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Title: A Data-driven Prior on Facet Orientation for Semantic Mesh Labeling
Authors: Andrea Romanoni , Matteo Matteucci
Comments: Accepted at 3DV2018
Subjects: Computer Vision and Pattern Recognition (cs.CV)

Mesh labeling is the key problem of classifying the facets of a 3D mesh with a label among a set of possible ones. State-of-the-art methods model mesh labeling as a Markov Random Field over the facets. These algorithms map image segmentations to the mesh by minimizing an energy function that comprises a data term, a smoothness terms, and class-specific priors. The latter favor a labeling with respect to another depending on the orientation of the facet normals. In this paper we propose a novel energy term that acts as a prior, but does not require any prior knowledge about the scene nor scene-specific relationship among classes. It bootstraps from a coarse mapping of the 2D segmentations on the mesh, and it favors the facets to be labeled according to the statistics of the mesh normals in their neighborhood. We tested our approach against five different datasets and, even if we do not inject prior knowledge, our method adapts to the data and overcomes the state-of-the-art.

Title: Deep Pictorial Gaze Estimation
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Subjects: Computer Vision and Pattern Recognition (cs.CV)

Estimating human gaze from natural eye images only is a challenging task. Gaze direction can be defined by the pupil- and the eyeball center where the latter is unobservable in 2D images. Hence, achieving highly accurate gaze estimates is an ill-posed problem. In this paper, we introduce a novel deep neural network architecture specifically designed for the task of gaze estimation from single eye input. Instead of directly regressing two angles for the pitch and yaw of the eyeball, we regress to an intermediate pictorial representation which in turn simplifies the task of 3D gaze direction estimation. Our quantitative and qualitative results show that our approach achieves higher accuracies than the state-of-the-art and is robust to variation in gaze, head pose and image quality.

Title: Instance Segmentation by Deep Coloring
Authors: Victor Kulikov , Victor Yurchenko , Victor Lempitsky
Comments: 10 pages, 6 figures, 3 tables
Subjects: Computer Vision and Pattern Recognition (cs.CV)

We propose a new and, arguably, a very simple reduction of instance segmentation to semantic segmentation. This reduction allows to train feed-forward non-recurrent deep instance segmentation systems in an end-to-end fashion using architectures that have been proposed for semantic segmentation. Our approach proceeds by introducing a fixed number of labels (colors) and then dynamically assigning object instances to those labels during training (coloring). A standard semantic segmentation objective is then used to train a network that can color previously unseen images. At test time, individual object instances can be recovered from the output of the trained convolutional network using simple connected component analysis. In the experimental validation, the coloring approach is shown to be capable of solving diverse instance segmentation tasks arising in autonomous driving (the Cityscapes benchmark), plant phenotyping (the CVPPP leaf segmentation challenge), and high-throughput microscopy image analysis. The source code is publicly available: https://github.com/kulikovv/DeepColoring.

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University of Iowa Brand Manual
Consistent use of typography across University of Iowa communications strengthens the university's visual identity. Varying simple typographic qualities like weight and size creates order and clarity, allowing us to more effectively communicate with our audiences.

FontGuidelines

Typography creates aesthetic tone, which impacts the overall feel of communicationpieces.Combining serif and sans serif fonts is the easiest way to createcontrast and increase readability for your audience.When combining typefaces, weights, and colors,please keep in mind that mixing too many fonts on a single page can have the opposite effect and muddy the hierarchy. Mixing fonts and font qualitiesis most suc­ess­ful when each has a consistent role throughout the document.For example, you can use one font for headlines or titles, another font or weight forthe body copy, and a third for callouts and pullquotes.

The Office of Strategic Communication recommends Gotham, Whitney, Archer,and Sentinel for usewithin the UIvisual identity system.These fonts are versatile enough to cross platforms and allow for strong typographic design in both print and web uses.Each isavailable in a wide range of weights and widths, which may be usedto create contrast andhierarchy.

