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This paper aims to repair missing regions which are corrupted along arbitrary directions. It presents a mixed image inpainting method based on Markov random field. By using Belief Propagation scheme in low gray-levels and alternately suggesting a directional Gaussian Graphical model (DGGM) for multiple references in a high-level range, it gains a balance between the model accuracy and the computation complexity in realization. On the basis of an existing method in [1], it improves the method in high level inpainting for the task under small train sets and large corrupted regions, by introducing these multi-head reference clues. Experimental results are given, the inpainting quality of different kinds of images with different sizes and contents under different parameter settings are compared in metrics of the peak signal noise ratio and the structural similarity index. The significance of parameter settings and the efficient computational cost could demonstrate the feasibility of this method. © COPYRIGHT SPIE.

El presente estudio investigó si las creencias motivacionales de los estudiantes actúan como mediadores en la asociación entre las relaciones profesor-alumno (TSR) y el rendimiento de un idioma extranjero con un modelo de mediación múltiple. Además, esta investigación examinó si los roles mediadores de la motivación intrínseca y extrínseca difieren. Se eligieron 1171 alumnos de octavo grado (583 hombres, 588 mujeres) con muestreo intencional en China. En octubre de 2017, se aplicaron a los estudiantes las pruebas de TSR, la motivación intrínseca y extrínseca y la prueba de inglés como idioma extranjero (EFL) basadas en el plan de estudios nacional. Los resultados mostraron que el vínculo positivo entre TSR y el desempeño de un idioma extranjero está parcialmente mediado por la motivación intrínseca y extrínseca, y el efecto de mediación de la motivación intrínseca es significativamente mayor que el de la motivación extrínseca, controlando el género y el estatus socioeconómico. Los resultados indicaron que los TSR de apoyo pueden ayudar a los alumnos a mejorar su dominio del idioma extranjero ya que promueven su motivación, especialmente la motivación intrínseca. Los resultados actuales pueden tener importantes implicaciones teóricas y prácticas para la formación del profesorado y el aprendizaje de lenguas extranjeras, The present study investigated whether students’ motivational beliefs act as a mediator in the association between teacher-student relationships (TSRs) and foreign language performance with a multiple mediation model. Furthermore, this research examined whether mediating roles of intrinsic and extrinsic motivation differ. A total of 1171 eighth graders (583 male, 588 female) were chosen with purposive sampling in China. Studentreported measures of TSRs, intrinsic and extrinsic motivation, and English as a Foreign Language (EFL) test based on national curriculum were administrated in October 2017. Results showed that the positive link between TSRs and foreign language performance is partially mediated by intrinsic and extrinsic motivation, and the mediation effect of intrinsic motivation is significantly greater than that of extrinsic motivation, controlling for gender and socio-economic status. The results indicated that supportive TSRs can help learners to improve their foreign language proficiency by promoting their motivation, especially intrinsic motivation. The present results may have substantive theoretical and practical implications for teacher education and foreign language learning.

El presente estudio investigó si las creencias motivacionales de los estudiantes actúan como mediadores en la asociación entre las relaciones profesor-alumno (TSR) y el rendimiento de un idioma extranjero con un modelo de mediación múltiple. Además, esta investigación examinó si los roles mediadores de la motivación intrínseca y extrínseca difieren. Se eligieron 1171 alumnos de octavo grado (583 hombres, 588 mujeres) con muestreo intencional en China. En octubre de 2017, se aplicaron a los estudiantes las pruebas de TSR, la motivación intrínseca y extrínseca y la prueba de inglés como idioma extranjero (EFL) basadas en el plan de estudios nacional. Los resultados mostraron que el vínculo positivo entre TSR y el desempeño de un idioma extranjero está parcialmente mediado por la motivación intrínseca y extrínseca, y el efecto de mediación de la motivación intrínseca es significativamente mayor que el de la motivación extrínseca, controlando el género y el estatus socioeconómico. Los resultados indicaron que los TSR de apoyo pueden ayudar a los alumnos a mejorar su dominio del idioma extranjero ya que promueven su motivación, especialmente la motivación intrínseca. Los resultados actuales pueden tener importantes implicaciones teóricas y prácticas para la formación del profesorado y el aprendizaje de lenguas extranjeras, The present study investigated whether students’ motivational beliefs act as a mediator in the association between teacher-student relationships (TSRs) and foreign language performance with a multiple mediation model. Furthermore, this research examined whether mediating roles of intrinsic and extrinsic motivation differ. A total of 1171 eighth graders (583 male, 588 female) were chosen with purposive sampling in China. Studentreported measures of TSRs, intrinsic and extrinsic motivation, and English as a Foreign Language (EFL) test based on national curriculum were administrated in October 2017. Results showed that the positive link between TSRs and foreign language performance is partially mediated by intrinsic and extrinsic motivation, and the mediation effect of intrinsic motivation is significantly greater than that of extrinsic motivation, controlling for gender and socio-economic status. The results indicated that supportive TSRs can help learners to improve their foreign language proficiency by promoting their motivation, especially intrinsic motivation. The present results may have substantive theoretical and practical implications for teacher education and foreign language learning.

