42 research outputs found
The writer and the street pedlar. Stakes of a press literature in the "athenian novels" (1913-1945) by Grigorios Xénopoulos
No full textCe travail a pour objectif la mise en évidence des interférences entre la presse et la littérature. en étudiant les "romans athéniens" de Grigorios Xénopoulos, publiés en feuilleton entre 1913 et 1945 dans la presse athénienne, nous examinons le champ littéraire et journalistique grec depuis la fin du XIXe siècle et jusqu’à la deuxième guerre mondiale, la description de l’espace urbain (Athènes) et la présence de l’interdiscours dans les romans. Nous traitons le corpus dans l’optique d’une littérature de presse, médiatique et largement accessible. Enfin, dans le sillage de l’analyse du discours et particulièrement de la nouvelle rhétorique, nous examinons la dimension argumentative des textes et l’image de l’auteur dans la fiction, telle qu’elle est perçue notamment à travers le réseau intertextuel.This work aspires to the description of the connection between the press and the literature. by studying Grigorios Xenopoulos’"Athenian novels", published in serial form between 1913 and 1945 in the Athenian press, I examine the greek literary and journalistic field from the end of the 19th century until the world war II, the description of the urbain space (Athens) and the interdiscourse in the novels. the corpus is treated from the point of view of the media and the largely accessible press literature. Finally, following on from the discourse analysis and in particular from the new rhetoric, I examine the argumentative dimension of the texts and the image of the author in fiction, as it is perceived in particular through the intertextual network
LCDB 1.0: An Extensive Learning Curves Database for Classification Tasks
No full textThe use of learning curves for decision making in supervised machine learning is standard practice, yet understanding of their behavior is rather limited. To facilitate a deepening of our knowledge, we introduce the Learning Curve Database (LCDB), which contains empirical learning curves of 20 classification algorithms on 246 datasets. One of the LCDB’s unique strength is that it contains all (probabilistic) predictions, which allows for building learning curves of arbitrary metrics. Moreover, it unifies the properties of similar high quality databases in that it (i) defines clean splits between training, validation, and test data, (ii) provides training times, and (iii) provides an API for convenient access (pip install lcdb). We demonstrate the utility of LCDB by analyzing some learning curve phenomena, such as convexity, monotonicity, peaking, and curve shapes. Improving our understanding of these matters is essential for efficient use of learning curves for model selection, speeding up model training, and to determine the value of more training data.Green Open Access added to TU Delft Institutional Repository ‘You share, we take care!’ – Taverne project https://www.openaccess.nl/en/you-share-we-take-care Otherwise as indicated in the copyright section: the publisher is the copyright holder of this work and the author uses the Dutch legislation to make this work public.Pattern Recognition and Bioinformatic
Adversarially Robust Decision Tree Relabeling
No full textDecision trees are popular models for their interpretation properties and their success in ensemble models for structured data. However, common decision tree learning algorithms produce models that suffer from adversarial examples. Recent work on robust decision tree learning mitigates this issue by taking adversarial perturbations into account during training. While these methods generate robust shallow trees, their relative quality reduces when training deeper trees due the methods being greedy. In this work we propose robust relabeling, a post-learning procedure that optimally changes the prediction labels of decision tree leaves to maximize adversarial robustness. We show this can be achieved in polynomial time in terms of the number of samples and leaves. Our results on 10 datasets show a significant improvement in adversarial accuracy both for single decision trees and tree ensembles. Decision trees and random forests trained with a state-of-the-art robust learning algorithm also benefited from robust relabeling.Green Open Access added to TU Delft Institutional Repository ‘You share, we take care!’ – Taverne project https://www.openaccess.nl/en/you-share-we-take-care Otherwise as indicated in the copyright section: the publisher is the copyright holder of this work and the author uses the Dutch legislation to make this work public.Cyber Securit
