This document is a syllabus for the course "Human Perspective in Artificial Intelligence" at the University of Puerto Rico, Mayagüez Campus. It provides information about the course including objectives, administration using Moodle and Piazza, expectations, evaluation criteria, textbook, topics, schedule, and policies. The course is an introduction to computing systems for artificial intelligence and how they relate to human perception, thought, and behavior. Students will learn how AI systems can better understand and incorporate the human perspective.
This course provides an introduction to educational technology for educators. Over the 6-week summer term, students will learn about hardware, software, and how to integrate technology into the classroom. They will complete weekly readings, activities, and quizzes focused on topics like classroom management with technology, selecting appropriate software and tools, and legal/ethical use of technology. The instructor's expectations are for active participation through in-class activities and online discussions.
This document provides information about the CSC 448/548 - Machine Learning course offered at South Dakota School of Mines and Technology in Fall 2007. It outlines the instructor details, class schedule, catalog description, textbook, topics to be covered, course goals and outcomes, grading criteria, attendance policy, and other policies. The course will introduce students to machine learning algorithms and have them implement assignments using the Weka machine learning tool to apply what they learn to datasets. Evaluation will be based on homework, exams, class activities, and a final project involving implementing and comparing machine learning algorithms on a dataset.
This document provides the syllabus for an undergraduate research course at the University of Puerto Rico, Mayagüez Campus. The course involves students conducting individual research projects under the supervision of Professor José L. Meléndez. Students will define their research topics, conduct activities like software development or literature reviews, and produce a final project report and presentation. The course will use Moodle and Piazza for administration and communication. Students will be evaluated based on a project proposal, final report, oral presentation, and weekly updates. Attendance at meetings is mandatory. The syllabus outlines expectations, policies on academic integrity and accommodations, and notes that the content is subject to change.
This document provides the syllabus for an undergraduate research course at the University of Puerto Rico Mayagüez Campus. The course involves students conducting a research project under the supervision of Professor José L. Meléndez. Students will define their research topic, conduct activities like software development or literature reviews, and produce a final report and presentation. The course will use Moodle and Piazza for administration and communication. Students will be evaluated based on a project proposal, final report, presentation, and weekly updates. Attendance is mandatory for all scheduled meetings.
This document provides a course syllabus for an online college success strategies course. It outlines the instructor contact information, course description and competencies, learning outcomes, required activities and assignments, technology needs, academic integrity policy, attendance policy, grading scale, and tentative weekly schedule. The course introduces students to strategies for self-management, use of campus resources, and academic success. Students are required to complete various assignments each week related to topics like time management, test anxiety, learning styles, and careers. They must also participate in at least 5 approved campus activities.
This document provides an overview of an online college success course including information about the instructor, required texts, course competencies, student learning outcomes, assignments, policies, and grading. The key details are: the instructor's contact information is provided; there are no required texts; students will develop strategies for academic and career success using campus resources; assignments include weekly discussions, tests, profiles, activities, and meeting with an advisor; and the course is graded based on completion of various assignments worth a total of 1000 points.
This document provides information for students taking the Computer Applications - MIS 213 course at Alabama A&M University in Fall 2013. It outlines the course prerequisites, schedule, instructor contact information, technical support contacts, required and recommended course materials, teaching methods, expectations, policies, grading breakdown, and course outline/schedule. The course covers Microsoft Office 2010 applications including Word, PowerPoint, Excel, Access, and Outlook as well as the open-source LibreOffice suite. Students will complete weekly assignments, quizzes, a midterm exam, and a final exam.
This document provides information about an online introduction to spreadsheets course taught by instructor Jen Lund in spring 2014. The course will provide hands-on training in spreadsheet software like Excel to create, save, and print spreadsheets using formulas and formatting. Students will need to demonstrate proficiency in spreadsheet skills to pass CWI's computer literacy requirement. The course will focus on basic computer and spreadsheet skills, and students will complete skills assessments to test their proficiency.
This document provides information about a graduate-level course on medical device security taught by Professor Kevin Fu at the University of Michigan. The key points are:
1. The course covers topics in computer engineering, human factors, and regulatory policy to teach students how to create more secure medical devices.
2. Students will complete a group project analyzing the security of a real-world medical device and apply the concepts learned in class.
3. Grades are based on the group project, individual homework, exams, and class participation. The group project makes up 40% of the final grade.
This document provides the syllabus for an online course titled "EDU 261 Teaching, Learning & Technology" taught in the fall of 2010. It outlines the instructor contact information, required materials including Microsoft Office and Adobe Acrobat Reader, recommended textbook, course description and competencies, important dates, policies regarding ADA, communication, academic integrity and the D2L online platform. It also describes the assignments and grading including introductions, weekly discussion questions, projects, and a capstone project. Students are expected to regularly participate in the discussion board and complete projects demonstrating their understanding of integrating technology into teaching.
This document provides an overview and guidelines for students taking the Quality Assessment and Process Improvement course at Carl Albert State College. It outlines 10 learning outcomes for the course and provides information about course materials, contact information for the instructor, coursework expectations, grading, announcements, resources, technical support, academic honesty policies, disability guidelines, and tips for success. Students are expected to complete various assignments like essays, research papers, exams and discussion forums by the due dates to master critical thinking skills and quality improvement processes in healthcare.
The document discusses developing a computerized grading system to address issues with the manual grading process currently used by teachers. The manual process is time-consuming and prone to human error, resulting in delays submitting grading sheets and reports. A computerized system would make recording and calculating grades easier for teachers, improving accuracy and allowing timely submission of reports to better track student academic progress. The system aims to reduce the workload for faculty and administration while providing correct and up-to-date student information.
