Partition des Indes

Résumé

upright=1.5|thumb|Carte de la partition des Indes. La partition des Indes (en hindi : भारत का बँटवारा, en ourdou : ہندوستان کی تقسیم, en anglais : Partition of India) est le partage basé sur la démographie religieuse de l'empire colonial britannique des Indes en deux États indépendants : le dominion du Pakistan, à majorité musulmane (aujourd'hui la république islamique du Pakistan et la république populaire du Bangladesh), et le dominion de l'Inde, à majorité hindoue (aujourd'hui la république de l'Inde). La partition est entrée en vigueur le avec l’Indian Independence Act de 1947. Elle a provoqué l'un des plus grands déplacements de population de l'histoire : de personnes ont rejoint l'un ou l'autre des nouveaux pays, occasionnant de quelques centaines de milliers à un million de morts. La nature violente de la partition envenime encore aujourd'hui les relations entre l'Inde et le Pakistan. La partition des Indes incluait le partage des provinces du Bengale et du Pendjab entre le

Source officielle

https://fr.wikipedia.org/wiki/Partition_des_Indes

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Iterative Classroom Teaching

Thibault Lucien Christian Asselborn, Volkan Cevher, Pierre Dillenbourg, Louis Pierre Faucon, Arpit Merchant, Shuqing Teresa Yeo

We consider the machine teaching problem in a classroom-like setting wherein the teacher has to deliver the same examples to a diverse group of students. Their diversity stems from differences in their initial internal states as well as their learning rates. We prove that a teacher with full knowledge about the learning dynamics of the students can teach a target concept to the entire classroom using O (min {d, N} log 1/epsilon) examples, where d is the ambient dimension of the problem, N is the number of learners, and epsilon is the accuracy parameter. We show the robustness of our teaching strategy when the teacher has limited knowledge of the learners' internal dynamics as provided by a noisy oracle. Further, we study the trade-off between the learners' workload and the teacher's cost in teaching the target concept. Our experiments validate our theoretical results and suggest that appropriately partitioning the classroom into homogenous groups provides a balance between these two objectives.

ASSOC ADVANCEMENT ARTIFICIAL INTELLIGENCE

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We consider the machine teaching problem in a classroom-like setting wherein the teacher has to deliver the same examples to a diverse group of students. Their diversity stems from differences in their initial internal states as well as their learning rates. We prove that a teacher with full knowledge about the learning dynamics of the students can teach a target concept to the entire classroom using O (min{d,N} log 1/eps) examples, where d is the ambient dimension of the problem, N is the number of learners, and eps is the accuracy parameter. We show the robustness of our teaching strategy when the teacher has limited knowledge of the learners' internal dynamics as provided by a noisy oracle. Further, we study the trade-off between the learners' workload and the teacher's cost in teaching the target concept. Our experiments validate our theoretical results and suggest that appropriately partitioning the classroom into homogenous groups provides a balance between these two objectives.

ASSOC ADVANCEMENT ARTIFICIAL INTELLIGENCE2019

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Three-component ParABS systems are widely distributed factors for plasmid partitioning and chromosome segregation in bacteria. ParB acts as adaptor protein between the 16-base pair centromeric parS DNA sequences and the DNA segregation proteins ParA and Smc (structural maintenance of chromosomes). Upon cytidine triphosphate (CTP) and parS DNA binding, ParB dimers form DNA clamps that spread onto parS-flanking DNA by sliding, thus assembling the so-called partition complex. We show here that CTP hydrolysis is essential for efficient chromosome segregation by ParABS but largely dispensable for Smc recruitment. Our results suggest that CTP hydrolysis contributes to partition complex assembly via two mechanisms. It promotes ParB unloading from DNA to limit the extent of ParB spreading, and it recycles off-target ParB clamps to allow for parS retargeting, together super-concentrating ParB near parS. We also propose a model for clamp closure involving a steric clash when binding ParB protomers to opposing parS half sites.

AMER ASSOC ADVANCEMENT SCIENCE2021

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