Penalized FTRL with Time-Varying Constraints
No full textIn this paper we extend the classical Follow-The-Regularized-Leader (FTRL) algorithm to encompass time-varying constraints, through adaptive penalization. We establish sufficient conditions for the proposed Penalized FTRL algorithm to achieve O(t) regret and violation with respect to a strong benchmark X^tmax. Lacking prior knowledge of the constraints, this is probably the largest benchmark set that we can reasonably hope for. Our sufficient conditions are necessary in the sense that when they are violated there exist examples where O(t) regret and violation is not achieved. Compared to the best existing primal-dual algorithms, Penalized FTRL substantially extends the class of problems for which O(t) regret and violation performance is achievable.Green Open Access added to TU Delft Institutional Repository ‘You share, we take care!’ – Taverne project https://www.openaccess.nl/en/you-share-we-take-care Otherwise as indicated in the copyright section: the publisher is the copyright holder of this work and the author uses the Dutch legislation to make this work public.Networked System
SECLEDS: Sequence Clustering in Evolving Data Streams via Multiple Medoids and Medoid Voting
No full textSequence clustering in a streaming environment is challenging because it is computationally expensive, and the sequences may evolve over time. K-medoids or Partitioning Around Medoids (PAM) is commonly used to cluster sequences since it supports alignment-based distances, and the k-centers being actual data items helps with cluster interpretability. However, offline k-medoids has no support for concept drift, while also being prohibitively expensive for clustering data streams. We therefore propose SECLEDS, a streaming variant of the k-medoids algorithm with constant memory footprint. SECLEDS has two unique properties: i) it uses multiple medoids per cluster, producing stable highquality clusters, and ii) it handles concept drift using an intuitive Medoid Voting scheme for approximating cluster distances. Unlike existing adaptive algorithms that create new clusters for new concepts, SECLEDS follows a fundamentally different approach, where the clusters themselves evolve with an evolving stream. Using real and synthetic datasets, we empirically demonstrate that SECLEDS produces high-quality clusters regardless of drift, stream size, data dimensionality, and number of clusters. We compare against three popular stream and batch clustering algorithms. The state-of-the-art BanditPAM is used as an offline benchmark. SECLEDS achieves comparable F1 score to BanditPAM while reducing the number of required distance computations by 83.7%. Importantly, SECLEDS outperforms all baselines by 138.7% when the stream contains drift. We also cluster real network traffic, and provide evidence that SECLEDS can support network bandwidths of up to 1.08 Gbps while using the (expensive) dynamic time warping distance.Green Open Access added to TU Delft Institutional Repository 'You share, we take care!' - Taverne project https://www.openaccess.nl/en/you-share-we-take-care Otherwise as indicated in the copyright section: the publisher is the copyright holder of this work and the author uses the Dutch legislation to make this work public.Cyber Securit
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Beethoven's Piano Concerto in E-Flat WoO 4: A Piano Reduction of the Full Orchestral Score Based on Jon Ceander Mitchell's Reconstruction.
No full textBeethoven wrote his earliest piano concerto, the Piano Concerto in E-Flat Major WoO 4, in 1784-85. The surviving manuscript copy contains the solo part complete and a piano reduction of all orchestral passages (Tutti) whenever the soloist is not playing. That manuscript also includes Beethoven's cues for an instrumentation consisting of strings, horns and flutes. Eminent Beethoven scholar Willy Hess completed his own reconstruction of the concerto in 1943. His version has been recorded three times, but only one is currently available on the Philips label (442580-2). The newest reconstruction of the concerto, created by Professor Jon Ceander Mitchell in 2003, is presented in this study in the form of a piano reduction (as a two-piano critical edition). This present edition, edited by Dr. Mitchell and the author of this essay, retains Beethoven's instrumentation and restores the endings of the second and third movements (which were changed by Willy Hess). This study also includes a piano cadenza for the first movement, which is a free composition by the author. It also discusses both available restorations of this work and some of the concerto's interpretative issues.</p