This document provides information about a CIS 170 Introduction to Computer Information Systems course at Valley City State University. The course will introduce students to basic computer concepts like file management, software applications, computer ethics, and Microsoft Office programs. Students will learn to use Word, PowerPoint, and Excel through completing assignments. The final project will incorporate work from individual units into a comprehensive project to demonstrate skills learned throughout the course. The course aims to help students advance their technology knowledge and abilities.
MS Excel for Business and Management Elective Course Syllabus ay 2020 2021MarkFreudBolima
This course syllabus provides details about a Microsoft Excel for Business and Management elective course, including:
- The course aims to teach students basic to advanced Excel skills that can be applied to business and management operations.
- Over 12 weeks, topics will range from the basic Excel interface to functions, formulas, charts, macros and best practices.
- Assessments include weekly quizzes, progress reports on integrative outputs, and discourse activities during synchronous online classes.
- Students must complete gateway assessments to unlock subsequent lessons and are evaluated based on a grading system that includes assessments, outputs, and class participation.
This document outlines the graduation project requirements for Peters Township High School beginning with the Class of 2013. It details the purpose and process of the career exploration project that students must complete, including required components like creating an electronic portfolio, setting career goals, exploring careers through surveys and interviews, developing a resume, attending a career fair, doing a classroom or service project related to career goals, and presenting their journey and portfolio to a panel. It provides assessment criteria, timelines, FAQs, and checklists to help students successfully complete the project, which is a requirement for graduation.
Transactional learning involves using simulations to allow students to practice legal transactions in a safe environment. Simulations facilitate active, collaborative, and authentic learning. They can be used to develop skills like negotiation, documentation, research, and teamwork. The SIMPLE project has developed software and resources to design online simulations for various legal and other disciplines. Evaluations show simulations provide valuable learning experiences for students by allowing them to take on professional roles and receive relevant feedback. Ongoing work aims to improve simulations and further research their educational impact.
This document outlines the procedures and requirements for an online training course for early childhood program administrators. It details that students must complete 40 hours of coursework over 6 weeks, including assignments like writing a business plan. Students need basic computer skills and internet access. Assignments are submitted through the Edmodo platform. Students are assessed through practical assignments and essays. Academic integrity is expected, and plagiarism is not allowed. The instructor will provide feedback within 24 hours on weekdays.
This document provides an overview and guidance for students taking a Quality Assessment and Process Improvement course. It outlines 10 learning outcomes, introduces the importance of critical thinking in healthcare careers, and provides details about course materials, assignments, exams, discussions, grades, announcements and resources to help students succeed. Contact information is included for the instructor and technical support.
This document outlines an instructional design project for a health class lesson on using Webspiration software to create concept maps about the effects of alcohol. It includes sections on defining the topic, analyzing the learners and context, planning objectives and assessments, designing learning content and activities, and evaluating the lesson's effectiveness. The goal is for 9th grade health students to demonstrate their understanding of alcohol's impacts through creating a concept map in Webspiration.
This document outlines the course policies, schedule, assignments, and grading for CMAT 465 Communication and Technology taught by Dr. Vinita Agarwal in Spring 2015. The course will meet on Tuesdays and Thursdays from 9:30-10:45AM in room TETC 110B. There are six main assignments including daily tweets, a weekly blog, an in-class technology presentation with a partner, two exams, daily lab work and readings, and a final portfolio project. Grades are calculated on a percentage basis and are comprised of these six assignments. Important semester dates are also provided such as exam dates, add/drop dates, and the last day of class.
This course covers biometric usability testing with a focus on border control and mobile devices. The course objectives are to understand biometric systems, how people use them, testing methodologies, limitations, and research methods. Topics include genuine users, usability, attacks, border security, tokens, qualitative/quantitative research, and focus groups. Students will complete a research-based group project, assignments, and quizzes. The course uses lectures, discussions, guest speakers and students are expected to regularly attend and complete all work.
This document provides an overview and syllabus for the Digital Media 2 course (ATLS 3020) taught in Spring 2015. The key points are:
- The course introduces basic programming concepts and methodologies that will be applied to creating digital media applications.
- Students will complete projects to gain proficiency in developing interactive web applications, culminating in a team project.
- Topics covered include HTML5, CSS3, JavaScript, jQuery, PHP, and responsive web design.
- Grading will be based on attendance, quizzes, labs, individual projects, and a team project. Students are expected to complete readings, assignments on time, and adhere to academic honesty and computing policies.
Syllabus for my Strategic Campaigns class in the department of communication at Shepherd University.
Read more about it and my other classes at: mattkushin.com
This document provides an introduction and overview of the "Intro to Design" module. It outlines the module objectives, which are to learn design principles and processes through lectures, tutorials, and self-directed study. Students will apply skills and principles to 2D and 3D design projects. The document details the module structure, learning outcomes, assessment components, attendance policy, and academic integrity guidelines. Key points covered include design investigations, applying design elements and principles, and developing visual and verbal communication skills.
This document provides an introduction and overview of the "Intro to Design" module. It outlines the module objectives, which are to learn design principles and processes through lectures, tutorials, and self-directed study. Students will apply skills and principles to 2D and 3D design projects. The document details the module structure, learning outcomes, assessment components, attendance policy, and academic integrity guidelines. Key points covered include design investigations, applying design elements and principles, and developing visual and verbal communication skills.
This document provides an introduction to the Intro to Design module conducted at Taylor's University. It outlines the module objectives, which are to learn design principles and processes through investigations and projects. Students will develop 2D and 3D design skills. The module will be delivered through lectures, tutorials, and self-directed study over 18 weeks. Students will be assessed through individual and group projects applying design elements and principles, as well as a portfolio. Attendance is compulsory, and the document outlines rules around submissions, plagiarism, and grading. The module uses student-centered learning and provides formative and summative feedback to students.
