Heading for a High Note 5 S L a V I C K Na M E D Ar T I S T O F Th E Ye a R , Di S P L a Y S Wo R K S a T PCA
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Maxim Makatchev –
Carnegie Mellon University Pittsburgh, PA 15213 B [email protected] Í cs.cmu.edu/ mmakatch Maxim Makatchev maxipesfix Software development skills Languages Scala, Python, C++, C, Lisp, CLIPS, Pascal, Forth Scripting SQL, XML, PHP Scientific R, Matlab Frameworks ROS, Play!, sbt Positions held 3.2013–now Post-doctoral fellow, Robotics Institute, Carnegie Mellon University, Pittsburgh, PA. 5.2010–8.2010 Assistant to chief scientist, Alelo, Los Angelels, CA. 8.2007 Visiting researcher, National Institute of Informatics, Tokyo, Japan. 5.2007–7.2007 Summer scholar, Intel Research, Pittsburgh, PA. 10.2000–8.2006 Research associate, Research programmer, University of Pittsburgh, Pittsburgh, PA. 11.1997–3.1998 Research assistant, City University of Hong Kong, Hong Kong. 10.1995–10.1997 Assistant to chief specialist, Acron, Joint Stock Company, Moscow, Russia. Education 2006–2013 PhD in Robotics, Carnegie Mellon University, Pittsburgh, PA. 1998–2001 MPhil in Mechatronic Engineering, City University of Hong Kong, Hong Kong. 1992–1997 Diploma (∼MSc) in Applied Mathematics, Moscow State University, Moscow. Graduated with distinction (QPA 4.86/5, major QPA 4.93/5) Experience 3.2013–now Post-doctoral fellow, Robotics Institute, Carnegie Mellon University, Pittsburgh, PA. Project: Gamebot Victor { PI: Reid Simmons { Development of an interaction manager that controls the robot’s verbal and non-verbal behaviors, including the robot’s contributions to a conversation with a human user and the gameplay of Scrabble. 8.2006–2.2013 PhD student, Robotics Institute, Carnegie Mellon University, Pittsburgh, PA. Advisor: Reid Simmons { Thesis committee: Michael Agar, Justine Cassell, Illah Nourbakhsh, and Candace Sidner. { Thesis: Cross-cultural believability of robot characters. -
The Last Lecture by Randy Pausch Study Guide English I Please Type Your Answers in a Separate Document (.Doc) to Be Uploaded To
The Last Lecture by Randy Pausch Study Guide English I Please type your answers in a separate document (.doc) to be uploaded to turnitin.com when we begin class. You will need to keep this digital copy saved and backed up. I. THE LAST LECTURE 1. What is the purpose of the “Last Lecture” college professors? 2. Even though she had always been his “cheerleader”, why did Professor Pausch’s wife not want him to deliver a Last Lecture? 3. Why did Jai finally give in and agree that Randy could give the Last Lecture at Carnegie Mellon? 4. The professor decided that he did not want the lecture to center on his pancreatic cancer, but to center on what two things instead? 5. What did Randy Pausch decide made him unique? 6. When you think of a speech, words come to mind. What is unusual about the “speech” that Randy Pausch prepared? 7. What is “The Elephant in the Room” that Randy Pausch introduces at the beginning of his speech? 8. How does Randy demonstrate to his audience that right now he is still in relatively good health? 9. Why did the Pausch family move from Pittsburgh to Virginia? 10. How did showing the CT scans and demonstrating his good health get Randy Pausch’s speech off to a good start? II. REALLY ACHIEVING YOUR CHILDHOOD DREAMS 11. Pausch’s parents did not lavish him with gifts, trips, or niceties of any kind, yet he claims to have won the parent lottery. Why? 12. Randy Pausch’s father used to say, “Just because you are in the driver’s seat, doesn’t mean you have to run people over.” Explain what he meant by that. -
ALEXANDER DAVID STYLER 1010 Milton St, Pittsburgh, PA 15218 • (412) 841-9216 • [email protected] • U.S
