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Artificial intelligence that more closely mimics the mind – MIT News

For all the progress thats been made in the field of artificial intelligence, the worlds most flexible, efficient information processor remains the human brain. Although we can quickly make decisions based on incomplete and changing information, many of todays artificial intelligence systems only work after being trained on well-labeled data, and when new information is available, a complete retraining is often required to incorporate it.

Now the startup Nara Logics, co-founded by an MIT alumnus, is trying to take artificial intelligence to the next level by more closely mimicking the brain. The companys AI engine uses recent discoveries in neuroscience to replicate brain structure and function at the circuit level.

The result is an AI platform that holds a number of advantages over traditional neural network-based systems. While other systems use meticulously tuned, fixed algorithms, users can interact with Nara Logics platform, changing variables and goals to further explore their data. The platform can also begin working without labeled training data, and can incorporate new datasets as they become available. Perhaps most importantly, Nara Logics platform can provide the reasons behind every recommendation it makes a key driver of adoption in sectors like health care.

A lot of our health care customers say theyve had AI systems that give the likelihood of somebody being readmitted to the hospital, for example, but theyve never had those but why? reasons to be able to know what they can do about it, says Nara Logics CEO Jana Eggers, who leads the company with CTO and founder Nathan Wilson PhD 05.

Nara Logics AI is currently being used by health care organizations, consumer companies, manufacturers, and the federal government to do things like lower costs and better engage with customers.

Its for people whose decisions are getting complicated because theres more factors [and data] being added, and for people that are looking at complex decisions differently because there's novel information available, Eggers says.

The platforms architecture is the result of Wilsons decision to embrace the complexities of neuroscience rather than abstract away from them. He developed that approach over more than a decade working in MITs Department of Brain and Cognitive Sciences, which has long held the mission of reverse engineering the human mind.

At Nara Logics, we think neuroscience is on a really good track thats going to lead to really exciting ways to make decisions that we haven't seen before, Wilson says.

Following a passion

Wilson attended Cornell University for his undergraduate and masters degrees, but once he got to MIT in 2000, he stuck around. Over the course of a five-year PhD and a seven-year postdoc, he created mathematical frameworks to simulate brain function.

The community at MIT is really focused on coming up with new models of computation that go beyond what computer science offers, Wilson says. The work is connected with computer science, but also considers what our brain is doing that could teach us how computers work, or how computers could work.

On nights and weekends during the final years of his postdoc, from 2010 to 2012, Wilson was also beginning to translate his algorithms into a commercial system in work that would be the foundation of Nara Logics. In 2014, his work caught the attention of Eggers, who had led a number of successful businesses but had grown jaded about the hype around artificial intelligence.

Eggers became convinced Nara Logics AI engine offered a superior way to help businesses. Even back then the engine, which the company refers to as Nara Logics Synaptic Intelligence, had properties that made it unique in the field.

In the engine, objects in customers data, such as patients and treatments, organize into matrices based on features they share with other objects, in a structure similar to what has been observed in biological systems. Relationships between objects also form through a series of local functions the company calls synaptic learning rules, adapted from cell- and circuit-based neuroscience studies.

What we do is catalog all the metadata and what we call our Connectomes go in and mine the database of unstructured data and build links across all of it that relate these things, Wilson explains. Once you have that background, you can go in and say, I like this, this, and this, and you let the engine crunch the data and give you matches to those parameters. What you didnt have to do is have any notion of what the right answer was for lots of similar people. You skip that whole step.

Each object in Nara Logics Synaptic Intelligence stores its properties and rules locally, allowing the platform to adjust to new data by updating only a small number of associated objects. The bottom-up approach is believed to be used by the brain.

Thats totally different than deep learning or other approaches that just say, Were going to globally optimize everything, and each cell does what the global algorithm tells it, Wilson explains. Neuroscientists are telling us each cell is making decisions on its own accord to an extent.

The design allows users to explore relationships in data by activating certain objects or features and seeing what else gets activated or suppressed.

To give an answer, Nara Logics engine only activates a small number of objects in its dataset. The company says this is similar to the sparse coding believed to be used in higher brain regions, in which only a small number of neurons are activated in any given moment. The sparse coding principal allows the company to retrace its platforms path and give users the reasons behind its decisions.

As the company has matured, Wilson has stayed plugged in to the MIT communitys research, and Nara Logics participated in the STEX25 startup accelerator, run by the MIT Industrial Liaison Program, where Wilson says the company made many contacts that have turned into customers.

Leveraging a mind-like AI

Manufacturers are already using Nara Logics platform to better understand data from internet-of-things devices, consumer companies are using it to better connect with customers, and health care groups are using it to make better treatment decisions.

