6,765 research outputs found

    Introduction to Facial Micro Expressions Analysis Using Color and Depth Images: A Matlab Coding Approach (Second Edition, 2023)

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    The book attempts to introduce a gentle introduction to the field of Facial Micro Expressions Recognition (FMER) using Color and Depth images, with the aid of MATLAB programming environment. FMER is a subset of image processing and it is a multidisciplinary topic to analysis. So, it requires familiarity with other topics of Artifactual Intelligence (AI) such as machine learning, digital image processing, psychology and more. So, it is a great opportunity to write a book which covers all of these topics for beginner to professional readers in the field of AI and even without having background of AI. Our goal is to provide a standalone introduction in the field of MFER analysis in the form of theorical descriptions for readers with no background in image processing with reproducible Matlab practical examples. Also, we describe any basic definitions for FMER analysis and MATLAB library which is used in the text, that helps final reader to apply the experiments in the real-world applications. We believe that this book is suitable for students, researchers, and professionals alike, who need to develop practical skills, along with a basic understanding of the field. We expect that, after reading this book, the reader feels comfortable with different key stages such as color and depth image processing, color and depth image representation, classification, machine learning, facial micro-expressions recognition, feature extraction and dimensionality reduction. The book attempts to introduce a gentle introduction to the field of Facial Micro Expressions Recognition (FMER) using Color and Depth images, with the aid of MATLAB programming environment.Comment: This is the second edition of the boo

    Exploring the Training Factors that Influence the Role of Teaching Assistants to Teach to Students With SEND in a Mainstream Classroom in England

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    With the implementation of inclusive education having become increasingly valued over the years, the training of Teaching Assistants (TAs) is now more important than ever, given that they work alongside pupils with special educational needs and disabilities (hereinafter SEND) in mainstream education classrooms. The current study explored the training factors that influence the role of TAs when it comes to teaching SEND students in mainstream classrooms in England during their one-year training period. This work aimed to increase understanding of how the training of TAs is seen to influence the development of their personal knowledge and professional skills. The study has significance for our comprehension of the connection between the TAs’ training and the quality of education in the classroom. In addition, this work investigated whether there existed a correlation between the teaching experience of TAs and their background information, such as their gender, age, grade level taught, years of teaching experience, and qualification level. A critical realist theoretical approach was adopted for this two-phased study, which involved the mixing of adaptive and grounded theories respectively. The multi-method project featured 13 case studies, each of which involved a trainee TA, his/her college tutor, and the classroom teacher who was supervising the trainee TA. The analysis was based on using semi-structured interviews, various questionnaires, and non-participant observation methods for each of these case studies during the TA’s one-year training period. The primary analysis of the research was completed by comparing the various kinds of data collected from the participants in the first and second data collection stages of each case. Further analysis involved cross-case analysis using a grounded theory approach, which made it possible to draw conclusions and put forth several core propositions. Compared with previous research, the findings of the current study reveal many implications for the training and deployment conditions of TAs, while they also challenge the prevailing approaches in many aspects, in addition to offering more diversified, enriched, and comprehensive explanations of the critical pedagogical issues

    Exploring Potential Domains of Agroecological Transformation in the United States

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    There is now substantial evidence that agroecology constitutes a necessary pathway towards socially just and ecologically resilient agrifood systems. In the United States, however, agroecology remains relegated to the margins of research and policy spaces. This dissertation explores three potential domains of agroecological transformation in the US. Domains of transformation are sites of contestation in which agroecology interfaces with the industrial agrifood system; these material and conceptual spaces may point to important pathways for scaling agroecology. To explore this concept, I examine formal agroecology education (Chapter 1), extension services and statewide discourses around soil health (Chapter 2), and models of farmland access not based on private property (Chapter 3). While these constitute three distinct topics, I seek to demonstrate that they are linked by similar forces that enable and constrain the extent to which these domains can be sites of agroecological transformation. First, I use case study methodology to explore the evolution of an advanced undergraduate agroecology course at the University of Vermont. I examine how course content and pedagogy align with a transformative framing of agroecology as inherently transdisciplinary, participatory, action-oriented, and political. I find that student-centered pedagogies and experiential education on farms successfully promote transformative learning whereby students shift their understanding of agrifood systems and their role(s) within them. In my second chapter, I zoom out to consider soil health discourses amongst farmers and extension professionals in Vermont. Using co-created mental models and participatory analysis, I find that a singular notion of soil health based on biological, chemical, and physical properties fails to capture the diverse ways in which farmers and extension professionals understand soil health. I advocate for a principles-based approach to soil health that includes social factors and may provide a valuable heuristic for mobilizing knowledge towards agroecology transition pathways. My third chapter, conducted in collaboration with the national non-profit organization Agrarian Trust, considers equitable farmland access. Through semi-structured interviews with 13 farmers and growers across the US, I explore both farmer motivations for engaging with alternative land access models (ALAMs) and the potential role(s) these models may play within broader transformation processes. I argue that ALAMs constitute material and conceptual ‘third spaces’ within which the private property regime is challenged and new identities and language around land ownership can emerge; as such, ALAMs may facilitate a (re)imagining of land-based social-ecological relationships. I conclude the dissertation by identifying conceptual and practical linkages across the domains explored in Chapters 1-3. I pay particular attention to processes that challenge neoliberal logics, enact plural ways of knowing, and prefigure just futures. In considering these concepts, I apply an expansive notion of pedagogy to explore how processes of teaching and (un)learning can contribute to cultivating foundational capacities for transition processes