This document provides the syllabus for an introductory course on architectural building technologies. The course will introduce students to building structure, enclosures, and interior environments. Students will learn about factors influencing building systems, codes and standards, structural and thermal impacts on interiors, principles of lighting and acoustics design, and integrating building systems evaluations. The course will include assignments, projects, quizzes, and discussions assessed on an 1000 point scale. The instructor's contact information and policies on submissions, late work, communication, and academic integrity are also outlined.
This complete outline of Res 1-Methods of Research indents to give an overview of the course for the whole semester with 54 hours equal to 3 units credit. Lessons are excluded in this outline and will be presented per meeting of 1.5 hours twice a week meeting.
B sc (hons)(arch) computer applications csc60503 mar 2015Anthony Chew
This document outlines a module on computer applications that will teach students how to use 3D modeling software like 3DS Max and Rhinoceros to design architectural visualizations, produce photorealistic renderings, and create animations of architectural designs. Students will complete three projects applying the software and be assessed based on modeling skills, rendering quality, and animation production, with the overall goal of developing technical skills in architectural visualization tools.
Course InformationCourse Number and TitleMG6615 OperatioCruzIbarra161
Course Information
Course Number and Title:MG6615 Operational Planning and Policy (CRN 228) Term and Year:Fall I 2021
Term Dates:August 23rd, 2021 – December 12th, 2021
Delivery Method:Online with Virtual Residency Meeting Place and Time:Online via Blackboard and Zoom
Live Session:You will be contacted by your LIVE Residency Instructor. This individual
may/may not be the instructor for your Blackboard course. Please be sure to check your NEC email daily. LIVE Zoom Faculty will reach out in weeks 3 or 4 of the term. Students will meet during the term to complete the required 8 hours of LIVE Zoom contact. In accordance to federal and campus guidelines in response to COVID, these sessions are all required and replace the Henniker Residency that has been moved online due to COVID. In addition to the 8 hours of LIVE Zoom instruction, you have 10 hours of self-directed research to assist in your studies for your required 18 hours of residency for this course.
Credits:3
Prerequisites:N/A
Instructor Information
Faculty Name:Dr. Sherwin L. Stewart
Email Address:[email protected]
Phone Number:423-665-9701. I am available Thursdays, 7p.m. – 8p.m. EST, or by appointment Response time:I will respond within 24 hours.
Required Materials and Textbook(s)
Thompson Jr. A. A, Peteraf, M. A., Gamble, J. E., and Strickland III, A. J. (2022). Crafting & Executing Strategy: The Quest for Competitive Advantage: Concepts and Cases. 23rd Edition. McGraw-Hill. ISBN: 978-1-260-73517-8
STRATSIMMANAGEMENT Strategic Management Simulation
Available for purchase via eCampus, NEC’s Online bookstore
Note: Students will receive a welcome email from Interpretive Simulations that will contain a unique user ID and password for each student, as well as instructions on how to log in, register, and gain access to (redeem the access code from eCampus) their resources and simulation. It is highly recommended that students log in and complete the registration as soon as possible to get quickly acclimated to the simulation part of this course. Please note:
· Students cannot register their accounts before Interpretive Simulations receives their contact information from their instructor.
· Students who purchase the access code early (weeks ahead of time) from eCampus will have to wait until the instructor provides the name/email list in order to receive the Welcome email with their user ID and password.
· Students need to keep track of their access code (it will be sitting in their eCampus account in their digital bookshelf) until the time comes to register at start of term.
Once students begin the simulation during week 9, they will be put in teams of 2 or 3 to complete each of ten
(10) simulated moves (approximately 2 per week) over a 5-week period. There will be a brief quiz during week 8 to measure students understanding of the simulation tool and situation. This is designed to have students quickly study the initial case and get acclimated to the simulation tool prior to group wor ...
This document provides information about a 5-credit hour module on basic accounting taught over 18 weeks. The module aims to develop students' understanding of accounting concepts like balance sheets, income statements, and financial ratio analysis. It will be taught through lectures, tutorials, and self-directed study. Assessment includes a class test, group assignment, final exam, and individual e-portfolio. The module schedule outlines weekly topics and aims to provide students with foundational accounting knowledge and skills.
This document provides information on the Principles of Economics module offered at Taylor's University, including an overview, objectives, learning outcomes, modes of delivery, assessment details, and policies. The 5-credit hour module introduces key microeconomic and macroeconomic concepts through lectures, tutorials, and self-study. Assessment includes participation, assignments, and a final exam. Students will learn to define economic terminology, analyze market forces, and explain concepts like GDP and unemployment.
Ecn30205 course outline january 2015 semesterdanielsong15
This document provides information about the Principles of Economics module offered at Taylor's University, including an overview, objectives, learning outcomes, modes of delivery, assessment details, and policies. The 5-credit hour module introduces key concepts in microeconomics and macroeconomics through lectures, tutorials, and self-study. Students will learn theories and apply them to understand economic behavior, markets, and national economies. Assessment includes participation, assignments, and a final exam. Policies address late submission, attendance, and a prohibition against plagiarism.
This document summarizes a course on fundamentals of epidemiology. It provides details on the instructors, course description, competencies, objectives, evaluation criteria, textbook, schedule, assignments and policies. The introductory epidemiology course covers key concepts and methods, including study designs, measures of disease occurrence and association, bias, confounding and analysis of epidemiologic data. Students are evaluated based on homework, exams, group project and participation. The course aims to describe epidemiology methods and applications in public health.
This document outlines the grading policy for an online graduation project seminar class. It details the grading scale and criteria such as class participation, in-class activities, journals, a culminating project, and quizzes/tests. Standards for written work are also provided, along with information on getting help, computer access, deadlines, absenteeism, and cheating. Grades are determined by total points earned divided by total possible points using the A-F grading scale.