Grigorios Xenopoulos : a "classic" in the modern school
No full textH παρούσα μελέτη εντάσσεται στο πεδίο της διδακτικής της λογοτεχνίας και εκκινεί από τον προβληματισμό που αναφύεται τις τελευταίες δεκαετίες γύρω από την αναγκαιότητα παρουσίας κλασικών κειμένων στα σύγχρονα εκπαιδευτικά προγράμματα, προβληματισμός που απορρέει από την πεποίθηση κάποιων ότι το περιεχόμενο και η γλώσσα των έργων αυτών δεν προκαλούν το ενδιαφέρον του σημερινού μαθητή, ιδιαίτερα μάλιστα εφόσον οι αξίες και οι αντιλήψεις που προωθούν δείχνουν συχνά να αντιστρατεύονται τον λόγο περί πολιτικής ορθότητας. Όσο κι αν είναι κατανοητές οι ρίζες αυτού του προβληματισμού, γεγονός παραμένει ότι η παιδευτική λειτουργία των κλασικών έργων είναι αναντικατάστατη, αφού δε σταματούν να μας τροφοδοτούν με πρότυπα, κλίμακες αξιών, παραδείγματα ομορφιάς και να μας προσφέρουν ατελείωτες ευκαιρίες για επανερμηνεία οικείων ανθρώπινων σχέσεων και καταστάσεων, καθώς η α-χρονική τους γλώσσα μιλάει παράλληλα για το χθες και το σήμερα. Εντούτοις, η ιδιοσυστασία του σημερινού μαθητή, με τις περιορισμένες αναγνωστικές εμπειρίες, και της ηλεκτρονικής εποχής, με τα πολλαπλά ερεθίσματα, δεν μπορεί παρά να επιβάλει τη ριζική αναδιαμόρφωση του τρόπου πρόσληψης των κλασικών και την επικαιροποίηση της διδασκαλίας τους. Η επικαιροποίηση αυτή λαμβάνει καταρχάς υπόψη τη φιλοκαλία1 των νεαρών αναγνωστών, έτσι όπως διαφάνηκε από την καταγραφή των αναγνωστικών τους προτιμήσεων (με τη βοήθεια μιας αναγνωστικής έρευνας και με τη συνδρομή της 10χρονης διδακτικής εμπειρίας της γράφουσας). Λαμβάνει επίσης υπόψη και την ιστορικό-κοινωνική φυσιογνωμία του κόσμου μέσα στον οποίο διαβιούν αυτοί οι αναγνώστες. Παράλληλα, μελετά ζητήματα, όπως είναι: α) η έννοια της παιδικότητας, η οποία εμφανίζεται ριζικά αναθεωρημένη, καθώς σήμερα τα παιδιά του δυτικού κόσμου ωριμάζουν πριν την ώρα τους και εισέρχονται βιαστικά στον κόσμο των ενηλίκων β) η ανάγκη επαναπροσδιορισμού των ορίων του σχολικού λογοτεχνικού κανόνα, ο οποίος καλείται πλέον να συμπορευτεί με τις παραστάσεις, τις αγωνίες και τους προβληματισμούς του σύγχρονου κόσμου, αλλά και να διευρύνει το περιεχόμενό του με ό,τι οι ίδιοι οι μαθητές διαβάζουν και απολαμβάνουν καθημερινά ως λογοτεχνία γ) η προσέγγιση της γνώσης μέσα από μια πιο ολιστική και κριτική ματιά, με την αξιοποίηση διαθεματικών και διακειμενικών προσεγγίσεων δ) η διδακτική εκμετάλλευση της εικόνας και των Νέων τεχνολογιών, προκειμένου να ενδυναμωθεί έτσι -μέσα από τη συνανάγνωση των κειμένων- το ενδιαφέρον των μαθητών για τη λογοτεχνία. Η εκπαιδευτική χρησιμότητα που απορρέει από μια τέτοια φιλοσοφία δεν περιορίζεται ασφαλώς σε επίπεδο θεωρίας, εφόσον η εργασία επικεντρώνεται στη μελέτη και την επανανάγνωση ενός συγγραφέα του τέλους του 19ου και των αρχών του 20ου αιώνα. Πρόκειται για τον Γρηγόριο Ξενόπουλο, έναν δημιουργό που, αν και πολλάκις στοχοποιήθηκε ως “εμπορικός”, διαθέτει παρ’ όλ’ αυτά χαρακτηριστικά που μας επιτρέπουν -μέσα από τη σκοπιά της σύγχρονης αισθητικής- να του προσδώσουμε την ιδιότητα του “κλασικού” και να τον αξιοποιήσουμε διδακτικά μέσα στη σύγχρονη τάξη. Γι’ αυτό και καταθέτουμε εδώ μια ολοκληρωμένη πρόταση διδασκαλίας του, η οποία απευθύνεται κατά κύριο λόγο σε μαθητές και εκπαιδευτικούς της Δευτεροβάθμιας Εκπαίδευσης. Η πρόταση αυτή, που υιοθετεί τη φιλοσοφία της επικαιροποίησης, έτσι όπως παρουσιάστηκε παραπάνω, συναπαρτίζεται από ενδεικτικές σκέψεις και ιδέες διδασκαλίας, από πέντε ολοκληρωμένα εκπαιδευτικά σενάρια (που αντιστοιχούν στις τρεις τάξεις του Γυμνασίου και στις δύο πρώτες του Λυκείου) και από μια σχολική Ανθολόγηση (για το Δημοτικό, το Γυμνάσιο και το Λύκειο). Εδώ αναδεικνύονται συγκεκριμένα γνωρίσματα της τέχνης του συγγραφέα, με γνώμονα τον σημερινό αποδέκτη, το παιδί και τον έφηβο του 21ου αιώνα, έναν αναγνώστη άπειρο ουσιαστικά όσον αφορά την πράξη της λογοτεχνικής ανάγνωσης, ταυτόχρονα όμως και εξαιρετικά απαιτητικό. Έτσι, η υποδειγματική δημοτική του Ξενόπουλου, η οποία κυλάει αβίαστα, χωρίς γλωσσικά προσκόμματα και χωρίς τίποτα το περιττό, γίνεται μέσο γλωσσικής καλλιέργειας για τους μαθητές, ιδιαίτερα μάλιστα για όσους που εμφανίζουν δυσκολίες στην κατανόηση της ελληνικής. Η αφηγηματική ευχέρεια και η κινηματογραφική του γραφή, σε συνδυασμό με τις συναρπαστικές του πλοκές, αξιοποιούνται με στόχο να διαφανεί ο συναρπαστικός και ψυχαγωγικός χαρακτήρας της λογοτεχνίας, καθώς τα έργα του παραμένουν κατάλληλα για την άσκηση ενός μαθητικού κοινού στην ανάγνωση λογοτεχνίας και για τη βαθμιαία εξοικείωσή του με πιο απαιτητικά και σύνθετα επιτεύγματα. Το