Were focused on a specific algorithm, which is the mechanics of decision making, Wilson says. We believe its something you can codify, and we believe its something thatll be insanely valuable if you can get that process right.

As Covid-19 disrupted industries and underscored the need for organizations to invest in adaptive software tools, Nara Logics nearly doubled its customer base. The founders are thrilled to be scaling a solution they feel is more collaborative and responsive to humans than other AI systems.

We think the most important difference were contributing to is building an AI where people participate and people are in the loop theyre cognizant and understanding and aware of what its doing, Wilson says. That helps them make smarter decisions every day, and those add up to make a big difference.

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Former Math and Comp Sci Teacher Helps Others Advance at NSA – All Together – Society of Women Engineers

Since joining the National Security Agency (NSA), Christina S. has worked on a list of projects that would excite any security-minded computer scientist.

Vulnerability analysis, cryptanalysis, software reverse engineering, malware analysis shes covered it all, including technical research where the self-described mathematics lover applied static analysis to detect data leaks in Android applications.

But the 19-year NSA veteran didnt stop there, especially not when the Center for Strategic Intelligence Research called her name.

I had the wonderful opportunity to be a 2009 Center for Strategic Intelligence Research Fellow at the National Defense Intelligence College where I researched the application of graph theory to analyze the security of a software system.

Today, Christina is the Deputy Director of the Computer Science Skill Community, a position that allows her to coach, mentor and provide professional development opportunities to other computer scientists.

Employees come to me to help them advance their careers, she explains. I help them improve their knowledge and skills to prepare for their next position.

She also mentors school children to help improve their skills, an activity that has its roots at North Carolina A&T, where Christina pledged Delta Sigma Theta.

My sorority sisters and I embraced the commitment to public service and improving the way of life for the community around us, she says.

Today, her public service includes volunteering as a middle school and high school tutor, judging science fairs, and visiting colleges to give talks, review resumes and serve in hackathon events.

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SWE Blog provides up-to-date information and news about the Society and how our members are making a difference every day. Youll find stories about SWE members, engineering, technology, and other STEM-related topics.

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Alumni speak at Women in Data Science Conference – Harvard School of Engineering and Applied Sciences

Rediet Abebe S.M. 16 (applied math) and Jean Liu, S.M. 02 (computer science), gave talks during the Women in Data Science (WiDS) Worldwide Conference on March 8, 2021.

Abebe, a Junior Fellow at the Harvard Society of Fellows and an incoming Assistant Professor of Computer Science at the University of California, Berkeley, gave a Technical Vision Talk titled Roles for Computing in Social Justice.

Liu, President of leading mobile transportation and local services platform Didi Chuxing, gave a technical vision talk titled Be Great, Be You: Building Character and Resilience for Organizations of the Future."

In addition, incoming SEAS faculty member Fernanda Vigas, who is currently a principal scientist at Google, gave a keynote presentation titled Data Visualization as Exploratory Medium: from Scientific Insight to Artistic Impression.

The 24-hour WiDS Worldwide Conference, held on International Womens Day, featured keynote addresses,technical talks, and panel discussions with more than 40 thought leaders around the world, from academia, industry, non-profits, and government.

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Hackergal and Shaw Communications Partner to Make STEM, Coding, and Computer Science More Accessible to Girls Across Western Canada – Yahoo Finance

New two-year partnership with Shaw to expand National Hackathon program and launch new Hackergal Student Ambassador program in Western Canada

TORONTO, March 08, 2021 (GLOBE NEWSWIRE) -- Hackergal today announced the launch of a new Student Ambassador program in Western Canada and the expansion of its National Hackathon program, both designed to raise awareness and generate enthusiasm for science, technology, engineering and mathematics (STEM) and computer science education among girls in grades six-through-nine across the country.

With support from Shaw Communications Inc., the Western Canadian Student Ambassador program will build on Hackergals existing network by providing girls with ongoing training workshops, industry connections, internships and scholarship opportunities. Through these activities, Hackergal will pave the way for a more diverse and equitable future in STEM-related industries and organizations.

The Student Ambassador Program is a community for like-minded girls to be inspired, supported, and connected to industry experts and opportunities as they pursue technology-related studies, said Lucy Ho, Co-Founder & Executive Director, Hackergal. These Ambassadors are Canadas change-makers, storytellers, and future leaders, and we are excited to partner with Shaw to launch this program in Western Canada to support the growing number of girls who wish to further their STEM and computer science education.

