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Tuesday, December 10, 2019

ACET 2020 Exam: Registration begins at | Check details | Education - The Financial Express

The ACET exam is a three-hour long exam, which will have 70 multiple choice questions for 100 marks. From those 70 questions, there will be 40 one mark questions, and the rest questions will be of 2 and 3 marks by FE Online.

Of all the questions, 30 marks will be allotted for mathematics, and statistics each, 15 marks for data interpretation and English and the rest 10 marks for logical reasoning.
ACET 2020 Exam: The Institute of Actuaries of India (IAI) has started registration for their entrance exam Actuarial Common Entrance Test (ACET) 2020, through the official website — The registration process will continue till January 29, 2020.

ACET Exam Date 2020 The last date of submission of application: January 29, 2020
The tentative date of examination: February 29, 2020

ACET Exam 2020: How to Apply  

Step 1: Visit the official website of Institute of Actuaries of India at
Step 2: Find the notification reding, “ACET February 2020 Examination Registration is live now”, Go to the link
Step 3: A new page will open up, Register yourself
Step 4: Fill in the form with relevant details
Step 5: Click on ‘Submit’ and take a print out for future reference... 

Actuaries are professionals who calculate financial risks and consequences of various insurance and pension schemes. Along with that actuaries are also entrusted with designing and pricing of policies, monitoring funds to provide the promised benefits among the beneficiaries.

Source: The Financial Express

A philosopher explains why philosophy is worth doing | Culture - AlterNet

This article was originally published at Aeon and has been republished under Creative Commons.

Outside a university setting, telling people that I’m pursuing a career in philosophy can be a bit of a conversation stopper, argues David Egan, visiting assistant professor in the Department of Philosophy at CUNY Hunter College in New York. He is the author of The Pursuit of an Authentic Philosophy: Wittgenstein, Heidegger, and the Everyday (2019).

Photo: 139904 from Pixabay
More times than I can count, I’ve faced the bemused but well-intentioned question: ‘How is that useful?’ I seem like a nice guy, smart, capable – why am I intent on doing something that won’t make me rich and won’t in any appreciable way make the world a better place?

This sort of befuddlement afflicts labourers in the humanities more generally. In contrast with the ‘hard’ disciplines of the STEM fields (science, technology, engineering, mathematics), the humanities are often disparaged as ‘soft’. You don’t need an advanced degree to read a novel, the thinking goes, so why bother?

What do these adjectives ‘hard’ and ‘soft’ denote? The ‘hardness’ is often glossed in terms of difficulty, but there’s nothing easy about work in the humanities – as my students often learn to their dismay, after turning in the first essay in which they confidently claim that the topics we’re studying are ‘subjective’ or ‘relative’ and therefore not open to rigorous critical scrutiny. It might be closer to the truth to say that the ‘hardness’ of the STEM fields is owing to their more technical nature, even if the humanities disciplines also have their technical aspects, as anyone who’s taken a course in logic or struggled with scansion can attest. But that answer just invites a further question: what is it about the STEM disciplines that requires a greater density of technical apparatus?...

Consider the different kind of training you might expect from an acting coach and a violin teacher. Your acting lessons will start in medias res, as it were, teaching you to become more attuned to emotional processes you already experience and more precise in the verbal and physical expressiveness that you already possess. That training is sometimes highly technical, but it mostly hones capacities that we all have to some degree. The first thing a violin teacher has to do is get you familiar with holding the violin and bow, and feeling out for the first time what happens when you draw the bow across the strings.

There’s a similar contrast we could draw between a first class in philosophy and a first class in electrical engineering. I lead my students into philosophical questioning by starting with intuitions that they already hold and then applying pressure to those intuitions, asking them to take their reasoning farther than they’d normally take it. We all make claims to know things, for instance, and we all recognise that sometimes these claims are justified and sometimes not. But outside a philosophy class, we rarely press very hard on the question of what constitutes knowledge and how we might distinguish it from, say, a lucky guess...

So how is philosophy useful? The response I’ve learned to counter with is that the question being asked is itself a philosophical question. One of the things we do in philosophy is precisely to ask what’s worth doing and why.
Read more... 

Source: AlterNet   

Finland seeks to teach 1% of Europeans basics on artificial intelligence | Internet - Reuters

Finland, which holds the rotating EU presidency until the end of the year, said on Tuesday it aims to teach 1% of all Europeans basic skills in artificial intelligence through a free online course it will now translate into all official EU languages, Reporting by Tarmo Virki, editing by Anne Kauranen 

  Photo: JumpStory

The European Union is pushing for wide deployment of artificial intelligence across the bloc, to help European companies catch up with rivals in Asia and the United States.