The present study investigated whether students’ motivational beliefs act as a mediator in the association between teacher-student relationships (TSRs) and foreign language performance with a multiple mediation model. Furthermore, this research examined whether mediating roles of intrinsic and extrinsic motivation differ. A total of 1171 eighth graders (583 male, 588 female) were chosen with purposive sampling in China. Studentreported measures of TSRs, intrinsic and extrinsic motivation, and English as a Foreign Language (EFL) test based on national curriculum were administrated in October 2017. Results showed that the positive link between TSRs and foreign language performance is partially mediated by intrinsic and extrinsic motivation, and the mediation effect of intrinsic motivation is significantly greater than that of extrinsic motivation, controlling for gender and socio-economic status. The results indicated that supportive TSRs can help learners to improve their foreign language proficiency by promoting their motivation, especially intrinsic motivation. The present results may have substantive theoretical and practical implications for teacher education and foreign language learning., El presente estudio investigó si las creencias motivacionales de los estudiantes actúan como mediadores en la asociación entre las relaciones profesor-alumno (TSR) y el rendimiento de un idioma extranjero con un modelo de mediación múltiple. Además, esta investigación examinó si los roles mediadores de la motivación intrínseca y extrínseca difieren. Se eligieron 1171 alumnos de octavo grado (583 hombres, 588 mujeres) con muestreo intencional en China. En octubre de 2017, se aplicaron a los estudiantes las pruebas de TSR, la motivación intrínseca y extrínseca y la prueba de inglés como idioma extranjero (EFL) basadas en el plan de estudios nacional. Los resultados mostraron que el vínculo positivo entre TSR y el desempeño de un idioma extranjero está parcialmente mediado por la motivación intrínseca y extrínseca, y el efecto de mediación de la motivación intrínseca es significativamente mayor que el de la motivación extrínseca, controlando el género y el estatus socioeconómico. Los resultados indicaron que los TSR de apoyo pueden ayudar a los alumnos a mejorar su dominio del idioma extranjero ya que promueven su motivación, especialmente la motivación intrínseca. Los resultados actuales pueden tener importantes implicaciones teóricas y prácticas para la formación del profesorado y el aprendizaje de lenguas extranjeras

The present study investigated whether students’ motivational beliefs act as a mediator in the association between teacher-student relationships (TSRs) and foreign language performance with a multiple mediation model. Furthermore, this research examined whether mediating roles of intrinsic and extrinsic motivation differ. A total of 1171 eighth graders (583 male, 588 female) were chosen with purposive sampling in China. Studentreported measures of TSRs, intrinsic and extrinsic motivation, and English as a Foreign Language (EFL) test based on national curriculum were administrated in October 2017. Results showed that the positive link between TSRs and foreign language performance is partially mediated by intrinsic and extrinsic motivation, and the mediation effect of intrinsic motivation is significantly greater than that of extrinsic motivation, controlling for gender and socio-economic status. The results indicated that supportive TSRs can help learners to improve their foreign language proficiency by promoting their motivation, especially intrinsic motivation. The present results may have substantive theoretical and practical implications for teacher education and foreign language learning., El presente estudio investigó si las creencias motivacionales de los estudiantes actúan como mediadores en la asociación entre las relaciones profesor-alumno (TSR) y el rendimiento de un idioma extranjero con un modelo de mediación múltiple. Además, esta investigación examinó si los roles mediadores de la motivación intrínseca y extrínseca difieren. Se eligieron 1171 alumnos de octavo grado (583 hombres, 588 mujeres) con muestreo intencional en China. En octubre de 2017, se aplicaron a los estudiantes las pruebas de TSR, la motivación intrínseca y extrínseca y la prueba de inglés como idioma extranjero (EFL) basadas en el plan de estudios nacional. Los resultados mostraron que el vínculo positivo entre TSR y el desempeño de un idioma extranjero está parcialmente mediado por la motivación intrínseca y extrínseca, y el efecto de mediación de la motivación intrínseca es significativamente mayor que el de la motivación extrínseca, controlando el género y el estatus socioeconómico. Los resultados indicaron que los TSR de apoyo pueden ayudar a los alumnos a mejorar su dominio del idioma extranjero ya que promueven su motivación, especialmente la motivación intrínseca. Los resultados actuales pueden tener importantes implicaciones teóricas y prácticas para la formación del profesorado y el aprendizaje de lenguas extranjeras