This document outlines the details of the ITC504 - Interface Usability subject, including:
- The subject coordinator and contact details
- An overview of what the subject covers, including interface design, evaluation, and usability principles
- The 6 learning outcomes students should achieve upon completion
- Assessment details including 4 assignments and pass requirements
- Required software and textbook
- A schedule of the 15 topics to be covered across the semester
- Expectations around student engagement with online materials and weekly classes
This document provides information about the course EDTECH 505: Evaluation for Educational Technologists. The instructor is Dr. John Thompson and the course will be online. The goals of the course are for students to learn important concepts and practices in evaluation including models, data sources, analysis, and reporting results. Graded assignments include weekly discussions, assignments, an evaluation proposal, an internet sites project analyzing program evaluation sites, and a course project evaluating a real or hypothetical program. The required textbook is The ABC's of Evaluation and the course follows policies regarding communication, submissions, and academic honesty.
Course outline august 2015 qsb 2813 software application for qsw ss
This document provides information about a module on software applications for quantity surveying. It outlines the module synopsis, teaching objectives, learning outcomes, modes of delivery including lectures and tutorials, office hours, and assessment components. The module aims to develop students' technical skills in using software for tasks like preparing bills of quantities and estimating. It will assess students continuously and expects a minimum 80% attendance for exam eligibility. Plagiarism, late submissions, and missing assessments will impact grades.
Course outline august 2015 qsb 2813 software application for qsshensin1015
This document provides information about a module on software applications for quantity surveying. It outlines the module synopsis, teaching objectives, learning outcomes, modes of delivery including lectures and tutorials, office hours, and assessment components. The module aims to develop students' technical skills in using software for tasks like preparing bills of quantities and estimating. It will assess students continuously and expects a minimum 80% attendance for exam eligibility. Plagiarism, late submissions, and missing assessments will impact grades.
The document discusses emotions and decision making from multiple perspectives. It covers the traditional view of classifying emotions as discrete categories defined by attributes. It also discusses methods used in research to elicit emotions, such as using static photos or film clips. An example dataset called DEAP is described that contains physiological recordings and ratings of participants watching music videos. The role of emotions in decision research is outlined, including how integral and incidental emotions can influence decisions. Factors like emotion valence, appraisal tendencies, and goal activation are examined. Finally, ways to potentially reduce the unwanted effects of emotions on decisions are briefly presented.
The document discusses emotions and decision making from multiple perspectives. It covers the traditional view of classifying emotions as discrete categories defined by attributes. It also discusses methods used in research to elicit emotions, such as using static photos or film clips. An example dataset called DEAP is described that contains physiological recordings and ratings of participants watching music videos. The role of emotions in decision research is outlined, including how integral and incidental emotions can influence decisions. Factors like emotion valence, appraisal tendencies, and goal activation are examined. Finally, ways to potentially reduce the unwanted effects of emotions on decisions are briefly presented.
This document summarizes a class on human perspective in artificial intelligence taught by Professor José Meléndez. It includes an overview of the day's topics on emotions, a required reading list, and a discussion on modeling emotions from both traditional and modern perspectives. The class focuses on integrating human factors like emotions into AI systems rather than thinking of emotions and logic as separate.
The document describes three scenarios of a child playing with mud. In the first, the child learns that a spoon is better than a fork for scooping mud by experiencing frustration with the fork and satisfaction with the spoon. In the second, a stranger scolds the child, causing fear and prompting the child to run to find a parent. In the third, the parent further rebukes the child, making the child feel ashamed and cry. The document discusses the emotional concepts and lessons learned by the child in each scenario. It also asks questions about the ages and genders of those involved and observes how experiences and occurrences minutes shape predictive defaults and biases.
This document provides an overview of a university course on human perspective in artificial intelligence. It includes the following key points:
- The course is taught by Professor José Meléndez and focuses on integrating emotions into logical thinking for AI.
- Upcoming topics include modeling emotions, traditional and new views of emotions in decision research and AI systems, and required readings on the science of emotion.
- Examples are given of methods used to elicit emotions for research, including static images and the DEAP dataset which involves physiological recordings of participants watching music videos.
- The document outlines traditional and constructionist views of classifying and studying emotions, and limitations of traditional approaches for modeling emotions in AI.
The document describes a scenario where a guest requests French toast for breakfast. The narrator considers making it but has a nightmare and decides to spend time with their spouse instead. They ask the guest if French toast is still wanted, and the guest says yes. The narrator and guest discuss recipe details but ultimately the narrator makes harina de maíz for themselves and their spouse while the guest enjoys the French toast.
This document summarizes a class on human perspective in artificial intelligence. It discusses how emotions are constructed and play an important role in influence. Emotions signal what we care about and are part of how our minds constantly predict the world. The class covered how the brain and its components collaborate to produce feelings and thoughts without being intelligent on their own. It discussed myths about emotions and asked how emotional abilities develop through interactions with others. The last part summarized required reading on emotions and influence tactics.
The document provides an overview of a university class on human perspective in artificial intelligence. It discusses the role of emotions in influence and provides examples of influence tactics. It then discusses key thinkers in AI like Marvin Minsky and his theory of the emotion machine. It provides a hypothetical example of a child playing in mud and how their emotions might develop based on different occurrences. It asks questions about biases and perspectives. It then discusses another example of making French toast and the emotions involved. The document covers complex topics around emotions, the development of intelligence, and biases.
Hpai class 20 - influence & emotions - 042920melendez321
This document provides an overview of a class on human perspective in artificial intelligence. It discusses topics like emotions, influence tactics, and intercellular communication. The professor reviews the last homework assignment and upcoming exam. Required reading materials are listed on how the brain makes emotions and how emotions are a social reality. The document also discusses examples of how a brain cell may communicate with other cells and influence tactics that can be used knowingly or unknowingly.
