Clusters driven implementation of a brain inspired model for multi-view pattern identifications

The human brain processes information in both unimodal and multimodal fashion where information is progressively captured, accumulated, abstracted and seamlessly fused. Subsequently, the fusion of multimodal inputs allows a holistic understanding of a problem. The proliferation of technology has produced various sources of electronic data and continues to do so exponentially. Finding patterns from such multi-source and multimodal data could be compared to the multimodal and multidimensional information processing in the human brain. Therefore, such brain functionality could be taken as an inspiration to develop a methodology for exploring multimodal and multi-source electronic data and further identifying multi-view patterns. In this paper, we first propose a brain inspired conceptual model that allows exploration and identification of patterns at different levels of granularity, different types of hierarchies and different types of modalities. Secondly, we present a cluster driven approach for the implementation of the proposed brain inspired model. Particularly, the Growing Self Organising Maps (GSOM) based cross-clustering approach is discussed. Furthermore, the acquisition of multi-view patterns with clusters driven implementation is demonstrated with experimental results.

Computer games – pushing at the boundaries of literacy

The need to expand traditional, print-based versions of literacy to also incorporate attention to multimodal forms of text and literacy in the English curriculum is now well established. Much can be learnt about students and their literacy practices from the exploration of their engagement with digital culture – particularly videogames – from their out-of-school lifeworlds. However, the emerging set of skills and competencies or, the ‘new’ literacies and literacy practices associated with multiple and ever-emerging genres generated through information and communications technologies, present challenges in terms of how they might be conceptualised as literacy (or not) and how the multiple dimensions entailed in gameplay are increasingly a part of what it means to be literate in the 21st century. Drawing on two case studies of classroom work, the paper describes approaches to conceptualising the complexity of digital texts and their access, production and distribution and the opportunity to create spaces where students could interact, socialise and learn in both the real and virtual world. Dimensions such as play, interactivity, action, movement and time raise challenging questions about the limits and possibilities of constructing games and gameplay as texts and literacy practices that push the boundaries of literacy.

Research methodologies in creative practice : literacy in the digital age of the twenty first century - learning from computer games

Literacy remains one of the central goals of schooling, but the ways in which it is understood are changing. The growth of the networked society, and the spread of Information and Communications Technologies (ICT), has brought about significant changes to traditional forms of literacy. Older, print based forms now take their place alongside a mix of newer multi-modal forms, where a wide range of elements such as image, sound, movement, light, colour and interactivity often supplant the printed word and contribute to the ways in which meaning is made. For young people to be fully literate in the twenty-first century, they need to have clear understandings about the ways in which these forms of literacy combine to persuade, present a point of view, argue a case or win the viewers’ sympathies. They need to know how to use them themselves, and to be aware of the ways in which others use them. They need to understand how digital texts organise and prioritise knowledge and information, and to recognise and be critically informed about the global context in which this occurs. That is, to be effective members of society, students need to become critical and capable users of both print and multimodal literacy, and be able to bring informed and analytic perspectives to bear on all texts, both print and digital, that they encounter in everyday life.

This is part of schools’ larger challenge to build robust connections between school and the world beyond, to meet the needs of all students, and to counter problems of alienation and marginalisation, particularly amongst students in the middle years. This means finding ways to be relevant and useful for all students, and to provide them with the skills and knowledge they will need in the ICT-based world of the Twentyfirst century. With respect to literacy education, engagement and technology, we urgently need more information as to how this might be best achieved.

Dorsal and ventral medullary catecholamine cell groups contribute differentially to systemic interleukin-1beta-induced hypothalamic pituitary adrenal axis responses

