Incorporating Concreteness in Multi-Modal Language Models with Curriculum Learning

Over the last few years, there has been an increase in the studies that consider experiential (visual) information by building multi-modal language models and representations. It is shown by several studies that language acquisition in humans starts with learning concrete concepts through images and then continues with learning abstract ideas through the text. In this work, the curriculum learning method is used to teach the model concrete/abstract concepts through images and their corresponding captions to accomplish multi-modal language modeling/representation. We use the BERT and Resnet-152 models on each modality and combine them using attentive pooling to perform pre-training on the newly constructed dataset, which is collected from the Wikimedia Commons based on concrete/abstract words. To show the performance of the proposed model, downstream tasks and ablation studies are performed. The contribution of this work is two-fold: A new dataset is constructed from Wikimedia Commons based on concrete/abstract words, and a new multi-modal pre-training approach based on curriculum learning is proposed. The results show that the proposed multi-modal pre-training approach contributes to the success of the model.

Reingeniería del modelado e implementación de simulador de reacciones químicas

This article describes the process of analysis, design and implementation of the reengineering process for the continuous improvement of a distributed system that is integrated by a suite of applications and servers that perform the processing for the simulation in 2D and 3D of chemical reactions and pattern recognition. This distributed system establishes a framework for the modeling, representation and simulation of chemical reactions through compounds and the elements of the periodic table, to support face-to-face activities mediated by technology for the chemistry subjects of the Educational Institutions Superior offered by these Educational Programs. This reengineering process was executed with the implementation of the agile SCRUM methodology for the production of the suite. This suite of applications will allow students and teachers through simulations to understand and understand the interaction of the elements with each other, providing support in real time, fundamental for the understanding of topics such as valence electrons and chemical bonds. , which will allow undoubtedly to support the training process of students

Anthropogenic Secondary Organic Aerosols Contribute Substantially to Air Pollution Mortality

Anthropogenic secondary organic aerosol (ASOA), formed from anthropogenic emissions of organic compounds, constitutes a substantial fraction of the mass of submicron aerosol in populated areas around the world and contributes to poor air quality and premature mortality. However, the precursor sources of ASOA are poorly understood, and there are large uncertainties in the health benefits that might accrue from reducing anthropogenic organic emissions. We show that the production of ASOA in 11 urban areas on three continents is strongly correlated with the anthropogenic reactivity of specific volatile organic compounds. The differences in ASOA production across different cities can be explained by differences in the emissions of aromatics and intermediate- and semi-volatile organic compounds, indicating the importance of controlling these ASOA precursors. With an improved modeling representation of ASOA driven by the observations, we attribute 340,000 PM2.5 premature deaths per year to ASOA, which is over an order of magnitude higher than prior studies. A sensitivity case with a more recently proposed model for attributing mortality to PM2.5 (the Global Exposure Mortality Model) results up to 900,000 deaths. A limitation of this study is the extrapolation from regions with detailed data to others where data is not available. Comprehensive air quality campaigns in the countries in South and Central America, Africa, South Asia, and the Middle East are needed for further progress in this area.

Modelado e implementación de un sistema distribuido para la simulación de reacciones químicas

This article describes the process of analysis, design and implementation of a distributed system consisting of a suite of applications, in which there is a web, a desktop and a mobile and two servers that perform the processing for the optical recognition of patterns, 2D and 3D simulation, session management and also provide the information of the periodic table. This distributed scheme establishes the frame of reference for the modeling, representation and simulation of chemical reactions through compounds and elements of the periodic table, for the support of classroom activities in the chemistry laboratories of the Educational Institutions that offer these subjects . The development of the software required the implementation of the agile SCRUM methodology for the production of the suite, which will help users through simulations to understand and understand the interaction of the elements with each other, providing visual support fundamental for the understanding of topics such as valence electrons and chemical bonds, which allows the development of the skills described in the graduation competencies of these Institutions.

Architectural Modelling of Cyber Physical Systems Using UML

Cyber-physical systems (CPS) is an exciting emerging research area that has drawn the attention of many researchers. However, the difficulties of computing and physical paradigm introduce a lot of trials while developing CPS, such as incorporation of heterogeneous physical entities, system verification, security assurance, and so on. A common or unified architecture plays an important role in the process of CPS design. This article introduces the architectural modeling representation of CPS. The layers of models are integrated from high level to lower level to get the general Meta model. Architecture captures the essential attributes of a CPS. Despite the rapid growth in IoT and CPS a general principled modeling approach for the systematic development of these new engineering systems is still missing. System modeling is one of the important aspects of developing abstract models of a system wherein, each model represents a different view or perspective of that system. With Unified Modeling Language (UML), the graphical analogy of such complex systems can be successfully presented.

(Digital) Design-Build Education

Architectural education is often held up as an exemplar of project-based learning. Perhaps no discipline devotes as much curricular time to the development of a hypothetical project as is found in the design studio model prevalent in US architecture schools. Whether the emphasis is placed on more ‘classical’ design skills—be they typological, tectonic, or aesthetic—or on more ‘socio-political or eco-cultural aims,’ studios generally include the skills and values we deem instrumental to practice.1 The vast majority of such studios, therefore, emphasize the production of drawings, images and models of buildings, i.e., representation.2 This is not altogether surprising, as these are, by definition, the instruments of p ractice.3 But the emphasis on drawings and models also reflects the comfortable and now long-held disciplinary position that demarcates representation as the distinct privilege and fundamental role of the architect in the built environment. That position, however, continues to pose three fundamental and pedagogical challenges for the discipline. First, architectural education—to the degree that it attempts both to simulate and define practice—struggles to model the kind of feedback that occurs only during construction which can serve as an important check on the fidelity and efficacy of representation in its instrumental mode. Consequently, design research undertaken in this context may also tend to privilege instrumentation (representation) over effect (building), reliant on the conventions of construction or outside expertise for technical knowledge. This cycle further distances the process of building from our disciplinary domain, limiting our capacity to effect innovation in the built world.4 Second, and in quite similar fashion, the design studio struggles to provide the kind of social perspective and public reception, i.e., subjective political constraints, that are integral to the act of building. Instead, we approximate such constraints with a raft of disciplinary experts—faculty and visiting critics—whose priorities and interests seldom reflect the broad constituency of the built environment. The third challenge, and a quite different one, is that the distinction between representation and construction is collapsing as a result of technological change. In general terms, drawing is giving way to modeling, representation giving way to simulation. Drawings are increasingly vestigial outputs from higher-order organizations of information. Representation, yes, but a subordinate mode that remains open to modification, increasingly intelligent in order to account for direct translation into material conditions, be they buildings or budgets.