Miracle-dz/UniFAR-FTUs huggingface dataset:
Depression and Anxiety: Disorders of Emotion or Cognition?

Based on developments in emotion theory, Barlow presents a model of psychopathological disorders that is both exciting and broad in its theoretical scope. He suggests that disorders of anxiety and depression (as well as anger and mania) are fundamentally emotional disorders and that they have their origins in the inappropriate and spontaneous firing of certain primitive, basic, negative emotions such as fear (panic in its clinical manifestation) and sadness, respectively, in individuals who are biologically overreactive to stressful life events. These spontaneously firing negative emotions or "false alarms" occur unpredictably; when they do, they may become the focus of perceptions of uncontrollability among individuals who are also psychologically vulnerable to the development of anxiety and depressive disorders. Thus, those persons who possess an overreactive neurobiological response to stressful life events as well as early experiences with lack of control will be likely to develop clinically significant episodes of anxiety or depression when triggered by unexpected bouts of these negative emotions. In Barlow's view, then, anxiety and depressive disorders share common biological and psychological diatheses as well as a common mediating mechanism, perceptions of uncontrollability over bouts of panic or sadness and the development of anxious apprehension about one's ability to cope with future threats. What determines whether a person becomes anxious and remains so, or also develops depression, is the degree of his or her psychological vulnerability, the severity of current stressors, and the availability of coping mechanisms. According to Barlow, whereas the anxious individual continues to try to cope, the depressed individual has given up. In this commentary, I question Barlow's assumption that anxiety and depressive disorders are fundamentally emotional disorders. In addition, I evaluate Barlow's model of "emotional" disorders with specific reference to the model's ability to account for the relationship between anxiety and depression. In so doing, I compare Barlow's model to another, more fundamentally cognitive, theory of the relationship between some anxiety and depressive disorders (Alloy, Kelly, Mineka, & Clements, 1990).
Evaluation of need for ontologies to manage domain content for the Reportable Conditions Knowledge Management System

The Reportable Condition Knowledge Management System (RCKMS) is envisioned to be a single, comprehensive, authoritative, real-time portal to author, view and access computable information about reportable conditions. The system is designed for use by hospitals, laboratories, health information exchanges, and providers to meet public health reporting requirements. The RCKMS Knowledge Representation Workgroup was tasked to explore the need for ontologies to support RCKMS functionality. The workgroup reviewed relevant projects and defined criteria to evaluate candidate knowledge domain areas for ontology development. The use of ontologies is justified for this project to unify the semantics used to describe similar reportable events and concepts between different jurisdictions and over time, to aid data integration, and to manage large, unwieldy datasets that evolve, and are sometimes externally managed.
A pilot study of factors affecting the process of integration in Greek nursery schools

In the past ten years, the issue of inclusion has proved one of the biggest challenges facing special needs education planners and policy‐makers in developed countries. Greek educational policy has given emphasis on two points: (a) the development of new organizational structures (i.e. resource rooms, support teachers), and (b) the implementation of administrative regulations that enable mainstreaming special and ordinary education into a unified educational system (inclusion). In doing so, the content of the curriculum and the pedagogical characteristics of the educational environment were ignored. This paper reports the results of a pilot study that aimed to explore the pedagogical aspects of inclusion and integration as implemented in Greek nursery schools. More specifically, the study investigated the way special needs children participate in the learning process and their relationship with the other members of the classroom. The following hypothesis guided the study: the process of school integration of a special needs child is regulated by (a) the degree and the quality of his/her participation in the learning process, and (b) the pupil’s ability to comply with the main rules of the classroom. Data were gathered from two special needs children, their teachers and their parents through observations and interviews. Research findings seemed to reinforce the two criteria of the research hypothesis. As observation revealed, children’s actions diverged from the desired joint activity. According to research in social groups, this diversion influences the meaning classroom members attribute to ‘differences’ and causes a negative effect on children’s membership of the group. At the same time, the study points out crucial dimensions of the above criteria, particularly as regards the attitude of nursery teachers and of the other pupils towards children with special needs, an issue that needs to be further explored.
A Generative Model for Multi-Dialect Representation

In the era of deep learning several unsupervised models have been developed to capture the key features in unlabeled handwritten data. Popular among them is the Restricted Boltzmann Machines RBM. However, due to the novelty in handwritten multidialect data, the RBM may fail to generate an efficient representation. In this paper we propose a generative model, the Mode Synthesizing Machine MSM for on-line representation of real life handwritten multidialect language data. The MSM takes advantage of the hierarchical representation of the modes of a data distribution using a two-point error update to learn a sequence of representative multidialects in a generative way. Experiments were performed to evaluate the performance of the MSM over the RBM with the former attaining much lower error values than the latter on both independent and mixed data set.
On the random coding exponent of nonlinear gaussian channels

