The PASCAL Visual Object Classes (VOC) challenge is a benchmark in visual object category recognition and detection, providing the vision and machine learning communities with a standard dataset of images and annotation, and standard evaluation procedures. Organised annually from 2005 to present, the challenge and its associated dataset has become accepted as the benchmark for object detection.This paper describes the dataset and evaluation procedure. We review the state-of-the-art in evaluated methods for both classification and detection, analyse whether the methods are statistically different, what they are learning from the images (e.g. the object or its context), and what the methods find easy or confuse. The paper concludes with lessons learnt in the three year history of the challenge, and proposes directions for future improvement and extension.

The Rapid Response Model (RRM) provides psychiatric services to children and adolescents seen at the Accident and Emergency (A&E) department or at the Urgent Consultation Clinic of the Child and Adolescent Psychiatry Division the next day. In a naturally occurring experiment, the RRM was introduced, withdrawn and restarted. When RRM was withdrawn at one site, it was implemented at another. The RRM reduced nighttime Emergency Consultations and inpatient admissions from A&E, while it increased daytime consultations and daytime admissions. The RRM provided timely, organized emergency psychiatric services. A&E staff expressed satisfaction with the service.

Individuals treated for psychotic disorders and mood disorders with psychotic features have a high likelihood of relapse across the life course. This study examines the relapse rate and its associated predictors for children and adolescents experiencing a first-episode and develops a statistical risk-model for prediction of time to first-relapse. A multiyear, retrospective cohort design was used to track youth, under the age of 18 years, who experienced a first-episode of psychosis, and were admitted to 1 of 6 inpatient hospital psychiatric units (N = 87). Participants were followed for at least 2 years (M = 3.9, SD = 1.3) using survival analysis. Approximately 60% of subjects experienced relapse requiring hospital readmission by the end of follow-up, with 33% readmitted within the first year and 44% within 2 years. Median survival time was 34 months. Cox proportional hazards regression identified 4 key risk factors for relapse: medication nonadherence, female gender, receiving clinical treatment, and a decline in social support before first admission.

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This paper describes the Position-Encoding Dynamic Tree (PEDT). The PEDT is a probabilistic model for images which improves on the Dynamic Tree by allowing the positions of objects to play a part in the model. This increases the flexibility of the model over the Dynamic Tree and allows the positions of objects to be located and manipulated. The paper motivates and defines this form of probabilistic model using the belief network formalism. A structured variational approach for inference and learning in the PEDT is developed, and the resulting variational updates are obtained, along with additional implementation considerations which ensure the computational cost scales linearly in the number of nodes of the belief network. The PEDT model is demonstrated and compared with the dynamic tree and fixed tree. The structured variational learning method is compared with mean field approaches.

Baccalaureate nursing students who participated in equine-facilitated psychotherapy (EFP) clinical observation found that they could benefit as much from the program as the child clients. By identifying beneficial educational outcomes of this nontraditional learning assignment, the authors hope readers will explore similar possibilities for nurses at various stages of their professional development.

In time-series analysis it is often assumed that observed data can be modelled as being derived from a number of regimes of dynamics, as e.g. in a Switching Kalman Filter (SKF) [8,2]. However, it may not be possible to model all of the regimes, and in this case it can be useful to represent explicitly a 'novel' regime. We apply this idea to the Factorial Switching Kalman Filter (FSKF) by introducing an extra factor (the 'Xfactor') to account for the unmodelled variation. We apply our method to physiological monitoring data from premature infants receiving intensive care, and demonstrate that the model is effective in detecting abnormal sequences of observations that are not modelled by the known regimes.

The primary objective of this study was to evaluate the efficacy of a continuing professional development (CPD) intervention in producing changes in physical education (PE) teaching practice and PE teaching quality by generalist primary school teachers when the CPD addressed the use of a game-centered approach. A cluster-randomized controlled trial was conducted in seven primary schools in the Hunter Region, New South Wales (NSW), Australia. One year six teacher from each school was randomized into the Professional Learning for Understanding Games Education (PLUNGE) intervention (n = 4 teachers) or the 7-week wait-list control (n = 3) condition. The PLUNGE intervention (weeks 1-5) used an instructional framework to improve teachers' knowledge, understanding and delivery of a game-centered curriculum, and included an information session and weekly in-class mentoring. The intervention was designed to enhance content and pedagogical knowledge for the provision of pedagogy focused on a broad range of learning outcomes. Teaching quality was assessed at baseline and follow-up (weeks 6 & 7) via observation of two consecutive PE lessons using the Quality Teaching Lesson Observation Scales (NSWDET, 2006). Linear mixed models revealed significant group-by-time intervention effects (p<0.05) for the quality of teaching (effect size: d=1.7). CPD using an information session and mentoring, and a focus on the development of the quality of teaching using a game-centered pedagogical approach was efficacious in improving the quality of PE teaching among generalist primary school teachers.