ALEXANDER DAVID STYLER 1010 Milton St, Pittsburgh, PA 15218 • (412) 841-9216 • [email protected] • U.S. Citizen AREAS OF INTEREST Autonomous Driving • Prediction, planning, and machine learning • System latency, architecture, and optimization EDUCATION Carnegie Mellon University PhD Candidate in Robotics (Expected December 2018) Carnegie Mellon University M.S. in Robotics, QPA 3.89 (December 2012) Carnegie Mellon University B.S. in Computer Science, Robotics Minor; QPA 3.56, University Honors (May 2008) EXPERIENCE Prediction and System Latency, UBER Advanced Technologies Group, Pittsburgh Senior Software Engineer, Technical Lead/Manager (2016-present) • Leader and developer for the System Latency working group • Rearchitected the core autonomy system to reduce response time by half • Developed tools, monitoring, and metrics to prevent response time regressions • Technical lead for Prediction team • Led core efforts for vehicle prediction, interaction, and feature computation • Maintained interface contract and implementation, and handled consumer requests • Managed four person Prediction Architecture and Software team Various Projects, Mitsubishi Electric Research Labs, Cambridge Technical Intern (2015) • Implemented unsupervised clustering techniques for vehicle trips to analyze similarity and prediction performance of energy usage (Python) • Improved bounds of state-of-the-art time-series subsequence search to speed up pattern search in very large satellite sensor datasets Predictive Optimization Project, Group Research and Innovation -
Uber, Carnegie Mellon Partnering on Pittsburgh Research Lab (Update) 3 February 2015
Uber, Carnegie Mellon partnering on Pittsburgh research lab (Update) 3 February 2015 Ride-hailing service Uber is partnering with helping General Motors develop a driverless SUV Carnegie Mellon University on a Pittsburgh that won a 60-mile race sponsored by the Defense research lab both hope could lead to the Advanced Research Projects Agency. development of driverless cars. Google later poached a Carnegie Mellon robotics Carnegie Mellon and its Robotics Institute have specialist, Chris Urmson, to lead the development been working on driverless vehicles for years, and of its self-driving car project. Over the past several its work is part of the reason the city has years, Google has aggressively developed self- successfully segued from an industry-driven driving technology—vaulting past traditional economy to one based on technology and automakers in the process—and says cars it has medicine in the last 20 years, with the nearby outfitted with an array of sensors and computing University of Pittsburgh Medical Center pioneering power have driven hundreds of thousands of miles transplant medicine and other breakthroughs. without human intervention. The Uber-Carnegie Mellon deal is "another case "We said, 'Hey, who are the best in the world at this where collaboration between the city and its from an academics standpoint and bringing this universities is creating opportunities for job growth kind of technology into the real world?'" said Jeff and community development," Mayor Bill Peduto Holden, Uber's chief product officer. "And CMU is said. at the top of that list. So that's what started it and why we reached out." The partnership announced Monday includes Uber funding for faculty chairs and graduate fellowships Adam Jonas, an auto industry analyst for Morgan at the private research university. -
History and Organization Table of Contents
History and Organization Table of Contents History and Organization Carnegie Mellon University History Carnegie Mellon Colleges, Branch Campuses, and Institute Carnegie Mellon University in Qatar Carnegie Mellon Silicon Valley Software Engineering Institute Research Centers and Institutes Accreditations by College and Department Carnegie Mellon University History Introduction The story of Carnegie Mellon University is unique and remarkable. After its founding in 1900 as the Carnegie Technical Schools, serving workers and young men and women of the Pittsburgh area, it became the degree-granting Carnegie Institute of Technology in 1912. “Carnegie Tech,” as it was known, merged with the Mellon Institute to become Carnegie Mellon University in 1967. Carnegie Mellon has since soared to national and international leadership in higher education—and it continues to be known for solving real-world problems, interdisciplinary collaboration, and innovation. The story of the university’s famous founder—Andrew Carnegie—is also remarkable. A self-described “working-boy” with an “intense longing” for books, Andrew Carnegie emigrated from Scotland with his family in 1848 and settled in Pittsburgh, Pennsylvania. He became a self-educated entrepreneur, whose Carnegie Steel Company grew to be the world’s largest producer of steel by the end of the nineteenth century. On November 15, 1900, Andrew Carnegie formally announced: “For many years I have nursed the pleasing thought that I might be the fortunate giver of a Technical Institute to our City, fashioned upon the best models, for I know of no institution which Pittsburgh, as an industrial centre, so much needs.” He concluded with the words “My heart is in the work,” which would become the university’s official motto. -
