Hierarchical Logical Description and Neural Recognition of Complex Patterns

Authors suggested earlier hierarchical method for definition of class description at pattern recognition problems solution. In this paper development and use of such hierarchical descriptions for parallel representation of complex patterns on the base of multi-core computers or neural networks is proposed.

Conditions of Effectiveness of Pattern Recognition Problem Solution Using Logical Level Descriptions of Classes

Earlier the authors have suggested a logical level description of classes which allows to reduce a solution of various pattern recognition problems to solution of a sequence of one-type problems with the less dimension. Here conditions of the effectiveness of the use of such a level descriptions are proposed.

Class II malocclusion occlusal severity description

OBJECTIVES: It is well known that the efficacy and the efficiency of a Class II malocclusion treatment are aspects closely related to the severity of the dental anteroposterior discrepancy. Even though, sample selection based on cephalometric variables without considering the severity of the occlusal anteroposterior discrepancy is still common in current papers. In some of them, when occlusal parameters are chosen, the severity is often neglected. The purpose of this study is to verify the importance given to the classification of Class II malocclusion, based on the criteria used for sample selection in a great number of papers published in the orthodontic journal with the highest impact factor. MATERIAL AND METHODS: A search was performed in PubMed database for full-text research papers referencing Class II malocclusion in the history of the American Journal of Orthodontics and Dentofacial Orthopedics (AJO-DO). RESULTS: A total of 359 papers were retrieved, among which only 72 (20.06%) papers described the occlusal severity of the Class II malocclusion sample. In the other 287 (79.94%) papers that did not specify the anteroposterior discrepancy severity, description was considered to be crucial in 159 (55.40%) of them. CONCLUSIONS: Omission in describing the occlusal severity demands a cautious interpretation of 44.29% of the papers retrieved in this study.

Mice of the Akodon boliviensis size class (Sigmodontinae, Cricetidae), with the description of two new species from Brazil / Philip Hershovitz.

n.s. no.57(1990)

Prediction of protein folding class using global description of amino acid sequence.

We present a method for predicting protein folding class based on global protein chain description and a voting process. Selection of the best descriptors was achieved by a computer-simulated neural network trained on a data base consisting of 83 folding classes. Protein-chain descriptors include overall composition, transition, and distribution of amino acid attributes, such as relative hydrophobicity, predicted secondary structure, and predicted solvent exposure. Cross-validation testing was performed on 15 of the largest classes. The test shows that proteins were assigned to the correct class (correct positive prediction) with an average accuracy of 71.7%, whereas the inverse prediction of proteins as not belonging to a particular class (correct negative prediction) was 90-95% accurate. When tested on 254 structures used in this study, the top two predictions contained the correct class in 91% of the cases.

The logical design of a class of limited carry-borrow propagation adders,

On cover: C00-1018-1152.

Social life of Virginia in the seventeenth century; an inquiry into the origin of the higher planter class, together with a description of the habits, customs, and diversions of the people.

Mode of access: Internet.

Flora edinensis, or, A description of plants growing near Edinburgh : arranged according to the Linnean system, with a concise introduction to the natural orders of the class Cryptogamia, and illustrative plates /

Includes index.

Investigating the influence of achievement on self-concept using an intra-class design and a comparison of the PASS and SDQ-1 self-concept tests

Background. The formation and measurement of self-concept were the foci of this research. Aims. The study aimed to investigate the influence of achievement on academic self-concept and to compare the Perception of Ability Scale for Students (PASS, Boersma & Chapman, 1992) with the Self-Description Questionnaire-1 (SDQ-1, Marsh, 1988). Sample. The participants were 479 grade 5 (mean age 126.6 months) coeducational Australian students, located in 18 schools. Method. An intra-class research design was used to investigate the influence of frame-of-reference on self-concept development. Results. As students' academic scores rose above their class mean their self-concepts increased and as students' academic scores fell below their class mean their self-concepts decreased. Students' difference from class mean predicted their self-concept scores. This finding was consistently shown across the reading, spelling, and mathematics domains using test and teaching rating data. A comparison between the PASS and the SDQ-1 demonstrated concurrent validity across self-concept domains. Conclusion. The findings support the notions that the social environment is a significant agent that influences self-concept, and that teacher ratings and standardised tests of achievement and the PASS and the SDQ-1 are valid measures for self-concept research.