“Our investment has three goals: we want to equip EU citizens with digital skills for the future, we wish to increase practical understanding of what artificial intelligence is, and by doing so, we want to give a boost to the digital leadership of Europe,” said Finnish Minister of Employment Timo Harakka...

The course, conducted by the University of Helsinki and originally launched in 2018, already has enrolled more than 220,000 students from more than 110 countries.  

It includes modules on subjects such as machine learning, neural networks, the philosophy of artificial intelligence and using artificial intelligence to solve problems...

Source: Reuters 

The Book of Why: Exploring the missing piece of artificial intelligence | Blog - TechTalks

Welcome to TechTalks’ AI book reviews, a series of posts that explore the latest literature on AI.

Ben Dickson, software engineer and the founder of TechTalks suggest, The Book of Why, written by Judea Pearl, explores why our artificial intelligence can perform complicated tasks by can't answer simple questions.

Photo: Depositphotos
In the past six decades, the field of artificial intelligence has traveled through a meandering path, passing through periods of excitement and disenchantment, and a longstanding dispute between various approaches to creating intelligence.

Today, deep learning, the current dominant AI technique, owes its success in large part to an abundance in data and compute resources. Thanks to deep learning models and their underlying technology, artificial neural networks, we have been able to tackle problems that were impossible to solve with classical AI approaches. There are now AI algorithms that can outperform humans at many complicated tasks, such as playing Go or predicting cancer.

Today, most advances in the field are associated with creating bigger neural networks and training them with more and more data. In the past few years, this approach has yielded AI models that can perform more accurately on tasks that require spatial consistency (e.g., image classification), or temporal consistency (e.g., text generation).

But the current excitement surrounding pouring more data and compute into deep learning models has blinded most research to one of the fundamental problems that AI technology still suffers from: causality.
The Book of Why: The New Science of Cause and Effect, written by award-winning computer scientist Judea Pearl and science writer Dana Mackenzie, delves into this topic...

The ladder of causation 
In The Book of Why, Pearl introduces the “ladder of causation,” a three-level model to evaluate the intelligence of living or artificial systems. While a lot of the book goes into explaining the ladder of causation with historical and practical examples, I’ll do my best to summarize it here...

The mini-Turing test 
Pearl has focused The Book of Why on what he calls “the mini-Turing test,” named after the AI evaluation experiment that computer science pioneer Alan Turing proposed in 1950. Pearl describes the mini-Turing test as such:

“How can machines (and people) represent causal knowledge in a way that would enable them to access the necessary information swiftly, answer questions correctly, and do it with ease, as a three-year-old child can?”...

The Book of Why, a much-recommended read to anyone who’s interested in an alternate view on the current state of AI, is much more than just a discussion about intelligence. It’s a look at the history of causal science and humanity’s path from observing data to developing new sciences.

Recommended Reading

The Book of Why:
The New Science of
Cause and Effect
Source: TechTalks

34 New Skills You Can Now Learn on LinkedIn Learning | New Courses - The Learning Blog

December is in full swing and the fast-approaching holidays give many people a natural time to pause and reflect by Zoë Kelse, Learning Supporter at Linked.

Photo:  Learning Blog - LinkedIn Learning
What did you learn in 2019 with LinkedIn Learning along with 93 million of your peers?

Consider adding one more skill to your list by watching one of the 34 courses we added this week or get inspiration to watch another course in the library based on top learning trends.

The new courses now available on LinkedIn Learning are:

Source: The Learning Blog

Monday, December 09, 2019

Maths and science 'not good enough', says Sturgeon | Pisa - TES News

First minister points to reading progress after accusations of being in 'denial' over Pisa results in maths and science by Tes Reporter.

Photo: iStock
First minister Nicola Sturgeon has conceded that performance in maths and science is "not good enough" after she came under fire over Scotland's performance in the Pisa international rankings.

Scottish Conservative leader Jackson Carlaw said international data showed performance in the two subjects had "never been lower".
The 2018 Programme for International Student Assessment (Pisa) statistics, which were released this week, showed that while reading had improved since 2015 (from 493 to 504 points), Scotland recorded a mean score of 489 for maths, down from 491, and 490 for science, down from 497.

Ms Sturgeon said independent statisticians regarded performance in maths and science in Scotland as "stable"...

Ms Sturgeon said that "compared to the last Pisa study, the performance in science and maths, according to independent statisticians, is stable".
Read more... 

Source: TES News

What does every engineer want for the holidays? | Gadget Freak - DesignNews

John Blyler, Senior Editor at Informa's Design suggest, NewsSkip the presents and go for the (engineering) experience. 

 Photo: JumpStory
During the holiday season, one tends to think of presents. But today’s designers, manufacturers and sellers tell us the product is but a commodity and what we really want is the experience.

Engineers and scientists are really like most ordinary consumers except in their interest in experiences that deal with great technical achievements, failures and the future – technologies that are yet to be. So, rather than a set of catchy products, this list will focus on unique experiences with particular appeal to engineers and scientists. 