Hackergal was founded with the mission to help bridge the gender gap in technology and computer science fields by introducing female students to code through their Hackathon programs inspiring and empowering girls to later pursue careers in STEM. Since 2015, over 20,000 girls have been exposed to computer science education through Hackergals programs.

As a regional partner, Shaw will also support Hackergals national all-girls Hackathon. Hackergal will expand programming to support girls in Western Canada with the goal to provide coding education to more than 3,000 girls over the next two years.

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By providing interesting and engaging material through their Hackathons and Student Ambassador program, Hackergal is inspiring young girls across Canada to pursue careers in science and technology helping to make the gender gap in these fields a thing of the past, said Chethan Lakshman, Vice President, External Affairs, Shaw Communications. Through our partnership, we are excited to help Hackergal expand their programming to educate and inspire young women to feel empowered, to dream big, and challenge the status quo.

About HackergalHackergal was founded in 2015 with the mission to introduce girls across Canada to computer science through its hackathon program. The charitys goal is to create a national movement of girls coding, ultimately closing the gender gap in technology and computer science by sparking their interest and confidence at an early age. Hackergal has four programmatic pillars to support their mission:

Hackergal Hackathon: The Hackergal Hackathon invites middle school girls across Canada to work in teams to code a project focused on creating social impact change.

Hackergal Hub: Hackergal Hub is a free online learning platform that equips girls with the tools to lead their own coding journeys!

Scholarships and Ambassador Program: Hackergal is committed to providing ongoing support to girls who have participated in our programs and are keen to pursue their interest in computer science and technology related fields. Hackergal will provide internships, scholarships and networking opportunities to pave the way for a more equitable future in technology.

Growing Hackergal - Diversity and Inclusion: Hackergal is focused on expanding our reach and impact on girls and facilitators across Canada to support BIPOC communities, building inclusive programs that reflect the diversity of the communities we serve.

Hackergal has exposed computer science education to over 20,000 girls across Canada since late 2015 through their national Hackathon Program. For more information, visit us at http://www.hackergal.org.

About Shaw Communications Shaw Communications Inc. is a leading Canadian connectivity company. The Wireline division consists of Consumer and Business services. Consumer serves residential customers with broadband Internet, Shaw Go WiFi, video and digital phone. Business provides business customers with Internet, data, WiFi, digital phone and video services. The Wireless division provides wireless voice and LTE data services through an expanding and improving mobile wireless network infrastructure.

Shaw is traded on the Toronto and New York stock exchanges and is included in the S&P/TSX 60 Index (Symbol: TSX - SJR.B, SJR.PR.A, SJR.PR.B, NYSE SJR, and TSXV SJR.A). For more information, please visit http://www.shaw.ca

For media inquiries, please contact:

HackergalSarah Coombs(416) 729-8550scprcanada@gmail.com

Shaw Communications Inc.Chethan Lakshman, VP, External Affairs(403) 930-8448chethan.lakshman@sjrb.ca

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A look back at ORHS grad Dick Sites beginnings, and the world of computers – Oak Ridger

Benita Albert and D. Ray Smith/Historically Speaking| Oakridger

Benita Albert brings us another story of an Oak Ridge Schools graduate. Thanks to Mike Coveyou, who suggested to Benita that Dick Sites would be a good subject for her to consider. You will enjoy this two-part series

***

Dick (R.L.) Sites wrote his first computer program at age 10, a project which produced a Pascals Triangle display, a triangular array of the coefficients in successive binomial expansions. This topic from algebra was most certainly ahead of the mathematics expected of him at that age. The computer on which his program ran was the ORACLE (Oak Ridge Atomic Computer and Logical Engine), a scientific digital computer that used vacuum tubes.

Dick said, My mentor took my program to the Oak Ridge National Lab (ORNL), where ORACLE was housed, time and time again until it ran successfully. I wrote the program code in assembly language.

Only in the fifth grade at the time, he was hooked! This son of Oak Ridge pioneers was on his path to his future, now a more than 60-year love affair with computer science. He has made prodigious contributions to advancements in the field, continuing even now as, in his supposed retirement, he is completing a graduate textbook on measuring software performance.

Dicks classmate, Mike Coveyou, suggested that I write this alumni story about his friend from their Oak Ridge High School (ORHS) Class of 1965. It was Mikes father, Bob Coveyou, an ORNL mathematician, who introduced Dick, Mike, and another friend to coding during sessions in his home during the summer of 1959.

The ORACLE computer, Dick would later learn, was a machine Bob Coveyou helped build. It was the fastest computer in the world when it became operational in 1953.

Dick remembers seeing the ORACLE through a protective glass barrier on a family visitation day at ORNL. It was one of the last homemade computers, and it became obsolete by the 1960s.