ανθρωποκεντρικό και ψυχογραφικό στοιχείο, από την άλλη, με τη διαχρονική τους δυναμική, καταδεικνύουν εμφατικά το γεγονός ότι τα κείμενα του Ξενόπουλου μπορούν να διαβαστούν αναπλαισιωμένα με τις εμπειρίες της δικής μας εποχής, βοηθώντας μας ταυτόχρονα να συμφιλιωθούμε με τις αδυναμίες και τα πάθη μας. Επιπλέον, η ευρυμάθεια που διέκρινε τον συγγραφέα αυτόν και η ταυτόχρονη καλλιέργεια πολλών ειδών του αφηγηματικού λόγου μας επιτρέπουν να εισάγουμε στη σχολική τάξη μια ποικιλία κειμένων, πολλά από τα οποία είναι εξαιρετικά δεκτικά σε διαθεματικές και διακειμενικές προσεγγίσεις. Τέλος, καθώς ο δημιουργός αυτός έχει επανειλημμένα διασκευαστεί για την τηλεόραση και τον κινηματογράφο και μας έχει επίσης παραδώσει ένα μεγάλο όγκο θεατρικών κειμένων, έχουμε την ευκαιρία να χρησιμοποιήσουμε αυτό το υλικό στα πλαίσια μιας πιο δημιουργικής και ευφάνταστης διδασκαλίας, που θα ελκύσει το ενδιαφέρον των μαθητών, θα τους μυήσει στα μυστικά διαφορετικών αφηγηματικών γλωσσών και θα τους βοηθήσει να ανακαλύψουν κλίσεις και ταλέντα. Όλα τα παραπάνω, λοιπόν, είναι ευκαιρίες και δυνατότητες που μας προσφέρει απλόχερα η επαφή μας με το έργο του Γρηγόριου Ξενόπουλου. Αξιοποιώντας την κλασική/διαχρονική δυναμική των κειμένων του, διευρύνοντας τα όριά τους, έτσι ώστε να εναρμονιστούν με τη φιλοσοφία, τους ρυθμούς και τις απαιτήσεις της σύγχρονης εκπαιδευτικής κουλτούρας, διαμορφώνουμε αναγνώστες και δομούμε τις βάσεις για μια αναγνωστική έξη. Παράλληλα, όμως, -και αυτό είναι ίσως περισσότερο σημαντικό- μεταδίδουμε γνώσεις, αξίες και δεξιότητες απαραίτητες για τον σύγχρονο άνθρωπο και πολίτη, που παραμένει πάντα ευάλωτος απέναντι στις προκλήσεις του 21ου αιώνα.The present study is part of the field of literature teaching and starts with the reflection arisen in recent decades regarding the necessity for the presence of classic texts in contemporary educational programmes, a reflection that stems from the belief held by some that the content and language of these works do not rouse the interest of today's student, especially since the values and perceptions promoted therein often seem to run counter to the discourse of political correctness. However understandable the roots of this concern may be, the fact remains that the educational function of classical works is irreplaceable, since they never cease to provide us with models, values, and examples of beauty and offer boundless opportunities for reinterpretation of familiar human relationships and passions. After all, as H.G. Gadamer and I. Calvino point out, a classic is the literary work that has the ability “to tell each generation something new, as if it had been written especially for it,” which may be subject to re-readings revealing new elements or re-illuminating old meanings with new ones, as the timeless language speaks simultaneously of yesterday and today. However, the characteristics of the contemporary student, with their limited reading experiences, and the electronic age, with its multiple stimuli, demand a radical restructuring of the way classics are received and the actualisation of their teaching. This actualisation, first of all, takes into account the philocaly (i.e. the personal evaluation of what is beautiful) of young readers, as evident from the recording of their reading preferences (with the help of a reading survey of 104 school students in the prefecture of Rethymnon and with the assistance of the writer's 10 years of teaching experience). It also takes into account the complex sociohistorical physiognomy of the world in which these readers live. At the same time, it studies issues such as: a) the concept of childhood, which appears to be radically revised, as contemporary children in the Western world mature before their time and enter hurriedly the world of adults, since the Internet and television comprise the preeminent egalitarian means of communication (the same knowledge is offered to everyone, regardless of age, and in this way exclusivity in knowledge of the world, one of the main differences between childhood and adulthood, is eliminated) b) the need to redefine the boundaries of the school literary canon, which is now called upon to keep up with the representations, concerns and anxieties of the modern world, but also to expand its content with what the students themselves read and enjoy daily as literature c) the approach to knowledge with a more holistic and critical regard, with the utilization of interdisciplinary and intertextual approaches d) the didactic exploitation of the image and the New Technologies, in order to strengthen - through parallel reading of the texts - the