Towards the Human Global Context: Does the Vision-Language Model Really Judge Like a Human Being?

As computer vision and NLP make progress, Vision-Language(VL) is becoming an important area of research. Despite the importance, evaluation metrics of the research domain is still at a preliminary stage of development. In this paper, we propose a quantitative metric "Equivariance Score" and evaluation dataset "Human Puzzle" to assess whether a VL model is understanding an image like a human. We observed that the VL model does not interpret the overall context of an input image but instead shows biases toward a specific object or shape that forms the local context. We aim to quantitatively measure a model's performance in understanding context. To verify the current existing VL model's capability, we sliced the original input image into pieces and randomly placed them, distorting the global context of the image. Our paper discusses each VL model's level of interpretation on global context and addresses how the structural characteristics influenced the results

Non-obstructive azoospermia and maturation arrest with complex translocation 46,XY t(9;13;14)(p22;q21.2;p13) is consistent with the Luciani-Guo hypothesis of latent aberrant autosomal regions and infertility

OBJECTIVE: To describe clinical and histological features observed in the setting of an unusual complex translocation involving three autosomes (9, 13, and 14) identified in an otherwise healthy male referred for infertility consultation. MATERIALS AND METHODS: The patient was age 30 and no family history was available (adopted). Total azoospermia was confirmed on multiple semen analyses. Peripheral karyotype showed a 46,XY t(9;13;14)(p22:q21.2;p13) genotype; no Y-chromosome microdeletions were identified. Cystic fibrosis screening was negative. Bilateral testis biopsy revealed uniform maturation arrest and peritubular fibrosis. RESULTS: Formal genetic counseling was obtained and the extant literature reviewed with the couple. Given the low probability of obtaining sperm on testicular biopsy, as well as the high risk of any retrieved sperm having an unbalanced genetic rearrangement, the couple elected to proceed with fertility treatment using anonymous donor sperm for insemination. CONCLUSION: Although genes mapped to the Y-chromosome have been established as critical to normal testicular development and spermatogenesis, certain autosomal genes are now also recognized as important in these processes. Here we present clinical evidence to support the Luciani-Guo hypothesis (first advanced in 1984 and refined in 2002), which predicts severe spermatogenic impairment with aberrations involving chromosomes 9, 13, and/or 14, independent of Y-chromosome status. Additional study including fluorescent in situ hybridization and molecular analysis of specific chromosomal regions is needed to characterize more fully the contribution(s) of these autosomes to male testicular development and spermatogenesis

The lesbian, gay, bisexual and transgender community online: discussions of bullying and self-disclosure in YouTube videos

Computer-mediated communication has become a popular platform for identity construction and experimentation as well as social interaction for those who identify as lesbian, gay, bisexual or transgender (LGBT). The creation of user-generated videos has allowed content creators to share experiences on LGBT topics. With bullying becoming more common amongst LGBT youth, it is important to obtain a greater understanding of this phenomenon. In our study, we report on the analysis of 151 YouTube videos which were identified as having LGBT- and bullying-related content. The analysis reveals how content creators openly disclose personal information about themselves and their experiences in a non-anonymous rhetoric with an unknown public. These disclosures could indicate a desire to seek friendship, support and provide empathy

Equity and excellence in English language education in the USA: A literature review from the 1960s to 2020s

This study examined the trends in English language education (ELE) using a literature review from the 1960s to the 2020s as a research method. After reading the 1012 journal article abstracts, 210 articles emerged using the 37 keywords, which were supposed to embrace racial and linguistic equity. After multiple iterations of reading and open coding these abstracts, thirty-two articles were selected for the final analysis. One research question guided this study, “What were the emerging trends of PK-12 ELE in the USA in terms of equity and excellence from the 1960s to the 2020s?” Three phases were identified: Phase 1 (1968-1999) on remedial service; Phase 2 (2000-2007) on test accountability; and Phase 3 (2008-2020) on asset-based ELE. We integrated Feiman-Nemser’s central tasks into the four themes: 1) gaining EBLs' funds of knowledge (FoK), 2) enacting EBLs' racial, linguistic, and cultural repertoires, 3) forming teacher beliefs, and 4) deepening knowledge of the curriculum. The findings revealed shifts in three phases under each theme: from assimilating to the target language and culture and devaluing EBLs' assets in Phase 1 to interweaving EBLs’ FoK but with racialized attitude towards EBLs in Phase 2 and valuing EBLs’ FoK as assets, seeing them as ‘language architect’, and integrating translanguaging and resisting raciolinguistic ideologies into ELE in Phase 3