Reference face graph for face recognition

Face recognition has been studied extensively; however, real-world face recognition still remains a challenging task. The demand for unconstrained practical face recognition is rising with the explosion of online multimedia such as social networks, and video surveillance footage where face analysis is of significant importance. In this paper, we approach face recognition in the context of graph theory. We recognize an unknown face using an external reference face graph (RFG). An RFG is generated and recognition of a given face is achieved by comparing it to the faces in the constructed RFG. Centrality measures are utilized to identify distinctive faces in the reference face graph. The proposed RFG-based face recognition algorithm is robust to the changes in pose and it is also alignment free. The RFG recognition is used in conjunction with DCT locality sensitive hashing for efficient retrieval to ensure scalability. Experiments are conducted on several publicly available databases and the results show that the proposed approach outperforms the state-of-the-art methods without any preprocessing necessities such as face alignment. Due to the richness in the reference set construction, the proposed method can also handle illumination and expression variation

Developing serious games for cultural heritage: a state-of-the-art review

Although the widespread use of gaming for leisure purposes has been well documented, the use of games to support cultural heritage purposes, such as historical teaching and learning, or for enhancing museum visits, has been less well considered. The state-of-the-art in serious game technology is identical to that of the state-of-the-art in entertainment games technology. As a result, the field of serious heritage games concerns itself with recent advances in computer games, real-time computer graphics, virtual and augmented reality and artificial intelligence. On the other hand, the main strengths of serious gaming applications may be generalised as being in the areas of communication, visual expression of information, collaboration mechanisms, interactivity and entertainment. In this report, we will focus on the state-of-the-art with respect to the theories, methods and technologies used in serious heritage games. We provide an overview of existing literature of relevance to the domain, discuss the strengths and weaknesses of the described methods and point out unsolved problems and challenges. In addition, several case studies illustrating the application of methods and technologies used in cultural heritage are presented

Lighting, well-being and work performance: A review of the literature

Commissioned White Paper Report for Philips International

Development of e-Learning Modules for Teaching Energy for Sustainable World

Within the project ”Teaching Energy for Sustainable World” (SustEner) financed by the European Union nine practically oriented modules with remote experiments or interactive animation materials will be offered in a web based learning portal. Here the development and the operation of two modules titled ”Solar Powered Electric Vehicles” and ”Luminous Efficacy of Modern Light Sources” are described in some detail

Preparing for crises with online security management education

Rising incidences of global terrorism and major criminal activities have underscored the need for high quality professional education in security risk and security technology as components of crisis management. This demand for human resource development about security management is reflected by a professional security education course developed by a Western Australian university. Learning materials developed for this course have unique attributes which include constructivist learning principles designed to provide realistic simulations and interactivity. A unit in physical security is featured to illustrate the learning processes and interactive activities incorporated into the development of these online interactive activities. Implications for HRM adopting Technologically Mediated Learning to prepare for crisis management in South East Asian communities are discussed