Summarize the following for 15 points and a brainliest!

Much of the work undertaken by artificial intelligence involves a training process known as machine learning, where AI gets better at a task such as recognising a cat or mapping a route the more it does it. Now that same technique is being use to create new AI systems, without any human intervention.

For years, engineers at Google have been working on a freakishly smart machine learning system known as the AutoML system (or automatic machine learning system), which is already capable of creating AI that outperforms anything we've made.

Now, researchers have tweaked it to incorporate concepts of Darwinian evolution and shown it can build AI programs that continue to improve upon themselves faster than they would if humans were doing the coding.

The new system is called AutoML-Zero, and although it may sound a little alarming, it could lead to the rapid development of smarter systems - for example, neural networked designed to more accurately mimic the human brain with multiple layers and weightings, something human coders have struggled with.

"It is possible today to automatically discover complete machine learning algorithms just using basic mathematical operations as building blocks," write the researchers in their pre-print paper. "We demonstrate this by introducing a novel framework that significantly reduces human bias through a generic search space."

The original AutoML system is intended to make it easier for apps to leverage machine learning, and already includes plenty of automated features itself, but AutoML-Zero takes the required amount of human input way down.

Using a simple three-step process - setup, predict and learn - it can be thought of as machine learning from scratch.

The system starts off with a selection of 100 algorithms made by randomly combining simple mathematical operations. A sophisticated trial-and-error process then identifies the best performers, which are retained - with some tweaks - for another round of trials. In other words, the neural network is mutating as it goes.

When new code is produced, it's tested on AI tasks - like spotting the difference between a picture of a truck and a picture of a dog - and the best-performing algorithms are then kept for future iteration. Like survival of the fittest.

And it's fast too: the researchers reckon up to 10,000 possible algorithms can be searched through per second per processor (the more computer processors available for the task, the quicker it can work).

Eventually, this should see artificial intelligence systems become more widely used, and easier to access for programmers with no AI expertise. It might even help us eradicate human bias from AI, because humans are barely involved.

Work to improve AutoML-Zero continues, with the hope that it'll eventually be able to spit out algorithms that mere human programmers would never have thought of. Right now it's only capable of producing simple AI systems, but the researchers think the complexity can be scaled up rather rapidly.

"While most people were taking baby steps, [the researchers] took a giant leap into the unknown," computer scientist Risto Miikkulainen from the University of Texas, Austin, who was not involved in the work, told Edd Gent at Science. "This is one of those papers that could launch a lot of future research."

The research paper has yet to be published in a peer-reviewed journal, but can be viewed online at arXiv. org.

Preparing for a group discussion the first step in participating in a group discussion is to understand the purpose and process of a group discussion. your approach to a group discussion will differ from other assignments, such as writing a research paper. read through the discussion guidelines to understand how you should prepare for a group discussion assignment. your discussion process for this task, you’ll need to work as part of a group of three or four students who can meet together for a face-to-face or virtual discussion. your teacher will identify a process for this task that fits your learning situation. for instance, if you’re working primarily on your own in this course with no on-site classmates (self-paced course), the process will be a little different than if you are learning with at least two other students in the same building and on the same schedule (group-paced course). discussions in those two cases are outlined below. group-paced course the teacher organizes groups or enables students to self-organize. in the discussion session, students take turns presenting their thesis and then discussing each thesis with the group. one student (not the presenter) acts as a discussion facilitator. the discussion will be a round-robin, rotating the presenter and facilitator roles for each thesis. plan to spend at least 15 minutes to present and discuss each thesis. refer to the discussion summary below. you will want to take brief notes during the discussion so that you can easily complete the discussion summary afterwards. self-paced course you will find at least two people to participate in this discussion with you. they could be classmates from other courses, friends, or siblings. they should be roughly your age, if possible, so you can have a thoughtful discussion with peers. you will set a time and place for the discussion and share the discussion guidelines for them to read prior to the discussion. you will be the only presenter for this discussion. you will also play the role of facilitator. you will present your thesis and then discuss it with your group. your invited group members are only required to be active, thinking participants. except for reading through the discussion guidelines ahead of time, they do not have to prepare for the discussion beforehand or do any follow-up afterwards. since you will be presenting and facilitating during the discussion, you may want to ask one of the participants to take brief notes for you on key points that come up during the discussion. these notes will you compose your discussion summary below. since there is only one thesis to discuss, plan to spend at least 30 minutes presenting and discussing your thesis. here is an outline of the whole process for this task: 1. you will formulate a thesis and outline a set of points that support your thesis. this may include some initial research. 2. depending upon your learning situation, you may need to organize the discussion group, place, and time. 3. read the discussion guidelines for how to conduct, facilitate, or participate constructively in a discussion with your peers. 4. the group meets to discuss the theses for your learning situation: the discussions should be fair, democratic, and orderly. each member of the group should have an opportunity to express their views; all members should actively contribute to the discussion. group members should show respect for others' views and make their points politely. the goal of the discussion is to gather opposing viewpoints and additional perspectives that would support or oppose your thesis. each participant should come to the discussion prepared to the presenter deepen the understanding of the topic. 5. after you've discussed your thesis, you will complete the discussion summary section below and submit it to your teacher. leading a discussion be sure that all the participants have read the discussion guidelines before beginning your discussion. with three or four peers, start the discussion by presenting your thoughts and findings from your research. present a question to the group to begin the discussion. allow your group to ask you follow-up questions. using an audio recording tool, record the questions your team asks as well as your response to these questions. finally, consider how the discussion changed or influenced your initial research and thoughts about the discussion questions. you will submit your responses to the questions asked in the discussion summary. use your notes from your research and your discussion to you complete the summary. discussion summary part a using an audio recording tool, record the names of the discussion participants below. if you organized the discussion, using an audio recording tool, record how you know each person and summarize how you chose and invited the participants and how you organized the time and place for the discussion.

Identify the statement that uses the verb mood in the interrogative. a. she could if you ask politely. b. could an angel break my heart? c. in the group, tiger could run the fastest. d. stop imagining about what he could do.

Think about how each character defines success. what does the story suggest about success