Hpai class 19 - influence tactics - 042720melendez321
This document appears to be notes from a university class on human perspective in artificial intelligence. It includes an agenda for the class that covers control and influence, influence tactics, and emotions. There is also discussion of exams, required reading, and influence tactics used consciously or subconsciously in communication and persuasion. Various influence tactics are defined, including rationalization, blaming others, denial, minimizing, and lying. The class will next cover specific emotions.
This document provides an overview of an AI course titled "Human Perspective in Artificial Intelligence". It includes the course professor's information, upcoming class topics such as linguistics and inner voice, exam and assignment details, and summaries of class content. The document outlines an upcoming class discussion on inner voice that will involve analyzing a letter from Albert Einstein describing his thought processes without speaking out loud as primarily visual and some muscular in nature. It also announces an open question and answer session to help prepare for an upcoming exam.
The document discusses a class on human perspective in artificial intelligence taught by Professor José Meléndez. It includes a quote from Professor Marvin Minsky about the difficulty of using language to describe non-linguistic cognitive functions. The document lists required readings from Minsky's book "Society of Mind" and announces upcoming class topics like language, learning, and mental models. It also provides information on exams, homework, and videos related to early language development in children.
This document discusses a class on human perspective in artificial intelligence. It provides information on class attendance verification through a QR code, the class topics of learning and language, and required reading from a book on the society of mind. It also outlines upcoming exams, homework assignments, and discusses teaching limitations when using digital media like note taking on phones. Learning is discussed in the context of altering mini modules in the brain and using reflection to better understand and retain information.
Hpai class 15 - genes, mini-modules, and learningmelendez321
This document provides an overview of a class on human perspective in artificial intelligence. It begins with instructions for students to scan a QR code to verify class attendance. It then discusses various cellular biology concepts like the nucleus, chromosomes, DNA, genes, mRNA, ribosomes, and proteins. It introduces the Human Systems Interconnection model as a way to understand human intelligence with 7 layers ranging from occurrences to conscious thought. It discusses how mini mind modules in the subconscious layers may operate and how they could contribute to biases. It also compares artificial neural networks to these mini mind modules.
Hpai class 14 - brain cells and memory - 031620melendez321
This document outlines the topics and agenda for a course on human perspectives in artificial intelligence. It discusses upcoming topics like perception, language, human vs artificial memory, and how human memory works. It describes a virtual roundtable discussion on human memory attributes. It also covers a discussion on how learning has changed with easy internet access. The document outlines an exam, project report, and homework due dates. It provides information on neurons, glia, and the structure and function of brain cells like dendrites and astrocytes. It diagrams the action potential process in neurons and describes cytosol, cytoplasm, and the nucleus in cells.
Hpai class 14 - brain cells and memory - 031620melendez321
This document summarizes a class on human perspective in artificial intelligence. It discusses various topics around human memory, including characteristics of memory, what types of memories people have, how memory has changed in the digital age, and functional descriptions of memory. It also provides information on brain structure and cells like neurons, glia, and their roles. The class covers differences between human and artificial memory and examines memory at the biological level in the brain.
This document provides an overview of a class on human perspective in artificial intelligence. It includes:
- Instructions for students to scan a QR code to verify class attendance for a live or recorded class.
- An agenda that will cover topics like perception, vision, sound, touch, and language.
- Examples of visual illusions and perceptual effects, like color spreading and the waterfall illusion, to demonstrate how context and expectations can influence perception.
- Instructions for students to complete surveys about their perceptions of illusions and effects discussed in class.
- Discussion of how perceptions are interpreted in the brain based on past experiences and concepts, and how perceptions may differ from objective reality.
Hpai class 12 - potpourri & perception - 032620 actualmelendez321
This document contains the notes from a class on human perspective in artificial intelligence. It discusses various topics that will be covered in the class, including memory, forgetting, perception, vision, sound, touch, smell, taste, language, programming, applications of AI, and the futurism of AI. It provides instructions and announcements for assignments, including changes to homework due dates. Students ask questions and provide comments on potential future topics, including emotions in video games, AI prosthetics, conscious transfer to other bodies or computers, and discussions of textbooks.
Hpai class 12 - potpourri & perception - 032620melendez321
This document provides an overview of a class on human perspective in artificial intelligence. It includes announcements about homework assignments and exam dates. It discusses expectations for a final project report and software demonstration. It covers suggested topics for future classes such as programming, language, applications, and futurism. Students provided comments and questions on these topics. The document emphasizes examining topics from a human perspective regarding how the mind and senses work. It includes examples related to vision, perception, and memory.
Hpai class 11 - online potpourri - 032320melendez321
The document appears to be notes from a university class on the human perspective in artificial intelligence. It includes the class agenda, topics discussed such as memory and the HSI model, and a student's requested future topics including challenges, modeling, influence tactics, and programming. The notes provide an overview of concepts covered in the class and indicate a focus on understanding human factors in AI development.
How to Configure Time Off Types in Odoo 17Celine George
Now we can take look into how to configure time off types in odoo 17 through this slide. Time-off types are used to grant or request different types of leave. Only then the authorities will have a clear view or a clear understanding of what kind of leave the employee is taking.
The Value of Time ~ A Story to Ponder On (Eng. & Chi.).pptxOH TEIK BIN
A PowerPoint presentation on the importance of time management based on a meaningful story to ponder on. The texts are in English and Chinese.
For the Video (texts in English and Chinese) with audio narration and explanation in English, please check out the Link:
https://www.youtube.com/watch?v=lUtjLnxEBKo
Delegation Inheritance in Odoo 17 and Its Use CasesCeline George
There are 3 types of inheritance in odoo Classical, Extension, and Delegation. Delegation inheritance is used to sink other models to our custom model. And there is no change in the views. This slide will discuss delegation inheritance and its use cases in odoo 17.
