title: Structure from randomness in halfspace learning with the zero-one loss

authors: Kabán, Ata

abstract: We prove risk bounds for halfspace learning when the data dimensionality is allowed to be larger than the sample size, using a notion of compressibility by random projection. In particular, we give upper bounds for the empirical risk minimizer learned efficiently from randomly projected data, as well as uniform upper bounds in the full high-dimensional space. Our main findings are the following: i) In both settings, the obtained bounds are able to discover and take advantage of benign geometric structure, which turns out to depend on the cosine similarities between the classifier and points of the input space, and provide a new interpretation of margin distribution type arguments. ii) Furthermore our bounds allow us to draw new connections between several existing successful classification algorithms, and we also demonstrate that our theory is predictive of empirically observed performance in numerical simulations and experiments. iii) Taken together, these results suggest that the study of compressive learning can improve our understanding of which benign structural traits – if they are possessed by the data generator – make it easier to learn an effective classifier from a sample.

text: Structure from randomness in halfspace learning with the zero-one loss We prove risk bounds for halfspace learning when the data dimensionality is allowed to be larger than the sample size, using a notion of compressibility by random projection. In particular, we give upper bounds for the empirical risk minimizer learned efficiently from randomly projected data, as well as uniform upper bounds in the full high-dimensional space. Our main findings are the following: i) In both settings, the obtained bounds are able to discover and take advantage of benign geometric structure, which turns out to depend on the cosine similarities between the classifier and points of the input space, and provide a new interpretation of margin distribution type arguments. ii) Furthermore our bounds allow us to draw new connections between several existing successful classification algorithms, and we also demonstrate that our theory is predictive of empirically observed performance in numerical simulations and experiments. iii) Taken together, these results suggest that the study of compressive learning can improve our understanding of which benign structural traits – if they are possessed by the data generator – make it easier to learn an effective classifier from a sample.

year: 2020

title: En la periferia de la textualidad literaria: la tecnopoesía. [On the margins of literary textuality: Technopoetry].

authors: Lopez-Fernandez, Laura

subjects: tecnopoesía

abstract: La poesía experimental produce modos de conocimiento que difieren de las cartografías convencionales de representación y a su vez requieren modos de lectura alternativos. En este estudio se exploran tecnotextos de dos autores latinoamericanos que han creado nuevos modos de escritura. La tecnopoesía, como veremos, vive en los límites de la textualidad, la discursividad y el canon literario. IP Poetry de Gustavo Romano, y “Cypher” de Eduardo Kac, reciclan lenguajes escritos, orales, genéticos (ADN), lenguaje computacional, sonido, imagen, etc., al tiempo que activan la participación del lector y, paradójicamente, la naturaleza autopoética del poema, eliminando distancias entre proceso y producto y desafiando las expectativas de autoría y lectura. La democratización y manipulación de diversos lenguajes y tecnologías es un aspecto integral de la tecnopoesía que activa desde los márgenes, una nueva política de representación y contribuye a la reconceptualización de la poesía.

text: En la periferia de la textualidad literaria: la tecnopoesía. [On the margins of literary textuality: Technopoetry]. La poesía experimental produce modos de conocimiento que difieren de las cartografías convencionales de representación y a su vez requieren modos de lectura alternativos. En este estudio se exploran tecnotextos de dos autores latinoamericanos que han creado nuevos modos de escritura. La tecnopoesía, como veremos, vive en los límites de la textualidad, la discursividad y el canon literario. IP Poetry de Gustavo Romano, y “Cypher” de Eduardo Kac, reciclan lenguajes escritos, orales, genéticos (ADN), lenguaje computacional, sonido, imagen, etc., al tiempo que activan la participación del lector y, paradójicamente, la naturaleza autopoética del poema, eliminando distancias entre proceso y producto y desafiando las expectativas de autoría y lectura. La democratización y manipulación de diversos lenguajes y tecnologías es un aspecto integral de la tecnopoesía que activa desde los márgenes, una nueva política de representación y contribuye a la reconceptualización de la poesía.

year: 2019

title: Editorial

authors: Clarkin-Phillips, Jeanette

abstract: As New Zealand contemplates wholesale review of the formal schooling system and the leadership implications thereof, the winds of educational change begin to swirl. Not the persistent, yet gentle flutter of change that evolves the educational landscape in almost imperceptible ways, but tumultuous paradigmatic gales that potentially change it beyond all recognition. Heralded by politicians, economists and capitalists, there is little doubt that the 1989 neoliberal tempest wrought havoc on notions of community and profession. The whirlwind shift from social democracy to market competition, managerialism and performativity saw critical voices silenced and educators disparagingly positioned as self-interested providers. In the rush to legislate Tomorrow’s Schools, 18,000 submissions remained unanalysed and therein lies a crucial lesson: we ignore research at our peril. As educators, we have a moral obligation to generate, disseminate and critique understandings of leadership, policy and practice; to remain open to counter perspectives; and to contribute positively and hopefully to research that empowers and emancipates. Consistent with JELPP’s commitment to honouring diversity in leadership focus, setting, and authorship, articles in this year’s general edition offer fresh insight into topics of interconnected and perennial importance: native knowledge, instructional leadership, indigenous teachers, appraisal, professional values, and safe schools.

text: Editorial As New Zealand contemplates wholesale review of the formal schooling system and the leadership implications thereof, the winds of educational change begin to swirl. Not the persistent, yet gentle flutter of change that evolves the educational landscape in almost imperceptible ways, but tumultuous paradigmatic gales that potentially change it beyond all recognition. Heralded by politicians, economists and capitalists, there is little doubt that the 1989 neoliberal tempest wrought havoc on notions of community and profession. The whirlwind shift from social democracy to market competition, managerialism and performativity saw critical voices silenced and educators disparagingly positioned as self-interested providers. In the rush to legislate Tomorrow’s Schools, 18,000 submissions remained unanalysed and therein lies a crucial lesson: we ignore research at our peril. As educators, we have a moral obligation to generate, disseminate and critique understandings of leadership, policy and practice; to remain open to counter perspectives; and to contribute positively and hopefully to research that empowers and emancipates. Consistent with JELPP’s commitment to honouring diversity in leadership focus, setting, and authorship, articles in this year’s general edition offer fresh insight into topics of interconnected and perennial importance: native knowledge, instructional leadership, indigenous teachers, appraisal, professional values, and safe schools.

year: 2019