    The Palaces of Comfort, Consolation and Distraction - The Pie and Mash shop as a performative space of a contested London working class memory

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    This thesis seeks to interrogate and clarify the history and culture of London’s traditional but fading and largely forgotten eel, pie and mash shops. In doing so the work examines their cultural conduit, the adjacent and evolving identity of the cockney whose contested memoryscapes have, I suggest, great contemporary political and cultural relevance in an age of populism and Brexit. The work excavates a tracing around the shops’ absences in historical literature. It situates their establishment within the dying breath of an older, popular street culture and the birth of a new London working class, centred around unofficial street markets and in a synchronous dance with the ideological accession of the bourgeoisie. The thesis employs the biological notion of a taxon to illustrate the shops’ evolution largely defined by the class-demotion of their clientele that mirrored the changing cartography of the city. By the late nineteenth century, this work argues, the eel and pie shops had become a pillar of a respectable London working class culture whose hyper-local solidarities revolved around micro-class divisions of work and negotiated bourgeois codes of propriety as part of a ‘culture of consolation’ that has remained largely impenetrable to outsiders. The study explores this concomitant cockney identity which became, partly through bourgeois theatrical ventriloquising, a figure of imperial incorporation. This eventually came to represent a particular type of ‘ordinariness’, subsequently reconfigured around the gains of a Welfare State and a national economy that continues to be periodically valorised according its usefulness to capital at times of political stress. Utilising sensory ethnography and memory studies the work explores the landscape and territoriality of the contemporary eel, pie and mash shop. It interrogates the rituals and complex, often competing and polyphonic memory inscriptions which memorialise a largely post-colonial nostalgic melancholia around the loss of fantasy of a British omnipotence. The thesis argues that the shops and their simulacra-like reincarnations amongst the cockney diaspora in the Essex new towns offer an insight into the changing notions of taste and class within the convivialities of a unique but broadly closed heritage of proletarian culture as a zone of resistance in the neoliberal city

    Can they always transfer to a four-year college later? Examining high school English learner (EL) graduates’ community college transfer pathway

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    High school English learners (ELs) who aspire to earn a bachelor’s degree are often guided by their high school counselors and teachers to attend community colleges first, and are assured that they can always transfer to a four-year institution later. While community colleges are an important port of entry for ELs’ college education, little is known about what happens to high school EL graduates after they enter community colleges and whether they can actually make the four-year-college transfer a reality. The extant literature has focused primarily on ELs’ high school experiences while a few studies have followed high school ELs only up until they complete English as a second language (ESL) courses in community colleges. Thus, high school EL graduates’ community college studies beyond ESL courses and their four-year-college transfer process have not been well understood. To fill these gaps, this qualitative multiple-case study, adopting a hybrid of cross-sectional and longitudinal methods, followed nine baccalaureate-aspiring high school EL graduates, who were at different stages of community college studies (e.g., some were at the very beginning of taking ESL/remedial courses while others were close to transferring to a four-year college), over one year. Major data included semi-structured interviews with students and educators, classroom observations, and document collection (e.g., students’ high school and community college transcripts). Drawing upon the lenses of opportunity to learn (OTL) and college readiness, this study found that high school EL graduates’ transfer trajectories were far from straightforward and it was rare that an EL was able to persist through their original transfer plan. Findings also showed that the high school–community college pipeline was broken for ELs in many ways, and ELs’ OTL was systematically and repeatedly reduced across high school and community college. Thus, the community college transfer pathway does not guarantee a four-year-college transfer for high school EL graduates if they are not provided with adequate OTL and do not achieve higher levels of college readiness in the first place. The findings interrogate the current institutional practices that normalize ELs’ limited OTL, reveal many issues overlooked in the extant four-year-college transfer literature, and contribute to ELs’ educational equity