Medial parvocellular paraventricular corticotropin-releasing hormone (mPVN CRH) cells are critical in generating hypothalamic-pituitary-adrenal (HPA) axis responses to systemic interleukin-1beta (IL-1beta). However, although it is understood that catecholamine inputs are important in initiating mPVN CRH cell responses to IL-1beta, the contributions of distinct brainstem catecholamine cell groups are not known. We examined the role of nucleus tractus solitarius (NTS) and ventrolateral medulla (VLM) catecholamine cells in the activation of mPVN CRH, hypothalamic oxytocin (OT) and central amygdala cells in response to IL-1beta (1 microg/kg, i.a.). Immunolabelling for the expression of c-fos was used as a marker of neuronal activation in combination with appropriate cytoplasmic phenotypic markers. First we confirmed that PVN 6-hydroxydopamine lesions, which selectively depleted catecholaminergic terminals, significantly reduced IL-1beta-induced mPVN CRH cell activation. The contribution of VLM (A1/C1 cells) versus NTS (A2 cells) catecholamine cells to mPVN CRH cell responses was then examined by placing ibotenic acid lesions in either the VLM or NTS. The precise positioning of these lesions was guided by prior retrograde tracing studies in which we mapped the location of IL-1beta-activated VLM and NTS cells that project to the mPVN. Both VLM and NTS lesions reduced the mPVN CRH and OT cell responses to IL-1beta. Unlike VLM lesions, NTS lesions also suppressed the recruitment of central amygdala neurons. These studies provide novel evidence that both the NTS and VLM catecholamine cells have important, but differential, contributions to the generation of IL-1beta-induced HPA axis responses.

Medullary neurones regulate hypothalamic corticotropin-releasing factor cell responses to an emotional stressor

Hypothalamic–pituitary–adrenal axis activation is a hallmark of the stress response. In the case of physical stressors, there is considerable evidence that medullary catecholamine neurones are critical to the activation of the paraventricular nucleus corticotropin-releasing factor cells that constitute the apex of the hypothalamic–pituitary–adrenal axis. In contrast, it has been thought that hypothalamic–pituitary–adrenal axis responses to emotional stressors do not involve brainstem neurones. To investigate this issue we have mapped patterns of restraint-induced neuronal c-fos expression in intact animals and in animals prepared with either paraventricular nucleus-directed injections of a retrograde tracer, lesions of paraventricular nucleus catecholamine terminals, or lesions of the medulla corresponding to the A1 or A2 noradrenergic cell groups. Restraint-induced patterns of neuronal activation within the medulla of intact animals were very similar to those previously reported in response to physical stressors, including the fact that most stressor-responsive, paraventricular nucleus-projecting cells were certainly catecholaminergic and probably noradrenergic. Despite this, the destruction of paraventricular nucleus catecholamine terminals with 6-hydroxydopamine did not alter corticotropin-releasing factor cell responses to restraint. However, animals with ibotenic acid lesions encompassing either the A1 or A2 noradrenergic cell groups displayed significantly suppressed corticotropin-releasing factor cell responses to restraint. Notably, these medullary lesions also suppressed neuronal responses in the medial amygdala, an area that is now considered critical to hypothalamic–pituitary–adrenal axis responses to emotional stressors and that is also known to display a significant increase in noradrenaline turnover during restraint.

We conclude that medullary neurones influence corticotropin-releasing factor cell responses to emotional stressors via a multisynaptic pathway that may involve a noradrenergic input to the medial amygdala. These results overturn the idea that hypothalamic–pituitary–adrenal axis response to emotional stressors can occur independently of the brainstem.

Role of catecholaminergic inputs to the medial prefrontal cortex in local and subcortical expression of Fos after psychological stress

A wide variety of stressors elicit Fos expression in the medial prefrontal cortex (mPFC). No direct attempts, however, have been made to determine the role of the inputs that drive this response. We examined the effects of lesions of mPFC catecholamine terminals on local expression of Fos after exposure to air puff, a stimulus that in the rat acts as an acute psychological stressor. We also examined the effects of these lesions on Fos expression in a variety of subcortical neuronal populations implicated in the control of adrenocortical activation, one classic hallmark of the stress response. Lesions of the mPFC that were restricted to dopaminergic terminals significantly reduced numbers of Fos-immunoreactive (Fos-IR) cells seen in the mPFC after air puff, but had no significant effect on stress-induced Fos expression in the subcortical structures examined. Lesions of the mPFC that affected both dopaminergic and noradrenergic terminals also reduced numbers of Fos-IR cells observed in the mPFC after air puff. Additionally, these lesions resulted in a significant reduction in stress-induced Fos-IR in the ventral bed nucleus of the stria terminalis. These results demonstrate a role for catecholaminergic inputs to the mPFC, in the generation of both local and subcortical responses to psychological stress.

