AI News, Machine Learning y Deep Learning con Python como protagonista

Machine Learning y Deep Learning con Python como protagonista

Después del éxito de la PyConES (la conferencia nacional de Python en España), que se celebró este mes en Cáceres ( https://2017.es.pycon.org/) volvemos con más ganas que nunca a convocar el segundo meetup de este curso en Madrid.En esta ocasión contamos con dos ponentes de lujo que nos hablarán de algunos de los temas que más interés están despertando en el ecosistema Python y en el mundo de la tecnología en general: Machine Learning, Deep Learning, Data Science e Inteligencia Artificial.Encontrando patrones en cajones de sastre: clusteringNo hay ninguna duda sobre que el Machine Learning está actualmente en lo alto del hype.

Entre su experiencia destaca su paso como investigador en el área de Geometría Algebraica, además de su ocupación actual y pasión: la ciencia de datos, concretamente en Deep Learning y algoritmos de comportamiento.Al finalizar tendremos un rato para charlar y hacer networking y gracias a Paradigma Digital podremos tomar algo de beber y comer.¡Os esperamos a todos en Campus Madrid!

Dejando a un lado las obras de arte, hay aplicaciones más funcionales como el software de reconocimiento facial, sistemas de interpretación del lenguaje en llamadas de voz como Skype Translator, servicios de transporte cooperativo como Uber o Cabify, herramientas de diagnóstico telemático, soluciones inteligentes de protección de datos y un largo etcétera.

Para ser operativos, los algoritmos de machine learning necesitan nutrirse de datos, pero también necesitan un ser humano que actúe como mediador y les eduque a través de reglas y clasificaciones, para distinguir e identificar lo que se requiere de ellos.

En el caso del Deep Learning, por contra, los algoritmos no requieren en absoluto de dicha mediación.  Por ejemplo, si cargamos en un PC varias fotos de gatos y educamos al algoritmo de machine learning sobre lo que es un gato, este eventualmente aprenderá a identificar de manera autónoma nuevas imágenes, incluso aunque no las haya visto antes.

La clave del éxito del Deep Learning -esta “segunda era” del machine learning- estará en la capacidad de procesar grandes volúmenes de información, ya que los algoritmos de este tipo exhiben un mejor rendimiento en proporción a la cantidad de ejemplos de los que pueden 'aprender'.

Técnicamente, al final el sistema podría ser capaz de identificar todo tipo de gatos, incluso si no es un gato en su forma clásica y común (por ejemplo, si ve la oreja y la cola de un gato asomando tras un sofá).

A pesar de haber demostrado un mayor rendimiento, son mucho más costosas que los sistemas de almacenamiento en disco (entre 10 y 15 veces más), y no han permitido escalar tanto como se requiere.

Erica Burman University of Manchester, Reino Unido Dirección para Correspondencia ABSTRACT This paper addresses embodiment and emotion in early educational contexts, even as they are currently being screened out as too risky to acknowledge and are only allowed in as emotional literacy or resilience, both responsibilising and individualising moves that abstract from classrooms and relationships.

I take as the analytic focus two accounts of fleeting events, offering consecutive readings across theoretical frames including materialist and psychoanalytic perspectives -spanning school, university and tutorial contexts.

The purpose of this paper is to explore relationships ‘between’ affect (emotion, feeling) and effect (outcome, result), between teaching and learning, between incidental moment and primary task.

Conceptualisation of what is understood as between is seen as vital in two senses: first, in the sense of bringing into being, that is, involving notions of agentic activity (albeit without necessarily implying singular agency or intentionality), as well as, secondly, the colloquial sense of being important.

actor network theory RESUMEN Este artículo trata la personificación y la emoción en contextos educacionales tempranos, aún cuando en la actualidad hayan sido desechados por ser demasiado riesgosos para ser reconocidos y que solamente se les admita como conocimiento emocional o resilencia, responsabilizando e individualizando ocurrencias que son abstracciones de lo que ocurre en la sala de clases y en las relaciones interpersonales.

Me focalizo analíticamente en dos recuentos de eventos efímeros, ofreciendo lecturas consecutivas que cruzan marcos teóricos, incluyendo las perspectivas materialista y psicoanalítica – abarcando los contextos escolar, universitario y tutorial.