students' interest in literature. The educational utility derived from such a philosophy is certainly not limited to theory, since the paper focuses on the study and re-reading of a writer of the late 19th and early 20th centuries. The writer in question is Grigorios Xenopoulos, a creator who, although often targeted as "commercial", nevertheless possesses characteristics that enable us - from the point of view of modern aesthetics - to attribute to him the status of "classic" and to use it with a didactic scope in the modern classroom. That is why we present here a comprehensive proposal for contemporized teaching, which is primarily aimed at students and teachers of Secondary Education (without limiting the array of its didactic utilization in the last form of Primary Education). This proposal, consists of indicative didactic thoughts and ideas, of five complete educational scenarios (corresponding to the three forms of Gymnasium and the first two of Lyceum) and a school Anthology (for Primary, Middle and High School). Here, specific features of the author's art emerge, with the contemporary recipient in mind, i.e. the child and teenager of the 21st century, a reader who is, to all intents and purposes, inexperienced in the act of literary reading, yet extremely demanding. Thus, Xenopoulos' exemplary “dimotiki”, which flows effortlessly, without linguistic obstacles or superfluousness, becomes a means of language cultivation for students, especially those who have difficulties in understanding Greek. His narrative fluency and cinematic writing, combined with his engaging plots, are used to bring to the forefront the exciting and entertaining character of literature, as his works remain suitable for honing the skills of a student audience in reading literature and for their gradual familiarization with more demanding and elaborate achievements. The anthropocentric and psychographic element, on the other hand, with their timeless dynamics, emphatically demonstrate the fact that Xenopoulos's texts can be read recontextualized with the experiences of our own time and help us, at the same time, come to terms with the weaknesses and passions of our mortal nature. Moreover, the erudition that distinguished this author and the simultaneous cultivation of many genres of narrative discourse allow us to introduce into the classroom a variety of texts, many of which offer themselves to interdisciplinary and intertextual approaches. Finally, as this creator has been repeatedly adapted for television and film, and has also provided us with a large body of theatrical plays, we have the opportunity to use this material in the context of more creative and imaginative teaching, which will attract the interest of students, introduce them to the secrets of various narrative languages, and help them discover inclinations and talents. All of the above, then, are opportunities and possibilities generously offered to us by our contact with the work of Grigorios Xenopoulos. By harnessing the classic/timeless dynamic of his texts, expanding their boundaries so that they harmonize with the philosophy, rhythms and demands of contemporary educational culture, we shape readers and build the foundations for a reading habit. But, more importantly, at the same time we convey knowledge, values and skills necessary for the modern man and citizen, who remains vulnerable as ever to the challenges of the 21st century
The Slavic Homer: From Grigorios Stavridis to Grigor Prličev
Full text linkIn 1860 Stavridis/Prličev’s poem Armatol unexpectedly won him the University of Athens poetry competition, which met with opposition from part of the Greek community and a smear campaign in the press. Despite his declarations of having a “Hellenic heart”, the author from Ohrid was not well received by Athenian society. He took part in the competition once more two years later, this time trying to match Homer himself and presenting an extensive though unfinished epic poem with Gjergj Kastrioti Skanderbeg as the protagonist. The paper, which serves as an introduction to the Polish translation of Skanderbeg, contains extensive excerpts from the reports of both competition committees, chaired by Alexandros Rangavis, especially the second one, when the judges justified why they could not award Stavridis the prize despite being impressed with his poem. His disappointment at his cool reception and his failure in the competition most likely contributed to a radical change in the attitude of the Slavic Homer, who not only stopped “serving Greece” but began vigorously eliminating any Greek influences in his native Ohrid