Networking of Multimedia Women Event : beyond epsilon science - "where to look and how to realize new opportunities"

"Networking of Multimedia Women" event is a continuation of an on-going conversation in the multimedia research community and efforts by the ACM SIGMM to engage and promote female researchers in multimedia community, enable networking of junior and senior female researchers, and give insights towards successful professional careers based on examples. This year, the event will have a theme, called "Beyond Epsilon Science", where preeminent senior female researchers from academia, industry and government, Svetha Venkatesh, Nalini Venkatasubramanian, Dulce Ponceleon, Susanne Boll, and Maria Zemankova will present and discuss how to go beyond epsilon science, where to look for big ideas with high social impact, as well as how to obtain funding to realize these ideas, innovations and opportunities. Their current research projects and funding efforts, and their personal experiences will drive the event's discussions, awareness of major research and funding initiatives, answers to open questions and insights into successful professional careers.

Calibration of audio-video sensors for multi-modal event indexing

This paper addresses the coordinated use of video and audio cues to capture and index surveillance events with multimodal labels. The focus of this paper is the development of a joint-sensor calibration technique that uses audio-visual observations to improve the calibration process. One significant feature of this approach is the ability to continuously check and update the calibration status of the sensor suite, making it resilient to independent drift in the individual sensors. We present scenarios in which this system is used to enhance surveillance.

Online context recognition in multisensor systems using Dynamic Time Warping

In this paper, we present our system for online context recognition of multimodal sequences acquired from multiple sensors. The system uses Dynamic Time Warping (DTW) to recognize multimodal sequences of different lengths, embedded in continuous data streams. We evaluate the performance of our system on two real world datasets: 1) accelerometer data acquired from performing two hand gestures and 2) NOKIA's benchmark dataset for context recognition. The results from both datasets demonstrate that the system can perform online context recognition efficiently and achieve high recognition accuracy.

Mixed-variate restricted Boltzmann machines

Modern datasets are becoming heterogeneous. To this end, we present in this paper Mixed- Variate Restricted Boltzmann Machines for simultaneously modelling variables of multiple types and modalities, including binary and continuous responses, categorical options, multicategorical choices, ordinal assessment and category-ranked preferences. Dependency among variables is modeled using latent binary variables, each of which can be interpreted as a particular hidden aspect of the data. The proposed model, similar to the standard RBMs, allows fast evaluation of the posterior for the latent variables. Hence, it is naturally suitable for many common tasks including, but not limited to, (a) as a pre-processing step to convert complex input data into a more convenient vectorial representation through the latent posteriors, thereby oering a dimensionality reduction capacity, (b) as a classier supporting binary, multiclass, multilabel, and label-ranking outputs, or a regression tool for continuous outputs and (c) as a data completion tool for multimodal and heterogeneous data. We evaluate the proposed model on a large-scale dataset using the world opinion survey results on three tasks: feature extraction and visualization, data completion and prediction.

Face recognition via incremental 2DPCA

Recently, the Two-Dimensional Principal Component Analysis (2DPCA) model is proposed and proved to be an efficient approach for face recognition. In this paper, we will investigate the incremental 2DPCA and develop a new constructive method for incrementally adding observation to the existing eigen-space model. An explicit formula for incremental learning is derived. In order to illustrate the effectiveness of the proposed approach, we performed some typical experiments and show that we can only keep the eigen-space of previous images and discard the raw images in the face recognition process. Furthermore, this proposed incremental approach is faster when compared to the batch method (2DPCD) and the recognition rate and reconstruction accuracy are as good as those obtained by the batch method.

Learning science through engaging with its epistemic representational practices

This group of papers explores the development of student understanding and application of the discursive tools of science to reason in this subject, as the basis for classroom practices that parallel scientists’ knowledge production practices. We explore how this account of the disciplinary literacies of science can be enabled through effective pedagogies. The papers draw on research from Australia and Sweden that have overlapping agendas and theoretical perspectives including pragmatism (Peirce 1931-58; Dewey 1938/1997), social semiotics (Kress et al. 2001) and socio-cultural perspectives on language and learning (Lemke, 2004). The papers examine the role of language/multimodal representations in generating knowledge claims in science classrooms, the classroom epistemologies that support learning, and assessment practices from this perspective. A large body of conceptual change research has identified trenchant problems in conceptual learning in science, spawning long-standing and ongoing programs to identify pedagogies to address this. By redefining the problem in terms of language and representation, we aim to offer a way forward to support student engagement and learning in science.

