Multi-channel TDMA scheduling in wireless sensor networks

Ankara : The Department of Computer Engineering and the Graduate School of Engineering and Science of Bilkent Univ., 2013.Thesis (Master's) -- Bilkent University, 2013.Includes bibliographical references leaves 55-61.The Multiple Instance Learning (MIL) paradigm arises to be useful in many application domains, whereas it is particularly suitable for computer vision problems due to the difficulty of obtaining manual labeling. Multiple Instance Learning methods have large applicability to a variety of challenging learning problems in computer vision, including object recognition and detection, tracking, image classification, scene classification and more. As opposed to working with single instances as in standard supervised learning, Multiple Instance Learning operates over bags of instances. A bag is labeled as positive if it is known to contain at least one positive instance; otherwise it is labeled as negative. The overall learning task is to learn a model for some concept using a training set that is formed of bags. A vital component of using Multiple Instance Learning in computer vision is its design for abstracting the visual problem to multi-instance representation, which involves determining what the bag is and what are the instances in the bag. In this context, we consider three different computer vision problems and propose solutions for each of them via novel representations. The first problem is image retrieval and re-ranking; we propose a method that automatically constructs multiple candidate Multi-instance bags, which are likely to contain relevant images. The second problem we look into is recognizing actions from still images, where we extract several candidate object regions and approach the problem of identifying related objects from a weakly supervised point of view. Finally, we address the recognition of human interactions in videos within a MIL framework. In human interaction recognition, videos may be composed of frames of different activities, and the task is to identify the interaction in spite of irrelevant activities that are scattered through the video. To overcome this problem, we use the idea of Multiple Instance Learning to tackle irrelevant actions in the whole video sequence classification. Each of the outlined problems are tested on benchmark datasets of the problems and compared with the state-of-the-art. The experimental results verify the advantages of the proposed MIL approaches to these vision problems.Uyanık, ÖzgeM.S

Analiza odnosa između vještina igre i društvenih sposobnosti i vještine reguliranja emocija u predškolske djece

Developing effective social and emotional skills is an important aspect of development in all children, and children’s play skills are in constant interaction with their social and emotional competence. The aim of this research is to examine the relationship between preschool children’s play skills and their social competence and emotion regulation skills. Tools used in this study are Revised Knox Preschool Play Scale (Değirmenci, 2016), Social Competence and Behavior Evaluation-Preschool Edition, Short Form (Çorapçı, Aksan, Arslan-Yalçın & Yağmurlu, 2010) and Emotion Regulation Checklist (Batum & Yağmurlu, 2007). This study was designed as relational survey model. The research was carried out with 131 preschool children aged 48-72 months who continued their education in public and private preschool institutions of the Ministry of National Education in Istanbul during 2016-2017 school year. Pearson Product-Moment Correlation was conducted for data analysis. Results have shown that preschool children’s Revised Knox Preschool Play Scale total scores have a significant positive correlation with “Social Competence” sub-dimension scores of Social Competence and Behavior Evaluation (r=.179; p<.05), and a significant negative correlation with “Anxiety-Withdrawal” sub-dimension scores (r=-.416; p<.01). It was also found that Revised Knox Preschool Play Scale total scores have a significant positive correlation with “Emotion Regulation” sub-dimension scores of Emotion Regulation Checklist (r=.491; p<.01), and a significant negative correlation with “Lability/Negativity” sub-dimension scores (r=-.190; p<.05). In light of these findings, it can be said that as play skills of preschool children increase, their social competence and emotion regulation skills also increase; on the other hand, their levels of anxiety-withdrawal and lability-negativity decrease.Razvijanje učinkovitih društvenih i emocionalnih vještina važan je aspekt razvoja za svu djecu i dječje vještine u stalnoj su interakciji s njihovim društvenim i emocionalnim sposobnostima. Cilj ovog istraživanja jest ispitati odnos između vještina igre u predškolske djece i njihovih društvenih sposobnosti i vještine reguliranja emocija. Ta studija dizajnirana je kao model istraživanja odnosa. Istraživanje je provedeno sa 131 predškolskim djetetom u dobi od 48 do 72 mjeseca koji nastavljaju školovanje u javnim i privatnim predškolskim ustanovama Ministarstva nacionalnog obrazovanja u Istanbulu tijekom školske godine 2016./2017. godine. Instrumenti za mjerenje koji su se koristili u ovoj studiji su Knox Skala za predškolske igre (Değirmenci, 2016), Procjena društvene sposobnosti i ponašanja (Çorapçi, Aksan, Arslan-Yalçın i Yağmurlu, 2010) i Skala za regulaciju emocija (Batum i Yağmurlu, 2007). U analizi podataka koristili su se Pearson produkt-moment koeficijent korelacije i višestruka regresijska analiza. Na kraju istraživanja utvrđeno je da ukupni bodovi Knox skala za predškolske igre djece predškolske dobi imaju značajan pozitivan odnos s bodovima poddimenzije “Društvene sposobnosti” Skale procjene društvene sposobnosti i ponašanja -30 (r = .179; p<.05) i značajan negativan odnos s bodovima poddimenzije t "Povlačenje" poddimenzijskih rezultata “anksioznosti – introvertnosti” (r = -.416, p<.01).Također je ustanovljeno postojanje značajnog pozitivnog odnosa između ukupnih bodova Knox skala za predškolske igre i poddimenzijskih bodova Skale za regulaciju emocija (r = .491; p<.01), kao i značajan negativan odnos između bodova poddimenzije “promjenjivost-negativnost” (r = -.190; p<.05). U svjetlu tih rezultata, kako se povećava vještina igre u djece, tako se povećavaju i njihove društvene sposobnosti i sposobnost kontroliranja emocija. S druge se strane može reći da dolazi do smanjenja razine anksioznosti-introverzije i promjenjivosti-negativnosti