Dick is the son of John R. Sites, a physicist who was recruited out of graduate school to come to Oak Ridge to work on the Manhattan Project in 1944. John worked in a mass spectrometry lab at Y-12 until he retired in 1983. Dicks mother, Winifred, was a homemaker and math tutor. John and Winifred were married on Sept.19, 1942; incredibly, this was the same date as Gen. Leslie Groves choice of the secret government site, Oak Ridge.

They arrived in East Tennessee with a son, Jim (born in 1943), and the family grew to include Marj (1946), Dick (1949), and Jana (1957). Older brother Jim is the retired head of the Physics Department at Colorado State University. His sister Marj has worked at a variety of jobs while living in Alaska, and sister Jana is a retired software engineer and office manager, now living in Virginia. Jims parents moved to Colorado in 2006. They both passed away on the same date in 2016, shortly after celebrating their 74th wedding anniversary.

Dick and his siblings attended Cedar Hill Elementary School, Jefferson Junior High School (above Jackson Square), and ORHS. A February birthdate delayed Dicks school start, but he skipped second grade and eighth grade, graduating from ORHS at age 16. Dick described himself as a nerd. He was one of six precocious students identified by his fifth-grade teacher, Lanis Pullum, as needing enhanced math instruction.

Through grade realignments, Dick said he was fortunate to have Pullum again for his sixth-grade year where he and friends continued their accelerated math program. However, at mid-year his teacher was told by school officials to discontinue this separate offering, since as Dick recalled, A school board member argued that the average students in the class were being neglected.

Through the efforts of Mary Laycock, ORHS math teacher and mathematics coordinator, the six students were subsequently selected to begin Algebra I in the seventh grade. (Note: This first group led the way for an expanded seventh-grade algebra program in the Oak Ridge Schools, as well as the creation of additional high school math offerings to meet the accelerated program needs.)

Dicks sophomore year included Laycocks Algebra II class at ORHS. He greatly profited from her strong advocacy for his math talents and from her efforts to maximize his collegiate opportunities. Dick proudly mentioned his participation in Tennessee State Math Competitions: At age 12 he was second in the state in Algebra I, and this was topped off by a first place in state on the highest-level test, Comprehensive Mathematics, in his senior year.

Dick praised the special high school mathematics texts from the School Mathematics Study Group (SMSG) that the ORHS Mathematics Department adopted. The SMSG texts were government sponsored, enhanced curricular materials. The paperback texts ORHS students used were written by an elite committee of mathematicians in response to the considered crisis in the U.S. mathematics program for grades 7-12.

The crisis was identified after the launching of Sputnik in October 1957, and the fear of losing ground in math and science provoked a major redesign called new math, an ambitious, accelerated, and enriched program of study. Oak Ridge Schools were among the first in the nation to participate in intensive teacher training and to use the SMSG materials during the early 1960s. Dick's admiration for Laycock and her special efforts to challenge him formed a lifelong bond a later, close friendship, including many visits in her home in California.

Dick was a star at math, but physical education was a different story. He said he was small and young for his age as an ORHS sophomore, and he attributes that as a part of the reason for the grade of F he received.

He said, My classmates were much bigger, and they had muscles.

Dick smiled remembering that his parents snuck into a separate room to laugh upon learning about his grade.

During summers after his sophomore and junior years, Dick was chosen to attend selective National Science Foundation (NSF) Math Camps. His first summer was at the University of Florida where, along with math and geology classes, he learned to write programs in Fortran. The second summer was spent at Purdue University.

As a teen he was already dreaming of a career in computer science, and he was quietly building a resume to suit his plans. Dick said, I spent my high school years writing programs for my father on the CDC 1640, a 48-bit Cray. He humorously added, It was my dads way of keeping me off the street.

Dick described his hometown as a special environment: … A lot of bright people with a strong interest in science. A completely safe town, especially for kids. My parents never locked the front door. I also fondly remember several foreign exchange students, especially Shigi, from Tokyo, circa 1964. I was too young to appreciate that his year in Oak Ridge was only about 20 years after the bombings (in Japan).

Continuing memories of his Oak Ridge childhood, Dick wrote, The style at home when I was small was that we could earn money doing odd jobs, washing dishes and such, eventually mowing the lawn when I was big enough. My parents didnt believe in kids allowances. My brother Jim delivered papers for The Oak Ridger for about five years from 1956-1961 (when he graduated and left for Duke University).

I then delivered the same route for four more years until I graduated. The route covered Porter Rd., Union, top part of Utah, Powell Rd., East Price, West Price, and a few houses on Pennsylvania Ave. I grew up in the C-house at 101 Powell Rd. I did not know that the rest of the world managed without fixed floor plans lettered A-H until I reached college.

