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Computer. Automation --- deep learning

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Teaching --- deep learning --- onderwijs

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This textbook establishes a theoretical framework for understanding deep learning models of practical relevance. With an approach that borrows from theoretical physics, Roberts and Yaida provide clear and pedagogical explanations of how realistic deep neural networks actually work. To make results from the theoretical forefront accessible, the authors eschew the subject's traditional emphasis on intimidating formality without sacrificing accuracy. Straightforward and approachable, this volume balances detailed first-principle derivations of novel results with insight and intuition for theorists and practitioners alike. This self-contained textbook is ideal for students and researchers interested in artificial intelligence with minimal prerequisites of linear algebra, calculus, and informal probability theory, and it can easily fill a semester-long course on deep learning theory. For the first time, the exciting practical advances in modern artificial intelligence capabilities can be matched with a set of effective principles, providing a timeless blueprint for theoretical research in deep learning.

Deep learning (Machine learning)

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Semetsky’s new book offers a bracing account of Tarot semiotics in view of its deep significance for educational experience. Analyzing the symbolic language of Tarot images that express the intimations of the unconscious, she invites readers to explore novel ways of learning about the nature of ourselves and the world we are situated in. Combining thorough research with an accessible style, this groundbreaking book is essential reading for present and future generations of practitioners, academics and students across disciplines. Pia Brînzeu, Professor of English Literature and Vice-Rector of the Universityof Timis¸oara, Romania; author of Corridors of Mirrors. A sequel to the author’s Re-Symbolization of the Self: Human Development and Tarot Hermeneutic and Semiotics Education Experience, Semetsky’s new book presents the Tarot sign-system as a school of ethical living. Bringing the philosophies of Peirce, Deleuze, Dewey, Whitehead and Gebser in a dialogue with the cutting-edge science of coordination dynamics, she grounds the art of Tarot in the logic of signs acting across nature, culture and human mind. Building on Noddings’ “maternal factor”, Semetsky demonstrates how the lessons embodied in Tarot symbolism recover the feminine value of relations and contribute to Self~Other integration. Such is the message of Tarot images. The Image is the Message. Igor Klyukanov, Professor of Communication, Eastern Washington University, USA; editor, Russian Journal of Communication; author of A Communication Universe: Manifestations of Meaning, Stagings of Significance. Semetsky’s amalgamation of the techniques of visual communication with the emerging field of edusemiotics is an absolute masterpiece in transdisciplinarity. By forging diverse strands of inquiry into an overall model of how images enhance learning, Semetsky’s new book provokes us to take a fresh look at iconic information and is a required reading for everyone who is engaged with the art and science of visual semiotics at the intersection of nature and culture. Marcel Danesi, Professor of Anthropology, University of Toronto, Canada; editor-in-chief, Semiotica; author of The Quest for Meaning: A Guide to Semiotic Theory and Practice. Finally. An in-depth look at Tarot from within the field of semiotics, a perspective that had been inexplicably overlooked until now. As a language of exile from language, Tarot cards are silent words that became images. Here is a book that turns our thirst for symbols into a learning tool. The sign sings in Inna Semetsky’s work. Enrique Enriquez, (con)temporary tarot, www.tarologyfilm.com; author of Tarology.

Teaching --- deep learning --- onderwijs

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Understanding the entrepreneurial nature of universities—in particular, the relationship between education and health in relation to development and wellness of communities—this volume provides a description/narration of the efforts in how universities can address their shifting contexts while engaging their communities in social change. In the development of this book, we have explored how reforms in American higher education are impacting the role of universities and their faculty. Contributors were asked to imagine possibilities for research and outreach by providing salient examples of how higher education can lead and change how we view the role of health and education within institutions and society. Each author writes across common themes that address the problems and possibilities of higher education curriculum and projects aligned with the mission of stewardship. The authors highlight interdisciplinary approaches and projects for faculty work, modification of the Teaching-Research-Service expectations, and community initiatives that can emerge from real-life problems (to impact wellbeing) and create rich and deep research possibilities for practitioners to impact both higher education and society. The process and research approaches used by the authors include imagining the community as part of a process of the change and part of what changes, exploring how community change can build on the strengths of local people, and why community organization and advocacy should revolve around social learning and community capacity theories. Given the diversity of topics and approaches, as editors we have tried to honour both the authors’ words and style in expressing their opinions to provide a forum for the readers to envision stewardship.

Teaching --- deep learning --- onderwijs