Molecular aspects of boundary lubrication by human lubricin : effect of disulfide bonds and enzymatic digestion

Lubricin (LUB) is a glycoprotein of the synovial cavity of human articular joints, where it serves as an antiadhesive, boundary lubricant, and regulating factor for the cartilage surface. It has been proposed that these properties are related to the presence of a long, extended, heavily glycosylated and highly hydrated mucinous domain in the central part of the LUB molecule. In this work, we show that LUB has a contour length of 220 ± 30 nm and a persistence length of ≤10 nm. LUB molecules aggregate in oligomers where the protein extremities are linked by disulfide bonds. We have studied the effect of proteolytic digestion by chymotrypsin and removal of the disulfide bonds, both of which mainly affect the N− and C− terminals of the protein, on the adsorption, normal forces, friction (lubrication) forces, and wear of LUB layers adsorbed on smooth, negatively charged mica surfaces, where the protein naturally forms lubricating polymer brush-like layers. After in situ digestion, the surface coverage was drastically reduced, the normal forces were altered, and both the coefficient of friction and the wear were dramatically increased (the COF increased to μ = 1.1−1.9), indicating that the mucinous domain was removed from the surface. Removal of disulfide bonds did not change the surface coverage or the overall features of the normal forces; however, we find an increase in the friction coefficient from μ = 0.02−0.04 to μ = 0.13−1.17 in the pressure regime below 6 atm, which we attribute to a higher affinity of the protein terminals for the surface. The necessary condition for LUB to be a good lubricant is that the protein be adsorbed to the surface via its terminals, leaving the central mucin domain free to form a low-friction, surface-protecting layer. Our results suggest that this “end-anchoring” has to be strong enough to impart the layer a sufficient resistance to shear, but without excessively restricting the conformational freedom of the adsorbed proteins.

ipreps on ipads : exploring the visual/audio nexus of techno-literacy learners in an Australian classroom

This presentation reports on findings from a qualitative study on the use of iPads to support the literacy learning of a group of children who had just commenced their formal schooling in a regional Australian preparatory classroom. Specifically it looks at the affordances the iPad offered to enhance the oral-aural-visual communication of children not yet fluent in print based literacies. The children were interviewed about their techno-literacy learning and observed as they engaged with applications (apps). The researchers were able to video them as they demonstrated high levels of interest, energised learning and a range of independently acquired techno- literacy skills.
There is as yet little research on the use of portable personal computing devices such as the iPad in early years’ classrooms. The children in this study are shown as capable and articulate regarding their iPad use. Beyond the traditionally conceived struggle with passive print decoding when using iPads they become active creators of sophisticated multimodal artefacts that they consider worthy of acclaim, “I’m really proud of myself.” Findings from this study suggest the visual/listening nexus of popular apps potentially challenges print based literacy education approaches and existing paradigms of research and teaching/learning practice in Australian early years’ literacy education.

Factors to consider when planning to submit a digital thesis

Emerging technologies offer new possibilities of text production. Consequently there are important implications for submitting a digitalised thesis. This paper reflects upon some of the issues associated with the digitalisation of the thesis entitled "The literacy practices of Kunib¡dji children: Text, technology and transformation". This PhD thesis was submitted in a multimedia format on a DVD and reported on the literacy practices of a group of Indigenous Australian children who spoke a minority Indigenous Australian language. Factors to consider when digitalising a thesis include the social possibilities of emerging technologies. These are explored with reference to the purpose of research in changing times. The opportunities to integrate a number of texts in the submitted thesis are demonstrated. The use of multimodal texts to improve the validity of the research is discussed using examples of digital video and interactive texts in a minority Indigenous Australian language context. This paper concludes that the digitisation of a thesis should be guided by the possibilities for conceptualising and reporting new knowledge while upholding an ethic of respect for the participants.