Sentences with phrase «teach the system what»

You can teach the system what you need.

«The third factor is that for all of these tools to perform at their maximum capability you need the human expertise to teach the system what it's looking for.

Not exact matches

Sutton wrote the book on the field of reinforcement learning, a technique which allows AI to teach itself what the best actions are using a reward - punishment system of its own, an area of deep learning that played a role in the success of DeepMind's AlphaGo project.

By 2007, he had observed kids teaching themselves to e-mail and play games so often that he wanted to test the capability of what appeared to be a self - organizing learning system.

In» 92, Taco Bell asked why I didn't computerize what I was teaching and put in a marketing system that made things easier on the managers.

While any system can store a photo, computer vision involves teaching the computer to understand what's happening in the image, the same as a human would.

Based on his years of advising generals, CEOs, and politicians, Ramo takes us into the opaque heart of our world's rapidly connected systems and teaches us what the victors of this age know — and what the losers are not yet seeing.

Facebook Chief Executive Mark Zuckerberg commented on Koum's post, saying he was grateful for what Koum taught him about encryption «and its ability to take power from centralized systems and put it back in people's hands.

We then dive into our day: learning what we are teaching, marketing, social media posts, downloading music, adding retail to the system, tagging and organizing retail, planning retail ordering for future seasons, responding to emails / messages from clients, and organizing the schedules of all of our teachers and desk staff.

The evidence showing the failure of the American educational system to teach its young people what they need to know is said by the canonicists to be the result of the fragmentation and the collapse of any distinction between essential and unessential materials.

From Amanda: Deciding how to raise one's children is a very personal decision... how do you both decide what to teach your children regarding your very different belief systems?

If, then, the gospel is not the moral and religious teaching of Jesus, not a theological system, and not the creeds and confessions of the Church, what is it?

If the listener or reader «learns» what the parable has to «teach» him or her, it is more like a shock to the nervous system than it is like a piece of information to be stored in the head.

In my own teaching of theology I find it best to use, rather than a single textbook with a single point of view, a reader which presents several angles of interpretation on specifics and on the whole because it forces students confronting a plurality of systems to decide for themselves what the Scriptures say.

Tietjen quotes longtime Concordia professor Arthur Repp's observation that «the Preus people... think we have to have a system of doctrine that spells out everything in detail to nail down what the Bible teaches.

Of the Bible she wrote, «I regard these writings as histories consisting of mingled truth and fiction, and while I admire and cherish much of what I believe to have been the moral teaching of Jesus himself, I consider the system of doctrines built upon the facts of his life... to be most dishonorable to God and most pernicious in its influence on individual and social happiness.»

They are no longer teaching what is real anymore in those cases and turning the school system into a private religious instltution.

(1) What can the churches do to teach people loyalty to humanity with a degree of intensity which places that loyalty superior to loyalty to the nation state, the national economic system, the ethnic «in - group»?

Man chose satan as their god and have had the chance to show what they could do without their creator and his ideas, principles and laws but it has not been pretty and as Jesus taught that satan is «The ruler of this world», «the god of this system» etc.but for «a little while longer» and the Creator will take his wisdom, justice, power and love and take over to show what was intended from the beginning.for scriptures (see 1 John 5:19, Rev. 12:9 - 12, Luke 22:31, Matt.25: 41, 1 Pet.5: 8,9, John 8:44,45) and so many others for those who care.

Even though I did not receive teaching from a Church setting but rather from a marketplace ministry setting where they taught us «Externally Focused Church, Organic Church, which was really a good thing (new wine skin initiatives) but when we implemented and embraced it, we found that its not quite effective and in the end the leaders abandoned the project and most of us were in the dark on what is the next good program or system to follow.

The method is historical and phenomenological: You can study and teach what all these people used to think (history) or how they now behave (the phenomenological account of ritual, ethical systems, kinship relations, etc.).

Moreover, theology's own roots in both reason and revelation make it too internally unstable to serve as Grand Adjudicator: It teaches «a doctrine... so mysterious as in its fullness to lie beyond any system, and in particular aspects to be simply external to nature, and to seem in parts even to be irreconcilable with itself, the imagination being unable to embrace what the reason determines.»

however I find it odd that with what Jesus taught, how Christians would not support a universal health care system.

More often than not, however, what is nominally known as teamwork in teaching a number of religions in a single course degenerates into a «cafeteria» system.

If you base your faith just on what the church teaches, then in the 1400's the earth was flat and the center of the solar system.

Without going into a complicated biology lesson (which I probably would not be prepared to teach), let's simply think of what our digestive system does for us: it breaks food down into smaller pieces so that our body can use this nourishment to build new cells and give us energy.

This research is also teaching us more about how food allergies develop and the science behind what needs to change in the immune system to treat them.»

