Learning Temporal Alignment Uncertainty for Efficient Event Detection

In this paper we tackle the problem of efficient video event detection. We argue that linear detection functions should be preferred in this regard due to their scalability and efficiency during estimation and evaluation. A popular approach in this regard is to represent a sequence using a bag of words (BOW) representation due to its: (i) fixed dimensionality irrespective of the sequence length, and (ii) its ability to compactly model the statistics in the sequence. A drawback to the BOW representation, however, is the intrinsic destruction of the temporal ordering information. In this paper we propose a new representation that leverages the uncertainty in relative temporal alignments between pairs of sequences while not destroying temporal ordering. Our representation, like BOW, is of a fixed dimensionality making it easily integrated with a linear detection function. Extensive experiments on CK+, 6DMG, and UvA-NEMO databases show significant performance improvements across both isolated and continuous event detection tasks.

Student understandings of numeracy problems: Semantic alignment and analogical reasoning

Despite compulsory mathematics throughout primary and junior secondary schooling, many schools across Australia continue in their struggle to achieve satisfactory numeracy levels. Numeracy is not a distinct subject in school curriculum, and in fact appears as a general capability in the Australian Curriculum, wherein all teachers across all curriculum areas are responsible for numeracy. This general capability approach confuses what numeracy should look like, especially when compared to the structure of numeracy as defined on standardised national tests. In seeking to define numeracy, schools tend to look at past NAPLAN papers, and in doing so, we do not find examples drawn from the various aspects of school curriculum. What we find are more traditional forms of mathematical worded problems.

Constructive alignment: A journey for new eyes

The needs of students engaged in enterprise education programs are of ever growing importance. This paper considers the pedagogical challenges that confront the designers of such-programs. It is argued that it is the designer's mindset that will most likely determine the program's outcomes. That, regardless of where such programs reside, their development should be guided by a learner-centred approach. The recently developed hic et nunc framework, provides an example of such a student-centred approach. The process through which student learning outcomes occur is argued to be essentially Darwinian in nature. Taking into account both knowledge and skills, it is also argued that assessment of desirable learning outcomes should occur in visible interaction spaces. That the failure to eliminate invisible interaction spaces from such programs is an invitation for criticism from those who favour a more traditional lecturer-centred approach to teaching and learning.

Tailoring texture of γ-Y2Si2O7 by strong magnetic field alignment and two-step sintering

In this study, a well-dispersed γ-Y2Si2O 7 ethanol-based suspension with 30 vol% solid loading was prepared by adding 1 dwb% polyethylene imine dispersant, which allows feeble magnetic γ-Y2Si2O7 particles with anisotropic magnetic susceptibility to rotate in a 12 T strong magnetic field during slip casting, resulting in the development of a strong texture in green bodies. Pressureless sintering gives rise to more pronounced grain growth in the textured sample than in the untextured sample prepared without the magnetic field due to the rapid migration of the grain boundaries of the well-oriented grains, which was revealed by constant-heating-rate sintering kinetics. It was found that the use of two-step sintering is very efficient not only for inhibiting the grain growth but also for enhancing the texture. This implies that controlled grain growth is crucial for enhancing texture development in γ-Y2Si2O7.