Sans SerifFonts

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is a confident and boldsans serif typeface with four different widths: regular, narrow, extra narrow, and condensed. It is modern in style, with wide letterforms.Within the UI visual identity, use Gotham regular or narrowas a primaryfont.

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Whitney is a modern and versatile sans serif typeface that works well for both editorial demands and large display type. It is compact,yet features a large x-height that makes it easy to read at small sizes.Within the UI visual identity, Whitney is used primarily for webbodytext.

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is an easy-to-work-with slab serif typefacethat combines antiqueand geometricstyling withinits letterforms. It provides a pleasantcontrast to Gotham. Within the UI visual identity, use Archer as an accent or to draw emphasis to emotive words or calls to action in display sizetype.

Print/Desktop Licensing forArcher

Sentinel is a versatileslab serif typefacethat works well across a range of sizes. It is a good solution when a serif typeface is desired for body text in print.Within the UI visual identity, use Sentinel as a secondary font toGotham.

Print/Desktop Licensing forSentinel

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At this time, the Office of Strategic Communication is able to provide a university-wide license for these fonts (for web use only). There is no charge to use them on any site or application under uiowa.edu. For information abouthow to implement the fonts on your site/application, visit the Thom Browne Mrs Thom Jr bag Sale Cheap Prices Cheap Pick A Best kOvoco
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If you are unable to purchase a license for print use (or in situations where the recommended fonts are unavailable), use one of these alternative systemfonts.

Arialas a substitute forGotham andWhitney

In 2016, the AACTE Board of Directors affirmed the following language representing their view of and aspirations for national accreditation in educator preparation. These principles aim to guide discussions among educators and other stakeholders about the role of accreditation in serving the public purposes of education.

Principles for National Accreditation in Educator Preparation

AACTE affirms the importance of accreditation, particularly its role in assuring that the preparation of professional educators ultimately serves the interests and learning of PK-12 students. AACTE resolves that all providers of services to prepare education professionals be nationally accredited and all accreditors be nationally recognized. AACTE also affirms the importance of comprehensively accepted accreditation processes administered by an entity holding strong face validity among educator preparation programs and the public.

Accreditation in educator preparation serves the public’s interest by assuring the highest quality professional preparation of educators and thereby promoting the growth and development of all learners. The accreditation agency upholds transparent, credible, and consistent standards by which professionals can benchmark their own progress. Further, the agency possesses the capacity to conduct processes that allow for reflective engagement by member institutions. Accreditation represents an acknowledgment of shared responsibility between the accreditor and the profession to prepare highly qualified professional educators.

THE QUALITY PRINCIPLE: Accreditation Improves the Quality of Education

Accreditation adds value to the education enterprise by pursuing specific goals: to assure the ability of graduates from accredited programs to serve all learners, to improve programs in accredited institutions, and to provide stronger credibility and quality assurance to the public. The accreditation process encourages self-evaluation and self-analysis by programs as well as innovation and experimentation in educator preparation, all toward the goal of ultimately improving learning for PK-12 students. Accreditation promotes dialogue in the profession at large and among all stakeholders. The accreditation process serves a quality assurance function, requiring all providers to address standards of excellence set forth by the profession.

THE EVIDENCE PRINCIPLE: Accreditation Is Grounded in Evidence of Effectiveness/Graduate Quality

Accreditation standards and processes are based on a strong foundation of evidence grounded in the best research and practice of the professional community. The research and evidence base inform the data and documentation required for accreditation as well as the required demonstration of linkage among program quality, performance of professional educators, and impact on PK-12 student learning. Accreditation standards are supported by reliable and valid measures and research. These measures inform evidence-based practice and the documentation needed for accreditation.