A random coding theorem for nonlinear additive gaussian channels is presented. Modeling the channel's nonlinear behavior as a causal, stationary Volterra system and under maximum likelihood decoding, an upper bound on the average error probability is obtained. The proposed bound is deduced by deploying exponential martingale inequalities. Cubic nonlinearities are used as example to illustrate the validity of the random coding exponent and the usefulness of the proposed technique in the treatment of nonlinear channels.
More Constructions, More Genres: Extending Stanford Dependencies

The Stanford dependency scheme aims to provide a simple and intuitive but linguistically sound way of annotating the dependencies between words in a sentence. In this paper, we address two limitations the scheme has suffered from: First, despite providing good coverage of core grammatical relations, the scheme has not offered explicit analyses of more difficult syntactic constructions; second, because the scheme was initially developed primarily on newswire data, it did not focus on constructions that are rare in newswire but very frequent in more informal texts, such as casual speech and current web texts. Here, we propose dependency analyses for several linguistically interesting constructions and extend the scheme to provide better coverage of modern web data.
Topography of primitive reflexes in dementia: an F‐18 fluorodeoxyglucose positron emission tomography study

Although primitive reflexes (PRs) are inhibited during the first years of childhood, they may reappear with brain injury. PRs have been linked to frontal lobe dysfunction, but their precise topography has not yet been defined. The purpose of this study was to map which regions of the brain display a reduced glucose metabolism in patients with cognitive impairment and PRs.
Generality of the effects of practice on social judgment tasks.

Abstract : Many types of social and nonsocial cognitive processes can be performed faster after they have been practiced. Two experiments examine some properties of this speedup, particularly its pattern of generality, in order to give indications as to its underlying theoretical basis. For example, consider a person who practices judging whether a number of behaviors imply a particular target trait. Is the resulting increase in speed specific to the behaviors that were judged, does it apply to judgments of new behaviors with respect to the same target trait, or is it applicable to all judgements using the same process, even for different target traits? These experiments identify components of speedup that show each of these patterns. The results show that general procedures can be strengthened by practice and contradict the notion that speedup is purely a function of increased accessibility of schemas or other memory structures representing knowledge about the judgment target. The effects of practice need not be content-specific.
Aggregate population and economic growth correlations: The role of the components of demographic change

The results of recent correlations showing a negative impact of population growth on economic development in cross-country data for the 1980s, versus “nonsignificant” correlations widely found for the 1960s and 1970s, are examined with contemporaneous and lagged components of demographic change, convergence-type economic modeling, and several statistical frameworks. The separate impacts of births and deaths are found to be notable but offsetting in the earlier periods. In contrast, the short-run costs (benefits) of births (mortality reduction) increase (decrease) significantly in the 1980s, and the favorable labor-force impacts of past births are not fully offsetting.
Management of an Unusual Craniofacial Impalement Injury by a Metallic Foreign Body

AbstractCraniofacial penetrating injuries caused by foreign bodies other than bullets or glass from traffic crashes are quite rare. Hence, there is a lack of knowledge regarding systematic management strategies or analysis of complications for craniomaxillofacial surgeons. Between 2002 and 2010, 82 patients underwent surgery for penetrating craniofacial injuries in 2 craniomaxillofacial trauma centers. Among these patients, we included patients who had retained foreign metallic bodies. Data regarding age, sex, injury materials, entrance, injured structures, operative records, and complications were reviewed retrospectively for 8 patients. All of the patients were evaluated precisely in the emergency department without removal of retained materials, and a multidisciplinary team approach was performed for the removal of the foreign body under general anesthesia.In this study, 6 men and 2 women presented with penetrating injuries that retained metal objects. The mean age of the patients was 44.3 years. All of the patients were hemodynamically stable, and no active bleeding was found. However, all of the patients had postoperative complications. Three patients had damaged vascular structures, and 3 patients had injuries to facial nerve branches. Seven patients had posttraumatic stress disorder. Two patients underwent subsequent emergent procedures because of massive bleeding and cerebrospinal fluid leakage.Penetrating injuries in the head and neck regions are complicated. Although a multidisciplinary team approach was performed from initial management to outpatient management in patients with unusual impalement injuries, numerous postoperative complications still remained. Preoperative patient informed consent was important.
Discrimination of speech and non-speech sounds following theta-burst stimulation of the motor cortex

