Video Object Detection with an Aligned Spatial-Temporal Memory

We introduce Spatial-Temporal Memory Networks for video object detection. At its core, a novel Spatial-Temporal Memory module (STMM) serves as the recurrent computation unit to model long-term temporal appearance and motion dynamics. The STMM's design enables full integration of pretrained backbone CNN weights, which we find to be critical for accurate detection. Furthermore, in order to tackle object motion in videos, we propose a novel MatchTrans module to align the spatial-temporal memory from frame to frame. Our method produces state-of-the-art results on the benchmark ImageNet VID dataset, and our ablative studies clearly demonstrate the contribution of our different design choices. We release our code and models at http://fanyix.cs.ucdavis.edu/project/stmn/project.html

Studies on the etiology, pathology, and control of guinea pig lymphadenitis

Call number: LD2668 .T4 1962 W8

It began in ponds and rivers : charting the beginnings of the ecology of fish cognition

But fish cognitive ecology did not begin in rivers and streams. Rather, one of the starting points for work on fish cognitive ecology was work done on the use of visual cues by homing pigeons. Prior to working with fish, Victoria Braithwaite helped to establish that homing pigeons rely not just on magnetic and olfactory cues but also on visual cues for successful return to their home loft. Simple, elegant experiments on homing established Victoria's ability to develop experimental manipulations to examine the role of visual cues in navigation by fish in familiar areas. This work formed the basis of a rich seam of work whereby a fish's ecology was used to propose hypotheses and predictions as to preferred cue use, and then cognitive abilities in a variety of fish species, from model systems (Atlantic salmon and sticklebacks) to the Panamanian Brachyraphis episcopi. Cognitive ecology in fish led to substantial work on fish pain and welfare, but was never left behind, with some of Victoria's last work addressed to determining the neural instantiation of cognitive variation.Publisher PDFPeer reviewe

Using iPad2 to Assess Students\u27 Live Performances and Actively Engage Students With Tutor and Peer Feedback

Assessing student live performances can be challenging because markers need to make quick and often complex judgements about the learning while at the same time record information and watch the performance. This is further challenged where multiple markers are involved and moderation between markers is required. Maintaining fairness and validity throughout the assessment process can consequently become a significant issue. Moderation of assessment can cause a delay in the turnaround time for student feedback because markers need to meet and review. In addition, the ‘busy type of work’ associated with compiling and sorting individual marks and distributing them to students, often further delays this process. This paper describes a two phase, qualitative, action research project which trialled the use of an innovative digital tool to streamline the assessment process when assessing live performances. Phase one involved the assessment of arts performances of 170 Bachelor of Education students and phase two involved 200 students. For each phase, the students were enrolled in a 12 week Arts Education unit in the third year of their course and were assessed in groups of 5 or 6 students. The digital assessment tool enabled each marker wireless access to a customised database during marking and moderation. Markers used laptops in phase one of the study, then iPad2 in phase two, as it enabled mobility during assessment. Each group’s performance video was embedded into their marking key. This made it quick and easy to locate and view. The digital tool automatically saved and collated data. At the completion of the marking and moderation period, the marking key with markers’ feedback as well as the embedded video of performance were automatically emailed to individuals as a pdf attachment. Individuals only received the feedback pertaining to their own group’s performance. The markers reported that the digital tool significantly enhanced the way in which they were able to capture and record their observations of complex learning. They felt that the assessment was more accurate and that the paperless process was far more efficient. The students reported that they became more engaged with the assessment process and that they engaged with their feedback on multiple occasions

Predicting gene ontology from a global meta-analysis of 1-color microarray experiments

<p>Abstract</p> <p>Background</p> <p>Global meta-analysis (GMA) of microarray data to identify genes with highly similar co-expression profiles is emerging as an accurate method to predict gene function and phenotype, even in the absence of published data on the gene(s) being analyzed. With a third of human genes still uncharacterized, this approach is a promising way to direct experiments and rapidly understand the biological roles of genes. To predict function for genes of interest, GMA relies on a guilt-by-association approach to identify sets of genes with known functions that are consistently co-expressed with it across different experimental conditions, suggesting coordinated regulation for a specific biological purpose. Our goal here is to define how sample, dataset size and ranking parameters affect prediction performance.</p> <p>Results</p> <p>13,000 human 1-color microarrays were downloaded from GEO for GMA analysis. Prediction performance was benchmarked by calculating the distance within the Gene Ontology (GO) tree between predicted function and annotated function for sets of 100 randomly selected genes. We find the number of new predicted functions rises as more datasets are added, but begins to saturate at a sample size of approximately 2,000 experiments. For the gene set used to predict function, we find precision to be higher with smaller set sizes, yet with correspondingly poor recall and, as set size is increased, recall and F-measure also tend to increase but at the cost of precision.</p> <p>Conclusions</p> <p>Of the 20,813 genes expressed in 50 or more experiments, at least one predicted GO category was found for 72.5% of them. Of the 5,720 genes without GO annotation, 4,189 had at least one predicted ontology using top 40 co-expressed genes for prediction analysis. For the remaining 1,531 genes without GO predictions or annotations, ~17% (257 genes) had sufficient co-expression data yet no statistically significantly overrepresented ontologies, suggesting their regulation may be more complex.</p

