University of Wisconsin–Milwaukee

About: University of Wisconsin–Milwaukee is a education organization based out in Milwaukee, Wisconsin, United States. It is known for research contribution in the topics: Population & Gravitational wave. The organization has 11839 authors who have published 28034 publications receiving 936438 citations. The organization is also known as: UWM & University of Wisconsin-Milwaukee.

Salient Object Detection: A Benchmark

Abstract: We extensively compare, qualitatively and quantitatively, 41 state-of-the-art models (29 salient object detection, 10 fixation prediction, 1 objectness, and 1 baseline) over seven challenging data sets for the purpose of benchmarking salient object detection and segmentation methods. From the results obtained so far, our evaluation shows a consistent rapid progress over the last few years in terms of both accuracy and running time. The top contenders in this benchmark significantly outperform the models identified as the best in the previous benchmark conducted three years ago. We find that the models designed specifically for salient object detection generally work better than models in closely related areas, which in turn provides a precise definition and suggests an appropriate treatment of this problem that distinguishes it from other problems. In particular, we analyze the influences of center bias and scene complexity in model performance, which, along with the hard cases for the state-of-the-art models, provide useful hints toward constructing more challenging large-scale data sets and better saliency models. Finally, we propose probable solutions for tackling several open problems, such as evaluation scores and data set bias, which also suggest future research directions in the rapidly growing field of salient object detection.

Partner Selection in Emerging and Developed Market Contexts: Resource-Based and Organizational Learning Perspectives

Abstract: This study of the international partner selection of firms from emerging (Mexico, Poland, and Romania) and developed (Canada, France, and the United States) markets supports resource-based and organizational learning explanations of such partner selection, a critical factor for success with international strategic alliances. Emerging market firms emphasized financial assets, technical capabilities, intangible assets, and willingness to share expertise in selection of partners more than developed market firms. In contrast, developed market firms tried to leverage their resources through partner selection. In particular, they emphasized unique competencies and local market knowledge and access in their partner selection more than emerging market firms.

Embodiment as a Paradigm for Anthropology

Abstract: The purpose of this chapter is not to argue that the human body is an important object of anthropological study, but that a paradigm of embodiment can be elaborated for the study of culture and self. By paradigm I mean simply a consistent methodological perspective that encourages reanalysis of existing data and suggests new questions for empirical research. Although I shall argue that a paradigm of embodiment transcends different methodologies, I will not attempt to synthesize the broad multi-disciplinary literature on the body1 The approach I will develop from the perspective of psychological anthropology leans strongly in the direction of phenomenology. This approach to embodiment begins from the methodological postulate that the body is not an object to be studied in relation to culture, but is to be considered as the subject of culture, or in other words as the existential ground of culture.

Enhancing students' engagement by increasing teachers' autonomy support

Abstract: Engagement refers to the behavioral intensity and emotional quality of a person’s active involvement during a task. Recognizing the benefits highly engaged people experience, we tested whether classroom teachers could incorporate the relatively foreign concept of autonomy support into their motivating styles as a way to promote their students’ engagement during instruction. Teachers in an experimental group and teachers in a delayed-treatment control group received information and guidance consistent with self-determination theory on how to support students’ autonomy. Over a series of 3 classroom observations, trained raters scored each teacher’s autonomy support and 2 measures of their students’ engagement–task involvement and influence attempts. Trained teachers displayed significantly more autonomy-supportive behaviors than did nontrained teachers. Further, the more teachers used autonomy support during instruction, the more engaged were their students. This was true on both measures of engagement.