El propósito de este artículo es explorar las relaciones entre afecto (emoción, sentimiento) y efecto (desenlace, resultado), entre la enseñanza y el aprendizaje, entre el momento del incidente y la tarea primaria.

La conceptualización de lo que se entiende que queda entre es considerada vital en dos sentidos: primero, en el sentido de darle vida, es decir, incluyendo nociones de actividad de agencia (sin que esto necesariamente implique la existencia de un agente singular o intencionalidad), así como, en segundo lugar, el sentido coloquial de ser importante.

Al relacionar estas dos vitalidades, aparecen en escena asuntos de relaciones interpersonales en la co-producción y constitución de ambientes educacionales, aún cuando el descansar en un solo modelo o marco de referencia para su interpretación se demuestra que es menos relevante que las adiciones, y de hecho fricciones, que esos modelos podrían iluminar o provocar.

teoría actor-red Introduction The educational encounters discussed below are prompted by methodological and analytical considerations to explore what is at stake in the ways we describe or narrate the stuff, or material, that we analyse.

This project is ethical-political: to attend to the ways emotions inhabit educational arenas even when proscribed or else channelled through optimising neoliberal discourses of emotional literacy (Burman, 2009) or resilience (Suissa, 2015;

Questions of reflexivity are fore grounded as sites of necessary interrogation and critique for the ways authorial commitment and positioning may structure available interpretations.

Firstly, in relation to the question of specificity and (what more quantitativelyinclined researchers might understand as) ‘representativeness’, the encounters and/or events discussed are of course specific but not, particularly atypical, although they have become more difficult to explore.

is shot through with ideas about objectivity (Hollway, 1989), the question of the object(s) invoked via the discourse of objectivity comes under scrutiny here via exploration of its/their subjective constitution as well as material enactment.

However, this question of memory, or veracity, is here less important than how these stories work as provocations for thinking, feeling and reflecting in relation to (the silencing of) discourses of emotions in early psychological and educational contexts.

Louiseiarrived for supervision to discuss her undergraduate dissertation exploring representations of gender in children’s reading books and children’s readings of these texts in an early years primary classroom.

This minor fragment of classroom daily life highlights the affective saturation structuring children’s early encounters with schoolrooms and relationships, including their gendered relations.

Unsurprisingly (given the feminised status of the teaching profession, especially in early educational contexts), the teacher was a woman, and this largely naturalised context clearly matters in how gender functions within the children’s orientations and interpellations, as also Louise’s and my positions as psychologists/ educators.

absconding), instead speaks her relationship to the significant other of the teacher, in relation to whom her desire to learn is institutionally organised (whether inspired, regulated, required).

Here we might consider educational literature on the feminisation of classrooms and the challenges boys encounter in finding their place within them (Walkerdine, 1988).The boys do not follow the sequence set by the girls;

This small performance also highlights how the heterosexed gender order is superimposed upon what is (in this characteristic educational context) a homoerotic claim (‘I love you’, said by a girl to her female teacher).Yet this is also an epistemophilic claim, to want to know, to be, to have, that psychoanalysts (in particular, Kleinian psychoanalysts, Bott-Spillius et al., 2011), would suggest is vital.

The register could be considered in Foucauldian terms, as the means by which the teacher both exercises her power of naming and through which the biopolitical and disciplinary institutional relations that structure compulsory education are effected, as a device that governs the children and also the teacher, albeit that she is obliged to take (or enact) it (Ball, 2013;

Further, actor network theory would portray the register as an agent, a physical artefact that organises the sequence and structure of activities and relationships, thus making the posthuman move to attend to the agency of non-human objects as well as human subjects in organisational settings, and indeed to notice dependencies and mutual configurations (Fenwick &

Latour, 1991) connecting, even constituting and constraining contiguous moves between the various actors (the children and teacher): hence even as the Register mediates these relations it also performs them, and so articulates power dynamics.

There is also the affective charge of the object, that (in ways usually not acknowledged by the social studies of science) the name boundary object also ushers in (Burman, 2004).

In this sense it simultaneously functions to make, mark and manage the gap, the transition between self and other, between subject and object of desire: the absent carer /(m)other or object is made present (evoked, brought into presence, generated but of course mis-represented) in the school, by the teacher.