It was through a friend at NSF Math Camp that Dicks interest in the Massachusetts Institute of Technology (MIT) began. His parents were unsure he could qualify and also were unsure of the cost, but at least a dozen teachers and scientists supported his application with their recommendations under Laycock's determined lead.

Dick only applied to three schools, Harvard, Duke, and MIT. He was accepted at Duke and MIT, both wonderful choices, and even though his older brother was a Duke graduate, Dick chose MIT.

The summer before his freshman year at MIT, Dick lived on campus and worked in the University of Tennessee Computation Center. This job, again championed by his beloved mentor Mary Laycock, gave him access to both the IBM 7040 and the 1401. Dick described the 1401 as one of his favorite machines.

He recalled, Having lots of time, I could type and run programs of my own.

This hands-on experience would lead him to the next step forward in the burgeoning world of computers, not only through collegiate study and access, but in his own initiatives for part time work in the computer field.

Dick continued, At the end of the UT summer job, I asked the Universitys IBM representative where I might write IBM about a part-time job while at MIT. In a couple of days, he came up with a generic address in Poughkeepsie, N.Y., so I wrote them about a job in Boston, summarizing my experience and interest in computers and my interest in IBMs announced-but-not-yet-delivered IBM System/360 line and PL/I programming language.

Dick and his parents made a side trip on the way to begin his freshman year at MIT, veering the route through Poughkeepsie for a visit and interview at IBM headquarters.

Upon their arrival in Poughkeepsie, and after some confusion about his official appointment/interview, Dick remembered, Some kind IBM person arranged someone for me to chat with for an hour. … The guy had no idea who I was, but he explained he was working on operating system generation writing a runnable operating system image on a disk. I had no clue what that was, but it seemed complicated. We went on to Boston with somewhat diminished expectations, and my parents dropped me off. I started looking for on-campus mess-hall jobs.

About four days later, I got a telegram at my dorm, asking me to call Len Page at IBMs Boston Programming Center, which turned out to be in Cambridge on the edge of the MIT campus. Telegrams were on their way out, but with no phone and way-before email, they had no better way to reach me quickly.

So, I called Len the next morning and they had me over to interview.

It turned out that they were intrigued by my letter (which IBM had managed to find and forward). They had just decided to take a flyer (a chance, flyer is a part of Dicks unique Dick Speak!) on cheap college students, and I was their first prospect. They offered me an amazing $2.50/hour for ten hours a week, and I took it. Except for a one-semester hiatus my sophomore year after I flunked a course, I stayed with them for four years. I had to go to the local high school administration office to get a work permit, since I was 16 and Massachusetts law assumed that I must be in high school.

IBM did one amazing thing for me that year. I could order any and all manuals at no cost. Over the next four years, I devoured IBM manuals, learning about disk drives, programming languages, software diagnostics, and anything else that struck my fancy. It was a fluke gift that affected the next 20 years of my life. Dick and two of his campus friends, whom he recommended, secured approval to stay on campus over the first summer and continue their work with the Boston IBM office. The next two summers were spent at IBM in Boulder, Colo., where during the second summer he recommended a 1965 classmate from ORHS, Jeff Schmidt, for a position. Jeff was a student at Vanderbilt whose later career was as a professor of computer science at Towson University in Maryland, now retired.

After initially choosing electrical engineering studies at MIT, Dick ultimately declared mathematics for his major course of study. He reported that there was no computer science degree offered at MIT until the year after he graduated in 1969. He said that he benefitted from the many, newly-developed courses in computer science offered during his final undergraduate years. He summarized his collegiate academic experience: I was a mediocre student. A senior year, first semester course in Point-Set Topology put me on academic probation. It was a theory course with true-false tests, which I failed. My parents panicked when they learned of my resultant academic probation for my final term, but my advisor recommended a course that allowed me to graduate. I finished in four years with a 'B-' overall average.

As an afterthought, Dick quipped, My parents didnt want a fifth year of tuition.

Knowing all that Dick has accomplished in the world of computer science, beginning with intense part time work projects throughout his collegiate career, reminds me of so many other computer geeks who took the road less traveled, some even dropping out of higher education to pursue their own tech dreams and opportunities. Instead, Dick kept abreast of the rapidly changing technology world through teaching, research, and corporate computer work, while also completing a Ph.D. in computer science from Stanford in 1974.

He was only nine years out of ORHS and ready for an incredible professional journey, focusing his talents on computer performance and making hardware and software faster. The second part of his story will highlight his many accomplishments and seek his counsel on personal computer security, the state of American education, and how to respond to the challenge of working in such a rapidly changing field.