Perceiving speech engages parts of the motor system involved in speech production. The role of the motor cortex in speech perception has been demonstrated using low-frequency repetitive transcranial magnetic stimulation (rTMS) to suppress motor excitability in the lip representation and disrupt discrimination of lip-articulated speech sounds (Möttönen and Watkins, 2009). Another form of rTMS, continuous theta-burst stimulation (cTBS), can produce longer-lasting disruptive effects following a brief train of stimulation. We investigated the effects of cTBS on motor excitability and discrimination of speech and non-speech sounds. cTBS was applied for 40 s over either the hand or the lip representation of motor cortex. Motor-evoked potentials recorded from the lip and hand muscles in response to single pulses of TMS revealed no measurable change in motor excitability due to cTBS. This failure to replicate previous findings may reflect the unreliability of measurements of motor excitability related to inter-individual variability. We also measured the effects of cTBS on a listener’s ability to discriminate: (1) lip-articulated speech sounds from sounds not articulated by the lips (“ba” vs. “da”); (2) two speech sounds not articulated by the lips (“ga” vs. “da”); and (3) non-speech sounds produced by the hands (“claps” vs. “clicks”). Discrimination of lip-articulated speech sounds was impaired between 20 and 35 min after cTBS over the lip motor representation. Specifically, discrimination of across-category ba–da sounds presented with an 800-ms inter-stimulus interval was reduced to chance level performance. This effect was absent for speech sounds that do not require the lips for articulation and non-speech sounds. Stimulation over the hand motor representation did not affect discrimination of speech or non-speech sounds. These findings show that stimulation of the lip motor representation disrupts discrimination of speech sounds in an articulatory feature-specific way.
Emotion Experience and its Varieties

Emotion experience reflects some of the outcomes of the mostly nonconscious processes that compose emotions. In my view, the major processes are appraisal, affect, action readiness, and autonomic arousal. The phenomenology of emotion experience varies according to mode of consciousness (nonreflective or reflective consciousness), and to direction and mode of attention. As a result, emotion experience may be either ineffable or articulate with respect to any or all of the underlying processes. In addition, emotion experience reflects the degree to which the emotion processes control perception, thought, action and bodily arousal.
Molecular Architecture and Subunit Organization of TRPA1 Ion Channel Revealed by Electron Microscopy*

Background: The TRPA1 ion channel plays critical roles in pain and inflammatory processes. Results: A TRPA1 structure is presented at 16-Å resolution with docked molecular models. Conclusion: Channel activation could involve conformation changes resulting from ligands binding in a pocket proposed to bridge adjacent subunits. Significance: Structural-functional understanding of TRPA1 is important for resolving fundamental pain and inflammatory mechanisms. Transient receptor potential ankyrin 1 (TRPA1) is a non-selective ion channel, which is expressed in nociceptor sensory neurons and transduces chemical, inflammatory, and neuropathic pain signals. Numerous non-reactive compounds and electrophilic compounds, such as endogenous inflammatory mediators and exogenous pungent chemicals, can activate TRPA1. Here we report a 16-Å resolution structure of purified, functional, amphipol-stabilized TRPA1 analyzed by single-particle EM. Molecular models of the N and C termini of the channel were generated using the I-TASSER protein structure prediction server and docked into the EM density to provide insight into the TRPA1 subunit organization. This structural analysis suggests a location for critical N-terminal cysteine residues involved in electrophilic activation at the interface between neighboring subunits. Our results indicate that covalent modifications within this pocket may alter interactions between subunits and promote conformational changes that lead to channel activation.
Early maturity of face processing in children: Local and relational distinctiveness effects in 7-year-olds

It is still often claimed that face recognition in children matures relatively late (e.g., 10 years), supporting an “expertise” rather than an “innate” interpretation. However, a review indicates that many adult properties of face processing (inversion effects, first-order relational processing, second-order relational processing, race effects, distinctiveness effects on perception) are present at 6-7 years. A new experiment investigates distinctiveness effects on memory. We manipulated distinctiveness via both local alterations to an original face (thicker lips, bushier eyebrows), and second-order relational alterations (eyes closer together, mouth moved down; Leder & Bruce, 1998). We also varied orientation (upright, inverted). Seven-year-olds' memory showed adult patterns of sensitivity to all these manipulations. We conclude that face recognition matures relatively early, and that the focus of future studies must shift to much younger age groups.
Terms of use : Click here Counting Matchings and Tree-Like Walks in Regular Graphs

Combinatorics, Probability and Computing / Volume 19 / Issue 03 / May 2010, pp 463 480 DOI: 10.1017/S0963548309990678, Published online: 10 February 2010 Link to this article: http://journals.cambridge. org/abstract_S0963548309990678 How to cite this article: IAN. M. WANLESS (2010). Counting Matchings and Tree-Like Walks in Regular Graphs. Combinatorics, Probability and Computing, 19, pp 463-480 doi:10.1017/S0963548309990678 Request Permissions : Click here
Reflexivity dialogues : an inquiry into how reflexivity is constructed in family therapy education

