BrainFreeze: Expanding the Capabilities of Neuromorphic Systems Using Mixed-Signal Superconducting Electronics

Superconducting electronics (SCE) is uniquely suited to implement neuromorphic systems. As a result, SCE has the potential to enable a new generation of neuromorphic architectures that can simultaneously provide scalability, programmability, biological fidelity, on-line learning support, efficiency and speed. Supporting all of these capabilities simultaneously has thus far proven to be difficult using existing semiconductor technologies. However, as the fields of computational neuroscience and artificial intelligence (AI) continue to advance, the need for architectures that can provide combinations of these capabilities will grow. In this paper, we will explain how superconducting electronics could be used to address this need by combining analog and digital SCE circuits to build large scale neuromorphic systems. In particular, we will show through detailed analysis that the available SCE technology is suitable for near term neuromorphic demonstrations. Furthermore, this analysis will establish that neuromorphic architectures built using SCE will have the potential to be significantly faster and more efficient than current approaches, all while supporting capabilities such as biologically suggestive neuron models and on-line learning. In the future, SCE-based neuromorphic systems could serve as experimental platforms supporting investigations that are not feasible with current approaches. Ultimately, these systems and the experiments that they support would enable the advancement of neuroscience and the development of more sophisticated AI.

CHALLENGES OF PHYSICAL EDUCATION STUDENTS IN ONLINE LEARNING USING GOOGLE CLASSROOM DURING COVID-19 PANDEMIC

This study utilized the descriptive research design to determine the challenges of the Bachelor of Physical Education Studentsin an On-line Learning using Google Classroom during the Covid -19 Pandemic.The study used the descriptive statistics such as frequency count, percent, mean, standard deviation, sample variance, kurtosis, skewness, and confidence level to interpret and analyze the data gathered that will determine the activities carried out by the BPED Students using Google Classroom, current issues encountered by the students in an online learning, and about the alternative online platforms and the level of satisfaction of the students in an online-learning.

Multi-Terminal Memristive Devices Enabling Tunable Synaptic Plasticity in Neuromorphic Hardware: A Mini-Review

Neuromorphic computing based on spiking neural networks has the potential to significantly improve on-line learning capabilities and energy efficiency of artificial intelligence, specially for edge computing. Recent progress in computational neuroscience have demonstrated the importance of heterosynaptic plasticity for network activity regulation and memorization. Implementing heterosynaptic plasticity in hardware is thus highly desirable, but important materials and engineering challenges remain, calling for breakthroughs in neuromorphic devices. In this mini-review, we propose an overview of the latest advances in multi-terminal memristive devices on silicon with tunable synaptic plasticity, enabling heterosynaptic plasticity in hardware. The scalability and compatibility of the devices with industrial complementary metal oxide semiconductor (CMOS) technologies are discussed.

Constructivism and contextual based learning in improving indonesian language learning outcomes in elementary school using online learning techniques in the middle of the covid 19 pandemic

This study aims to determine the success of implementing constructivism-based and contextual learning systems in Indonesian language learning, in particular, the five-grade first semester at SD Negeri 44 OKU with on-line learning techniques in the midst of the Covid-19 pandemic. This study uses qualitative research methods. The data collection techniques used were participant observation, structured interviews, and documentation. The results showed several recommendations for distance learning designs by viewing teaching as a process of interaction between learning actors. Interactions that are mediated by this technology need to be carefully designed and implemented based on the needs of students. Apart from what has been shared here, the spaces for innovation are still very wide open in the design and implementation of distance learning, with learning spaces to continuously improve teaching. The vast space for innovation and learning is what frees educators to continue to observe, ask, try, find, and reflect on what forms of distance learning are most appropriate to the context of their students.

Cultural Differences In On-Line Learning Motivation: A Cross-Sectional Survey Among Chinese And South Asian Undergraduate Medical Students

Background: During the COVID-19 pandemic the requirement for On-line learning in the modern world of education has become clear.On-line education provides one such avenue by creating new opportunities for students, faculty, regulators of education, and educational institutions. Cultural diversity has become a defining characteristic of the students bodies.The current study aims to analyse differences in motivation on on-line learning and the impact of their culture.Methods: A cross-sectional survey was conducted from 2021.04.04 to 2021.05.03 among the undergraduate Chinese and South Asian students from 5 classes of Chinese students and 6 classes of South Asian students with major of Clinical Medicine at Dali University, Dali, China. The study used a questionnaire which were identical both in Chinese and English language. Platforms of Wen Juan Xing (WJX) and Ding-talk were used to distribute the questionnaire.Results: Based on the statistical analysis results, the structural validity of the bilingual questionnaire was confirmed, the reliability was found to be satisfactory. A total of 433 students questionnaire data from class of 2018 and 2019 were collected, including 173 males (40.00%), 260 females (60.00%), 216 Chinese (49.88%), 99 Indians (22.86%), 51 Nepalese (11.78%), 48 Pakistani (11.09%), 19 from Laos and Cambodia (4.39%) respectively. The total score of Chinese students was highest with Pakistani students showing the lowest. It was found that there were significant differences in score for the dimensions of reinforcement, Affects & emotion, interest and self-efficacy in between Chinese and South Asian students. Multiple linear regression analysis showed that nationality as the key factor influencing the on-line learning motivation of the undergraduate medical students from China and South Asian countries.Conclusions:The results provides with the evidence on the feasibility, as well as information about the potential barriers and the cultural impact to on-line learning in medical education among Chinese and South Asian undergraduate students.