Word Spotting in Bitmapped Fax Documents

Images and signals may be represented by forms invariant to time shifts, spatial shifts, frequency shifts, and scale changes. Advances in time-frequency analysis and scale transform techniques have made this possible. However, factors such as noise contamination and style differences complicate this. An example is found in text, where letters and words may vary in size and position. Examples of complicating variations include the font used, corruption during facsimile (fax) transmission, and printer characteristics. The solution advanced in this paper is to cast the desired invariants into separate subspaces for each extraneous factor or group of factors. The first goal is to have minimal overlap between these subspaces and the second goal is to be able to identify each subspace accurately. Concepts borrowed from high-resolution spectral analysis, but adapted uniquely to this problem have been found to be useful in this context. Once the pertinent subspace is identified, the recognition of a particular invariant form within this subspace is relatively simple using well-known singular value decomposition (SVD) techniques. The basic elements of the approach can be applied to a variety of pattern recognition problems. The specific application covered in this paper is word spotting in bitmapped fax documents.     

Critical Race Theory and the Transfer Function: Introducing a Transfer Receptive Culture

In California, the majority of students of color who enter postsecondary education do so in the community colleges. However large numbers of them leave and do not transfer to four-year institutions; in particular to highly selective public four-year colleges and universities. By using the theoretical perspective of critical race theory, transfer can be seen as a dual commitment between both the sending and receiving institution as we put forth the conceptual framework of a “transfer receptive culture.” We define a transfer receptive culture as an institutional commitment by a four-year college or university to provide the support needed for students to transfer successfully—that is, to navigate the community college, take the appropriate coursework, apply, enroll, and successfully earn a baccalaureate degree in a timely manner. We outline five elements, informed by critical race theory, that are necessary to establish a transfer receptive culture and outline specific strategies within each element that practioners can employ on their home campuses.     

Voices Along the Journey: Midwives' Perceptions of Implementing the CenteringPregnancy Model of Prenatal Care

The purpose of this study was to describe the reported perceptions of six midwife participants at different stages of their engagement in a multiphase process of adopting a new model of prenatal care. Midwives were interviewed at five different stages during the process of implementing CenteringPregnancy, a model of group prenatal care. The research methodology used in this study was phenomenology. The conceptual framework for exploring the participants' perceptions was based on the Institute for Healthcare Improvement's patient-centered model and on the International Institute for Restorative Practices' empowerment model. The five themes that emerged from the midwives' experiences mirrored the stages of change health education model. Suggestions for the implementation and sustainability of the CenteringPregnancy model of care are provided based on the five themes that emerged from this study's findings.     

Validity of the ActiGraph GT1M during walking and cycling

Abstract

The ActiGraph activity monitors have developed and newer versions of the ActiGraph accelerometers (GT1M, GT3X and GT3X +) are now available, including changes in hardware and software compared to the old version (AM7164). This is problematic as most of the validation and calibration work includes the AM7164. The aims of the study were to validate the ActiGraph GT1M during level and graded walking and to assess the potential underestimation of physical activity during cycling. Data were obtained from 20 participants during treadmill walking and ergometer cycling. Energy expenditure was measured via indirect calorimetry and used as the criterion method. Activity counts were highly correlated with energy expenditure during level walking (R² = 0.82) and graded walking at 5% and 8% (R² = 0.82 and R² = 0.67, respectively). There was no linear relationship between activity counts and energy expenditure during cycling. The average activity counts for all data points during cycling was 1,157 counts per minute (CPM) (SD = 974), and mean energy expenditure was 5.0 metabolic equivalents. The GT1M is a valid tool for assessing walking across a wide range of speeds and gradients. However, there is no relationship between activity counts and energy expenditure during cycling and physical activity is underestimated by ≈73% during cycling compared to walking.     

Effects of the Active Smarter Kids (ASK) Physical Activity School-based Intervention on Executive Functions: A Cluster-Randomized Controlled Trial

The purpose of this study was to examine the effects of a seven-month curriculum prescribed physical activity (PA) intervention (the Active Smarter Kids [ASK] intervention) on executive functions in 10-year-old Norwegian children. A linear mixed model was used to analyze data from 971–1,123 fifth grade children at 28 intervention schools and 29 control schools. The intervention constituted three PA elements: PA educational lessons, PA breaks, and PA homework, adding 165 minutes of PA to the mandatory 135 minutes of PA and physical education. There was no effect of the intervention on executive functions in the intention-to-treat analyses. Per protocol analyses (n?=?776–850) revealed small effects of the intervention on the composite score of executive functions, cognitive flexibility, and motor skills. Cognitively engaging and coordinative demanding activities/games seem viable options to increase executive functions and possibly improve academic performance in children.     

The relationship of individualism–collectivism and self-construals to communication styles in India and the United States

This study investigated the high-/low-context communication construct in terms of individualistic and collectivist values and self-construals. European American students studying in the United States and Indian students studying in India rated 80 communication statements, 29 self-construal statements and 34 value (individualism/collectivism) statements to examine cultural differences in each construct. As expected, Indians rated themselves as more collectivistic, having more interdependent self-construals, and preferring silence and indirect communication than Americans. Contrary to prior theorization, Indians also rated themselves as more dramatic and more individualistic. Several other expected differences were not apparent in this study. These findings show complex subtleties that defy simple definition by the common rubrics or generalizations of individualism/collectivism, self-construal, or high- and low-context behaviors.     

On bandwagons and the education of the severely and profoundly retarded: A response to Reger

The authors take issue with Reger's (1978) response to their position on alternatives for the education of the severely and profoundly retarded. Their position continues to be that only through seeking alternatives other than the dispersal of this population in the public schools can an appropriate education be provided.