Join educators from the US and worldwide at this year’s conference, themed “Strategies for Proficiency & Acquisition,” to learn from top experts in world language teaching.
Credit limit improvement system in odoo 17Celine George
In Odoo 17, confirmed and uninvoiced sales orders are now factored into a partner's total receivables. As a result, the credit limit warning system now considers this updated calculation, leading to more accurate and effective credit management.
Views in Odoo - Advanced Views - Pivot View in Odoo 17Celine George
In Odoo, the pivot view is a graphical representation of data that allows users to analyze and summarize large datasets quickly. It's a powerful tool for generating insights from your business data.
The pivot view in Odoo is a valuable tool for analyzing and summarizing large datasets, helping you gain insights into your business operations.
No, it's not a robot: prompt writing for investigative journalismPaul Bradshaw
How to use generative AI tools like ChatGPT and Gemini to generate story ideas for investigations, identify potential sources, and help with coding and writing.
A talk from the Centre for Investigative Journalism Summer School, July 2024
Still I Rise by Maya Angelou
-Table of Contents
● Questions to be Addressed
● Introduction
● About the Author
● Analysis
● Key Literary Devices Used in the Poem
1. Simile
2. Metaphor
3. Repetition
4. Rhetorical Question
5. Structure and Form
6. Imagery
7. Symbolism
● Conclusion
● References
-Questions to be Addressed
1. How does the meaning of the poem evolve as we progress through each stanza?
2. How do similes and metaphors enhance the imagery in "Still I Rise"?
3. What effect does the repetition of certain phrases have on the overall tone of the poem?
4. How does Maya Angelou use symbolism to convey her message of resilience and empowerment?
Satta Matka Dpboss Kalyan Matka Results Kalyan ChartMohit Tripathi
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Classification of advertising: Geographic, Media, Target audience and Functions.
1. University of Puerto Rico: Mayagüez Campus
College of Engineering
Departments of
Computer Science and Engineering
Software Engineering
CIIC 5995/ICOM 5995: Human Perspective in Artificial Intelligence
Second Semester 2019-2020
Syllabus of the Course
Professor:
José L. Meléndez, PhD
Office Hours: Tuesdays/Wednesdays 8:08AM-9:09AM (excluding holidays) or by appointment
Office: Edificio José de Diego, 203A
Email: jose.melendez37@upr.edu
Introduction
This course is an introduction to computing systems, associated functions, and
requirements for artificial intelligence systems characterized by cognitive-based
architectures and mechanisms. The course includes the study of core elements of the
science of human perception, thought, and behavior in the context of sensors, computing
systems and software.
Objectives
Students will develop a technical understanding of the interconnections and
interrelationships of computing systems for judgment, decision-making, and artificial
intelligence (AI) with how humans think and behave.
Students will learn
(1) how to use computing systems to better understand human thought, feelings, and
behavior,
(2) how to apply a modern understanding of how humans think, feel, and behave to define
and implement computing system structure, functions and requirements.
(3) how to appraise human aspect limitations of current AI methods and identify
opportunities for next generation AI systems
Administration of the course applying Moodle
During the semester we will be using Moodle for the administration of the course. We will
be publishing materials for the classes in the format of presentations and videos. In
addition, we will be using Moodle to take exams, record grades, administer homework and
take attendance.
2. Piazza.com
During this semester we will be using the Piazza platform as the main mechanism to
communicate between the members of the course. Piazza is a discussion forum in which
the questions and discussions of the class are held during the semester so that we can all
benefit from the information that is exchanged among the students and the professor.
Expectations for the class
1. Be on Time (seated and ready to learn)
2. Be and Stay Present (physically and mentally so you won't miss surprises)
3. Be Respectful (don't do anything that may interfere with someone else's opportunity to
learn - like talking during class, or not paying attention).
Attendance and Participation in Class
This course is face-to-face and during the course the professor will be presenting his
presentations. At the discretion of the professor, up to 25% of the classes may be given on
line as need. (See Certification 16-43 below for applicable UPRM policy). In cases where
a face-to-face class session is to be offered online instead, an announcement will be made
in Piazza and/or in a prior class. Attendance to classes, as well as exams (as established by
your class program) is mandatory. Attendance will be verified at the beginning of each
class using Google Forms. Anyone who arrives at the class after having completed that
initial verification will be granted a tardy, instead of an absence. However, every two
tardies are counted as an absence. Finally, if you have 7 (seven) or more registered absences
during the semester, without a valid reason that can be corroborated, your grade in the
course will be F automatically. If you have to leave the room for the duration of the class
session, you must then notify your reason (without having to go into details) at the end of
the class. Otherwise, the exit will be counted as an absence. If you have to absent yourself
from a class for serious reasons, you will have to show evidence during office hours so that
the absence is not counted. Under no circumstances will it be accepted as a valid excuse
that you are absent to any session of our classes or exam for having to take an exam (or
any activity of that kind) of any other class at any time that matches those assigned to this
course. Note that knowledge of the content and teachings of the class sessions is necessary
to perform well on the homeworks and exams. The electronic attendance form is to be filled
completed upon arrival at the beginning of class:
Scan QR Code and Complete Form to Verify your Class Attendance
https://forms.gle/newZj7do8D6KVPwz8
3. Evaluation
The evaluation in this course consists of exams, a project and homework assignments to
deliver. The final grade obtained by the student will be based on their performance in the
different evaluation activities. In each activity the student obtains a final score of 0 to 100.