    Educating Sub-Saharan Africa:Assessing Mobile Application Use in a Higher Learning Engineering Programme

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    In the institution where I teach, insufficient laboratory equipment for engineering education pushed students to learn via mobile phones or devices. Using mobile technologies to learn and practice is not the issue, but the more important question lies in finding out where and how they use mobile tools for learning. Through the lens of Kearney et al.’s (2012) pedagogical model, using authenticity, personalisation, and collaboration as constructs, this case study adopts a mixed-method approach to investigate the mobile learning activities of students and find out their experiences of what works and what does not work. Four questions are borne out of the over-arching research question, ‘How do students studying at a University in Nigeria perceive mobile learning in electrical and electronic engineering education?’ The first three questions are answered from qualitative, interview data analysed using thematic analysis. The fourth question investigates their collaborations on two mobile social networks using social network and message analysis. The study found how students’ mobile learning relates to the real-world practice of engineering and explained ways of adapting and overcoming the mobile tools’ limitations, and the nature of the collaborations that the students adopted, naturally, when they learn in mobile social networks. It found that mobile engineering learning can be possibly located in an offline mobile zone. It also demonstrates that investigating the effectiveness of mobile learning in the mobile social environment is possible by examining users’ interactions. The study shows how mobile learning personalisation that leads to impactful engineering learning can be achieved. The study shows how to manage most interface and technical challenges associated with mobile engineering learning and provides a new guide for educators on where and how mobile learning can be harnessed. And it revealed how engineering education can be successfully implemented through mobile tools

    Full stack development toward a trapped ion logical qubit

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    Quantum error correction is a key step toward the construction of a large-scale quantum computer, by preventing small infidelities in quantum gates from accumulating over the course of an algorithm. Detecting and correcting errors is achieved by using multiple physical qubits to form a smaller number of robust logical qubits. The physical implementation of a logical qubit requires multiple qubits, on which high fidelity gates can be performed. The project aims to realize a logical qubit based on ions confined on a microfabricated surface trap. Each physical qubit will be a microwave dressed state qubit based on 171Yb+ ions. Gates are intended to be realized through RF and microwave radiation in combination with magnetic field gradients. The project vertically integrates software down to hardware compilation layers in order to deliver, in the near future, a fully functional small device demonstrator. This thesis presents novel results on multiple layers of a full stack quantum computer model. On the hardware level a robust quantum gate is studied and ion displacement over the X-junction geometry is demonstrated. The experimental organization is optimized through automation and compressed waveform data transmission. A new quantum assembly language purely dedicated to trapped ion quantum computers is introduced. The demonstrator is aimed at testing implementation of quantum error correction codes while preparing for larger scale iterations.Open Acces

    Freelance subtitlers in a subtitle production network in the OTT industry in Thailand: a longitudinal study

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    The present study sets out to investigate a subtitle production network in the over-the-top (OTT) industry in Thailand through the perspective of freelance subtitlers. A qualitative longitudinal research design was adopted to gain insights into (1) the way the work practices of freelance subtitlers are influenced by both human and non-human actors in the network, (2) the evolution of the network, and (3) how the freelance subtitlers’ perception of quality is influenced by changes occurring in the network. Eleven subtitlers were interviewed every six months over a period of two years, contributing to over 60 hours of interview data. The data analysis was informed by selected concepts from Actor-Network Theory (ANT) (Law 1992, 2009; Latour 1996, 2005; Mol 2010), and complemented by the three-dimensional quality model proposed by Abdallah (2016, 2017). Reflexive thematic analysis (Braun and Clarke 2019a, 2020b) was used to generate themes and sub-themes which address the research questions and tell compelling stories about the actor-network. It was found that from July 2017 to September 2019, the subtitle production network, which was sustained by complex interrelationships between actors, underwent a number of changes. The changes affected the work practices of freelance subtitlers in a more negative than positive way, demonstrating their precarious position in an industry that has widely adopted the vendor model (Moorkens 2017). Moreover, as perceived by the research participants, under increasingly undesirable working conditions, it became more challenging to maintain a quality process and to produce quality subtitles. Finally, translation technology and tools, including machine translation, were found to be key non-human actors that catalyse the changes in the network under study
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