Similarity caching in large-scale image retrieval

Feature-rich data, such as audio-video recordings, digital images, and results of scientific experiments, nowadays constitute the largest fraction of the massive data sets produced daily in the e-society. Content-based similarity search systems working on such data collections are rapidly growing in importance. Unfortunately, similarity search is in general very expensive and hardly scalable.     

Issues Related to the Restoration of Mirrors of the Wooden paliotto della chiesa del Santissimo Crocifisso all’Albergheria,Sicily (Italy)

In this work, the decision-making process involved in the restoration of the eighteenth century paliotto ligneo (wooden altar frontal) della chiesa del Santissimo Crocifisso all’Albergheria of Palermo is presented. Earlier research concerning mirror restoration was based on only a few case studies and the proposed techniques were not suitable for the artwork here. As a consequence, it was necessary to re-examine theories and protocols of modern restoration to plan an appropriate intervention of the altar frontal. Since in this artwork the role of mirrors is not to give back images, as usual, but rather to create special light effects and play of lights, this work aims to find an approach to the restoration of the altar frontal and its decorations that allows a homogeneous overview of the piece. Thus, the mirrors were not substituted or re-created. Only a visual integration of the damaged ancient mirrors was proposed, with the use of metallic-polymeric films, permitting a completely reversible restoration.     

Stimulating resources to cope with challenging times and new realities: effectiveness of a career intervention

A career intervention based on life design approach was devised for a group of young adults at risk for the process of career construction. It was aimed at fostering a series of resources useful to cope with career transitions, to encourage reflection on the future, to identify one’s own strengths, and to plan future projects. Results of the study provided evidence for effectiveness of the career intervention across at several methods of change assessment (statistical significance, clinical significance, and social validity) and highlighted the potential of the career intervention.     

How Valid are the National Board of Professional Teaching Standards Assessments for Predicting the Quality of Actual Classroom Teaching and Learning? Results of Six Mini Case Studies

Six mini case studies of teachers certified by the National Board of Professional Teaching Standards (NBPTS) were completed using systematic classroom observations, individual teacher interviews, and semi-structured individual and focus group interviews with school site administrators and colleague teachers. Classroom teaching practices of six teachers (2 elementary, 2 middle/Jr. High, 2 High School) in a large southeastern urban district were assessed by two trained observers, and semi-structured interviews with school-site personnel were completed by two additional trained researchers. The findings clearly showed considerable variation among these teachers in the quality of teaching and learning in their daily practices. Two teachers were clearly exemplary, two were rather average, and two were considered rather ineffective in the quality of classroom teaching and learning. Interviews with school-site personnel were somewhat mixed in corroborating findings from actual classroom observations and assessments. Implications of the findings for the validity of NBPTS certification in everyday practice, the meaning of NBPTS certification, and policy decisions such as performance-based pay supplements for NBPTS certified teachers are discussed.     

Structural engineering and geology applied to the static problems of the Etruscan “Tomba dell’Orco” (Tarquinia,Central Italy)

The Etruscan Tomba dell’Orco was discovered in 1868. However, soon after discovery, part of its ceiling collapsed. An investigation was thus conducted with a view to assessing its safety conditions and permitting visitors’ access. Petrographic and physico-mechanical features of the local weak sandstones and mechanically more resistant calcareous sandstones “macco” were determined. Field mapping, drill-holes and geophysical prospecting helped reconstruct the stratigraphy of the volume where the tomb was excavated. The stability of the tomb basement is given by a thick macco layer. A few dm macco layer was identified above the ceiling. A model was then prepared with the Plaxis 2D V8.6 software. The safety coefficients calculated along two cross-sections of the tomb indicated that the margins for the tomb stability are reasonable.     

School Choice in Black and White: Private School Enrollment Among Racial Groups, 1990–2000

This study investigates how much the racial composition of communities influences the private school enrollment rates of members of different racial groups. Some scholars argue that private school enrollment contributes to racial segregation in public schools because White families attempt to enhance the social status of their children by leaving public schools serving communities with higher percentages of children who are Black. A second group of scholars argue that private school enrollment is primarily based on nonracial factors. A third, related perspective argues that race is of diminishing importance in driving behaviors such as school choice. This study explores these perspectives using 1990 and 2000 Public Use Micro Data Samples to estimate private school enrollment rates by student race and community racial composition. Findings indicate that private school enrollment rates among Asian, Black, and Hispanic students do not fluctuate much with community racial composition. By contrast, private school enrollment rates among White families are strongly and positively correlated with the percentage of children in their communities who are Black—even after holding constant a series of individual and community-level factors that may account for this trend. Moreover, the association between race and choice has changed little between 1990 and 2000.     

Microsaccades and interest areas during free-viewing sport task

Microsaccades are important fixation eye movements for visual scene perception. Compared to novices, athletes make fewer fixations of longer duration toward limited interest areas crucial for action prediction. Thus, our aim was to study the microsaccade features during those fixations. Gaze behaviour of expert and novice table tennis players was recorder during a task in which subjects were instructed to predict the direction of the ball after the opponent’s throw. Three interest areas from the opponent’s body and one from the ball trajectory were identified. We analysed correctness of predictions, fixations, microsaccades and saccades to estimate the relationship between eye movements toward interest areas and success in the task. Compared to novices, experts fixated more on hand-racket during forehand and on trunk during backhand drive technique. Longer fixations on hand-racket and trunk were associated with higher microsaccade rate with a narrower directional distribution of them. It probably means that athletes focused their gaze on these small areas, suggesting enhanced attention mainly to them, and fewer consideration for the surrounding regions. We can assume that microsaccade rate and average direction could be related to the salience of interest areas during performance.     

Comparing learning styles for students with conduct and emotional problems

In Phase 1 of the study (1991–1992 school year), 43 elementary school students in five special education classes for behaviorally disordered children were classified using the Differential Test of Conduct and Emotional Problems. Subjects were classified as primarily emotional (ED) or conduct problems (CP). Results were as follows: 11 ED (26%), 15 CP (35%), 13 both ED and CP (31%), and 4 (9%) falling into neither grouping. During Phase 2 (1996–1997 school year), a different cohort of students (n = 68), from the same five elementary special education classes plus one junior high school class, was also classified on the Learning Style Identification Scale. Phase 2 results were 12 students ED (18%), 16 CP (24%), 14 both ED and CP (21%), and 26 neither (38%). Eighty‐eight percent of conduct problem students were classified as Style 1 learners. Findings are examined in light of federal special education eligibility criteria, specifically the exclusion of “socially maladjusted” students. Implications for the multidisciplinary team placement process and educational programming are discussed. © 1999 John Wiley & Sons, Inc.