***

Benita has introduced us to Dick Sites and his early experiences starting at age 10 when his computer programming experience began. She took us through Oak Ridge Schools and on to his advanced education. Next Benita will take us to his career choices and significant accomplishments.

If you would like to see Sites oral history, it is online: https://www.youtube.com/watch?v=A47a6Nqa2aM

For those of you who are interested in more details from Dick, here is a link to a talk he gave in 2015: https://www.youtube.com/watch?v=QBu2Ae8-8LM.

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Harvard team wins Boston Regional Datathon – Harvard School of Engineering and Applied Sciences

A team of four Harvard students won first place in Citadels Boston Regional Datathon, receiving a $20,000 prize and entry into the international Data Open Championship, which carries a grand prize of $100,000.

The team was comprised of Seth Billiau, A.B. 21, a statistics concentrator with a secondary in government, Sarah Lucioni, A.B. 21, a computer science and statistics concentrator, Dasha Metropolitansky, A.B. 22, a statistics concentrator with a secondary in computer science, and Maarten de Vries, A.B. 21, a statistics concentrator with a secondary in neuroscience.

COVID-19 was the theme of the Boston Regional Datathon, and the teams submission explored the relationship between public trust in government and excess mortality from COVID-19.

The Citadel Datathon is a prestigious data science competition where teams of undergraduate and graduate students are judged on their ability to discover and present groundbreaking insights from complex, real datasets.

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James Calvin Poling Jr. | News, Sports, Jobs – The Inter-Mountain

James Calvin Poling Jr., 54, went home to be with his Lord and Savior Jesus Christ on Thursday, Feb. 25, 2021, at UAB Hospital in Birmingham, Alabama, surrounded by his loving wife and three adoring children.

Jim was anticipating having a liver transplant soon, but passed away due to sudden complications from his three-year battle with NASH liver cirrhosis.

James was born on July 30, 1966, in Parsons, to James Calvin Poling and Janice Fay Pennington Poling. Jim married his best friend and love of his life, Diana Lynn Arbogast, on Nov. 16, 1996, in Buckhannon.

Jim was a member of Living Hope Church of the Christian and Missionary Alliance in Huntsville, Alabama. He was an amateur radio operator and proudly carried on his granddads call sign, K8VWO.

He graduated from Tucker County High School in 1984. He received his Associates in Applied Science degree in Computer Science from Potomac State College in 1986 and his B.A. in Computer Science from Alderson Broaddus University in 1988.

At the time of his death, Jim had been employed at Huntington Ingalls -Technical Solutions Division in Huntsville, Alabama, on May of 2018 as a wide area network engineer. Prior to that, he was the senior network administrator at Davis Health System in Elkins since 2008. From 1998-2008, Jim was the Network Specialist for West Virginia Wesleyan College and from 1992-1998 was a computer programmer for MPL Corporation, both in Buckhannon. He was employed at DataServ as a programmer in Chantilly, Virginia, from 1988-1992. Jim had also worked as a tour guide for the NRAO in Greenbank, and as a counselor at YMCA Camp Horseshoe.

Jim was a faithful disciple of Jesus Christ and served Him and people with all his heart. Jim treasured spending time with his family. He loved studying Gods word and was a wonderful example of what a Christian husband and father should be, leading his family even through his last moments on this earth.

Over the years, Jim served as treasurer at both the Elkins Alliance Church and Buckhannon Alliance Church, where he was an elder and ran the sound and video for a time as well. He also taught Sunday School classes, was an AWANA leader, a Bible quizzing coach, and assisted with childrens hand bell choirs.

Jims sense of humor was appreciated by everyone who knew him. He also enjoyed woodworking, gardening, hummingbird watching, music, cooking, HAM radio and astronomy.

He was a life-long learner and his vast knowledge was an asset to everyone who knew him.

James is survived by his parents, James and Janice Poling of St. George; his wife, Diana Poling of Athens, Alabama; one daughter, Sarah Ellen Poling of Huntsville, Alabama; two sons, Nathaniel Nathan Richard Poling and Jonathan Eugene Poling, both of Athens, Alabama; two brothers, Matthew Poling (Becky) and Joshua Poling (Stefanie), both of Parsons; and many other family members, who will miss him greatly.

A memorial service is scheduled for Saturday, March 13, 2021, at 1:30 p.m. CT (2:30 p.m. ET). Pastor Mark Nymeyer will officiate. You can find the link for Living Hope Churchs YouTube channel at the churchs website http://www.livinghopehsv.org as we hope to stream the service for those who cant attend in person.

