Learning a discriminative visual codebook using homonym scheme

This paper studies a method for learning a discriminative visual codebook for various computer vision tasks such as image categorization and object recognition. The performance of various computer vision tasks depends on the construction of the codebook which is a table of visual-words (i.e. codewords). This paper proposed a learning criterion for constructing a discriminative codebook, and it is solved by the homonym scheme which splits codeword regions by labels. A codebook is learned based on the proposed homonym scheme such that its histogram can be used to discriminate objects of different labels. The traditional codebook based on the k-means is compared against the learned codebook on two well-known datasets (Caltech 101, ETH-80) and a dataset we constructed using google images. We show that the learned codebook consistently outperforms the traditional codebook

Automatizované metody popisu struktury odborného textu a vztah některých prvků ke kvalitě textu

Universal Semantic Language (USL) is a semi-formalized approach for the description of knowledge (a knowledge representation tool). The idea of USL was introduced by Vladimir Smetacek in the system called SEMAN which was used for keyword extraction tasks in the former Information centre of the Czechoslovak Republic. However due to the dissolution of the centre in early 90's, the system has been lost. This thesis reintroduces the idea of USL in a new context of quantitative content analysis. First we introduce the historical background and the problems of semantics and knowledge representation, semes, semantic fields, semantic primes and universals. The basic methodology of content analysis studies is illustrated on the example of three content analysis tools and we describe the architecture of a new system. The application was built specifically for USL discovery but it can work also in the context of classical content analysis. It contains Natural Language Processing (NLP) components and employs the algorithm for collocation discovery adapted for the case of cooccurences search between semantic annotations. The software is evaluated by comparing its pattern matching mechanism against another existing and established extractor. The semantic translation mechanism is evaluated in the task of...Univerzální sémantický jazyk (USJ) je semi-formalizovaný způsob zápisu znalostí (systém pro reprezentaci znalostí). Myšlenka USJ byla rozvinuta Vladimírem Smetáčkem v 80. letech při pracech na systému SÉMAN (Universální semantický analyzátor). Tento systém byl využíván pro automatizovanou extrakci klíčových slov v tehdejším informačním centru ČSSR. Avšak se zánikem centra v 90. letech byl systém SEMAN ztracen. Tato dizertace oživuje myšlenku USJ v novém kontextu automatizované obsahové analýzy. Nejdříve prezentujeme historický kontext a problémy spojené s reprezentací znalostí, sémů, sémantických polí, sémantických primitivů a univerzálií. Dále je představena metodika kvantitativní obsahové analýzy na příkladu tří klasických aplikací. Podrobně popíšeme architekturu nové aplikace, která byla vyvinuta speciálně pro potřeby evaluace USJ. Program může fungovat jako nástroj pro klasickou obsahovou analýzu, avšak obsahuje i nástroje pro zpracování přirozeného jazyka (NLP) a využívá algoritmů pro vyhledávání kolokací. Tyto byly upraveny pro potřeby vyhledávání vazeb mezi sémantickými anotacemi. Jednotlivé součásti programu jsou podrobeny praktickým testům. Subsystém pro vyhledávní vzorů v textech je porovnán s existujícím extraktorem klíčových slov. Mechanismus pro překlad do sémantických kódů je...Institute of Information Studies and LibrarianshipÚstav informačních studií a knihovnictvíFilozofická fakultaFaculty of Art

Research on Teaching and Learning In Biology, Chemistry and Physics In ESERA 2013 Conference

This paper provides an overview of the topics in educational research that were published in the ESERA 2013 conference proceedings. The aim of the research was to identify what aspects of the teacher-student-content interaction were investigated frequently and what have been studied rarely. We used the categorization system developed by Kinnunen, Lampiselkä, Malmi and Meisalo (2016) and altogether 184 articles were analyzed. The analysis focused on secondary and tertiary level biology, chemistry, physics, and science education. The results showed that most of the studies focus on either the teacher’s pedagogical actions or on the student - content relationship. All other aspects were studied considerably less. For example, the teachers’ thoughts about the students’ perceptions and attitudes towards the goals and the content, and the teachers’ conceptions of the students’ actions towards achieving the goals were studied only rarely. Discussion about the scope and the coverage of the research in science education in Europe is needed.Peer reviewe