1,228 research outputs found
Dataset supporting: "Generative Image Restoration and Super-Resolution using Physics-Informed Synthetic Data for Scanning Tunneling Microscopy"
No full textThis upload contains the dataset used for the research paper:
Kolev, N. L., Rodani, T., Curson, N. J., Stock, T. J. Z., & Cazzaniga, A. (2025). Generative image restoration and super-resolution using physics-informed synthetic data for scanning tunneling microscopy (arXiv:2510.25921). arXiv. https://doi.org/10.48550/arXiv.2510.2592
Generative Image Restoration and Super-Resolution using Physics-Informed Synthetic Data for Scanning Tunneling Microscopy
No full textScanning tunnelling microscopy (STM) enables atomic-resolution imaging and
atom manipulation, but its utility is often limited by tip degradation and slow
serial data acquisition. Fabrication adds another layer of complexity since the
tip is often subjected to large voltages, which may alter the shape of its
apex, requiring it to be conditioned. Here, we propose a machine learning (ML)
approach for image repair and super-resolution to alleviate both challenges.
Using a dataset of only 36 pristine experimental images of Si(001):H, we
demonstrate that a physics-informed synthetic data generation pipeline can be
used to train several state-of-the-art flow-matching and diffusion models.
Quantitative evaluation with metrics such as the CLIP Maximum Mean Discrepancy
(CMMD) score and structural similarity demonstrates that our models are able to
effectively restore images and offer a two- to fourfold reduction in image
acquisition time by accurately reconstructing images from sparsely sampled
data. Our framework has the potential to significantly increase STM
experimental throughput by offering a route to reducing the frequency of
tip-conditioning procedures and to enhancing frame rates in existing high-speed
STM systems
Why Privacy Matters: An Interview with Neil Richards
No full textProfessor Daniel J. Solove discusses the book \u27Why Privacy Matters\u27 and the future of privacy with the author, Professor Neil Richards
J. Meredith Neil papers
No full textJ. Meredith Neil was an American author and historian whose research focused primarily on architecture and environmental issues. Collection consists of published and unpublished book-length manuscripts, research, reference material, and correspondence related to his writing, and correspondence from his time as a volunteer with his churches’ prison ministry programs
Hearing Faces and Seeing Voices: The Integration and Interaction of Face and Voice Processing
No full textCognitive understanding of voice recognition has borrowed much from the area of face processing, both in terms of the theoretical framework within which results are interpreted, and the methodology used to assess performance. A considerable body of research now exists to suggest that voice recognition may proceed in parallel with face recognition, and that the two pathways may combine to inform person recognition. However, rather than being independent or equivalent, these parallel pathways appear to interact to reveal interesting interference effects. The present paper reviews a series of studies that focus on a considerable and growing literature. The vulnerability of voice processing will be explored relative to face processing, and the interaction of these two pathways will be examined with reference to broader theoretical frameworks for person recognition
Facing the Future: the Changing Shape of Academic Skills Support at Bournemouth University
No full textThis paper explores the potential impact of changes to higher education in England on student expectations, engagement, lifestyles and diversity, and outlines implications for the development of digital literacy within academic skills support at Bournemouth University (BU). We will investigate how tackling resource constraints with organisational change can also enable efficient, centralised provision of support materials that utilise networks to overcome the risk of fragmented support for digital literacy. We will also look at how changing delivery modes for support can accommodate changing student lifestyles whilst tackling a weakness of centralised support for digital literacy: that it can become detached from the student’s subject-focused academic practice. Finally we will explore how involving students in developing support can help us to face changes to student expectations and engagement whilst ensuring that materials are authentic and speak to learners in their own voice
Gaiman, Neil
No full textA brief description of the main characteristics of the works for children of the British author Neil Gaiman, the themes he privileges in his stories, the way he portrays children and the relationship between children and adults
Maximizing Research Impact Through Institutional and National Open-Access Self-Archiving Mandates
No full textNo research institution can afford all the journals its researchers may need, so all articles are losing research impact (usage and citations). Articles made “Open Access,” (OA) by self-archiving them on the web are cited twice as much, but only 15% of articles are being spontaneously self-archived. The only institutions approaching 100% self-archiving are those that mandate it. Surveys show that 95% of authors will comply with a self-archiving mandate; the actual expe-rience of institutions with mandates has confirmed this. What institutions and funders need to mandate is that (1) immediately upon acceptance for publication, (2) the author’s final draft must be (3) deposited into the Institutional Repository. Only the depositing needs to be mandated; set-ting access privileges to the full-text as either OA or Restricted Access (RA) can be left up to the author. For articles published in the 93% of journals that have already endorsed self-archiving, access can be set as OA immediately; for the remaining 7%, authors can email the eprint in re-sponse to individual email requests automatically forwarded by the Repository
Child Development
No full textThe topics in this encyclopedia were selected andorganized by Neil J. Salkind and Lewis Margolis (editorand associate editor, respectively), with the help ofMandy Goodnight. Neil J. Salkind is a professor ofPsychology and Research in Education at theUniversity of Kansas, while Lewis Margolis is a professorof Public Health at the University of NorthCarolina in Chapel Hill. Mandy Goodnight is a practicingschool psychologist in western Kansas.All of the entries were written by leading expertsin their field or those who were under their supervision.Each author was asked to make a specific contribution.The diversity and excellence of the contributorsadds an unmistakable flavor of comprehensivenessand authority to the entries. Speaking for all ofthe editors, it was a pleasure and an honor to havesuch a distinguished group of scholars contribute tothe volume
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