Source: DesignNews

NYIT Adds Ph.D Program for Computer Science | News Releases - New York Institute of Technology

New York Institute of Technology College of Engineering and Computing Sciences today announced that it will offer its new Doctor of Philosophy (Ph.D.) degree program, the highest academic degree that may be conferred by a university, in the 2020-2021 academic year, inform Kim Tucker is Associate Director of Media Relations at New York Institute of Technology.

Photo: New York Institute of Technology
The new Ph.D. in Computer Science will offer highly talented students an advanced research-oriented education in cybersecurity, data science, cloud computing, and related fields.

“The Ph.D. in Computer Science represents a pivotal moment for the history of our institution as well as the growth of our region,” said President Henry C. ‘Hank’ Foley, Ph.D. “Continued innovation and competitive research in computer science and engineering fields will require a highly educated workforce. As the first Ph.D. to be offered by our College of Engineering and Computing Sciences, this degree program will deliver the technical expertise needed to boost and sustain the region’s growing tech hub.”

By 2026, the U.S. Bureau of Labor Statistics projects a 13 percent nationwide increase in computer and information technology jobs. Accordingly, the university’s new degree program aims to meet an urgent regional demand for well-trained scientists, researchers and practitioners in emerging areas of computer science...

While enrolled, degree candidates will complete core fundamental theoretical courses in computer science. They will also complete cutting-edge research alongside expert New York Tech faculty, and explore special topics intended to bridge the gap between high-technology research and its commercialization. Research areas include machine learning and privacy, mobile security research, vehicle security research, and artificial intelligence, among others.

About New York Institute of Technology  

New York Institute of Technology offers 90 undergraduate, graduate, and professional degree programs in more than 50 fields of study, including computer science, data, and cybersecurity; biology and biomedical studies; architecture and design; engineering; health professions and medicine; IT and digital technologies; management; communications and marketing; education and counseling; and energy and sustainability. A nonprofit, independent, private, and nonsectarian institute of higher education, New York Institute of Technology welcomes more than 9,000 students worldwide. The university has campuses in New York City (Manhattan) and Long Island (Old Westbury), New York; Jonesboro, Arkansas; and Vancouver, British Columbia, as well as programs around the world.  

New York Institute of Technology embraces its mission to provide career-oriented professional education, give all qualified students access to opportunity, and support research and scholarship that benefit the larger world. More than 100,000 alumni comprise an engaged network of doers, makers, and innovators prepared to change the world, solve 21st-century challenges, and reinvent the future.

Source: New York Institute of Technology

You can’t teach creativity, but can you learn it? | GLOBAL - University World News

Dr Alex Carter, institute teaching officer and academic director for philosophy and interdisciplinary studies at the Institute of Continuing Education, University of Cambridge, United Kingdom says, It is broadly accepted that, with ‘Industry 4.0’ in full swing, the employment landscape is changing. 

Photo: iStock
Increasingly, jobs are at risk of automation. Certainly, teachers like myself are not immune, with scripted artificial intelligence or AIs already being used to deliver taught content to students. 

More generally, those I am teaching, and many people my own age, are looking forward to multiple-career lifetimes – each built on a raft of transferable skills. For these reasons, I have been working on a series of award-bearing and non-award-bearing courses at the University of Cambridge’s Institute of Continuing Education aimed at developing the most in-demand soft skills, in particular creativity.
‘You can’t teach creativity?’
As a philosophy teacher, I am familiar with the idea that some learning cannot be taught directly. Ethics is a good example of this. No philosopher could (or should) claim to be able to “make you a more ethical person”. Moreover, no curriculum on ethics can (or ought to) include the learning outcome “students will become more moral”...

And yet this might point towards a way of approaching the two pathways listed above: to take the students with us.

Certainly, I am not the first to suggest that the best way to develop students’ creativity is to reimagine the student-teacher relationship as one of co-creation. As co-creators, it seems to me that either of these pathways could work.


Source: University World News

Sunday, December 08, 2019

8 Stunning Bookstores Worth Visiting Around the World | Culture - Newsweek

Books have always had the ability to transport readers, whisking them away to faraway lands. Cozy up and plot your next getaway at these unique bookstores around the world by Laura Powers, Newsweek.

Photo: Shao Feng
Not Just Fiction: Real-Life Bookstores Worth Visiting Books have always had the ability to transport readers, whisking them away to faraway lands. Bookstores are often the inspiration for this magic, allowing readers to scan the shelves in pursuit of their next escape. Some bookstores are taking this to the next level, making the store itself the destination—through architecture, decor and even optical illusions. Cozy up and plot your next getaway at these unique bookstores around the world. 

Source: Newsweek