Anterior Selective Amygdalohippocampectomy: Technical Description and Microsurgical Anatomy

OBJECTIVE: We introduce a technique for performing a selective amygdalohippocampectomy (AH) through a minisupraorbital approach. METHODS: A minisupraorbital craniotomy and an anterior selective AH were performed in 8 cadaver heads (16 sides). The anatomic specimens were analyzed, and the extent of resection of the hippocampus and amygdala was evaluated. Surgically relevant measurements were performed using anatomic specimens. An image-guided system was used to document the extent of the anterior AH. Laboratory data were used to support the clinical application of the technique. RESULTS: The anterior route allowed removal of the amygdala and hippocampus, as confirmed by anatomic assessment. The image-guided system and anatomic evaluation confirmed that the amygdala and hippocampus can be accessed and removed through this route. The mean distance between the anterior aspect of the uncus and the tip of the temporal horn was 17.0 +/- 4.6 mm; the mean distance from the head of the hippocampus to the posterior border of the cerebral peduncles was 26.0 +/- 3.2 mm. Clinical application resulted in satisfactory removal of the amygdala and hippocampus. CONCLUSION: The anterior route for selective AH is a logical and straightforward approach to the mesial temporal lobe. Compared with other variations, it is less invasive and destructive, especially in terms of the fibers of the optic pathway, temporal stem, and lateral temporal neocortex.

Agents as multi-threaded logical objects

In this paper we describe a distributed object oriented logic programming language in which an object is a collection of threads deductively accessing and updating a shared logic program. The key features of the language, such as static and dynamic object methods and multiple inheritance, are illustrated through a series of small examples. We show how we can implement object servers, allowing remote spawning of objects, which we can use as staging posts for mobile agents. We give as an example an information gathering mobile agent that can be queried about the information it has so far gathered whilst it is gathering new information. Finally we define a class of co-operative reasoning agents that can do resource bounded inference for full first order predicate logic, handling multiple queries and information updates concurrently. We believe that the combination of the concurrent OO and the LP programming paradigms produces a powerful tool for quickly implementing rational multi-agent applications on the internet.

Parametrization of spectral surfaces of a class of periodic 5-diagonal matrices

The main result of this work is a parametric description of the spectral surfaces of a class of periodic 5-diagonal matrices, related to the strong moment problem. This class is a self-adjoint twin of the class of CMV matrices. Jointly they form the simplest possible classes of 5-diagonal matrices.

Quality assessment of cardiovascular magnetic resonance in the setting of the European CMR registry: description and validation of standardized criteria.

BACKGROUND: Cardiovascular magnetic resonance (CMR) has become an important diagnostic imaging modality in cardiovascular medicine. However, insufficient image quality may compromise its diagnostic accuracy. We aimed to describe and validate standardized criteria to evaluate a) cine steady-state free precession (SSFP), b) late gadolinium enhancement (LGE), and c) stress first-pass perfusion images. These criteria will serve for quality assessment in the setting of the Euro-CMR registry. METHODS: Thirty-five qualitative criteria were defined (scores 0-3) with lower scores indicating better image quality. In addition, quantitative parameters were measured yielding 2 additional quality criteria, i.e. signal-to-noise ratio (SNR) of non-infarcted myocardium (as a measure of correct signal nulling of healthy myocardium) for LGE and % signal increase during contrast medium first-pass for perfusion images. These qualitative and quantitative criteria were assessed in a total of 90 patients (60 patients scanned at our own institution at 1.5T (n=30) and 3T (n=30) and in 30 patients randomly chosen from the Euro-CMR registry examined at 1.5T). Analyses were performed by 2 SCMR level-3 experts, 1 trained study nurse, and 1 trained medical student. RESULTS: The global quality score was 6.7±4.6 (n=90, mean of 4 observers, maximum possible score 64), range 6.4-6.9 (p=0.76 between observers). It ranged from 4.0-4.3 for 1.5T (p=0.96 between observers), from 5.9-6.9 for 3T (p=0.33 between observers), and from 8.6-10.3 for the Euro-CMR cases (p=0.40 between observers). The inter- (n=4) and intra-observer (n=2) agreement for the global quality score, i.e. the percentage of assignments to the same quality tertile ranged from 80% to 88% and from 90% to 98%, respectively. The agreement for the quantitative assessment for LGE images (scores 0-2 for SNR <2, 2-5, >5, respectively) ranged from 78-84% for the entire population, and 70-93% at 1.5T, 64-88% at 3T, and 72-90% for the Euro-CMR cases. The agreement for perfusion images (scores 0-2 for %SI increase >200%, 100%-200%,<100%, respectively) ranged from 81-91% for the entire population, and 76-100% at 1.5T, 67-96% at 3T, and 62-90% for the Euro-CMR registry cases. The intra-class correlation coefficient for the global quality score was 0.83. CONCLUSIONS: The described criteria for the assessment of CMR image quality are robust with a good inter- and intra-observer agreement. Further research is needed to define the impact of image quality on the diagnostic and prognostic yield of CMR studies.

