Statistical Language Models for Graphical Object Recognition

This paper explores automatic recognition and semantic capture in vector graphics for graphical information systems. The low-level graphical content of graphical documents, such as a map or architectural drawing, are often captured manually and the encoding of the semantic content seen as an extension of this. The large quantity of new and archived graphical data available on paper makes automatic structuring of such graphical data desirable. A successful method for recognising text data uses statistical language models. This work will investigate and evaluate similar and adapted statistical models (Statistical Graphical Langauge Models, SGLM) to graphical languages based on the associations between different classes of object in a drawing to automate the structuring and recognition of graphical data

Life Experiences of Head Start Teachers in a Midwestern Region Pursuing Higher Education

AbstractThe 2007 Head Start Reauthorization Act mandated that all Head Start teachers have at least an associate degree and 50% of teachers within each Head Start program should have a baccalaureate degree in early childhood education. The problem addressed in this study was that Head Start teachers from a Midwestern region encountered barriers as they pursued higher education to meet mandated requirements to continue employment. The purpose of this study was to explore the life experiences, barriers, coping strategies and views of support needed by Head Start teachers who were completing their degrees. Tinto’s academic and social integration model and Cookson’s interdisciplinary sequential specificity time allocation comprised the conceptual framework for this study. Research questions focused on life experiences, barriers, coping strategies, and support Head Start teachers need as nontraditional higher education students. A basic qualitative research design was used, and data were collected through interviews with nine Head Start teachers pursuing higher education. Data were analyzed in an iterative coding process and synthesized into five themes. Findings indicate that Head Start teachers use their life experiences, various types of support from family and colleagues, and various coping strategies to overcome the financial and life barriers they face while pursuing a higher education degree. The resulting project consisted of a white paper with recommendations for Head Start leaders focusing on the potential development of specific programs to support Head Start teachers in successfully pursuing a higher education degree. This project contributes to positive social change by enhancing awareness about the supports needed by Head Start teachers to successfully overcome life barriers and build effective coping strategies while pursuing higher education

Life Experiences of Head Start Teachers in a Midwestern Region Pursuing Higher Education

AbstractThe 2007 Head Start Reauthorization Act mandated that all Head Start teachers have at least an associate degree and 50% of teachers within each Head Start program should have a baccalaureate degree in early childhood education. The problem addressed in this study was that Head Start teachers from a Midwestern region encountered barriers as they pursued higher education to meet mandated requirements to continue employment. The purpose of this study was to explore the life experiences, barriers, coping strategies and views of support needed by Head Start teachers who were completing their degrees. Tinto’s academic and social integration model and Cookson’s interdisciplinary sequential specificity time allocation comprised the conceptual framework for this study. Research questions focused on life experiences, barriers, coping strategies, and support Head Start teachers need as nontraditional higher education students. A basic qualitative research design was used, and data were collected through interviews with nine Head Start teachers pursuing higher education. Data were analyzed in an iterative coding process and synthesized into five themes. Findings indicate that Head Start teachers use their life experiences, various types of support from family and colleagues, and various coping strategies to overcome the financial and life barriers they face while pursuing a higher education degree. The resulting project consisted of a white paper with recommendations for Head Start leaders focusing on the potential development of specific programs to support Head Start teachers in successfully pursuing a higher education degree. This project contributes to positive social change by enhancing awareness about the supports needed by Head Start teachers to successfully overcome life barriers and build effective coping strategies while pursuing higher education

Hindered Rotation in Methyl Alcohol with Note on Ethyl Alcohol

The potential barrier to the internal rotation in methyl alcohol is recalculated from the entropy with the aid of new molecular dimensions generously provided by Burkhard and Dennison. The barrier calculation is examined for temperature dependence and checked for reliability by recalculation with the Clapeyron equation substituted for parts of the data. The result is 1600±700 cal./mole, which includes the new spectroscopic barrier of Burkhard and Dennison at 326 cm−1. Within the range covered by the result, a residual entropy up to 0.50 cal./mole deg. is possible, and the retention of 0.46 e.u. by the crystal is consistent with a reasonable simple assumption about the distribution of hydrogen bonds.It is suggested, by analogy, that the barrier to the hydroxyl group rotation in ethyl alcohol should be about 1000 cal./mole.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/71293/2/JCPSA6-18-3-361-1.pd

Instantaneous Normal Mode Analysis of Supercooled Water

We use the instantaneous normal mode approach to provide a description of the local curvature of the potential energy surface of a model for water. We focus on the region of the phase diagram in which the dynamics may be described by the mode-coupling theory. We find, surprisingly, that the diffusion constant depends mainly on the fraction of directions in configuration space connecting different local minima, supporting the conjecture that the dynamics are controlled by the geometric properties of configuration space. Furthermore, we find an unexpected relation between the number of basins accessed in equilibrium and the connectivity between them.Comment: 5 pages, 4 figure

Lifetime determination of excited states in Cd-106

Two separate experiments using the Differential Decay Curve Method have been performed to extract mean lifetimes of excited states in 106 Cd. The inedium-spin states of interest were populated by the Mo-98(C-12, 4n) Cd-106 reaction performed at the Wright Nuclear Structure Lab., Yale University. From this experiment, two isomeric state mean lifetimes have been deduced. The low-lying states were populated by the Mo-96(C-13, 3n)Cd-106 reaction performed at the Institut fur Kernphysik, Universitat zu Koln. The mean lifetime of the I-pi = 2(1)(+) state was deduced, tentatively, as 16.4(9) ps. This value differs from the previously accepted literature value from Coulomb excitation of 10.43(9) ps

An empirical investigation of dance addiction

Although recreational dancing is associated with increased physical and psychological well-being, little is known about the harmful effects of excessive dancing. The aim of the present study was to explore the psychopathological factors associated with dance addiction. The sample comprised 447 salsa and ballroom dancers (68% female, mean age: 32.8 years) who danced recreationally at least once a week. The Exercise Addiction Inventory (Terry, Szabo, & Griffiths, 2004) was adapted for dance (Dance Addiction Inventory, DAI). Motivation, general mental health (BSI-GSI, and Mental Health Continuum), borderline personality disorder, eating disorder symptoms, and dance motives were also assessed. Five latent classes were explored based on addiction symptoms with 11% of participants belonging to the most problematic class. DAI was positively associated with psychiatric distress, borderline personality and eating disorder symptoms. Hierarchical linear regression model indicated that Intensity (ß=0.22), borderline (ß=0.08), eating disorder (ß=0.11) symptoms, as well as Escapism (ß=0.47) and Mood Enhancement (ß=0.15) (as motivational factors) together explained 42% of DAI scores. Dance addiction as assessed with the Dance Addiction Inventory is associated with indicators of mild psychopathology and therefore warrants further research