Such questions recall how, in its early days, the British educational system required the teacher to labour to make the children love her as a key part of the project of moral reform, as well as educational instruction(Jones, 1990).

For even as, in Lacan’s sophism, black and white are disks that identify but are not apparent to their bearers, so too names (and the call to be named) insert the subject within multiple, myriad orders of gender, class, generation, culture and religion.

She had already presumed her place by responding at the appropriate time, albeit in an unusual manner, and this sets up a conundrum for those children who follow to determine whether they are like her, or not?

The challenge posed and reiterated throughout the rest of (what is conventionally) a register organised around the alphabetical listing of second names is whether each child will organise their response according to this gendered norm undergoing elaboration by the class.

Freud, 1921) they are thereby managing their competition for the teacher’s affections through commitment to the common gender predicament -which for the girls takes the form of normalising a shared claim, while the boys constitute their joint identification through its disavowal.

Such questions invite others, including in particular how the intersections between race/culture, class -and of course age (since this was an early years classroom)-produce and limit what so far I have considered only in terms of gendered and generational dynamics.

Questions of culture enter the frame explicitly, and thus we glimpse how gender has so far worked to displace other axes of difference/position/identification (of colour, class, (dis)ability, among others) that produce and inflect this scene.

little pre-history As many commentators have noted, many rationalist and humanist assumptions remain in, and indeed can be reanimated via, reflexive accounting procedures where they presume some kind of unmediated access to an available, known, singular mind (Pillow, 2003).

Shuttleworth, 2010).Work around children and childhoods is conducted in relation to each researcher’s own personal history and orientation to their own childhood: we have all been children and so our responses and interests towards children and childhood are shaped by that history –the more so when we imagine they are not.

However, what was clear was that this kiss was, at the very least, a significant accompaniment to the verbal comment and praise uttered by the teacher and the communication to the child so addressed that s/he could, or should, experience the satisfaction of a job well done.

In particular, its mundane character in an early 1980s primary school classroom, whose functionality (the kiss was quite perfunctory) seemed precisely to indicate a practical acknowledgement of the affective character of forging relations and practices of learning;

Currently, in the UK, all contact between adults and children seems to be framed within the schema of abuse, whereas in the 1980s abuse was something that was seen as largely exceptional and as happening away from institutional spaces such as schools.

We now know that much institutional abuse, including sexual abuse, of children was perpetrated in the UK, as elsewhere, during this period that was overlooked or disbelieved for a long time, and which is only now being disclosured, giving rise to prosecutions and compensation cases.

The bureaucratic response to (what is now called) safeguarding children currently proscribes contact to such a level that a teacher cannot now physically comfort a distressed child by hugging her without threatening to incur prosecution, still less dispense approval or acknowledgement of achievement through kisses.

whose eagerness to classify and regulate the modes of sexual activity they sought to proscribe produced these as discursive entities -the detailed typologies of contact and touch elaborated within the NSPCC’s policies could be said to constitute aspects of the very problem they seek to address (Piper &

Within the current regime of preoccupation around child safety, at the level of both action and word, the mobile character of discourses of risk and vulnerability work to shift these characteristics from the context surrounding the child to adhere (c.f.

This threatens not only to shut down relationships between responsible adults and children, but also to frighten the adults from being able to hear what children are saying to them, for fear of being placed into a situation of calling in the social workers (Reavey &

The Kiss connects the shapes on the paper with the letters that the children labour over (or spend their time with), which prompts their movement to leave their desks and line up to show these shapes to their teacher.

This materialisation of a set of practices expresses, or translates, the meaning of the teacher’s evaluation of the children’s academic progress within a doubly familiar modality (as both well-known and reminiscent of family relationships).

In this sense, it not only accompanies but rather mediates (in a Vygotskyan or Leontievian sense) an educational process precisely by effecting (creating the conditions for, producing the actions with and so inciting) the interiorisation and transformation of physical processes (from tracing shapes to learning letters, from counting on fingers to abstract mental manipulations, and so on) (Leontiev, 2009).

Considering the Kiss this way suggests its interpretation not merely as a teacher’s cynical pedagogical strategy to use tokens of affection to persuade children to engage in the educational tasks she sets them.