Reflexivity has had a long standing presence in professional education and therapy practice. In family therapy our knowledge about reflexivity has largely been produced through its application in practice. This is reflected in its multiple forms, described in the literature as therapeutic reflexivity, self reflexivity, relational reflexivity, group reflexivity, reflexive loops, recursiveness, self- reflection, self-awareness, reflexive competence, personal development, organizational reflexivity and cultural reflexivity. The practice context for conceptualising reflexivity fixes taken for granted knowledge as theory. This research constructs a history of reflexivity which draws upon narratives from diverse contexts across time and relationships, and weaves these together to examine discourses of influence which have led educationalists, practitioners, researchers and authors to construct reflexivity in many different ways. The influence and implications of these reflexivity discourses for practice and education are explored using a social constructionist approach to knowledge creation. A reflexive research design and methodology generates relational and dialogical contexts for constructing new knowledge about reflexivity and at the same time makes the processes of constructing this reflexive mode transparent. The question: ‘How is reflexivity constructed in family therapy education? ’ is examined within a collaborative community constituted between educators and students. As we coordinate our polyvocality, episodes of transcendent storytelling and transformative dialogical moments are distinguished in which new knowledge emerges between participants. Using CMM heuristics, these transformative episodes are laminated to make visible the dialogical process of knowledge production. Different ‘forms’ of reflexivity are reconstructed as artefacts of conversations in relational contexts over time, shifting the discourse from looking at multiple reflexivity ‘forms’ towards ‘reflexive looking’. ‘Reflexive Dialogues’ transform positioning and offer new horizons which scaffold resourcefulness, including transfering relational practices from therapy to research and education. ‘Reflexive Dialogues’ transform hierarchical power and colonizing knowledge creation in research, therapy and education and invite empowering and collaborative relationships in which we produce knowledge together. ‘Reflexive looking’ affords theoretical pluralism and local coordination of multiple reflexivity discourses. This produces new knowledge and transforms relationships through scaffolding connected learning, engaged pedagogy and coordination of horizons between research, practice and educational communities.
Task support system by displaying instructional video onto AR workspace

This paper presents an instructional support system based on augmented reality (AR). This system helps a user to work intuitively by overlaying visual information in the same way of a navigation system. In usual AR systems, the contents to be overlaid onto real space are created with 3D Computer Graphics. In most cases, such contents are newly created according to applications. However, there are many 2D videos that show how to take apart or build electric appliances and PCs, how to cook, etc. Therefore, our system employs such existing 2D videos as instructional videos. By transforming an instructional video to display, according to the user's view, and by overlaying the video onto the user's view space, the proposed system intuitively provides the user with visual guidance. In order to avoid the problem that the display of the instructional video and the user's view may be visually confused, we add various visual effects to the instructional video, such as transparency and enhancement of contours. By dividing the instructional video into sections according to the operations to be carried out in order to complete a certain task, we ensure that the user can interactively move to the next step in the instructional video after a certain operation is completed. Therefore, the user can carry on with the task at his/her own pace. In the usability test, users evaluated the use of the instructional video in our system through two tasks: a task involving building blocks and an origami task. As a result, we found that a user's visibility improves when the instructional video is transformed to display according to his/her view. Further, for the evaluation of visual effects, we can classify these effects according to the task and obtain the guideline for the use of our system as an instructional support system for performing various other tasks.
Cathy's Book: If Found Call (650)-266-8233 (review)

When Cathy’s older, mysterious boyfriend, Victor Chan, dumps her, she goes from being Artgirl to being stalker girl, calling his cell phone, going places she knows he’ll be, breaking into his house and his lab, etc. She finds more than she bargained for, namely, that Victor is older than he looks—immortal, in fact. The intrigue leads her on an eerie trek through Chinatown to a dangerous confrontation with Ancestor Lu, one of the Eight Immortals of Taoist legend, who is trying to find a way to confer immortality onto his young daughter, no matter the cost to the rest of humanity. Victor and Tsao, another of the Eight, are in a battle to stop him, but Victor has been distracted by his budding love for Cathy. The story is told in a particularly realistic journal form, with sophisticated and sometimes strikingly beautiful spot art, doodles, and handwritten commentary sprinkled liberally throughout. Readers who follow the instructions to call the phone numbers and visit the websites are rewarded with messages from the various characters, but the mystery/romance plot, with its intricate twists and turns, enticing and likable main character, and fascinating connections to Chinese lore, makes for an intriguing read whether or not one follows all of the extratextual clues. KC