Improving assessment outcomes through the application of innovative digital technologies

Assessing students’ live performances is challenging because the marker needs to make complex judgements, often very quickly, while at the same time recording information and watching the performance. This is further challenged when multiple markers are involved and moderation of marks is required. It can be difficult to maintain good assessment principles, such as fairness and validity and to offer students quality and timely feedback. This paper describes a two phase, qualitative, action research project that trialled the use of an innovative, digital technology supported, assessment tool designed to improve the efficiency and effectiveness of assessment and moderation of live performances. The digital assessment tool enabled students to engage with the assessment and feedback from tutors and peers multiple times. The project was initially trialled with 170 pre-service teachers (in phase one) and then 200 pre-service teachers (in phase two) enrolled in an arts education unit in the third year of their Bachelor of Education course. Literature is abundant with references of digital technology which is used to automate scoring and marks (Clarke-Midura & Dede, 2010), however, use of digital technology in this project does not replace the marker. Instead, it provides the marker with a tool with which to conduct and easily record rich observations of complex learning and it does so in a paperless, highly efficient and engaging way

Delivering Trauma Mastery with an International Trauma Masters

This is a file of an unedited manuscript that has been accepted for publication.As a service to our customers we are providing this early version of the manuscript.The manuscript will undergo copy editing, typesetting, and review of the resulting proof before it is published in its final formINTRODUCTION Trauma is a global problem. The goal of optimising multidisciplinary trauma care through speciality education is a challenge. No single pathway exists to educate care providers in trauma knowledge, management and skills. Queen Mary University of London (QMUL) devised an online electronic learning (e-learning) Master’s degree (MSc) in Trauma Sciences in 2011. E-learning is increasingly popular however low progression rates question effectiveness. The further post-graduate impact is unknown. Our goal was to establish whether this program is a successful method of delivering multidisciplinary trauma education to an international community. We hypothesized that graduating students make a global impact in trauma care, education and research. METHODS The Trauma Sciences MSc programs launched in 2011. Electronic surveys were distributed worldwide to students who successfully completed the program between 2013 to 2016. Graduation rates, degree/qualification awarded, clinical involvement in trauma management, presentation of MSc work, academic progression and roles in trauma education were explored. Supporting demographics were extracted from the QMUL student database. RESULTS A total of 176 students, of 29 nationalities, enrolled in the two year course between 2011 and 2014. Clinical backgrounds included multi-speciality physicians (83.5%), nurses (9.6%) and paramedics (6.8%). 119 (67.6%) graduated within the study period, 108 (60.8%) with the full masters award. Completion was independent of clinical background (p = 0.20) and age (p = 0.99). Highest completion rates were seen in students from Australia and New Zealand, Asia and Europe (p = 0.03). All survey responders were currently providing regular clinical care to trauma patients. 73% (n = 36) were delivering trauma education, many at national or international level. 49% (n = 24) had presented work from the MSc and 23% (n = 11) published their dissertation.12% (n = 6) subsequently enrolled in a PhD program. CONCLUSION Compared with other e-learning courses this Masters program has an enviable completion rate. Graduates go on to make an international multidisciplinary impact with diverse roles in clinical management, research and trauma education. This programme provides a robust trauma education curriculum. The QMUL Trauma Sciences MSc program is an excellent resource for clinicians participating in any form of trauma care or who wish to augment sub-speciality training in trauma

An Exploratory Analysis of Employment-Related Experiences of Educators with Learning Disabilities

The purpose of this study was to explore the general professional experiences of educators with learning disabilities, the unique skills and challenges among this group attributable to their experience as persons with learning disabilities, and their experience of schools as an employment context

Can an evolutionary perspective shed light on maternal abuse of children?

Although the theory of evolution lies at the heart of contemporary biology, its influence on the study of child psychology and psychiatry has been limited. In earlier work we have argued that evolutionary thinking has much of value for clinicians. Here, we explore the possible significance of evolutionary theory for understanding child abuse by mothers, particularly neglect, emotional abuse and physical abuse. We draw on the research of anthropologists, primatologists and evolutionary theorists to make predictions about the environmental circumstances under which one would expect such abuse to be more prevalent. We discuss how in modern, Western cultures there is less understanding of the circumstances that may influence, even predispose, a mother to limit her emotional and material commitment to an infant or child. We use four short vignettes of clinical cases and one longer case description to illustrate the insights offered to clinicians by an evolutionary approach. We see our work both as contributing to greater understanding of these matters and as facilitating more compassionate models of care and intervention for women in such circumstances