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- Dessmark, Anders, et al.
(författare)
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On the approximability of maximum and minimum edge clique partition problems
- 2006
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Ingår i: Conferences in Research and Practice in Information Technology Series. - 1920682333 ; 168, s. 101-105
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Konferensbidrag (refereegranskat)abstract
- We consider the following clustering problems: given a general undirected graph, partition its vertices into disjoint clusters such that each cluster forms a clique and the number of edges within the clusters is maximized (Max-ECP), or the number of edges between clusters is minimized (Min-ECP). These problems arise naturally in the DNA clone classification. We investigate the hardness of finding such partitions and provide approximation algorithms. Further, we show that greedy strategies yield constant factor approxi mations for graph classes for which maximum cliques can be found efficiently.
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- Jansson, Johan, 1978-, et al.
(författare)
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Gestural 3D Interaction with a Beating Heart : Simulation Visualization and Interaction
- 2011
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Ingår i: Proceedings of SIGRAD 2011. - : Linköping University Electronic Press. - 9789173930086
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Konferensbidrag (refereegranskat)abstract
- The KTH School of Computer Science and Communication (CSC) established a strategic platform in Simulation-Visualization-Interaction (SimVisInt) in 2009, focused on the high potential in bringing together CSC core com-petences in simulation technology, visualization and interaction. The main part of the platform takes the form aset of new trans-disciplinary projects across established CSC research groups, within the theme of ComputationalHuman Modeling and Visualization: (i) interactive virtual biomedicine (HEART), (ii) simulation of human mo-tion (MOTION), and (iii) virtual prototyping of human hand prostheses (HAND). In this paper, we present recentresults from the HEART project that focused on gestural and haptic interaction with a heart simulation.
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- Jansson, Joel, et al.
(författare)
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Targeted (re)-socialization in universities and prisons : a policy study concerning tutor and tutee
- 2015
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Ingår i: Abstract book NERA 2015. ; , s. 1-1
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Konferensbidrag (refereegranskat)abstract
- The paper present a sub-study included in a curriculum theory project on targeted socialization within two institutions of major importance for the Nordic welfare states enculturation, universities and prisons. We compare the relationship between supervisor/doctoral student and correctional contact persons/inmates. There are some apparent differences between these two contexts. Universities are mostly discussed in terms of socialization and learning, prisons more often as institutions where inmates are in need of re-socialization whether they approve or not. Students enter doctoral education as a result of a qualified meritocratic selection process, and success will produce holders of the highest exam possible. Inmates qualify for prison by being convicted for a crime in a court of law, and are deprived of their liberty as they are incarcerated. In addition, prison has a mixed purpose of being about retribution and deterrence, as well as rehabilitation. In this substudy we compare aspects of targeted (re)-socialization processes, from a curriculum theory perspective, regarding the two relationships mentioned above. In other words, the tutoring relationship between tutors and tutees in the contexts of doctoral education and inmate rehabilitation. We pay special attention to the transactions of knowledge, norms, values and identities offered in both cases. The empirical material consists of policy-texts on a national (laws for prisons/ probation, higher education and policy-texts concerning the correctional contact persons)-and a local level (enforcement plans, individual study planes and policy-texts concerning PhD supervision). Preliminary results of this sub-study is that the targeted (re)-socialization process of these two activities have both similarities and difference. This opens up for further research questions on how similarities are played out through the differences between the two institutions in objectives and contents (curriculum), educational forms (pedagogy) and assessment activities (evaluation).
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