A Second Chance a Short Film by Paul Hopkins & Joel Suzuki
A Second Chance a short film by paul hopkins & joel suzuki TRAINER’S GUIDE A Second Chance a short film by paul hopkins & joel suzuki TRAINER’S GUIDE A Second Chance Trainer’s Guide © Copyright 2008 Paul Hopkins and Star Thrower Distribution. All rights reserved under International and Pan-American Copyright Conventions. No part of this book, video, DVD, or CD-ROM may be reproduced in any form, or by any means, electronic or mechanical, including photocopying, unless specifically permitted in the text or by written permission from the publisher. Address all inquiries to: Star Thrower Distribution Corporation 26 East Exchange Street, Suite 600, St. Paul, MN 55101 Toll-Free: 800.242.3220 ✤ Email: [email protected] ✤ Fax: 651.602.0037 ✤ Web: www.starthrower.com just for the trainer: why tell stories? t a deep level, if you are a trainer, you know people don’t want more information. They are up to atheir eyeballs in information. As a trainer, having a story to tell is the most valuable skill you can develop to help others learn. It is through the stories you tell that your audiences determine if they hold the same values that you do. It is through listening to your stories that they relate to your teaching. Ultimately, you should tell your own story. But we know that is not always easy. For this reason, Star Thrower has created four stories to help you “tell a story.” Each of these stories is about creating a second chance. The purpose is not to introduce more information, only to reinforce the idea that people can create a second chance. -
ROBOTICS INSTITUTE Summer Scholars (RISS) Working Papers
VOLUME 3 FALL 2015 ROBOTICS INSTITUTE Summer Scholars (RISS) Working Papers JOURNAL Robotics Institute Summer Scholars Working Papers Journal Volume 3 Fall 2015 Founding Editors J. Andrew Bagnell Reid Simmons Rachel Burcin Managing Editor Rachel Burcin [email protected] Assistant Managing Editors Tess Hellebreker Michael Lee Cormac O'Meadhra Cover Design & Document Layout Alexandra Yau We gratefully acknowledge the support of the National Science Foundation through the Research Experience for Undergraduates (REU) program (Grant # CNS 1263266). Through the Summer Scholars Program, the Robotics Institute hosts the NSF Robotics & Intelligent Systems REU Site. The Robotics Institute Summer Scholars Working Papers Journal is an annual publication of the Robotics Institute’s Summer Scholars Program at Carnegie Mellon University. Copyright © Carnegie Mellon University 2015 Table of Contents Summer Scholar Program ………………………………………………………………... 1 RISS Participating Labs 2015…..………………………………………………………… 2 Congratulations Cohort of 2015! ………………………………………………………… 3 2015 NSF REU RISS Scholarship Recipients! .......................................................... 4 Thank You RISS Working Papers Journal Team ……………………………………… 5 To Future Summer Scholars……………………………………………………………… 6 About the Robotics Institute Summer Scholars Program ……………………….......... 8 RISS 2015 Gallery ………………………………………………………………………… 12 Working Papers.……………………………………………………………………………. 16 20 1. Sufyan Abbasi and Randy Sargent……………………………………………… Visualizing Air Quality: The Environmental Sensor Data Repository Explorer 24 2. Gabriela Amaral Araujo de Oliveira, Tony Dear, and Howie Choset………… Development of an Online Learning Platform for an Undergraduate Robotics Course 31 3. Elias Bitencourt, Robert Paolini, and Matthew T. Mason……………………... 3D Vision with Kinect and Similar Sensors 35 4. Laura Brooks, Heather Knight, and Reid Simmons ……………………..……. Temporal Gestures for Expressive Motion 42 5. Nai Chen Chang, Xinlei Chen, and Abhinav Gupta…………………………… Differentiating Singularity and Multiplicity in Web Images I 46 6. -
Letters to Andrew Carnegie ∂
