A Large-Scale Argument Mining and Summarization Dataset
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A Comprehensive Workplace Environment Based on a Deep
International Journal on Advances in Software, vol 11 no 3 & 4, year 2018, http://www.iariajournals.org/software/ 358 A Comprehensive Workplace Environment based on a Deep Learning Architecture for Cognitive Systems Using a multi-tier layout comprising various cognitive channels, reflexes and reasoning Thorsten Gressling Veronika Thurner Munich University of Applied Sciences ARS Computer und Consulting GmbH Department of Computer Science and Mathematics Munich, Germany Munich, Germany e-mail: [email protected] e-mail: [email protected] Abstract—Many technical work places, such as laboratories or All these settings share a number of commonalities. For test beds, are the setting for well-defined processes requiring both one thing, within each of these working settings a human being high precision and extensive documentation, to ensure accuracy interacts extensively with technical devices, such as measuring and support accountability that often is required by law, science, instruments or sensors. For another thing, processing follows or both. In this type of scenario, it is desirable to delegate certain a well-defined routine, or even precisely specified interaction routine tasks, such as documentation or preparatory next steps, to protocols. Finally, to ensure that results are reproducible, some sort of automated assistant, in order to increase precision and reduce the required amount of manual labor in one fell the different steps and achieved results usually have to be swoop. At the same time, this automated assistant should be able documented extensively and in a precise way. to interact adequately with the human worker, to ensure that Especially in scenarios that execute a well-defined series of the human worker receives exactly the kind of support that is actions, it is desirable to delegate certain routine tasks, such required in a certain context. -
Summer Programs Summer 2020
Summer Programs Summer 2020 Summer Enrichment Programs MXGlobal Recommended Programs Felsted International Summer School http://www.felsted.org/SummerSeniorCampus The Felsted School in Felsted, England offers a summer program that gives students a taste of British boarding school life with a focus on Global Studies through stimulating lessons, fun activities and cultural experiences. St. Mark’s Global Citzenship Institute http://www.stmarksschool.org/gci St. Mark's School and Salzburg Global Seminar Faculty join together for a week of intensive exploration of what it means to be a global citizen in a globalized, interconnected 21st Century world. Participants will hear leaders in the field talk about the issues related to Global Citizenship and will participate in numerous small group discussions focusing on the themes of Global Citizenship. Art/Music/Writing/Journalism Programs American University – School of Communications www.audiscover.org Discover the world of communications in professional, hands-on summer workshops. A wide range of courses are offered in the areas of Film Video and Photography, Writing, Journalism & Broadcasting, and Communication. Berklee College of Music www.berklee.edu/summer/ Berklee offers five- to twelve-week programs that focus on performance, music theory, recording sessions, song writing, and specific instruments. Boston University Visual Arts Summer Institute, Summer Theatre Institute and Media Production https://www.bu.edu/mysummer/arts/visual-arts-summer-institute/ https://www.bu.edu/mysummer/arts/summer-theatre-institute/ https://www.bu.edu/mysummer/arts/academy-of-media-production/ BU offers an intensive four-week visual art program designed to help students build their art portfolios for the college process. -
Build Your Trust Advantage, Leadership in the Era of Data
Global C-suite Study 20th Edition Build Your Trust Advantage Leadership in the era of data and AI everywhere This report is IBM’s fourth Global C-suite Study and the 20th Edition in the ongoing IBM CxO Study series developed by the IBM Institute for Business Value (IBV). We have now collected data and insights from more than 50,000 interviews dating back to 2003. This report was authored in collaboration with leading academics, futurists, and technology visionaries. In this report, we present our key findings of CxO insights, experiences, and sentiments based on analysis as described in the research methodology on page 44. Build Your Trust Advantage | 1 Build Your Trust Advantage Leadership in the era of data and AI everywhere Global C-suite Study 20th Edition Our latest study draws on input from 13,484 respondents across 6 C-suite roles, 20 industries, and 98 countries. 2,131 2,105 2,118 2,924 2,107 2,099 Chief Chief Chief Chief Chief Chief Executive Financial Human Information Marketing Operations Officers Officers Resources Officers Officers Officers Officers 3,363 Europe 1,910 Greater China 3,755 North America 858 Japan 915 Middle East and Africa 1,750 Asia Pacific 933 Latin America 2 | Global C-suite Study Table of contents Executive summary 3 Introduction 4 Chapter 1 Customers: How to win in the trust economy 8 Action guide 19 Chapter 2 Enterprises: How to build the human-tech partnership 20 Action guide 31 Chapter 3 Ecosystems: How to share data in the platform era 32 Action guide 41 Conclusion: Return on trust 42 Acknowledgments 43 Related IBV studies 43 Research methodology 44 Notes and sources 45 Build Your Trust Advantage | 3 Executive summary More than 13,000 C-suite executives worldwide their data scientists, to uncover insights from data. -
