Copula Eigenfaces with Attributes: Semiparametric Principal Component Analysis for a Combined Color, Shape and Attribute Model

Principal component analysis is a ubiquitous method in parametric appearance modeling for describing dependency and variance in datasets. The method requires the observed data to be Gaussian-distributed. We show that this requirement is not fulfilled in the context of analysis and synthesis of facial appearance. The model mismatch leads to unnatural artifacts which are severe to human perception. As a remedy, we use a semiparametric Gaussian copula model, where dependency and variance are modeled separately. This model enables us to use arbitrary Gaussian and non-Gaussian marginal distributions. Moreover, facial color, shape and continuous or categorical attributes can be analyzed in an unified way. Accounting for the joint dependency between all modalities leads to a more specific face model. In practice, the proposed model can enhance performance of principal component analysis in existing pipelines: The steps for analysis and synthesis can be implemented as convenient pre- and post-processing steps

The Transformation of Teaching Habits in Relation to the Introduction of Grading and National Testing in Science Education in Sweden

In Sweden, a new curriculum and new methods of assessment (grading of students and national tests) in science education were introduced in grade 6 in 2012/2013. We have investigated what implications these reforms have for teachers’ teaching and assessment practices in order to explore the question of how teachers transform their teaching habits in relation to policy reforms. Interviews with 16 teachers teaching science in grade 6 (Y6), over 3 years after the reforms were introduced, were analysed. Building on the ideas of John Dewey, we consider teachers’ talk about their everyday practice as expressions of their habits of teaching. Habits of teaching are related both to individual experiences as well as institutional traditions in and about teaching. A categorisation of educational philosophies was used to teachers’ habits of teaching to a collective level and to show how habits can be transformed and developed over time in specific sociocultural contexts. The teachers were categorised as using essentialist and/or progressivist educational philosophy. In the responses to the introduction of grading and national testing, the teachers took three approaches: Their habits being reinforced, revised or unchanged in relation to the reforms. Although the responses were different, a striking similarity was that all teachers justified their responses with wanting to do what is best for students. However, how to show care for students differed, from delivering scientific knowledge in alignment with an essentialist educational philosophy, to preparing students to do well on tests, to supporting their development as individuals, which is in alignment with a progressivist educational philosophy