Letters to Andrew Carnegie ∂ A CENTURY OF PURPOSE, PROGRESS, AND HOPE Letters to Andrew Carnegie ∂ A CENTURY OF PURPOSE, PROGRESS, AND HOPE Copyright © 2019 Carnegie Corporation of New York 437 Madison Avenue New York, NY 10022 Letters to Andrew Carnegie ∂ A CENTURY OF PURPOSE, PROGRESS, AND HOPE CARNEGIE CORPORATION OF NEW YORK 2019 CONTENTS vii Preface 1 Introduction 7 Carnegie Hall 1891 13 Carnegie Library of Pittsburgh 1895 19 Carnegie Museums of Pittsburgh 1895 27 Carnegie Mellon University 1900 35 Carnegie Trust for the Universities of Scotland 1901 41 Carnegie Institution for Science 1902 49 Carnegie Foundation 1903 | Peace Palace 1913 57 Carnegie Hero Fund Commission 1904 61 Carnegie Dunfermline Trust 1903 | Carnegie Hero Fund Trust 1908 67 Carnegie Rescuers Foundation (Switzerland) 1911 73 Carnegiestiftelsen 1911 77 Fondazione Carnegie per gli Atti di Eroismo 1911 81 Stichting Carnegie Heldenfonds 1911 85 Carnegie Foundation for the Advancement of Teaching 1905 93 Carnegie Endowment for International Peace 1910 99 Carnegie Corporation of New York 1911 109 Carnegie UK Trust 1913 117 Carnegie Council for Ethics in International Affairs 1914 125 TIAA 1918 131 Carnegie Family 135 Acknowledgments PREFACE In 1935, Carnegie Corporation of New York published the Andrew Carnegie Centenary, a compilation of speeches given by the leaders of Carnegie institutions, family, and close associates on the occasion of the 100th anniversary of Andrew Carnegie’s birth. Among the many notable contributors in that first volume were Mrs. Louise Carnegie; Nicholas Murray Butler, president of both the Carnegie Endowment for International Peace and Columbia University; and Walter Damrosch, the conductor of the New York Symphony Orchestra whose vision inspired the building of Carnegie Hall. -
Automatically Evaluating Andgenerating Clear Robotexplanations
Automatically Evaluating and Generating Clear Robot Explanations Shen Li CMU-RI-TR-17-09 May 2017 Robotics Institute Carnegie Mellon University Pittsburgh, PA 15213 Thesis Committee: Siddhartha Srinivasa (co-chair) Stephanie Rosenthal (co-chair) Reid Simmons Stefanos Nikolaidis Submitted in partial fulfillment of the requirements for the degree of Master of Science in Robotics. Copyright c 2017 Shen Li For my parents Abstract As robots act in the environment, people observe their behaviors and form beliefs about their underlying intentions and preferences. Although people’s beliefs often affect their interactions with robots, today’s robot behaviors are rarely optimized for ease of human understanding. In this thesis, we contribute studies and algorithms to improve the trans- parency of robot behaviors for human observers through giving nat- ural language-based and demonstration-based explanations. Our first studies aim to understand how people use natural language to clearly explain their goals of picking up specified blocks in a tabletop manipu- lation task. We find that the clearest explanations lead people through the visual search task by identifying highly salient visual features, spa- tial relations with explicit perspective-taking words with respect to the blocks on the table. Based on our findings, we contribute state-of-art graph-based algorithms to automatically generate clear natural language explanations similar to those found in our study, and optimize those al- gorithms to demonstrate that they are scalable to realistic robot manip- ulation tasks. In our second studies, we aim to understand features of robot demonstrations that allow people to correctly interpret and gen- eralize robot state preferences in grid world navigation tasks. -
Remembering Randy
Remembering Randy A Celebration of the Life and Legacy of Randy Pausch September 22, 2008 4:30-6 p.m. Rangos Ballroom Carnegie Mellon University “ Brick walls are there for a reason: To prove how badly we want something.” Randy Pausch In every place he worked, Randy Pausch brought Wonderland to life. Randy invented Alice, the programming environment that taught students from middle school to college to program while telling their stories with animated characters. He created the course Building Virtual Worlds, in which students learned to work in interdisciplinary teams to create interactive worlds. He went on to co-found the Carnegie Mellon Entertainment Technology Center, where students and colleagues are inspired to combine technology and art to create new processes, tools, and vision for storytelling and entertainment. His research with colleagues in cognitive science, perception, and human-computer interaction broke new