The MCC approaches the geometric mean of precision and recall as true negatives approach infinity

The performance of a binary classifier is described by a confusion matrix with four entries: the number of true positives (TP), true negatives (TN), false positives (FP), and false negatives (FN). The Matthew's Correlation Coefficient (MCC), F1, and Fowlkes--Mallows (FM) scores are scalars that summarize a confusion matrix. Both the F1 and FM scores are based on only three of the four entries in the confusion matrix (they ignore TN). In contrast, the MCC takes into account all four entries of the confusion matrix and thus can be seen as providing a more representative picture. However, in object detection problems, measuring the number of true negatives is so large it is often intractable. Thus we ask, what happens to the MCC as the number of true negatives approaches infinity? This paper provides insight into the relationship between the MCC and FM score by proving that the FM-measure is equal to the limit of the MCC as the number of true negatives approaches infinity

IDDAP -- Interactive computer assistance for creative digital design

A new computer-aided design program to assist in the initial phases of logical design is described. The program, intended for use via an on-line remote terminal, will allow the designer to study and experiment with design alternatives during the initial creative design phases. An ALGOL-like language is used for specifying the system being designed. In addition to simulating the design, the program allows the user to perform on-line design changes, reorganize data and generate timing diagram information --Abstract, page ii

A multiple-input chemical \u27memistor\u27 for adaptive circuits

A modification of Widrow’s memistor is made in a form suitable for extension to multiple-input devices. This modified form is extensively investigated using analog field maps, and through experimental testing. The multiple-input device presented exhibits good adaptive characteristics and reduces the number of interconnections required in the external circuitry --Abstract, page ii

She asked for it: statistics and predictors of rape myth acceptance

Where rape exists, there are people who believe in cultural myths about rape causes and victims. Acceptance of these rape myths increases and decreases based on many predictors; the present study investigated how rape myth acceptance varied in different populations on the campus of a small, private, liberal arts university. Although overall rape myth acceptance on campus was relatively low, analyses revealed that female participant sex, knowing a victim, and being able to identify contextual sexual assaults were predictive of lower rape myth acceptance. Additional hypotheses and research questions were tested but showed non-significant results. The findings of this study can be used to advise faculty and staff regarding specific programs aimed at further lowering rape myth acceptance on campus; specific details and suggestions are discussed

A case study of the transitions of veteran students to public university

Abstract College campuses across the nation are recruiting and admitting veteran students more than ever. Through their service, veteran students have earned a military benefit through their military service that will cover most of the cost of their college education. With these military benefits in hand, veterans are stepping onto campuses to navigate through bureaucratic red tape and enroll in college courses while adhering to the strict guidelines of their educational benefits. In many cases, there is an incredible backlog of benefit payments that have yet to be distributed due to this paperwork. As the GI Bill has been updated and tweaked over the last almost 80 years, there has been input from politicians, veterans, veteran groups, and stakeholders. Campus administrators and staff who work with veteran students daily have little say in what policymakers put into these bills, acts, and laws which directly affect veteran students. Micro-level problems veteran students, campus staff, and administrators encounter daily can only add to the challenges that veteran students must contend with when enrolling in higher education. These challenges often cause veteran students to drop out of college altogether or to lose their housing because their bills cannot be paid due to delayed payments. Since the inception of the original GI Bill in 1944, many studies have been conducted; however, most of the research solely focuses on the physical and mental aspects of transition issues veteran students face. Little research tried to fully understand the recruitment efforts and the first-year transition and how experiences conforming to benefit restrictions affect veteran students in higher education. With the Post 9/11 GI Bill being replaced by the Forever GI Bill, further research is needed to identify recruitment efforts, resources, key individuals, and institutional policy updates that will contribute to furthering and increasing veteran student retention in higher education. The purpose of this qualitative case study was to examine the recruitment and transition experiences of today’s veterans as they are utilizing their Post 9/11 and recently unveiled Forever GI Bill benefits at Public University. For this purpose, this study adopted Schlossberg’s (1984) 4S (situation, self, support, and strategies) theory of adult transition as a theoretical framework. Based on the procedure of the case study, interview data was collected from six veteran students who have recently been recruited and have transitioned to Public University. Five staff members who assist veteran students through the recruitment and transition process while using their Post 9/11 educational benefits were also interviewed. The major findings of this study suggest that veteran students with strong family ties have the support to make informed decisions on where to attend higher education. With strategies in place to assist the veteran student in their transition to higher education supported by family and with the assistance of the Post 9/11 GI Bill benefits to fund their educational journey, a strong sense of self must be nurtured once separated from the military. The identity of the veteran as they transition must be supported in their new role as student, civilian and veteran as they navigate the college campus. Findings suggest that transition, either leaving the military or entering higher education must be supported by the veteran, veteran’s support network, and by the staff at the institution. The findings reveal that educational benefits while financially advantageous for paying for higher education costs must be accompanied with strong support of staff members to guide the veteran student through their educational journey to ensure success. By viewing the veteran student, the context and the processes needed to support the veteran student through their transitions from beginning to end contribute to the success of the veteran student throughout their educational career. The study contributes to understanding as to what makes a difference in successfully guiding veteran students through their transition to higher education. An analysis of documents, government reports, policies and articles were reviewed to support interview findings. This research contribution not only expanded the knowledge base in this area but also informed revised institutional policies

Transitioning Bodies. The Case of Self-Prescribing Sexual Hormones in Gender Affirmation in Individuals Attending Psychiatric Services

© 2018 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).Self-prescribing of sexual hormones for gender affirmation is a potentially widespread and poorly studied phenomenon that many clinicians are unaware of. The uncontrolled use of hormones poses significant health hazards, which have not been previously reported in the literature. We have collected seven clinical cases in general adult psychiatry settings (both inpatient and outpatients), describing transgender and gender non-conforming individuals' (TGNC) self-prescribing and self-administering hormones bought from the Internet without any medical consultation. Among these cases, two were taking androgens, and the rest were taking oestrogens. The main reason for self-administration of hormones seems to be the lack of access to specialised care due to discrimination and long waiting lists. We advocate for clinicians to be aware of the phenomenon and proactively help TGNC individuals by enquiring about self-prescribing of hormones, providing information and referring to the most appropriate treatment centre as well as encourage a public debate on the discrimination and the stigma that TGNC population suffer from. Overall, there is an urgent need for the implementation of different and innovative health care services for TGNC individuals as well as more targeted prevention strategies on such underreported and highly risky behaviours. Furthermore, it is necessary for every clinician involved in the care for TGNC people to be aware of their special needs and be able to be an allied and an advocate to help in reducing stigma and discrimination that affect the access to care for this often underserved population.Peer reviewe