The Kiss is a material expression, a concrete physical figure or literal trope even (Butler, 1997), by which meaning is performed and turned from one affective matrix of relational activity to another: from the social to the individual;

Perhaps these perspectives emerge as less opposed than their reception in (and via) Anglopho-ne literatures has typically suggested, as new readings of sociocultural theory that attend to emotions and social subjectivity indicate (González-Rey, 2011).

Fourth, the retroactive shifts of temporal planes presented here may work to relativise features of our present moment that threaten to become naturalised into commonsense (as in current discourses of abuse).

Doing this can disclose not only new shapes and surfaces, but also better highlights the contours and shadows of the usual enlightenment narratives of knowledge production in psychology and education.

So, reflecting upon the two examples I have discussed, Sara perhaps appears more agentic in her relation to the educational project than the (unnamed and ungenderdifferentiated group of) 1980s children who waited in line for their kiss.

The conditions of possibility for her intervention include the intensification of practices of individualization under contemporary neoliberalism with corresponding consequences for children’s (gendered) relations with each other in education.

While schooling systems elaborate complex bureaucracies for managing and regulating difficult relationships and their embodied performances, what this masks is how emotions, including discomfort and even fear as well as anxiety, are inevitable ingredients in learning processes, since the desire to learn destabilises the subject from their knowing position.

I have focused on a pupil’s declaration of love and a teacher’s kiss, as some positive examples of emotions in classrooms as a counter to their more typical problematic treatment (as matters to be managed, prohibited or disciplined).

Rather my point is that failing to acknowledge or, still worse, proscribing their exhibition of such feeling via proliferating and bizarre apparatuses of regulation renders such potentially fruitful resources of application and interpretation inaccessible.

In a specific application or continuation of Menzies Lyth’s, 1959, classic work, Deborah Britzman (2011) argues that processes of professional manualisation offer an alignment of individual and institutional strategies for dealing with the anxieties provoked by uncertainty.

These strive to expunge discomfort from all arenas of education -from its earliest phases (early education classrooms of the kind I have discussed here) to its most advanced spaces (in higher education, Lorenz, 2012).

While I was doing the classroom observations for my doctoral research, educationalists Salzberger Wittenberg, Williams, Henry and Osborne (1983), working at the heartland of British psychoanalysis, invited local London teachers to participate in lectures and activities.

These teachers were supported to engage with emotional aspects of teaching and learning that their daily practice had screened out, and so they re-encountered precisely those affects they were no longer aware of managing in their own teaching.

These kinds of interventions seem to run counter to current educational policy focus on targets and performance, even as the forgetting of such psychoanalytic applications recapitulates the amnesia surrounding how the early psychoanalysts were, from the beginning, involved in early education and schooling (Danto, 2005).

At the same time, mindfulness and emotional literacy agendas illuminate psychological, educational and occupational arenas (as perhaps the only way in which affective and associative processes can be now admitted into public discourse), and as documented rates of self harm and suicide amongst children and young people escalate3.

have focused on practices of textualising apparently less extreme or ethically problematic examples of relational engagement to indicate how attention to the emotional characteristics of learning, which are so palpable in early educational contexts, may offer key sites for furthering analysis of educational processes and practice.

Increasingly, children are tested at ever earlier ages, and pressures for academic achievement are intensifying as they (are obliged to) assume their positions as flexible but agentic neoliberal subjects who are responsible for their own futures (Ailwood, 2008;

Beyond this, my aim is to incite or provoke a re-membering of methodological practice, to make our analytical material more material, addressing the complex but necessary relations between head and heart, and body and mind.

Mi viaje hacia el Deep Learning

En esta publicación (publicada originalmente en inglés el 23 de enero de 2018), compartiré cómo he estado estudiando Deep Learning y cómo lo uso para resolver problemas de ciencia de datos .

Estas asignaturas no son nuevas, pero la forma en que las estudiamos, cómo construimos el software y las soluciones que las usan, y también la forma en que las programamos o interactuamos con ellas, han cambiado dramáticamente.

Hice un artículo antes donde cubro parte de la teoría del deep learning y por qué es tan importante en este momento, pero algo que decir de nuevo es que los factores que hicieron que el deep learning fuera el “boom” del momento fue el desarrollo de varias simples pero importantes mejoras algorítmicas, los avances en hardware (principalmente GPU) y la generación y acumulación exponencial de datos en la última década.

