Matrix permanent inequalities for approximating joint assignment matrices in tracking systems

This paper examines some of the combinatorial issues associated with the batch data association problem arising in tracking and correlation applications. A procedure is developed that addresses a large class of data association problems involving the calculation of permanents of submatrices of the original association matrix. This procedure yields what is termed the Joint Assignment Matrix (JAM), which can be used to optimally rank associations for hypothesis selection. Because the computational cost of the permanent scales exponentially with the size of the matrix, improved algorithms are developed both for calculating the exact JAM and for generating approximations to it. Empirical results suggest that at least one of the approximations is suitable for real-time hypothesis generation in large scale tracking and correlation applications. Novel theoretical results include an improved upper bound on the calculation of the JAM and new upper bound inequalities for the permanent of general nonnegative matrices. One of these inequalities is an improvement over the best previously known inequality.     

Maddy and Mathematics: Naturalism or Not

Penelope Maddy advances a purportedly naturalistic account ofmathematical methodology which might be taken to answer thequestion `What justifies axioms of set theory?' I argue thather account fails both to adequately answer this question andto be naturalistic. Further, the way in which it fails to answerthe question deprives it of an analog to one of the chief attractionsof naturalism. Naturalism is attractive to naturalists andnonnaturalists alike because it explains the reliability ofscientific practice. Maddy's account, on the other hand, appearsto be unable to similarly explain the reliability of mathematicalpractice without violating one of its central tenets.

1 Introduction

2 Mathematical Naturalism

3 Desiderata and the attractionof naturalism

4 Assessment: Naturalism and names

4.1 Taking‘naturalism’seriously

4.2 Second philosophy (orwhat's in a name)

5 A way out?

6 Or out of the way?

     

Use of the one-minute preceptor as a teaching tool in the gross anatomy laboratory

The one-minute preceptor (OMP) is a time-efficient technique used for teaching in busy clinical settings. It consists of five microskills: (1) get a commitment from the student, (2) probe for supporting evidence, (3) reinforce what was done right, (4) correct errors and fill in omissions, and (5) teach a general rule. It can also be used to address structure-identification questions in gross anatomy laboratory small-group settings. The OMP is an active learner-centered teaching approach that prepares students for a style of learning that they need to master in clinical settings, provides novice anatomy teachers with an efficient and effective teaching strategy, and moves anatomy learning beyond mere name tagging to active knowledge construction.     

Transport and shear in a microfluidic membrane bilayer device for cell culture

Microfluidic devices have been established as useful platforms for cell culture for a broad range of applications, but challenges associated with controlling gradients of oxygen and other soluble factors and hemodynamic shear forces in small, confined channels have emerged. For instance, simple microfluidic constructs comprising a single cell culture compartment in a dynamic flow condition must handle tradeoffs between sustaining oxygen delivery and limiting hemodynamic shear forces imparted to the cells. These tradeoffs present significant difficulties in the culture of mesenchymal stem cells (MSCs), where shear is known to regulate signaling, proliferation, and expression. Several approaches designed to shield cells in microfluidic devices from excessive shear while maintaining sufficient oxygen concentrations and transport have been reported. Here we present the relationship between oxygen transport and shear in a "membrane bilayer" microfluidic device, in which soluble factors are delivered to a cell population by means of flow through a proximate channel separated from the culture channel by a membrane. We present an analytical model that describes the characteristics of this device and its ability to independently modulate oxygen delivery and hemodynamic shear imparted to the cultured cells. This bilayer configuration provides a more uniform oxygen concentration profile that is possible in a single-channel system, and it enables independent tuning of oxygen transport and shear parameters to meet requirements for MSCs and other cells known to be sensitive to hemodynamic shear stresses.     

Membrane-integrated microfluidic device for high-resolution live cell imaging

The design and fabrication of a membrane-integrated microfluidic cell culture device (five layers,≤500 μm total thickness) developed for high resolution microscopy is reported here. The multi-layer device was constructed to enable membrane separated cell culture for tissue mimetic in vitro model applications and pharmacodynamic evaluation studies. The microdevice was developed via a unique combination of low profile fluidic interconnect design, substrate transfer methodology, and wet silane bonding. To demonstrate the unique high resolution imaging capability of this device, we used oil immersion microscopy to image stained nuclei and mitochondria in primary hepatocytes adhered to the incorporated membrane     

Effects of continuing professional development on urban elementary students' knowledge

This study supports the important role teacher training programs can play in increasing physical education knowledge. In this project, teachers were able to increase students' understanding of critical physical activity/fitness knowledge through physical education instruction, without changing the physical education contact time. This link to student needs as well as the school's overall mission is a promising one for students and schools alike.     

Novice teacher vertical professional development? Exploring teachers’ and coaches’ beliefs throughout a two-year induction program

Learning Environments Research - The pedagogical beliefs of novice teachers and their coaches throughout a two-year induction program and how those beliefs impact their induction experiences were...     

Experimental Evaluation of the Value Added by Raising a Reader and Supplemental Parent Training in Shared Reading

Research Findings: In an effort toward developing a comprehensive, effective, scalable, and sustainable early childhood education program for at-risk populations, we conducted an experimental evaluation of the value added by 2 family involvement programs to the Texas Early Education Model (TEEM). A total of 91 preschool classrooms that served minority populations of low socioeconomic status were randomly assigned to TEEM, TEEM plus Raising a Reader (RAR), or TEEM plus RAR augmented by Family Nights. Assessments of oral language and print knowledge were completed by more than 500 children at the beginning and end of the school year. Multilevel analyses of covariance controlled for classroom nesting and individual differences in age, ethnicity, and pretest scores. Although RAR alone demonstrated no added value, augmentation of RAR with Family Nights demonstrated significant impacts on measures of oral language (ts = 1.81–2.51, .05 < ps < .01) and print knowledge (t = 2.39, p < .01). Practice or Policy: Thus, parent training in shared reading practices appears to be necessary for children to benefit from programs that enrich the home literacy environment. That the combined program particularly benefited children who started preschool lagging behind in school readiness (ts = 1.64–2.49, ps < .05) suggests that this comprehensive model offers hope for closing the achievement gap.     

Understanding Bereavement in a Christian University: A Qualitative Exploration

This phenomenological study, based on ecological systems theory, examined the college student bereavement experience in a Christian university. Undergraduate students (N = 127) from a small Christian university provided answers to open‐ended questions about their experiences regarding college following a death loss. Results indicate that students are generally successful in adapting to bereavement and prefer an environment open to discussing death and asking difficult religious questions. Implications for counselors are provided.