Special issue : recent advances in soft computing : theories and applications

Soft Computing is an interdisciplinary area that encompasses a variety of computing paradigms. Examples of some popular soft computing paradigms include fuzzy computing, neural computing, evolutionary computing, and probabilistic computing. Soft computing paradigms, in general, aim to produce computing systems/machines that exhibit some useful properties, e.g. making inference with vague and/or ambiguous information, learning from noisy and/or incomplete data, adapting to changing environments, and reasoning with uncertainties. These properties are important for the systems/machines to be useful in assisting humans in our daily activities. Indeed, soft computing paradigms have been demonstrated to be capable of tackling a wide range of problems, e.g. optimization, decision making, information processing, pattern recognition, and intelligent data analysis. A number of papers pertaining to some recent advances in theoretical development and practical application of different soft computing paradigms are highlighted in this special issue.

A manifold approach to face recognition from low quality video across illumination and pose using implicit super-resolution

We consider the problem of matching a face in a low resolution query video sequence against a set of higher quality gallery sequences. This problem is of interest in many applications, such as law enforcement. Our main contribution is an extension of the recently proposed Generic Shape-Illumination Manifold (gSIM) framework. Specifically, (i) we show how super-resolution across pose and scale can be achieved implicitly, by off-line learning of subsampling artefacts; (ii) we use this result to propose an extension to the statistical model of the gSIM by compounding it with a hierarchy of subsampling models at multiple scales; and (iii) we describe an extensive empirical evaluation of the method on over 1300 video sequences – we first measure the degradation in performance of the original gSIM algorithm as query sequence resolution is decreased and then show that the proposed extension produces an error reduction in the mean recognition rate of over 50%.

Does implicit motor imagery ability predict reaching correction efficiency? A test of recent models of human motor control

Neurocomputational models of reaching indicate that efficient purposive correction of movement midflight (e.g., online control) depends on one's ability to generate and monitor an accurate internal (neural) movement representation. In the first study to test this empirically, the authors investigated the relationship between healthy young adults’ implicit motor imagery performance and their capacity to correct their reaching trajectory. As expected, after controlling for general reaching speed, hierarchical regression demonstrated that imagery ability was a significant predictor of hand correction speed; that is, faster and more accurate imagery performance associated with faster corrections to reaching following target displacement at movement onset. They argue that these findings provide preliminary support for the view that a link exists between an individual's ability to represent movement mentally and correct movement online efficiently.

Spoken mathematics as a distinguishing characteristics of mathematics classrooms in different countries

This paper reports research into the occurrence of spoken mathematics in some well-taught classrooms in Australia, China (both Shanghai and Hong Kong), Japan, Korea and the USA. The analysis distinguished one classroom from another on the basis of public “oral interactivity” (the number of utterances in whole class and teacher-student interactions in each lesson) and “mathematical orality” (the frequency of occurrence of key mathematical terms in each lesson). Our concern in this analysis was to document the opportunity provided to students for the oral articulation of the relatively sophisticated mathematical terms that formed the conceptual content of the lesson. Classrooms characterized by high public oral interactivity were not necessarily sites of high mathematical orality. The contribution of student-student conversations also varied significantly. Of particular interest are the different learning theories implicit in the role accorded to spoken mathematics in each classroom.

Place branding and cross-cultural visual communication : how do the theories and practices of place branding inform our understanding of cross-cultural visual communication design?

In a globalised environment, visual communication designers are now required to understand their audience’s needs, values and unique methods of communication, creating a new focus on the recipient. In a cross-cultural design context, the visual communication also needs to appeal to a broad range of stakeholders and multiple recipients who hold a strong emotional investment in the message being sent. Our understanding of the complexities of designing in this environment can be informed by recent developments in the research of place branding where the focus is on the increased possibility for failure, the strong potential for criticism and the issues associated with a broad range of stakeholders.

The outcomes of this connection are explored further in a case study involving eight countries as diverse as Australia, Brazil, Mexico, South Africa, Turkey, Qatar, United States of America and Zimbabwe. More than 140 student and lecturer participants reviewed a student driven cross-cultural visual communication project that produced over 560 designs. The increased potential for failure and strong, emotional criticism raised questions about the role of images and symbols in cross-cultural visual communication. The impact these have on the reception of the design, challenge our views on the use of stereotypical imagery. This paper will discuss the movement towards designing visual images that are generic and lacking in cultural representation presenting the view that stereotypical imagery is important to the recipient who relies on these cultural references to effectively read the message.

Discovering implicit criteria preferences reflected in tourism journal ranking lists using the Choquet Integral

Variations between journal rankings may cause confusion. As such, prior attempts were made to compare and evaluate journal ranking criteria for obtaining insightful knowledge on how different research communities have ranked journals. However, existing approaches are unable to model the journal ranking process closely enough as they are incapable of considering the relationship between multiple criteria simultaneously. In this paper, we address the challenges by introducing the Choquet Integral (CI) for evaluating journal ranking criteria. The new approach is able to account for interactions between criteria in relation to overall ranking score, using a fuzzy measure in its computation. Its properties, the Shapley value and the Interaction index, allow for good representations of importance and interactions between criteria. We demonstrate the efficiency of the CI through a case study of journal ranking lists in tourism and service journals.

Theories and their uses in social marketing

'This is essential reading for social marketing practitioners, researchers and students. the book describes a comprehensive range of behavior change theories of relevance to social marketing and is complemented with illustrative case ...

Theories into practice: understanding and rethinking our work with young children and the EYLF

This book introduces and explores each of the five major groups of theories described in the Early Years Learning Framework that inform practice in the early childhood field. In doing so, it addresses the need of the early childhood educators to better understand how their practice is underpinned by theories of learning and development.Educators draw from a range of perspectives, but it can sometimes be difficult to understand the link between theorists, theories and perspectives and their own practice. This book makes these links clear and easy to understand so educators can talk with more authority to colleagues, families and communities about their work, and reflect constructively on their practice.Each chapter deals with a different group of theories, briefly outlining the major thrust of each group and what it might look like in practice. Some of the major theorists are then focused on in turn. Discussion starter topics follow each theorist to promote discussion on the main topics and threads of the theorist’s thinking. This is followed by questions for reflection that relate more to thinking about the main concepts in relation to practice.