Each of these final scores per activity is used to calculate the final average by applying the
weight shown in the following table. Late homework will receive a zero (0) unless an
exception is made by the professor upon a valid reason provided by the student, in which
case the maximum grade shall be a 70 (70)..
Final Curve
Your final grade will be calculated based on the final average, applying the following
curve:
Final Percent Grade
[90-100] A
[80-90) B
[70-80) C
[60-70) D
[0-60) F
Partial Exams
In this course two partial exams and a final exam will be offered. Portions of the exams
may make use of the Moodle system and be available as take home outside of class hours.
The scheduled dates for the partial exams are detailed in the following table with the
exception of the Final Exam, which is set by the Registrar. It is important to emphasize that
the Exams must be taken when scheduled. Portions of exams not received on time will earn
a zero (0). Exceptions to this policy will be made only in exceptional evidenced situations
where timely communication is received, and still at the discretion of the Instructor in
accordance with the policy of UPRM.:
Test Date (Subject to change if
necessary)
Room
1 Monday, February 24, 2020 S-114
2 Monday, March 30, 2020 S-114
Quantity Percent
Exams 2 20%
Final Exam 1 25%
Projects: Report 1 25%
Homework 7 30%
TOTAL: 100%
4. Project: Report & Software: Human Perspective in Artificial Intelligence
Topic Area Chosen by Instructor: Mini Mind Modules – Inner Robots & Bias (S2020)
Project Report Brief Due Date: Homework #6: Monday, April 13, 2020
Project Report & Software Due Date: Monday, May 6, 2020
In this course, students will choose a specific topic for their Project Report that must be
relevant to the course subject matter and especially relevant to the particular Topic Area
Chosen by Instructor for the semester (see above). It is important to emphasize that the
Project Report must be submitted on time, on or before the date established. Project Reports
submitted after the Final Due Date will not be evaluated and will receive a zero. Exceptions
to this policy will be made only in exceptional evidenced situations where timely
communication is received, and still at the discretion of the Instructor in accordance with
the policy of UPRM. As such students are encouraged to submit their Project Reports well
in advance of the Due Date. Reports are expected to be between 12-16 pages in PDF
format: double spaced and including figures and references.
Homework
Homeworks are an important component of this course, as they are an extension of the
class discussion, application of your understanding of the concepts and models you have
seen and the ones that you are going to develop. Dates subject to change as needed.
Homework Tentative Due Dates
#1 Wednesday, February 5, 2020
#2 Wednesday, February 12, 2020
#3 Wednesday, February 26, 2020
#4 Wednesday, March 18, 2020
#5 Monday, March 30, 2020
#6 Monday, April 13, 2020
#7 Monday, April 20, 2020
5. Textbook(s)
A required textbook for this course was written by the Neuroscientist Lisa Feldman
Barrett, "How Emotions are Made: The Secret Life of the Brain," explains the classical
and modern views of emotion. A copy of this required textbook will be provided to each
student during the course.
A primary reference book for this course was written by acclaimed Computer Scientist
Marvin Minsky, ”The Society of Mind," and is comprised of a collection of essays that
attempt to provide explanations regarding how minds work.
An electronic version of the book is available online at:
http://www.acad.bg/ebook/ml/Society%20of%20Mind.pdf
Required Reading will be communicated on Moodle. Note that knowledge
of the content and teachings of Required Reading is necessary to perform
well on the homeworks and exams.
6. Topic Outline and Schedule
The course begins by laying the groundwork for understanding of human
behavior in parallel with computing systems and peripherals. It is shown that
an ideal system for understanding involves our own selves, and building
appropriate models for how one thinks, feels, and behaves that are consistent
with introspective realities – which we also discuss. We present how sensors
and actuators together with microprocessors and software allow computers
to assess and interact with the world, contrasting this to the human eyes,
ears, nose, tongue, and skin together with the nervous system and brain to
enable perception and self-awareness. Importantly we discuss interoception
– the ability to sense what is going on inside of us and its role in human
feelings and construction of emotions, and search for comparable
functionality in artificial intelligence systems utilizing known models. With
the building blocks in place, we move to discussing self and external
influences in arriving at perspective, again discussing and exploring
perspective models that may be implemented with AI and other software in
appropriate hardware. The course culminates in a discussion regarding
applications and challenges of incorporating human perspective in artificial
intelligence, and a class project/report that allows students to analyze
approaches and code applicable software demonstrations.
Session
Number
Topic or Activity (subject to change)
1-4 General discussion including administrative issues and content introduction
including Human Aspects of AI, Modeling, Decision Making, and Colab
4-6 Synthetic Reality and Actual Occurrences
6-10 Sensing and Sensors: Touch, Sound, Sight, and Others
10 Interoception
11 Exam 1: Monday, March 9, 2020
12-14 Digital and Analog Memories
14-16 Perception: Vision, Language, Smelling, Tasting, and Feeling
16-20 HSI Model, Language, Inner Voice, Influence Tactics, and Learning
21 Exam 2: Wednesday, April 22, 2020
22-24 Emotions and Representations in Computing Systems
24-25 Self and Influences
25-26 Perspective Response Process
27 Applications, Challenges of Human Perspective AI, Review, and Conclusions
EXAM Final Exam: Date and Place To Be Announced by Registrar
7. Law 51 (English):
The Comprehensive Educational Services Act for People with disabilities states that after
identifying with the instructor and the institution, the student with disabilities will receive
reasonable accommodation in their courses and evaluations. For more information contact
the Department of Counseling and Psychological services at the Office of the Dean of
Students (Office DE 21) or call 787-265-3864 or 787-832-4040 x 3772, 2040 and 3864.