Myostatin, encoded by the MSTN gene, is a strong regulator of skeletal muscle growth. The present study aimed to investigate whether the A55T and K153R polymorphisms of MSTN were associated with the strength training-induced muscle hypertrophy among Han Chinese men. A total of 94 healthy, untrained men were recruited for an 8-week strength training programme. The thicknesses of biceps and quadriceps, along with anthropometric measurements of the participants, were assessed before and after the programme. The MSTN polymorphisms were subsequently genotyped employing polymerase chain reaction-restriction fragment length polymorphism technique and confirmed by DNA sequencing. One-way analysis of variance was used to compare the pre- and post-training measurements between carriers of different polymorphic genotypes. Our results indicated that individuals with AT + TT genotype of the A55T polymorphism showed a significant increase in the thickness of biceps (0.292 ± 0.210 cm, P = 0.03), but not quadriceps (0.254 ± 0.198 cm, P = 0.07), compared to carriers of AA genotype. For the K153R polymorphism, the increases in the thicknesses of both biceps (0.300 ± 0.131 cm) and quadriceps (0.421 ± 0.281 cm) were significantly higher among individuals with KR than those with KK genotypes (P < 0.01 for both muscles). The results obtained therefore suggested a possible association between the two polymorphisms and the strength training-induced muscle hypertrophy among men of Han Chinese ethnicity.

Let rC and rD be two convexdistance funtions in the plane with convex unit balls C and D. Given two points, p and q, we investigate the bisector, B(p,q), of p and q, where distance from p is measured by rC and distance from q by rD. We provide the following results. B(p,q) may consist of many connected components whose precise number can be derived from the intersection of the unit balls, C nd D. The bisector can contain bounded or unbounded 2-dimensional areas. Even more surprising, pieces of the bisector may appear inside the region of all points closer to p than to q. If C and D are convex polygons over m and m vertices, respectively, the bisector B(p,q) can consist of at most min(m,n) connected components which contain at most 2(m+n) vertices altogether. The former bound is tight, the latter is tight up to an additive constant. We also present an optimal O(m+n) time algorithm for computing the bisector.

Let rC and rD be two convexdistance funtions in the plane with convex unit balls C and D. Given two points, p and q, we investigate the bisector, B(p,q), of p and q, where distance from p is measured by rC and distance from q by rD. We provide the following results. B(p,q) may consist of many connected components whose precise number can be derived from the intersection of the unit balls, C nd D. The bisector can contain bounded or unbounded 2-dimensional areas. Even more surprising, pieces of the bisector may appear inside the region of all points closer to p than to q. If C and D are convex polygons over m and m vertices, respectively, the bisector B(p,q) can consist of at most min(m,n) connected components which contain at most 2(m+n) vertices altogether. The former bound is tight, the latter is tight up to an additive constant. We also present an optimal O(m+n) time algorithm for computing the bisector.

Let rC and rD be two convexdistance funtions in the plane with convex unit balls C and D. Given two points, p and q, we investigate the bisector, B(p,q), of p and q, where distance from p is measured by rC and distance from q by rD. We provide the following results. B(p,q) may consist of many connected components whose precise number can be derived from the intersection of the unit balls, C nd D. The bisector can contain bounded or unbounded 2-dimensional areas. Even more surprising, pieces of the bisector may appear inside the region of all points closer to p than to q. If C and D are convex polygons over m and m vertices, respectively, the bisector B(p,q) can consist of at most min(m,n) connected components which contain at most 2(m+n) vertices altogether. The former bound is tight, the latter is tight up to an additive constant. We also present an optimal O(m+n) time algorithm for computing the bisector.