Slowness: an objective for spike-timing-dependent plasticity?

Our nervous system can efficiently recognize objects in spite of changes in contextual variables such as perspective or lighting conditions. Several lines of research have proposed that this ability for invariant recognition is learned by exploiting the fact that object identities typically vary more slowly in time than contextual variables or noise. Here, we study the question of how this "temporal stability" or "slowness" approach can be implemented within the limits of biologically realistic spike-based learning rules. We first show that slow feature analysis, an algorithm that is based on slowness, can be implemented in linear continuous model neurons by means of a modified Hebbian learning rule. This approach provides a link to the trace rule, which is another implementation of slowness learning. Then, we show analytically that for linear Poisson neurons, slowness learning can be implemented by spike-timing-dependent plasticity (STDP) with a specific learning window. By studying the learning dynamics of STDP, we show that for functional interpretations of STDP, it is not the learning window alone that is relevant but rather the convolution of the learning window with the postsynaptic potential. We then derive STDP learning windows that implement slow feature analysis and the "trace rule." The resulting learning windows are compatible with physiological data both in shape and timescale. Moreover, our analysis shows that the learning window can be split into two functionally different components that are sensitive to reversible and irreversible aspects of the input statistics, respectively. The theory indicates that irreversible input statistics are not in favor of stable weight distributions but may generate oscillatory weight dynamics. Our analysis offers a novel interpretation for the functional role of STDP in physiological neurons.

Stability criteria for unsupervised temporal association networks

A biologically realizable, unsupervised learning rule is described for the online extraction of object features, suitable for solving a range of object recognition tasks. Alterations to the basic learning rule are proposed which allow the rule to better suit the parameters of a given input space. One negative consequence of such modifications is the potential for learning instability. The criteria for such instability are modeled using digital filtering techniques and predicted regions of stability and instability tested. The result is a family of learning rules which can be tailored to the specific environment, improving both convergence times and accuracy over the standard learning rule, while simultaneously insuring learning stability.

Modelling the manager: Representing rule-based management in farming systems simulation models

We trace the evolution of the representation of management in cropping and grazing systems models, from fixed annual schedules of identical actions in single paddocks toward flexible scripts of rules. Attempts to define higher-level organizing concepts in management policies, and to analyse them to identify optimal plans, have focussed on questions relating to grazing management owing to its inherent complexity. “Rule templates” assist the re-use of complex management scripts by bundling commonly-used collections of rules with an interface through which key parameters can be input by a simulation builder. Standard issues relating to parameter estimation and uncertainty apply to management sub-models and need to be addressed. Techniques for embodying farmers' expectations and plans for the future within modelling analyses need to be further developed, especially better linking planning- and rule-based approaches to farm management and analysing the ways that managers can learn.

The foundations of the rule of law

Formal conceptions of the rule of law are popular among contemporary legal philosophers. Nonetheless, the coherence of accounts of the rule of law committed to these conceptions is sometimes fractured by elements harkening back to substantive conceptions of the rule of law. I suggest that this may be because at its origins the ideal of the rule of law was substantive through and through. I also argue that those origins are older than is generally supposed. Most authors tend to trace the ideas of the rule of law and natural law back to classical Greece, but I show that they are already recognisable and intertwined as far back as Homer. Because the founding moment of the tradition of western intellectual reflection on the rule of law placed concerns about substantive justice at the centre of the rule of law ideal, it may be hard for this ideal to entirely shrug off its substantive content. It may be undesirable, too, given the rhetorical power of appeals to the rule of law. The rule of law means something quite radical in Homer; this meaning may provide a source of normative inspiration for contemporary reflections about the rule of law.

Isotopic and trace element composition of basalts from DSDP Leg 82 Holes

Sr and Nd isotopic composition of 23 basalts from Sites 556-559 and 561-564. are reported. The 87Sr/86Sr ratios in fresh glasses and leached whole rocks range from 0.7025 to 0.7034 and are negatively correlated with the initial 143Nd/ 144Nd compositions, which range from 0.51315 to 0.51289. The Sr and Nd isotopic compositions (in glasses or leached samples) lie within the fields of mid-ocean ridge basalts (MORB) and ocean island basalts (OIB) from the Azores on the Nd-Sr mantle array/fan plot. In general, there is a correlation between the trace element characteristics and the 143Nd/144Nd composition (i.e., samples with Hf/Ta>7 and (Ce/Sm)N<1 [normal-MORB] have initial 143Nd/144Nd>0.51307, whereas samples with Hf/Ta<7 and (Ce/Sm)N>1 (enriched-MORB) have initial 143Nd/144Nd compositions <0.51300). A significant deviation from this general rule is found in Hole 558, where the N-MORB can have, within experimental limits, identical isotopic compositions to those found in associated E-MORB. The plume-depleted asthenosphere mixing hypothesis of Schilling (1975), White and Schilling (1978) and Schilling et al. (1977) provides a framework within which the present data can be evaluated. Given the distribution and possible origins of the chemical and isotopic heterogeneity observed in Leg 82 basalts, and some other basalts in the area, it would appear that the Schilling et al. model is not entirely satisfactory. In particular, it can be shown that trace element data may incorrectly estimate the plume component and more localized mantle heterogeneity (both chemical and isotopic) may be important.