Debate Association & Debate Speech National ©
© National SpeechDebate & Association DEBATE 101 Everything You Need to Know About Policy Debate: You Learned Here Bill Smelko & Will Smelko DEBATE 101 Everything You Need to Know About Policy Debate: You Learned Here Bill Smelko & Will Smelko © NATIONAL SPEECH & DEBATE ASSOCIATION DEBATE 101: Everything You Need to Know About Policy Debate: You Learned Here Copyright © 2013 by the National Speech & Debate Association All rights reserved. Published by National Speech & Debate Association 125 Watson Street, PO Box 38, Ripon, WI 54971-0038 USA Phone: (920) 748-6206 Fax: (920) 748-9478 [email protected] No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, now known or hereafter invented, including electronic, mechanical, photocopying, recording, scanning, information storage and retrieval, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without the prior written permission of the Publisher. The National Speech & Debate Association does not discriminate on the basis of race, color, national origin, religion, sex, age, gender identity, gender expression, affectional or sexual orientation, or disability in any of its policies, programs, and services. Printed and bound in the United States of America Contents Chapter 1: Debate Tournaments . .1 . Chapter 2: The Rudiments of Rhetoric . 5. Chapter 3: The Debate Process . .11 . Chapter 4: Debating, Negative Options and Approaches, or, THE BIG 6 . .13 . Chapter 5: Step By Step, Or, It’s My Turn & What Do I Do Now? . .41 . Chapter 6: Ten Helpful Little Hints . 63. Chapter 7: Public Speaking Made Easy . -
A.I. Technologies Applied to Naval CAD/CAM/CAE
A.I. Technologies Applied to Naval CAD/CAM/CAE Jesus A. Muñoz Herrero, SENER, Madrid/Spain, [email protected] Rodrigo Perez Fernandez, SENER, Madrid/Spain, [email protected] Abstract Artificial Intelligence is one of the most enabling technologies of digital transformation in the industry, but it is also one of the technologies that most rapidly spreads in our daily activity. Increasingly, elements and devices that integrate artificial intelligence features, appear in our everyday lives. These characteristics are different, depending on the devices that integrate them, or the aim they pursue. The methods and processes that are carried out in Marine Engineering cannot be left out of this technology, but the peculiarities of the profession and the people that take part in it must be taken into account. There are many aspects in which artificial intelligence can be applied in the field of our profession. The management and access to all the information necessary for the correct and efficient execution of a naval project is one of the aspects where this technology can have a very positive impact. Access all the rules, rules, design guides, good practices, lessons learned, etc., in a fast and intelligent way, understanding the natural language of the people, identifying the most appropriate to the process that is being carried out and above all. Learning as we go through the design, is one of the characteristics that will increase the application of this technology in the professional field. This article will describe the evolution of this technology and the current situation of it in the different areas of application. -
Is the Consultant Counterplan Legitimate
THE D G E IS THE CONSULTATION COUNTERPLAN LEGITIMATE? by David M. Cheshier The most popular category of counterplan on the “weap- ons of mass destruction” (WMD) topic involves consultation. The negative argues that instead of promptly adopting and imple- menting the plan, the United States should consult some speci- fied government beforehand, only moving forward if the plan meets the approval of our consultation partner. Many versions were produced over the summer, including counterplans to consult NATO, Japan, Russia, China, Israel, India, and Canada. On this resolution, the consultation counterplan is often an irresistible strategic option for the negative. Because most plan texts as written advocate immediate implementation (if they don’t the affirmative may be in topicality trouble), the counterplan is mutually exclusive, for one can’t act and consult about acting at the same time. Because the resolution locks the affirmative into frequently defending policies the rest of the world would agree to, the counterplan consultation process would usually culminate in the eventual passage of the plan. Thus, the negative is able to argue there is little or no downside to asking for input. Consulta- tion promises to capture the advantages, with the value added benefit of an improvement in America’s relations with NATO, Rus- sia, or China (from here on I’ll use Russia as my example). The view is also prevalent that the consultation counterplan cannot be permuted by the affirmative, since to do so invariably commits the affirmative either to severance or intrinsicness (more on this shortly). Consultation is here to stay. For the counterplan to work, the negative must include lan- guage, which gives the consultation partner a “veto” over the plan. -
