Topic
Class (philosophy)
About: Class (philosophy) is a research topic. Over the lifetime, 821 publications have been published within this topic receiving 28000 citations.
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TL;DR: In this paper, the authors present a class of third-order iterative techniques in the form of x"k"+"1=g"u(x"k) =x k+f(x k)u (x k + u u(x)k) to solve a nonlinear equation f with the aid of a weight function u.
9 citations
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TL;DR: In this article, the authors defined classes in the Chow group of a quasi-projective scheme $M$ which reduce to its Chern classes when the scheme is smooth and gave a formula for its Ktheoretic virtual structure sheaf in terms of these classes.
Abstract: Fulton defined classes in the Chow group of a quasi-projective scheme $M$ which reduce to its Chern classes when $M$ is smooth. When $M$ has a perfect obstruction theory, Siebert gave a formula for its virtual cycle in terms of its total Fulton class.
We describe K-theory classes on $M$ which reduce to the exterior algebra of differential forms when $M$ is smooth. When $M$ has a perfect obstruction theory, we give a formula for its K-theoretic virtual structure sheaf in terms of these classes.
9 citations
TL;DR: In this paper , sufficient conditions were established for a class of normalized Mittag-Leffler-type functions to satisfy several geometric properties such as star-likeness, convexity, close-to-convexity and uniform convexness inside the unit disk.
Abstract: The main objective of this paper is to establish some sufficient conditions so that a class of normalized Mittag–Leffler-type functions satisfies several geometric properties such as starlikeness, convexity, close-to-convexity, and uniform convexity inside the unit disk. Moreover, pre-starlikeness and k-uniform convexity are discussed for these functions. Some sufficient conditions are also derived so that these functions belong to the Hardy spaces Hp and H∞. Furthermore, the inclusion properties of some modified Mittag–Leffler-type functions are discussed. The various results, which are established in this paper, are presumably new, and their importance is illustrated by several interesting consequences and examples. Some potential directions for analogous further research on the subject of the present investigation are indicated in the concluding section.
9 citations
01 Jun 2022
TL;DR: Chen et al. as discussed by the authors proposed ReCAM, which re-activates the converged CAM by using softmax crossentropy loss (SCE), which disentangles the pixel response into different classes and hence less mask ambiguity is expected.
Abstract: Extracting class activation maps (CAM) is arguably the most standard step of generating pseudo masks for weakly-supervised semantic segmentation (WSSS). Yet, we find that the crux of the unsatisfactory pseudo masks is the binary crossentropy loss (BCE) widely used in CAM. Specifically, due to the sum-over-class pooling nature of BCE, each pixel in CAM may be responsive to multiple classes co-occurring in the same receptive field. As a result, given a class, its hot CAM pixels may wrongly invade the area belonging to other classes, or the non-hot ones may be actually a part of the class. To this end, we introduce an embarrassingly simple yet surprisingly effective method: Reactivating the converged CAM with BCE by using softmax crossentropy loss (SCE), dubbed ReCAM. Given an image, we use CAM to extract the feature pixels of each single class, and use them with the class label to learn another fully-connected layer (after the backbone) with SCE. Once converged, we extract ReCAM in the same way as in CAM. Thanks to the contrastive nature of SCE, the pixel response is disentangled into different classes and hence less mask ambiguity is expected. The evaluation on both PASCAL VOC and MS COCO shows that ReCAM not only generates high-quality masks, but also supports plug-and-play in any CAM variant with little overhead. Our code is public at https://github.com/zhaozhengChenIReCAM.
9 citations
25 May 2021
TL;DR: This article found that learners who do not enjoy interacting with other people or being the center of attention may exhibit extreme anxiety when they are asked to take part in oral presentation, discussion, or any other kind of language activities.
Abstract: Speaking using foreign language in front of other people can be one of the most anxiety-provoking situations (Minghe & Yuan, 2013). Learners who does not enjoy interacting with other people or being the center of attention may exhibit extreme anxiety when they are asked to take parts in oral presentation, discussion, or any other kind of language activities. A study found that online discussion may decrease the effect. It provides a non-threatening situation for learners who are shy and withdrawn (Bakar et al., 2013). This survey study aims to see whether it is also applied in Indonesian tertiary education by investigating and comparing the learners’ level of anxiety in face to face speaking class before Covid-19 pandemic and online speaking class during the pandemic. 120 students who experienced both speaking courses before and during the pandemic participated in the survey. Consistent with the result of other studies (Bakar et al.,2013; Rodrigues & Vethamani, 2015), this study found that in average, learners feel less anxious during during online speaking class (48,41%) compare to face-to-face class (60,96%).
9 citations