Estudié sistemas expertos, redes neuronales, algoritmos genéticos, y leí algunos artículos, dos que encontré realmente interesantes fueron: Cuando leí esos artículos (no sabía sobre los avances en el machine learning, o incluso si existían), pensé que realmente estábamos muy lejos de alcanzar la Inteligencia Artificial “real”.

Entonces, porque para mí en ese momento (22 años) la IA era una esperanza perdida, comencé a estudiar computación cuántica, para mí era lo que venía antes de la IA, por supuesto que estaba equivocado: Pero bueno, fue realmente interesante para mí porque mezcló mucha ciencia e ingeniería.

Estaba tan asombrado con el aprendizaje serio en línea, algo que no probé antes (todavía no sé por qué), y comencé a hacer cursos sobre todo, desde genómica a astronomía, desde Scala a Python, desde el machine learning hasta las teorías filosóficas de Søren Kierkegaard (él es increíble por cierto).

Conseguí mi primer trabajo como un trabajo de Data Science que finaliza en 2014, fui el único científico de datos en la empresa que intentaba averiguar qué puede hacer con los datos.

La ciencia de los datos fue mi segunda pasión después de la Física y la Cosmología (creo que ahora están en el mismo lugar), así que vine a México para hacer una Maestría en Física.

Si deseas conocer mi viaje sobre cómo obtuve un trabajo increíble en el campo, echa un vistazo a esta publicación en el blog que hice hace tiempo: ¿Cómo conseguir un trabajo como Científico de Datos?

No podemos dedicar tantas horas en todo el mundo a programar lo mismo una y otra vez, por lo que creo que estas dos características (GUI y AutoML) ayudarán a Científicos de Datos a ser más productivo y a resolver más problemas.

BALDI'S BASICS: THE MUSICAL (Live Action Original Song)

Baldi's about to teach us a lesson we won't forget. No singing in the halls! ITUNES ...

¿Qué es el Machine Learning?¿Y Deep Learning? Un mapa conceptual | DotCSV

Antes de profundizar en el apasionante mundo de la Inteligencia Artificial, hay que conocer bien por donde nos movemos. Hoy traigo un mapa conceptual con ...

La inteligencia artificial y el machine learning de Telefónica para conectar a los no conectados

Telefónica ha estado usando la ciencia de los datos para identificar y localizar de manera sistemática a los no conectados, incluyéndoles en sus redes y ...

LLEGA EL SUPLENTE DEL PROFESOR BALDI A LA ESCUELA !! - Baldi's Basics In Education

Si hacemos 20.000 likes sería la raja. ¡COMPRA JUEGOS BARATOS AQUÍ!: CÓDIGO DE DESCUENTO: "DEGO" FACEBOOK

euronews learning world - El diseño de las escuelas influye en el aprendizaje

*Suecia: la escuela sin paredes* La escuela Vittra en Estocolmo ha sido pensada como un lugar ideal para aprender. No hay muros, no ..

¡Aprende los Palabras con Casa de Peppa Pig! ¡Video para Niños!

Aprender que palabras comunes para los niños Peppa Pig es una casa nueva!En este video de aprendizaje para niños de preescolar, Peppa Pig es una casa ...

Descubre el valor de la incertidumbre con Mariangel Ruiz | DAR Learning

Hola! Bienvenido a la comunidad de DAR Learning. Esta es una clase en vivo junto a Mariangel Ruiz, donde descubrirás el valor de la incertidumbre y cómo ...

[SFM] Basics in Behavior [Blue] - Baldi’s Basics Song

MUSIC CREDITS- Music by The Living Tombstone: Sang by OR3O: ..

Baldi’s Basics Song- Basics in Behavior [Blue]- The Living Tombstone feat. OR3O

Learn with us with Baldi's Basics in Education and Learning, as long as you can! Red version: ➢Play Baldi's ..

BALDI’S BASIC: EL PEOR PROFESOR DEL MUNDO | Toontubers | Cartoon Network

Nunca fue tan difícil tener un diploma. Suscríbete al canal de Youtube de Cartoon Network LA: Visita la web de Cartoon ..