Ley 51 (Español):
Ley de Servicios Educativos Integrales para Personas con Impedimentos: Después de
identificarse con el profesor y la institución, los estudiantes con impedimento recibirán
acomodo razonable en sus cursos y evaluaciones. Para más información comuníquese con
el Departamento de Consejería y Servicios Psicológicos en el Decanato de Estudiantes
(Oficina DE 21) o a los teléfonos 787-265-3864 ó 787-832-4040 x 3772, 2040 y 3864.
Academic Integrity (English):
The University of Puerto Rico promotes the highest standards of academic and scientific
integrity. Article 6.2 of the UPR Students General Bylaws (Board of Trustees
Certification 13, 2009-2010) states that academic dishonesty includes, but is not limited
to: fraudulent actions; obtaining grades or academic degrees by false or fraudulent
simulations; copying the whole or part of the academic work of another person;
plagiarizing totally or partially the work of another person; copying all or part of another
person answers to the questions of an oral or written exam by taking or getting someone
else to take the exam on his/her behalf; as well as enabling and facilitating another person
to perform the aforementioned behavior. Any of these behaviors will be subject to
disciplinary action in accordance with the disciplinary procedure laid down in the UPR
Students General Bylaws.─.
Integridad Académica (Español):
La Universidad de Puerto Rico promueve los más altos estándares de integridad académica
y científica. El Artículo 6.2 del Reglamento General de Estudiantes de la UPR
(Certificación Núm. 13, 2009-2010, de la Junta de Síndicos) establece que “la
deshonestidad académica incluye, pero no se limita a: acciones fraudulentas, la obtención
de notas o grados académicos valiéndose de falsas o fraudulentas simulaciones, copiar total
o parcialmente la labor académica de otra persona, plagiar total o parcialmente el trabajo
de otra persona, copiar total o parcialmente las respuestas de otra persona a las preguntas
de un examen, haciendo o consiguiendo que otro tome en su nombre cualquier prueba o
examen oral o escrito, así como la ayuda o facilitación para que otra persona incurra en la
referida conducta”. Cualquiera de estas acciones estará sujeta a sanciones disciplinarias en
conformidad con el procedimiento disciplinario establecido en el Reglamento General de
Estudiantes de la UPR vigente.
8. Policy Against Discrimination Based on Sex, Sexual Orientation, and Gender Identity
(English):
The University of Puerto Rico prohibits discrimination based on sex, sexual orientation,
and gender identity in any of its forms, including that of sexual harassment. According to
the Institutional Policy Against Sexual Harassment at the University of Puerto Rico,
Certification Num. 130, 2014-2015 from the Board of Governors, any student subjected to
acts constituting sexual harassment, may turn to the Office of the Student Ombudsperson,
the Office of the Dean of Students, and/or the Coordinator of the Office of Compliance
with Title IX for an orientation and/or formal complaint.
Normativa sobre Discrimen por Sexo y Género en modalidad de Violencia Sexual
(Español):
La Universidad de Puerto Rico prohibe el discrimen por razón de sexo y género en todas
sus modalidades, incluyendo el hostigamiento sexual. Según la Política lnstitucional contra
Hostigamiento Sexual, Certificación Núm. 130 (2014-15) de la Junta de Gobierno, si un(a)
estudiante es o esta siendo afectado por conductas relacionadas a hostigamiento sexual,
puede acudir a la Oficina de la Procuraduria Estudiantil, el Decanato de Estudiantes o la
Coordinadora de Cumplimiento con Titulo IX para orientación y/o para presentar una
queja.
Sexual Harassment: Certification 130-2014-2015 states (English):
Sexual harassment in the workplace and in the study environment is an illegal and
discriminatory act and is against the best interests of the University of Puerto Rico. All
persons who understand they have been subject to acts of sexual harassment at the
University of Puerto Rico may file a complaint and request that the institution investigate,
where necessary, and assume the corresponding action by the university authorities. If the
complainant is a student, he or she must refer his or her complaint to the Office of the
Student Ombudsperson or that of the Dean of Students.
Hostigamiento Sexual: La certificación 130-2014-2015, indica (Español):
El hostigamiento sexual en el empleo y en al ambiente de estudio es una práctica ilegal y
discriminatoria, ajena a los mejores intereses de la Universidad de Puerto Rico. Toda
persona que entienda ha sido objeto de actuaciones constitutiva de hostigamiento sexual
en la Universidad de Puerto Rico podrá quejarse para que se investigue, de ser necesario,
y se tome la correspondiente acción por parte de las autoridades universitarias. Si quien
reclama fuera estudiante, deberá referir su queja a la Oficina de la Procuradora Estudiantil
o al Decanato de Estudiantes.
9. Certification 06-43 of the Academic Senate states, "The academic guidelines for
offering online courses," defines (English):
Traditional face-to-face courses are those that have less than 25% of the course's regular
contact hours via the Internet. Therefore, a three-credit course will be considered "face to
face" if, of the 45 hours of regular contact, 11 or less are taught via the Internet.
The following should be included in all syllabi:
According to certification 16-43 of the Academic Senate, a course may include up to 25%
of its total contact hours via the Internet. The objective of this is so that all professors have
this alternative in the case of any unscheduled eventuality.
La certificación 06-43 del Senado Académico indica “Las guias académicas para el
ofrecimiento de cursos en línea”, define (Español):
Cursos presenciales son aquellos que tienen menos de un 25% de las horas contacto regular
del curso a través de la Internet. Así, un curso de 3 créditos, será considerado “presencial”
si, de las 45 horas de contacto regular, 11 o menos son a través de la Internet.
Se debe incluir en los prontuarios lo siguiente:
De acuerdo a la certificación 16-43 del senado académico, el curso puede incluir hasta un
25% del total de horas contacto a través de la Internet. El objetivo es que todo profesor
tenga esta alternativa ante cualquier eventualidad no programada.
Prontuario subject to change as deemed necessary.