THE CONSENSUS PRINCIPLE: Accreditation Reflects Consensus on Best Practices

Accreditation standards reflect consensus and participation from the entire professional community. Educators across the range of credentialed professional roles are involved in accreditation governance, policy, standards development, review processes, and evaluation of the enterprise. The governing consensus reflects a balance of respect for specialized expertise and for certified knowledge of practice and experience in differentiated professional roles. Deliberations on standards and accreditation review approaches serve to clarify the existing consensus, stimulate ongoing development of new knowledge, and promote experimentation and innovation. Members of the profession from both higher education and PK-12 have a significant voice in developing state policy on the linkage between national accreditation and state oversight of educator preparation units and programs.

THE SERVICE PRINCIPLE: The Accreditation Process Is Transparent and in Service to the Profession and the Public

Accreditation is credible and acceptable to both internal and external clients and publics. This credibility is based on elements outlined in the previously stated principles: accreditation adds to quality, is grounded in evidence, and reflects professional consensus. Public credibility is also dependent on the transparency of accreditation data and decisions. Credibility in the policy sphere requires that evidence from accreditation reviews be accepted for institutional, professional, state, and federal accountability purposes. Professional credibility requires that members of the professional education community and other stakeholders regularly monitor the accreditation process to ensure that it fulfills these principles.

CONCLUSION

Educator preparation programs have a core mission to prepare educators for our nation’s schools. The governing consensus driving national accreditation must reflect the profession and be credible as well as supportive in process, complexity, transparency, reporting, and technical assistance. Ultimately, compliance mandates do not move the profession forward. Accreditation is a form of systemic reflection that elevates the profession through continuous improvement, and we affirm this as the primary objective for professional educator accreditation.

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This double-edged element is fundamental to understanding the meaning of the global decline in political trust and its implications for democracy. We contend that the decline reflects different dynamics and has differentiated effects in established democracies on the one hand, and in new ones on the other. While in the former the decline is associated with a significant intergenerational value change that has taken place among post-war cohorts, it is part of a more general post-honeymoon trend in the latter—a trend which also includes a decline in political participation.

An erosion of respect for authority that has come with the development of post-materialist cultures has characterized young cohorts in industrialized nations for more than three decades: When people no longer worry about their survival, they do not need to cling unquestioningly to the authorities they hope will ensure their survival. Instead, as material well-being increases, trust in political institutions and elites is likely to decline as publics begin to evaluate their leaders and institutions by more demanding standards ( Inglehart, 2003 ; Offe, 1999 ; Patterson, 1999 ). A strengthening of pro-democratic orientations, at the same time, has characterized this intergenerational value change ( Dalton, 2002 ; Klingemann, 1999 ). Younger generations show greater tolerance toward diversity, in particular, and a stronger internalization of democratic principles, in general. We expect, therefore, these two convergent forces, the shift in value priorities and the increasing attachment toward democracy, to interact strongly with the decline of political trust in established regimes.

Fluctuations in trust have, however, been subjected to essentially different dynamics in new democracies. As surveys conducted there at the time of transition as well as several years later show, the enthusiasm for the arrival of democracy seems deflated, reflecting a pattern similar to the honeymoon periods in presidential approval ratings ( Inglehart Catterberg, 2003 ). In many countries, transition to democracy motivated aspirations of civil, political, and economic rights. As a result of these new demands, higher standards for evaluating governmental performance emerged after regimes had changed. In a significant number of cases, however, basic needs of vast segments of the population have not yet been met—partly due to the distributional effects of dramatic economic transformations. This increased people’s skepticism. We expect the erosion of political trust in new democracies, therefore, to be more closely linked to disillusionment and disaffection rather than to the emergence of a more critical citizenry.

The objective of this paper is to analyze individual bases of political trust in society. We use the distinctive dynamics sketched above precisely as a frame to identify some of these determinants both in new and established democracies, studying their differences and commonalities. We first examine trends in political trust over time. Then we build a model of political trust. We use data from several nations included in at least two of the four waves of the World Values Surveys (WVS) and the European Values Surveys (EVS), which were conducted between 1981 and 2000. Finally, concluding remarks round off the empirical findings.

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