Intergenerational Transmission of Disadvantage: Mobility Or Immobility Across Generations? a Review of the Evidence for OECD Countries
DELSA/ELSA/WD/SEM(2007)7 Intergenerational Transmission of Disadvantage: Mobility or Immobility across Generations? A Review of the Evidence for OECD Countries Anna Cristina d’Addio 52 OECD SOCIAL, EMPLOYMENT AND MIGRATION WORKING PAPERS Unclassified DELSA/ELSA/WD/SEM(2007)7 Organisation de Coopération et de Développement Economiques Organisation for Economic Co-operation and Development ___________________________________________________________________________________________ English text only DIRECTORATE FOR EMPLOYMENT, LABOUR AND SOCIAL AFFAIRS EMPLOYMENT, LABOUR AND SOCIAL AFFAIRS COMMITTEE Unclassified DELSA/ELSA/WD/SEM(2007)7 Cancels & replaces the same document of 29 March 2007 OECD SOCIAL, EMPLOYMENT AND MIGRATION WORKING PAPERS NO. 52 INTERGENERATIONAL TRANSMISSION OF DISADVANTAGE: MOBILITY OR IMMOBILITY ACROSS GENERATIONS? A REVIEW OF THE EVIDENCE FOR OECD COUNTRIES Anna Cristina d'Addio JEL Classification: D31, I32, J62, I2, I38 All social, Employment and Migration Working Papers are now available through OECD's Internet website at http://www.oecd.org/els only text English Document complet disponible sur OLIS dans son format d'origine Complete document available on OLIS in its original format DELSA/ELSA/WD/SEM(2007)7 DIRECTORATE FOR EMPLOYMENT, LABOUR AND SOCIAL AFFAIRS http://www.oecd.org/els OECD SOCIAL, EMPLOYMENT AND MIGRATION WORKING PAPERS http://www.oecd.org/els/workingpapers This series is designed to make available to a wider readership selected labour market, social policy and migration studies prepared for use within the OECD. Authorship is usually collective, but principal writers are named. The papers are generally available only in their original language – English or French – with a summary in the other. Comment on the series is welcome, and should be sent to the Directorate for Employment, Labour and Social Affairs, 2, rue André-Pascal, 75775 PARIS CEDEX 16, France. -
Ilearn Goals
Combining AI and collective intelligence to create a GPS for knowledge CRI Paris We experiment at frontiers of learning, life and digital From babies to lifelong learning LMD students Learning by doing Interdisciplinarity Sustainable Development goals A changing job market Too much! Fake news Recruting for skills on the digital job market Can we reinvent learning with artificial intelligence? What can you (almost) do with AI today? Deep Learning Classification Generation Who are these persons? www.thispersondoesnotexist.com Based on GAN (Generative Adversarial Networks) A.I. image generation From text to image From text to image Text generation Automatic Q&A generation from Wikipedia Debating with A.I. February 12th, 2019 IBM Project Debater vs. World Debating Champion Motion: “We should subsidise preschool” ● 15 mins to prepare arguments ● 4-minute opening statement ● 4-minute rebuttal ● 2-minute summary Predictive tools Pneumonia detection from thorax radiographies (2017) Deepfake A.I. lip reading Conversational interfaces May 2018 Google Duplex iLearn goals Map all learning resources available on the Internet Build learning profiles of our users Provide them maps of their own learnings Match learners with adapted resources Match learners with mentors or co-learners iLearn Knowledge maps + = + Collective Artificial intelligence intelligence Learning groups iLearn iLearn Tags an online Users improve document as a qualification Concepts extraction useful learning (concepts and resource difficulty) Artificial Collective Intelligence Intelligence -
BREAKING DOWN BARRIERS: the Teacher Materials SAMPLE Policy
BREAKING DOWN BARRIERS: The Teacher Materials SAMPLE Policy Prepared by Jim Hanson with thanks to Will Gent for his assistance Breaking Down Barriers: Policy Teacher Materials Page 1 BREAKING DOWN BARRIERS: SAMPLE POLICY TEACHER MATERIALS By Jim Hanson TABLE OF CONTENTS INTRODUCTION TO THE TEACHER'S MATERIALS ................................................................... 3 BASIC SKILLS OF DEBATING: BUILDING TOWARD MINI-DEBATES ....................................... 3 POLICY DEBATING: TOWARD TEAM/CX DEBATES ................................................................. 4 THE MOST ASKED QUESTIONS ABOUT BREAKING DOWN BARRIERS ..................................... 5 USING THE LESSON PLANS FOR LECTURES ........................................................................... 6 DEBATE COURSE SYLLABUS .................................................................................................. 7 SUGGESTED SCHEDULE FOR THE BASICS .............................................................................. 9 SUGGESTED SCHEDULE FOR POLICY DEBATING .................................................................. 10 SUGGESTED SCHEDULE FOR ADVANCED POLICY ................................................................. 11 LECTURE OUTLINES ............................................................................................................ 12 BASIC SKILLS OF DEBATE LECTURES .................................................................................. 12 SESSION 1: INTRODUCTION TO THE CLASS ....................................................................... -