This is an incredibly difficult question to answer for a variety of reasons, most importantly because over the years our once vaunted «beautiful» style of play has become a shadow of it's former self, only to be replaced by a less than stellar «plug and play» mentality where players play out of position and adjustments / substitutions are rarely forthcoming before the 75th minute... if you look at our current players, very few would make sense in the traditional Wengerian system... at present, we don't have the personnel to move the ball quickly from deep - lying position, efficient one touch midfielders that can make the necessary through balls or the disciplined and pacey forwards to stretch defences into wide positions, without the aid of the backs coming up into the final 3rd, so that we can attack the defensive lanes in the same clinical fashion we did years ago... on this current squad, we have only 1 central defender on staf, Mustafi, who seems to have any prowess in the offensive zone or who can even pass two zones through so that we can advance play quickly out of our own end (I have seen some inklings that suggest Holding might have some offensive qualities but too early to tell)... unfortunately Mustafi has a tendency to get himself in trouble when he gets overly aggressive on the ball... from our backs out wide, we've seen pace from the likes of Bellerin and Gibbs and the spirited albeit offensively stunted play of Monreal, but none of these players possess the skill - set required in the offensive zone for the new Wenger scheme which requires deft touches, timely runs to the baseline and consistent crossing, especially when Giroud was playing and his ratio of scored goals per clear chances was relatively low (better last year though)... obviously I like Bellerin's future prospects, as you can't teach pace, but I do worry that he regressed last season, which was obvious to Wenger because there was no way he would have used Ox as the right side wing - back so often knowing that Barcelona could come calling in the off - season, if he thought otherwise... as for our midfielders, not a single one, minus the more confident Xhaka I watched played for the Swiss national team a couple years ago, who truly makes sense under the traditional Wenger model... Ramsey holds onto the ball too long, gives the ball away cheaply far too often and abandons his defensive responsibilities on a regular basis (doesn't score enough recently to justify): that being said, I've always thought he does possess a little something special, unfortunately he thinks so too... Xhaka is a little too slow to ever boss the midfield and he tends to telegraph his one true strength, his long ball play: although I must admit he did get a bit better during some points in the latter part of last season... it always made me wonder why whenever he played with Coq Wenger always seemed to play Francis in a more advanced role on the pitch... as for Coq, he is way too reckless at the wrong times and has exhibited little offensive prowess yet finds himself in and around the box far too often... let's face it Wenger was ready to throw him in the trash heap when injuries forced him to use Francis and then he had the nerve to act like this was all part of a bigger Wenger constructed plan... he like Ramsey, Xhaka and Elneny don't offer the skills necessary to satisfy the quick transitory nature of our old offensive scheme or the stout defensive mindset needed to protect the defensive zone so that our offensive players can remain aggressive in the final third... on the front end, we have Ozil, a player of immense skill but stunted by his physical demeanor that tends to offend, the fact that he's been played out of position far too many times since arriving and that the players in front of him, minus Sanchez, make little to no sense considering what he has to offer (especially Giroud); just think about the quick counter-attack offence in Real or the space and protection he receives in the German National team's midfield, where teams couldn't afford to focus too heavily on one individual... this player was a passing «specialist» long before he arrived in North London, so only an arrogant or ignorant individual would try to reinvent the wheel and / or not surround such a talent with the necessary components... in regards to Ox, Walcott and Welbeck, although they all possess serious talents I see them in large part as headless chickens who are on the injury table too much, lack the necessary first - touch and / or lack the finishing flair to warrant their inclusion in a regular starting eleven; I would say that, of the 3, Ox showed the most upside once we went to a back 3, but even he became a bit too consumed by his pending contract talks before the season ended and that concerned me a bit... if I had to choose one of those 3 players to stay on it would be Ox due to his potential as a plausible alternative to Bellerin in that wing - back position should we continue to use that formation... in Sanchez, we get one of the most committed skill players we've seen on this squad for some years but that could all change soon, if it hasn't already of course... strangely enough, even he doesn't make sense given the constructs of the original Wenger offensive model because he holds onto the ball too long and he will give the ball up a little too often in the offensive zone... a fact that is largely forgotten due to his infectious energy and the fact that the numbers he has achieved seem to justify the means... finally, and in many ways most crucially, Giroud, there is nothing about this team or the offensive system that Wenger has traditionally employed that would even suggest such a player would make sense as a starter... too slow, too inefficient and way too easily dispossessed... once again, I think he has some special skills and, at times, has showed some world - class qualities but he's lack of mobility is an albatross around the necks of our offence... so when you ask who would be our best starting 11, I don't have a clue because of the 5 or 6 players that truly deserve a place in this side, 1 just arrived, 3 aren't under contract beyond 2018 and the other was just sold to Juve... man, this is theraputic because following this team is like an addiction to heroin without the benefits

Would you help us by, you know, learning how to teach this course, going on the road, so - to - speak, and doing the parents and teachers allied program because parents need the school system to understand what's going on inside their homes, and they don't.