The family is also considering having another memorial service in Elkins at the Elkins Alliance Church sometime in the summer of 2021.

If you would like to honor Jims memory, please consider donating blood to your local blood bank and becoming an organ donor. Some of Jims coworkers have created a GoFundMe campaign to benefit his wife and children to cover expenses in the upcoming months. If you feel led you may contribute at https://gofund.me/b3064f57.

Online condolences may be expressed to the family at http://www.McConnellFuneral.com.

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‘The Maine Question’ asks what AI is and roles does it play in everyday life – UMaine News – University of Maine – University of Maine

Despite sounding like a futuristic tool exclusive to science fiction, artificial intelligence is used everyday in contemporary life. People capitalize on this emerging technology when they apply for jobs, order groceries, access bank accounts, take out a loan application or scroll through social media.

University of Maine computer scientists and engineers are developing new forms of AI and novel applications for it. The University of Maine Artificial Intelligence Initiative (UMaine AI) was launched to unite various stakeholders aiming to make the state a hub for AI research, education and use.

In Episode 3 of Season 4 of The Maine Question, host Ron Lisnet speaks with Penny Rheingans, director of UMaines School of Computing and Information Science, and Roy Turner, an associate professor of computer science at UMaine, to help unravel the complicated story of AI, examine how it can both improve lives and cause problems, and explore the various research developments for this technology at UMaine.

Listen to the podcast on iTunes, Google Podcasts, SoundCloud, Stitcher, Spotify or The Maine Question website. New episodes are added Thursdays.

What topics would you like to learn more about? What questions do you have for UMaine experts? Email them to mainequestion@maine.edu.

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'The Maine Question' asks what AI is and roles does it play in everyday life - UMaine News - University of Maine - University of Maine

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Faculty of Arts and Sciences scholars named to endowed professorships – Yale News

Seven members of the Faculty of Arts and Sciences (FAS) have recently been named to endowed professorships by vote of Yales Board of Trustees.

They are:

Phillip Atiba Goff, who studies the science of racial bias and discrimination through analysis of police behavior and other aspects of our criminal legal system, was appointed the Carl I. Hovland Professor of African American Studies and Professor of Psychology.Read more

Emily Greenwood, a scholar of ancient Greek prose literature and the reuse of ancient Greek and Roman classics in modernity, was appointed the John M. Musser Professor of Classics. Read more

Gerald Jaynes, who studies race relations and the economic conditions of African Americans and immigrants, was appointed the A. Whitney Griswold Professor of Economics, African American Studies, and Urban Studies. Read more

Tavia Nyongo, who works on historical and contemporary approaches to Black performance, was appointed the William Lampson Professor of Theater and Performance Studies, Professor of American Studies, and Professor of African American Studies. Read more

Ana Ramos-Zayas, who conducts ethnographic research on the anthropology of race, class, and affect, was appointed the Frederick Clifford Ford Professor of Ethnicity, Race, and Migration and Professor of American Studies and Anthropology. Read more

Kenneth Scheve, a political economist who studies the domestic and international governance of modern capitalism, was appointed the Dean Acheson Professor of Political Science and Global Affairs. Read more

Nisheeth K. Vishnoi, who studies the foundations of computer science and machine learning, was appointed the A. Bartlett Giamatti Professor of Computer Science. Read more

Continued here:

Faculty of Arts and Sciences scholars named to endowed professorships - Yale News

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Seed Grants Help Faculty Lead the Way in Confronting Racism and Bias – Duke Today

Faculty-led projects aim to strengthen Duke community and contribute to anti-racism effortsFirst row: Pedro Lasch, Beverly McIver, Fred Boadu, Arnetta Girardeau, John Myers, Christin Daniels, Zackary Johnson, Sarah Jean Barton; Second row: Barbara Hooper, Tomeico Faison, Charlotte Clark, Anne Derouin, Minna Ng, Billy Pizer, Christopher Sims, Michael Betts; Third row: Margory Molloy, Angela Richard-Eaglin, Don Taylor, Patricia Garrett-Peters, Charmaine Royal, Joshua Socolar, Phillip Barbeau, Anne-Maria Makhulu; Fourth row: Susan Alberts, Elaine Guevara, Nicki Washington, XiaoweiYang, Eliana Schonberg, Aaron Colton

The Office for Faculty Advancement has awarded seed grants to 14 faculty-led projects exploring new ideas and expanding existing initiatives to promote an equitable and inclusive academic environment at Duke. The theme for this cycle was "Confronting Racism and Bias: Fostering an Inclusive Community." Faculty Advancement Seed Grants provide a financial head start for novel faculty development initiatives within academic units.