(Table 1) Trace element and isotopic data for ODP Hole 145-887D basalts

Age-progressive, linear seamount chains in the northeast Pacific appear to have formed as the Pacific plate passed over a set of stationary hotspots; however, some anomalously young ages and the lack of an "enriched" isotopic signature in basalts from the seamounts do not fit the standard hotspot model. For example, published ages (28-30 Ma) for basalts dredged from the Patton-Murray seamount platform in the Gulf of Alaska are 2-4 m.y. younger than the time when the platform was above the Cobb hotspot. However, the lowermost basalt recovered by ocean drilling on Patton-Murray yielded a 40Ar-39Ar age of 33 Ma. This age exactly coincides with the time when the seamount platform was above the Cobb hotspot, consistent with a stationary, long-lived mantle plume. A 27 Ma alkalic basalt flow recovered 8 m above the 33 Ma basalt is similar in age and composition to the previously dredged basalts, and may be the alkalic capping phase typical of many hotspot volcanoes. A 17 Ma tholeiitic basalt sill recovered 5 m above the 27 Ma basalt was emplaced long after the seamount platform moved away from the hotspot, and may be associated with a period of intraplate extension. Anomalously young phases of volcanism on this and other hotspot seamounts suggest that they can be volcanically rejuvenated by nonhotspot causes, but this rejuvenation does not rule out the hotspot model as an explanation for the initial creation of the seamount platform. The lack of an "enriched" isotopic signature in any of these basalts shows that enriched compositions are not necessary characteristics of plume-related basalts. The isotopic compositions of the lower basalts are slightly more depleted than the 0-9 Ma products of the Cobb hotspot, despite the fact that the hotspot was closer to a spreading ridge at 0-9 Ma. It appears that this hotspot, like several others, has become more enriched with time.

Young children as rule makers

Young children engage in a constant process of negotiating and constructing rules, utilizing these rules as cultural resources to manage their social interactions. This paper examines how young children make sense of, and also construct, rules within one early childhood classroom. This paper draws on a recent study conducted in Australia, in which video-recorded episodes of young children’s talk-in-interaction were examined. Analysis revealed four interactional practices that the children used, including manipulating materials and places to claim ownership of resources within the play space; developing or using pre-existing rules and social orders to control the interactions of their peers; strategically using language to regulate the actions of those around them; and creating and using membership categories such as ‘car owner’ or ‘team member’ to include or exclude others and also to control and participate in the unfolding interaction. While the classroom setting was framed within adult conceptions and regulations, analysis of the children’s interaction demonstrated their co-constructions of social order and imposition of their own forms of rules. Young children negotiated both adult constructed social order and also their own peer constructed social order, drawing upon various rules within both social orders as cultural resources by which they managed their interaction.

Retrospectivity and the rule of law

This book analyses and refines the arguments for and against retrospective rule making, concluding that there is one really strong argument against it: the expectation that, if an individual's actions are considered by a future court, the legal consequences of that action will be determined by the law that was discoverable at the time the action was performed. This argument, which goes to the heart of the rule of law, is generally determinative. However, in some cases the argument does not run and this book suggests that, in some areas of law, reliance should be actively discouraged by prospective warnings that the law is subject to change.

Towards a rule-based matrix for evaluating distress mechanisms in bridges

The effective management of bridge stock involves making decisions as to when to repair, remedy, or do nothing, taking into account the financial and service life implications. Such decisions require a reliable diagnosis as to the cause of distress and an understanding of the likely future degradation. Such diagnoses are based on a combination of visual inspections, laboratory tests on samples and expert opinions. In addition, the choice of appropriate laboratory tests requires an understanding of the degradation mechanisms involved. Under these circumstances, the use of expert systems or evaluation tools developed from “realtime” case studies provides a promising solution in the absence of expert knowledge. This paper addresses the issues in bridge infrastructure management in Queensland, Australia. Bridges affected by alkali silica reaction and chloride induced corrosion have been investigated and the results presented using a mind mapping tool. The analysis highights that several levels of rules are required to assess the mechanism causing distress. The systematic development of a rule based approach is presented. An example of this application to a case study bridge has been used to demonstrate that preliminary results are satisfactory.

Towards a Rule-based matrix for evaluating distress mechanisms in bridges

One of the key issues facing public asset owners is the decision of refurbishing aged built assets. This decision requires an assessment of the “remaining service life” of the key components in a building. The remaining service life is significantly dependent upon the existing condition of the asset and future degradation patterns considering durability and functional obsolescence. Recently developed methods on Residual Service Life modelling, require sophisticated data that are not readily available. Most of the data available are in the form of reports prior to undertaking major repairs or in the form of sessional audit reports. Valuable information from these available sources can serve as bench marks for estimating the reference service life. The authors have acquired similar informations from a public asset building in Melbourne. Using these informations, the residual service life of a case study building façade has been estimated in this paper based on state-of-the-art approaches. These estimations have been evaluated against expert opinion. Though the results are encouraging it is clear that the state-of-the-art methodologies can only provide meaningful estimates provided the level and quality of data are available. This investigation resulted in the development of a new framework for maintenance that integrates the condition assessment procedures and factors influencing residual service life

Does pedagogy still rule?

Theories on teaching and learning for adult learners are constantly being reviewed and discussed in the higher educational environment. Theories are not static and appear to be in a constant developmental process. This paper discusses three of these theories: pedagogy, andragogy and heutagogy. It is argued that although educators engage in many of the principles of either student-centered (andragogy) and self-determined (heutagogy) learning, it is not possible to fully implement either theory. The two main limitations are the requirements of both internal and external stakeholders, such as accrediting bodies and requirements to assess all student learning. A reversion to teacher-centered learning (pedagogy) ensues. In summary, we engage in many action-oriented learning activities but revert to teacher-centered approaches in terms of content and assessment.