ground in understanding people’s interactions with technology. He inspired our community to be more ambitious, more collaborative, more inclusive, and to be courageous and joyful. At Carnegie Mellon, we have always known that Randy Pausch was a truly special person. Just over a year ago, millions more became aware of Randy when he delivered a lecture that made the world stop and pay attention. It became an Internet sensation viewed by millions, an inter- national media story, and a best-selling book that has been published in 35 languages. To this day, people everywhere continue to talk about Randy, share his message and put his life lessons into action in their own lives. Today, we come together on the Carnegie Mellon campus that Randy held dear to pay him tribute, to acknowledge the profound impact he has made on each of us, and to celebrate his colorful life and enduring legacy. -
Advanced English 10 Suggested Summer Reading List “We Read to Know We Are Not Alone.” ~ C.S
Advanced English 10 Suggested Summer Reading List “We read to know we are not alone.” ~ C.S. Lewis Dear future 10th graders, In looking forward to next year, the 10th grade English team has put together a suggested summer reading list for the Advanced class. We know that a lot of people like to read over the summer, so we wanted to offer this list to you in case you would like to add one to your own summer reading list. You will be required to read, and write a paper about one of the following books. 1. Girl, Interrupted by Susanna Kaysen - “In the late 1960s, the author spent nearly two years on the ward for teenage girls at McLean Hospital, a renowned psychiatric facility. Her memoir encompasses horror and razor-edged perceptions, while providing vivid portraits of her fellow patients and their keepers.” 2. A Long Way Gone by Ishmael Beah - “The devastating story of war through the eyes of a child soldier. Beah tells how, at the age of twelve, he fled attacking rebels and wandered a land rendered unrecognizable by violence. By thirteen, he’d been picked up by the government army, and became a soldier.” 3. Fist, Stick, Knife, Gun by Geoffrey Canada - “Recreating his childhood world in the South Bronx and examining current crime legislation, the author offers an analysis of how a chain of events set in motion by 1960s drug laws has led to the child violence on the streets today.” 4. I Am Malala by Malala Yousafzai - “When the Taliban took control of the Swat Valley in Pakistan, one girl spoke out. -
THE ROBOTICS DOCTORAL HANDBOOK 2019-20.Pages
THE ROBOTICS DOCTORAL PROGRAM http://www.ri.cmu.edu/ HANDBOOK 2019-2020 Robotics Institute Carnegie Mellon University Pittsburgh, PA 15213 last revised August 2019 Note: The information contained in this graduate handbook focuses on the resources and locations available at the Carnegie Mellon Pittsburgh Campus. Page !1 Table of Contents Welcome pg. 5 Mission or Philosophy pg. 6 Degrees Offered pg. 7 Graduate Student Handbook University Policies & Expectations pg. 8 Carnegie Mellon Statement of Assurance pg. 8 The Carnegie Mellon Code pg. 9 Departmental Resources Departmental Personnel pg. 10 Departmental Information pg. 11 Department Directory Mail Graduate Student Travel Copy, Printing, Scanning Conference & Classrooms Conference & Classrooms Audio/Video Support Creative Media Emergency Situations Phone Usage & Information RoboOrg SCS Computing Facilities Who to See for What Department Approach to Press & Media Relations Academic Calendar Women@SCS Degree Attainment Statute of Limitations pg. 13 Full-time/Part-time Status Requirements pg. 13 Department Registration Process / Procedures pg. 13 Course of Study Overview pg. 13 Preparation Course Qualifiers pg. 14 Core Course Qualifier Specialized Course Qualifier Waivers Research Qualifier pg. 17 Research Skills Speaking Writing Teaching (Non-Native Speakers of English) Master’s Writing and Speaking Page !2 Thesis pg. 18 Robotics Orientation pg. 19 Advising and The Matching Process pg. 20 Timeline of Study pg. 20 Review of Progress pg. 21 Master’s Degree in Robotics pg. 22 Core Courses pg. 22 Perception Core Courses Cognition Core Courses Action Core Courses Math Foundations Core Course Research Qualifier pg.24 Independent Study pg.25 Resources and Regulations Governing Research at Carnegie Mellon Office of Sponsored Programs pg.