The entry point into using the Kano system are the instruction booklets which show the user (adult or child) how to connect up all of the equipment and get the pre-loaded Kano software literally telling you what to do (using the speaker of course) Once you have (satisfyingly) managed to boot up the Raspberry Pi, Kano's built in software installed on the operating system guides you through increasingly more complex tasks teaching you how to use the computer and start to write your own code.

Breast milk also helps to jump start and teaches baby's digestive system what it should be doing and how to do it well.

What makes this trampoline special is the 5 - multi game sound system that teaches your child while bouncing.

«At a time when school systems have completely lost focus on what really matters, John Hunter reminds us what we should be teaching our children.

Early healthy gut flora seems to be key in teaching an infants immune system what to attack and what to allow, meaning that autoimmunity is learned early.

We'll be teaching things like the Salsa email blast and petition system, social media skills for all levels, how to get buy - in for online organizing and what to look for in making a campaign website.

He believes the key to fixing the college education system in New York lies in institutions working with private businesses to teach what skills are needed after graduation.

BOX 14, I -1-4; 30188578 / 734260 Slides Plus Audiotape - SAPA II, Orientation Filmstips, AAAS, «The Integrated Process», Filmstrip 4, 1974 SAPA II, Orientation Filmstrips, AAAS, «Measuring», Filmstrip 3, 1974 Plus Audiotape - SAPA II, Orientation Filmstrips, AAAS, «Teaching Strategies», Filmstrip 3, 1974 Plus Transcript of orientation tape - SAPA II, Orientation Filmstrips, AAAS, «The Basic Processes of Science», Filmstrip 2, 1974 «Laboratory Exercises for Use in a College Science Course for Non-Science Majors» - by James Wallace Cox, 1970 «A Process Approach to Learning, Supplementary Manual», based on SAPA developed by AAAS, by Ruth M. White, 1970 «Science Process Instrument, Experimental Edition», COSE, 1970 «Preservice Science Education of Elementary School Teachers - Guidelines, Standards and Recommendations for Research and Development» report, Feb. 1969 (4 Folders) «Preservice Science Education of Elementary School Teachers - Preliminary Report», Feb. 1969 «An Evaluation of Elementary Science Study as SAPA» by Robert B. Nicodemus, Sept. 1968 «SAPA - Purposes, Accomplishments, Expectations», COSE, AAAS (Brochure reported in Nov. 1968, 1970), 1967 (3 Folders) «The Psychological Bases of SAPA», COSE, 1965 «Guidelines and Standards for the Education of Secondary School Teachers of Sciecne and Mathematics» bookley, AAAS and the National Association of State Directors of Teacher Education and Certification «Career Opportunites in the Sciences» brochure, compiled by the Office of Opportunites in Science Slides and documentation - «Animal Eyes» and «Meterological Instruments», Fernbank Science Center, «An Integral Part of the DeKalb County School System» Slides and documentation - «Building Terrariums» and «What is my Age?»

«Computers that teach by example: New computer system enables pattern - recognition systems to convey what they learn to humans.»

«Whether it's an allergen or a virus or a tumor, the DC can be a mediator to teach the immune system what to do.»

She is co-author of two National Geographic books: Planetology: Unlocking the Secrets of the Solar System, and Next Earth: What Our World Can Teach Us About Other Planets.

Do you know of any good kids books that teach about the gut and what our digestive system does?

What's funny is that this system is almost the complete opposite of what most fitness gurus teach and breaks a lot of conventional fitness ruWhat's funny is that this system is almost the complete opposite of what most fitness gurus teach and breaks a lot of conventional fitness ruwhat most fitness gurus teach and breaks a lot of conventional fitness rules.

Researchers have consistently found a relationship with Candida albicans in the digestive system of those with chronic psoriasis, This book will teach you how to recognize if you have a yeast infection if you have psoriasis, and what to do about it.

What It Has Come to Mean: In America, Ashtanga Yoga most often refers to the system taught by Indian yoga master K. Pattabhi Jois.

Without going into a complicated biology lesson (which I probably would not be prepared to teach), let's simply think of what our digestive system does for us: it breaks food down into smaller pieces so that our body can use this nourishment to build new cells and give us energy.

There is hypocrisy in that we advertise and teach a logical system for attracting women, because the truth is that what we teach isn't totally logical.

What you really want is a system that will teach you how to meet women and get them interested in you.

The share awarded to value - added was the largest of any evaluation system in the nation, and at the top end of what the Bill & Melinda Gates Foundation's Measures of Effective Teaching (MET) Project research had recommended.

Issues such as teacher shortages, an increasing disconnection between what students are taught and existing job roles, and a lack of general awareness about the changing nature of work, continue to blight the system and will be a focus for campaigners over the coming months.

«In this context, what was not developed in the Progressive Era has come back to bite us: we want consistent high - level performance across the system, but we do not have a strategy to select talented people to teach, develop knowledge to guide their work, train them to a level of competent practice, and give them opportunities to grow and improve their work over time.