Quasiscarred modes and their branching behavior at an exceptional point

We study quasiscarring phenomenon and mode branching at an exceptional point (EP) in typically deformed microcavities. It is shown that quasiscarred (QS) modes are dominant in some mode group and their pattern can be understood by short-time ray dynamics near the critical line. As cavity deformation increases, high-Q and low-Q QS modes are branching in an opposite way, at an EP, into two robust mode types showing QS and diamond patterns, respectively. Similar branching behavior can be also found at another EP appearing at a higher deformation. This branching behavior of QS modes has its origin on the fact that an EP is a square-root branch point.Comment: 5 pages, 5 figure

Distinctive-attribute Extraction for Image Captioning

Image captioning, an open research issue, has been evolved with the progress of deep neural networks. Convolutional neural networks (CNNs) and recurrent neural networks (RNNs) are employed to compute image features and generate natural language descriptions in the research. In previous works, a caption involving semantic description can be generated by applying additional information into the RNNs. In this approach, we propose a distinctive-attribute extraction (DaE) which explicitly encourages significant meanings to generate an accurate caption describing the overall meaning of the image with their unique situation. Specifically, the captions of training images are analyzed by term frequency-inverse document frequency (TF-IDF), and the analyzed semantic information is trained to extract distinctive-attributes for inferring captions. The proposed scheme is evaluated on a challenge data, and it improves an objective performance while describing images in more detail.Comment: 14 main pages, 4 supplementary page

Investigation of the SH3BP2 Gene Mutation in Cherubism

Cherubism is a rare developmental lesion of the jaw that is generally inherited as an autosomal dominant trait. Recent studies have revealed point mutations in the SH3BP2 gene in cherubism patients. In this study, we examined a 6-year-old Korean boy and his family. We found a Pro418Arg mutation in the SH3BP2 gene of the patient and his mother. A father and his 30-month-old younger brother had no mutations. Immunohistochemically, the multinucleated giant cells proved positive for CD68 and tartrate-resistant acid phosphatase (TRAP). Numerous spindle-shaped stromal cells expressed a ligand for receptor activator of nuclear factor kB (RANKL), but not in multinucleated giant cells. These results provide evidence that RANKL plays a critical role in the differentiation of osteoclast precursor cells to multinucleated giant cells in cherubism. Additionally, genetic analysis may be a useful method for differentiation of cherubism.</p

Does higher education foster critical and creative learners? An exploration of two universities in South Korea and the USA

This paper describes two studies that explore students' beliefs about critical and creative learning at two universities, and considers the implications of those beliefs in comparison to the universities' stated education goals. One is a mixed method study of students at a top university in Korea, and the second is a comparative study between the Korean university and a United States (US) university. The first study found that both high-achievers and the general population at a top Korean university perceived their critical and creative abilities as lower than their receptive learning abilities, and that higher achievers were neither more critical nor creative than lower achievers. The second study finds that the Korean university students, compared to US students, were more likely to rate their receptive learning ability as higher than their critical and creative learning abilities. Comparisons across year of higher education (HE) suggest that Korean students' perceptions did not significantly change with respect to year in school, while US students' perceptions of critical learning abilities significantly increased across school years. Results are discussed with respect to the impact of culture, epistemological beliefs, and HE instruction on critical and creative learning