The ability of the Millon Clinical Multiaxial Inventory--Third Edition to detect malingering.

This study investigated the ability of the Millon Clinical Multiaxial Inventory--Third Edition (MCMI-III) to discriminate students malingering psychopathology (n=106) from bona fide psychiatric inpatients (n=202). Students were randomly assigned to a fake-bad or an honest-responding condition. Analyses investigated the ability of the modifier indices to discriminate fake-bad group participants from the psychiatric inpatients. Scale X raw cutoff score >178 yielded a positive predictive power (PPP) of 0.0, a negative predictive power (NPP) of 63.1, and a hit rate of 63.1%. Optimal cutoff scores were developed. Scale X Base Rate (BR) >84 provided a PPP of 55.6, an NPP of 72.1, and a hit rate of 65.2%. Scale Y BR     

Editorial: Special Issue on “Texture Analysis and Synthesi”

International Journal of Computer Vision -     

能消除RGB差分视频传输线上共模噪声的放大器

5类网络电缆由四对双绞线组成,并有耐用的外套,这种电缆能为分量视频信号的传输提供一种通用而有良好性价比的选择。三个线对可以承载RGB视频信号,而第四对线可以承载音频信号、同步信号和其它传输信号。不幸的是,5类电缆缺乏屏蔽,因此容易遭受共模噪声耦合     

Distinctiveness and Correlation in Conceptual Structure: Behavioral and Computational Studies.

Patients with category-specific deficits have motivated a range of hypotheses about the structure of the conceptual system. One class of models claims that apparent category dissociations emerge from the internal structure of concepts rather than fractionation of the system into separate substores. This account claims that distinctive properties of concepts in the living domain are vulnerable because of their weak correlation with other features. Given the assumption that mutual activation among correlated properties produces faster activation in the normal system, the authors predicted a disadvantage for the distinctive features of living things for unimpaired adults. Results of a speeded feature verification study supported this prediction, as did a computational simulation in which networks mapped from orthography to semantics. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Formal methods: The next generation of system design tools

Because of the growing demand for increasingly complex computer-based systems there is now an urgent need to provide tools to assist during the design of such systems. Formal specifications and formal methods provide such assistance but their widespread adoption has been hindered by the so-called ‘math fear’ and the perception that the tools are too difficult, too time consuming and too costly to use in a commercial environment. The aim of this article is to dispel the mystery surrounding the topic and to explain what formal methods are, how and why they are used, the benefits that accrue and why the technology should be accepted on a broader front. The application of formal methods to the design of computer-based systems will be discussed without resorting to jargon or mathematics. The discussion will concentrate more on the software content of systems but the arguments apply equally well to hardware. Some of the available tools will also be introduced.     

Reversing the Lecture/Homework Paradigm Using eTEACH® Web‐based Streaming Video Software

A new online streaming video and multi‐media application called eTEACH, http:eTEACH.engr.wisc.edu was used to reform a large, lecture‐based computer science course for engineering majors. In‐class lectures were replaced with videotaped lectures and other materials that students viewed on the Internet on their own schedule, making it possible to use the live class periods for small, team problem‐solving sessions facilitated by the professors and a teaching assistant. By using the eTEACH application to transform course lectures into “homework” and free up the face‐to‐face class time for working on problems that were similar to homework assignments, the professors effectively reversed the lecture and homework paradigm of a typical large lecture course. A thorough course evaluation over two semesters showed that students who took the online lecture version of the course gave significantly higher ratings to all aspects of the course, including lecture usefulness, professor responsiveness, the course overall, and the instructor. Although a few students missed having the opportunity to ask questions during lectures, about two‐thirds of the 531 students surveyed felt it was easier to take notes and understand the lectures presented via eTEACH than it would have been while attending the same lecture live, and 78% of students appreciated the ability to view and review course lectures on their own schedule.     

e-Government information systems: Evaluation-led design for public value and client trust

e-Government systems differ from commercial information systems (IS) in that they frequently encompass strategic goals that go beyond efficiency, effectiveness and economy, and include political and social objectives such as trust in government, social inclusion, community regeneration, community well-being and sustainability. Designing e-Government systems that help to meet these objectives is a significant challenge for the future. This paper develops an evaluative design framework for e-Government projects that complements traditional approaches to IS evaluation. The framework is based upon Moor's concept of public value. It focuses upon citizens' and clients' experiences of service provision and service outcomes as contributors to the formation of public trust. Trust is shown to be related to the extent to which people feel that an e-Government service enhances their sense of being well-informed, gives them greater personal control, and provides them with a sense of influence or contingency. The framework's development and validation are founded upon analyses of a two live case studies in south-east England and London, U.K.