GANerated Hands for Real-time 3D Hand Tracking from Monocular RGB

We address the highly challenging problem of real-time 3D hand tracking based on a monocular RGB-only sequence. Our tracking method combines a convolutional neural network with a kinematic 3D hand model, such that it generalizes well to unseen data, is robust to occlusions and varying camera viewpoints, and leads to anatomically plausible as well as temporally smooth hand motions. For training our CNN we propose a novel approach for the synthetic generation of training data that is based on a geometrically consistent image-to-image translation network. To be more specific, we use a neural network that translates synthetic images to "real" images, such that the so-generated images follow the same statistical distribution as real-world hand images. For training this translation network we combine an adversarial loss and a cycle-consistency loss with a geometric consistency loss in order to preserve geometric properties (such as hand pose) during translation. We demonstrate that our hand tracking system outperforms the current state-of-the-art on challenging RGB-only footage

Behavior and neuropsychiatric manifestations in Angelman syndrome

Angelman syndrome has been suggested as a disease model of neurogenetic developmental condition with a specific behavioral phenotype. It is due to lack of expression of the UBE3A gene, an imprinted gene located on chromosome 15q. Here we review the main features of this phenotype, characterized by happy demeanor with prominent smiling, poorly specific laughing and general exuberance, associated with hypermotor behavior, stereotypies, and reduced behavioral adaptive skills despite proactive social contact. All these phenotypic characteristics are currently difficult to quantify and have been subject to some differences in interpretation. For example, prevalence of autistic disorder is still debated. Many of these features may occur in other syndromic or nonsyndromic forms of severe intellectual disability, but their combination, with particularly prominent laughter and smiling may be specific of Angelman syndrome. Management of problematic behaviors is primarily based on behavioral approaches, though psychoactive medication (eg, neuroleptics or antidepressants) may be required

The Lessons from Angelman Syndrome for Research and Management

info:eu-repo/semantics/publishe

A numerical boundary integral equation method for elastodynamics. I

The boundary initial value problems of elastodynamics are formulated as boundary integral equations. It is shown that these integral equations may be solved by time-stepping numerical methods for the unknown boundary values. A specific numerical scheme is presented for antiplane strain problems and a numerical example is given

Manually controlled instrumented spasticity assessments: a systematic review of psychometric properties

status: publishe

Project ASSIST: A Comprehensive, Systemic Change Initiative for Middle Level Schools

Presented at the AERA meeting in San Francisco April 2006.Further information may be found on the Middle Level Leadership Center web site at http://education.missouri.edu/orgs/mllc/3A_ast_overview.phpA list of MOspace items relating to Project ASSIST may be found at https://mospace.umsystem.edu/xmlui/handle/10355/3480/browse?value=Project+ASSIST&type=subjectThis is one of three items marked by the Middle Level Leadership Center as Project ASSIST Recommended Readings. The other two items may be found at http://hdl.handle.net/10355/3554 and https://mospace.umsystem.edu/xmlui/handle/10355/3555From 1996 through 1998, the first two-year ASSIST cohort of eight elementary schools, eight middle schools, and nine high schools attended bi-monthly work sessions at the university. The sessions were designed to build the various teams' knowledge of best educational practice and processes for leading change when they returned to their respective schools. The second two-year cohort of schools began in the fall of 1998 and concluded in the summer of 2000. The second cohort included 12 middle schools from across the state of Missouri. The shift to middle schools only was congruent with the goals of the MLLC and its primary focus on middle level leadership. The findings and discussions presented in this paper are drawn from the 1996-1998 and 1998-2000 Project ASSSIT cohorts