Closing the Academic Divide THROUGH DEBATE
Closing the Academic Divide THROUGH DEBATE The competitive, student-centered nature of debate gives learners a reason and opportunity to struggle with complicated text in a manner that speaks to their interests. Illustration iStockphoto 16 Spring 2013 ASHLEY BELANGER RHODE ISLAND URBAN DEBATE LEAGUE STEVE STEIN BOSTON DEBATE LEAGUE Urban youth with great potential often go unrecognized in public nondebaters on all sections of the ACT College Readiness Bench- schools. When they cease to feel engaged in the classroom, students marks. Debaters overall were 50 percent more likely to reach the may drop out, give up, or resort to self-destructive behaviors. Un- English benchmark than nondebating students. African Ameri- derserved urban youth in particular often grow up without the skills can male debaters were 70 percent more likely to reach the read- they need to succeed in college and to compete in today’s economy. ing benchmark and twice as likely to reach the English bench- In Rhode Island’s urban core and in Boston, however, many mark as peers. young people are being empowered by debate leagues and related • Debate improves academic outcomes. After one year of debate, enrichment activities that reverse the negative trends. 11th graders’ ability to read for accuracy increased more than three grade levels, and their ability to read for fluency and comprehen- Understanding Debate sion increased more than two grade levels.3 Students who debat- For more than 100 years, competitive academic debate has been ed 25 or more rounds during high school had 12th grade GPAs an effective training ground for many policymakers, business ex- (grade point averages) that were .20 points higher than students ecutives, legal professionals, and change makers. -
Lincoln-Douglas Debate
T h e F r e e E n t e r p r i s e I n s t i t u t e Liberalism, Values & Lincoln-Douglas Debate Essays on Lincoln-Douglas debate from eight years of Econ Update & the LD/Extemp Monthly. 2nd Edition! More articles by: George H. Smith Dale E. Miller Paul Heyne Gregory F. Rehmke & many others . Converted to Adobe Acrobat and placed on www.freespeaker.org in February 2002 by Greg Rehmke, Director of Student Outreach, Foundation for Economic Education Email: [email protected] Published September, 1992 by the Knowledge Network Foundation. Second Edition published September, 1994 by the Free Enterprise Institute. Second Edition, Second Printing, October, 1995 The Second and Expanded Edition of Liberalism, Values & Lincoln-Douglas Debate is published by The Free Enterprise Institute (FEI), a not-for- profit educational foundation based in Houston, Texas. Other FEI publications include The American Idea, published quarterly, LD Solu- tions, published through the school year, and Economics in Argumentation resource books on each year's national high school debate topic. For more information about FEI programs for students and teachers write: Gregory F. Rehmke Director of Educational Programs Free Enterprise Institute 9525 Katy Freeway, Suite 303 Houston, Texas 77024 (713) 984-1343; Fax: 984-0409 Liberalism, Values & Lincoln-Douglas Debate Table of Contents Introduction ............................................................. i Two approaches to the question of justice .. 21 by Paul Heyne About the Authors................................................ iii Two Approaches to Ethics ................................ 23 Applying Logic to LD ............................................ 1 by Dale E. Miller by George H. Smith Applying these theories to LD ............................ -
Badgerland Pref Book
James Madison Memorial and Middleton High Schools proudly host Badgerland Debate Tournament November 13-14, 2015 Judge Philosophy Book Updated as of 9:35 pm, 11/12/2015 LINCOLN-DOUGLAS JUDGES .............................................................................................................................. 4 Bailey, Kevin ............................................................................................................................................................................ 5 Beaver, Zack ............................................................................................................................................................................. 6 Berger, Marcie ........................................................................................................................................................................ 7 Burdt, Lauren .......................................................................................................................................................................... 8 Dean, John .............................................................................................................................................................................. 12 Dempsey, Richard ............................................................................................................................................................... 13 Fischer, Jason .......................................................................................................................................................................