Evaluation of the H.264 scalable video coding in error prone IP networks

The Joint Video Team, composed by the ISO/IEC Moving Picture Experts Group (MPEG) and the ITU-T Video Coding Experts Group (VCEG), has standardized a scalable extension of the H.264/AVC video coding standard called Scalable Video Coding (SVC). H.264/SVC provides scalable video streams which are composed by a base layer and one or more enhancement layers. Enhancement layers may improve the temporal, the spatial or the signal-to-noise ratio resolutions of the content represented by the lower layers. One of the applications, of this standard is related to video transmission in both wired and wireless communication systems, and it is therefore important to analyze in which way packet losses contribute to the degradation of quality, and which mechanisms could be used to improve that quality. This paper provides an analysis and evaluation of H.264/SVC in error prone environments, quantifying the degradation caused by packet losses in the decoded video. It also proposes and analyzes the consequences of QoS-based discarding of packets through different marking solutions.

Face segregation and recognition by cortical multi-scale line and edge coding

Models of visual perception are based on image representations in cortical area V1 and higher areas which contain many cell layers for feature extraction. Basic simple, complex and end-stopped cells provide input for line, edge and keypoint detection. In this paper we present an improved method for multi-scale line/edge detection based on simple and complex cells. We illustrate the line/edge representation for object reconstruction, and we present models for multi-scale face (object) segregation and recognition that can be embedded into feedforward dorsal and ventral data streams (the “what” and “where” subsystems) with feedback streams from higher areas for obtaining translation, rotation and scale invariance.

Cortical object segregation and categorization by multi-scale line and edge coding

In this paper we present an improved scheme for line and edge detection in cortical area V1, based on responses of simple and complex cells, truly multi-scale with no free parameters. We illustrate the multi-scale representation for visual reconstruction, and show how object segregation can be achieved with coarse-to-finescale groupings. A two-level object categorization scenario is tested in which pre-categorization is based on coarse scales only, and final categorization on coarse plus fine scales. Processing schemes are discussed in the framework of a complete cortical architecture.

Recognition of facial expressions by cortical multi-scale line and edge coding

Empirical studies concerning face recognition suggest that faces may be stored in memory by a few canonical representations. Models of visual perception are based on image representations in cortical area V1 and beyond, which contain many cell layers for feature extraction. Simple, complex and end-stopped cells provide input for line, edge and keypoint detection. Detected events provide a rich, multi-scale object representation, and this representation can be stored in memory in order to identify objects. In this paper, the above context is applied to face recognition. The multi-scale line/edge representation is explored in conjunction with keypoint-based saliency maps for Focus-of-Attention. Recognition rates of up to 96% were achieved by combining frontal and 3/4 views, and recognition was quite robust against partial occlusions.

Teachers’ reflections on non standard students work

One of the tasks of teaching (Ball, Thames, & Phelps, 2008) concerns the work of interpreting student error and evaluating alternative algorithms used by students. Teachers’ abilities to understand nonstandard student work affects their instructional decisions, the explanations they provide in the classroom, the way they guide their students, and how they conduct mathematical discussions. However, their knowledge or their perceptions of the knowledge may not correspond to the actual level of knowledge that will support flexibility and fluency in a mathematics classroom. In this paper, we focus on Norwegian and Portuguese teachers’ reflections when trying to give sense to students’ use of nonstandard subtraction algorithms and of the mathematics imbedded in such. By discussing teachers’ mathematical knowledge associated with these situations and revealed in their reflections, we can perceive the difficulties teachers have in making sense of students’ solutions that differ from those most commonly reached.

Cloning and expression in Escherichia coli of full-length complementary DNA coding for human α1-antitrypsin

A cDNA library prepared from human liver was screened for α₁-antitrypsin, a major constituent of plasma which functions as inhibitor of proteolytic enzyms. The library was screened using a 12-base-long synthetic oligodeoxyribonucleotide corresponding to a known DNA fragment of human α₁-antitrypsin and by hybrid-selection of α₁-antitrypsin mRNA.