This forum will convene monthly during 2021-2022 for presentations and discussions of themes proposed by AAHVS graduate students, faculty and teaching staff. Themes will address one or more of the following goals: share anti-racist methodologies and strategies already in use; identify opportunities to incorporate anti-racist pedagogies into teaching practices; and identify areas in AAHVS curricula in which pedagogies and approaches to disciplinary content can be implemented or augmented.

This book club aims to confront racism and bias by facilitating the exploration of inclusion and professional advancement issues faced by Black faculty and staff. Belonging While Black at Duke will encourage members to build bridges with each other and explore issues found in a predominantly white institution.

The goal of this project is to raise awareness of racial justice and equity at each component of the research lifecycle by developing a streaming podcast, Breaking Research Barriers. This monthly podcast will consist of conversations with research leaders to elicit actionable and applied strategies to ensure racial justice and equity in clinical research.

This project seeks to establish new connections between the Duke University Marine Lab and Black, Indigenous and People of Color (BIPOC) community leaders in Beaufort, NC. A monthly lunch-and-learn for all participants will be supplemented by a final all-hands meeting during Black History Month for a shared meal and storytelling. Invitees, format and assessment metrics will be refined through an initial development period.

This project will establish a Coalition for Occupational Therapy Advocates for Diversity chapter at Duke. Two graduate assistants will lead the development and implementation of the chapter, which will contribute to national efforts to create a more diverse workforce in occupational therapy and local efforts to foster interprofessional dialogue and community engagement.

This new course is a dedicated space for PhD students to expand their awareness of the contributions of professionals in their field who have an identity different from their own, are from a historically underrepresented identity for their field and/or engage in work on issues of diversity, equity and inclusion. The course will enhance academic communities and support students and research collaborators through culturally-responsive scholarship and teaching, and will provide a space for recognition, inclusion and equity among peers.

The Anti-Racism Instructor Preparatory Academy will draw on expertise from the Center for Documentary Studies and its network of community partners, artists and activists. Drawing from case studies, testimonials from other students and instructors, the creative energy and feedback of artists and conversations with communities, participants will be equipped to reimagine their syllabi and make their classroom and research practices more equitable and anti-racist.

The goal of this project is to develop an educational toolbox, including a training manual, to guide standardization and sustainability of a proposed educational program. Trigger films are short educational video vignettes that illustrate a specific theme and focus on social guidance themes that engage the affective domain. Newly created scenarios will present a social or practice issue intended to trigger a response by the viewer, and initiate participant reflection and discussion by highly trained facilitators.

This project seeks to provide a holistic and comprehensive approach to confronting racism and bias by combining four unique learning experiences into a year-long integrated learning series. Designed to address participants understanding of racism and bias at the individual, interpersonal and institutional levels of change, the series will be piloted and assessed with faculty, staff and affiliates of Dukes Social Science Research Institute.

This project seeks to improve the departments collective ability to recognize racism within its walls and respond to it effectively through a series of events. The events will bring department members together for education and training in developing a climate promoting anti-racist principles, and will train faculty to lead future sessions.

The Department of Cultural Anthropology will conduct a year-long effort to promote diversity, inclusion, equity and belonging across its faculty and graduate program. This work will involve reevaluating internal policies and procedures through an equity lens to ensure that all voices are heard and that everyone has the resources to work sustainably in the department. The department will offer workshops and trainings, provide fee waivers for graduate students from historically marginalized communities and rethink the graduate curriculum.

The aim of this project is to advance faculty skills, develop an enhanced anti-racist curriculum and foster a more inclusive and equitable culture in the Department of Evolutionary Anthropology. A new working group of faculty, postdocs and graduate students will develop flexible teaching modules on topics including race and scientific racism. The group will also convene a departmental forum for seminars from invited experts, reading groups and discussions about race and racism in the discipline and the academy.

To provide more opportunities for Computer Science students, faculty and staff to collectively learn about racism, bias and their impact on the discipline (its environment and technology) the Identity and Computing Lecture Series will include a department-specific workshop and a series of invited talks from experts on various topics of identity, racism, bias and their impact in the field.

Writing Studio consultants are faculty, graduate students and undergraduates who meet with Duke writers fordiscussions of any aspect of their writing. To deepen consultants knowledge of anti-racist theory and to expand their application of anti-racist pedagogy, the Writing Studio will host three scholars on race, writing centers and writing pedagogy to conduct virtual seminars with Writing Studio consultants.

Learn more about Faculty Advancement Seed Grants, view the 2020-21 recipients, and read related stories:

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Seed Grants Help Faculty Lead the Way in Confronting Racism and Bias - Duke Today

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