suggests that the Klapper argued that the The Uses and Gratification Stuart Hall’s which suggests that the media media can’t tell you what to media has little power to Theory looks at how people Encoding/Decoding Theory has a direct and powerful think but it can tell you what influence people and it just use the media to gratify a suggests that audience influence on audiences, like being to think about. Through a reinforces our pre-existing range of needs – including derive their own meaning injected with a hypodermic process of selection, omission attitudes and beliefs, which the need for information, from media texts. These needle. and framing, the media have been developed by personal identity, meanings can be focuses public discussion on more powerful social integration, social dominant, negotiated or particular issues. institutions like families, interaction and oppositional. schools and religion entertainment. organisations. AUDIENCE Audiences are passive and Audiences are active but, Audiences are active and Audiences are active and Audiences are active in homogenous, this theory does not when it comes to making exist in a society where they can have power over the decoding media account for individual differences. important decisions like who are influenced by important media. If people don’t messages. They can to vote for, they draw on social institutions.