Pseudoclassical description for a nonrelativistic spinning particle. I. The Levy-Leblond equation

A pseudoclassical model for a spinning nonrelativistic particle is presented. The model contains two first-class constraints which after quantization give rise to the Levy-Leblond equation for a spin-1/2 particle.

L’erreur lexicale au secondaire : analyse d’erreurs lexicales d’élèves de 3e secondaire et description du rapport à l’erreur lexicale d’enseignants de français

Cette recherche vise à décrire 1) les erreurs lexicales commises en production écrite par des élèves francophones de 3e secondaire et 2) le rapport à l’erreur lexicale d’enseignants de français (conception de l’erreur lexicale, pratiques d’évaluation du vocabulaire en production écrite, modes de rétroaction aux erreurs lexicales). Le premier volet de la recherche consiste en une analyse d’erreurs à trois niveaux : 1) une description linguistique des erreurs à l’aide d’une typologie, 2) une évaluation de la gravité des erreurs et 3) une explication de leurs sources possibles. Le corpus analysé est constitué de 300 textes rédigés en classe de français par des élèves de 3e secondaire. L’analyse a révélé 1144 erreurs lexicales. Les plus fréquentes sont les problèmes sémantiques (30%), les erreurs liées aux propriétés morphosyntaxiques des unités lexicales (21%) et l’utilisation de termes familiers (17%). Cette répartition démontre que la moitié des erreurs lexicales sont attribuables à une méconnaissance de propriétés des mots autres que le sens et la forme. L’évaluation de la gravité des erreurs repose sur trois critères : leur acceptation linguistique selon les dictionnaires, leur impact sur la compréhension et leur degré d’intégration à l’usage. Les problèmes liés aux registres de langue sont généralement ceux qui sont considérés comme les moins graves et les erreurs sémantiques représentent la quasi-totalité des erreurs graves. Le troisième axe d’analyse concerne la source des erreurs et fait ressortir trois sources principales : l’influence de la langue orale, la proximité sémantique et la parenté formelle entre le mot utilisé et celui visé. Le second volet de la thèse concerne le rapport des enseignants de français à l’erreur lexicale et repose sur l’analyse de 224 rédactions corrigées ainsi que sur une série de huit entrevues menées avec des enseignants de 3e secondaire. Lors de la correction, les enseignants relèvent surtout les erreurs orthographiques ainsi que celles relevant des propriétés morphosyntaxiques des mots (genre, invariabilité, régime), qu’ils classent parmi les erreurs de grammaire. Les erreurs plus purement lexicales, c’est-à-dire les erreurs sémantiques, l’emploi de termes familiers et les erreurs de collocation, demeurent peu relevées, et les annotations des enseignants concernant ces types d’erreurs sont vagues et peu systématiques, donnant peu de pistes aux élèves pour la correction. L’évaluation du vocabulaire en production écrite est toujours soumise à une appréciation qualitative, qui repose sur l’impression générale des enseignants plutôt que sur des critères précis, le seul indicateur clair étant la répétition. Les explications des enseignants concernant les erreurs lexicales reposent beaucoup sur l’intuition, ce qui témoigne de certaines lacunes dans leur formation en lien avec le vocabulaire. Les enseignants admettent enseigner très peu le vocabulaire en classe au secondaire et expliquent ce choix par le manque de temps et d’outils adéquats. L’enseignement du vocabulaire est toujours subordonné à des tâches d’écriture ou de lecture et vise davantage l’acquisition de mots précis que le développement d’une réelle compétence lexicale.