9,067 research outputs found
Facial expression recognition and intensity estimation.
Doctoral Degree. University of KwaZulu-Natal, Durban.Facial Expression is one of the profound non-verbal channels through which human emotion state is inferred from the deformation or movement of face components when facial muscles are activated. Facial Expression Recognition (FER) is one of the relevant research fields in Computer Vision (CV) and Human-Computer Interraction (HCI). Its application is not limited to: robotics, game, medical, education, security and marketing. FER consists of a wealth of information. Categorising the information into primary emotion states only limit its performance. This thesis considers investigating an approach that simultaneously predicts the emotional state of facial expression images and the corresponding degree of intensity. The task also extends to resolving FER ambiguous nature and annotation inconsistencies with a label distribution learning method that considers correlation among data. We first proposed a multi-label approach for FER and its intensity estimation using advanced machine learning techniques. According to our findings, this approach has not been considered for emotion and intensity estimation in the field before. The approach used problem transformation to present FER as a multilabel task, such that every facial expression image has unique emotion information alongside the corresponding degree of intensity at which the emotion is displayed. A Convolutional Neural Network (CNN) with a sigmoid function at the final layer is the classifier for the model. The model termed ML-CNN (Multilabel Convolutional Neural Network) successfully achieve concurrent prediction of emotion and intensity estimation. ML-CNN prediction is challenged with overfitting and intraclass and interclass variations. We employ Visual Geometric Graphics-16 (VGG-16) pretrained network to resolve the overfitting challenge and the aggregation of island loss and binary cross-entropy loss to minimise the effect of intraclass and interclass variations. The enhanced ML-CNN model shows promising results and outstanding performance than other standard multilabel algorithms. Finally, we approach data annotation inconsistency and ambiguity in FER data using isomap manifold learning with Graph Convolutional Networks (GCN). The GCN uses the distance along the isomap manifold as the edge weight, which appropriately models the similarity between adjacent nodes for emotion predictions. The proposed method produces a promising result in comparison with the state-of-the-art methods.Author's List of Publication is on page xi of this thesis
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Using Digital Storytelling in Science: Meaning Making with Students aged 10-12 years old
Meaning making is an essential aspect of learning as a process of interpreting and negotiating information while sharing it with others. One way of meaning making is through (digital) storytelling. The process of creating and telling a story depends on how one can see their understanding of something come together and make sense and it is considered a (socio) constructivist strategy of learning. The purpose and contribution of this research are to explore how digital storytelling may support engagement in meaning-making as students externalise their understanding of the science topic of matter. To this aim, two digital storytelling activities were constructed â SEeDS (Sequencing of Events enabling Digital Storytelling) and Narration. The two activities included the same content but differed in structure. SEeDS presented the story scenes in an order that was not predefined and Narration in a predefined order. Both activities derived elements from the theoretical concept of Tricky Topics and Stumbling Blocks (SBs). This research was informed by the theory of Problem-based learning.
Participants were sixty-one Greek primary students aged 10-12 years old and twenty-two English secondary students aged 11-12 years old. Half students worked through the SEeDS activity and the rest through the Narration activity. Students worked cooperatively in small teams to implement the two activities. A systematic analysis of the collected data was conducted using qualitative methods. Findings revealed that the two activities had supported the Greek and English students in externalising their understanding of many scientific concepts included in the topic of matter, while it identified gaps in their prior knowledge. The two activities have also facilitated the instinctive use of exploratory talk over the other two types (cumulative and disputational talk) that can often be found in peer talk in science learning. Finally, the two activities appeared to have engaged students in the two contexts, as they allowed them to own the story creation whilst working independently. Finally, the Greek and English students viewed the SEeDS activity as challenging, making it hard to complete and at times tiring and confusing, and the Narration activity as easy to implement, giving students the opportunity to mainly focus on inventing the story plot.
This research makes a valuable contribution to the literature on making meaning in science, offering new insights about the use of problem-based stories supported by mobile technology. The findings provide opportunities to further explore the practical application of problem-based digital storytelling activities, which are hard thinking and challenging, across different age groups and cultural contexts. There is a need for teaching practices to be based on socio-constructivist learning approaches that focus on studentsâ thinking, not performance. Therefore, the implications of this research are relevant to a number of educational contexts and levels
Spattered with Words: a stylistic toolkit accounting for the 'theatricality' behind the playwright/screenwriter's use of real and improvised language in creating drama texts.
This thesis documents investigations into the success (or not) of real, spontaneous dialogue when applied to the creation of a script for dramatic performance. The accounting for such success delves into different theoretical frameworks: conversation theory, stylistics, Cognitive Poetics, narratology, and extended cognition. This is therefore an interdisciplinary perspective, with ideas emerging from the fields of psychology, philosophy, literary stylistics and linguistics; yet all applied within the context of drama and performance. As such, this thesis may be seen as a playwright's 'toolbox' where the different views, as they necessarily overlap, can be seen as elements, which, when taken together, account for (and help in) the decisions an author may make in creating a text out of improvised speech. The investigation is also a search for the notion of 'theatricality' in the context of authentic speech and uses various forms of theatrical performance as examples, ranging from amateur improvisation to TV and film productions, Commedia dell'Arte to modern, immersive theatre. Finally, application of the theoretical frameworks is made to a current theatre project, The Plant
School Reintegration Following Hospital Treatment for an Eating Disorder; Two Case Studies with Multiple Perspectives on the Reintegration Process
School reintegration following hospitalisation has been explored for children and young people (CYP) with medical and mental health needs. No previous research was identified that specifically focused on the experiences of CYP who have returned to school following inpatient care for an eating disorder. A multiple case study design was used to retrospectively explore the experiences of two young people who successfully reintegrated to school following hospital support for an eating disorder. The study compromised of two case studies. The research focused on exploring âwhat went wellâ and âwhat could have been even betterâ during the school reintegration process.
Semi-structured interviews were used in two case studies of a young person who had spent time at inpatient unit for over 6 months for support with anorexia nervosa before reintegrating into sixth form. Views were gathered from four participants in each case study: the young person, their parent, the young person's previous hospital school key teacher and the home school key person (who supported with the reintegration). The interviews were carried out remotely, via Microsoft Teams, due to the coronavirus pandemic. The dataset from each case study was analysed separately using thematic analysis and an overall thematic map was presented for the findings from each case study.
Three themes were identified in Case Study One: young personâs strengths, preparation for young personâs return and supportive relationships and environment. Four themes were identified in Case Study Two: young personâs internal motivators and external motivators, preparing for school return, support systems, and sense of school belonging and connectedness. Findings are discussed in relation to previous research that has explored school reintegration following hospital support for mental health difficulties more broadly and psychological theory. Strengths, limitations and implications for schools, families and educational psychologists are highlighted. Recommendations for future research are also discussed
Exploring the Impact of Living with Fanconi Anaemia & Diamond-Blackfan Anaemia: A Systemic Consideration
Aims: Amidst a growing body of medical research, little is yet known about the psychological impact of living with two rare life-limiting conditions, Fanconi Anaemia (FA) and Diamond Blackfan Anaemia (DBA). One might expect some level of impact on well-being as indicated by wider literature on other childhood illnesses. At present, understanding of this impact is limited in being generalised from other research, as therefore are the supports available. This research seeks to begin a consideration of the psychological impact, and to consider how support has been deemed.
Method: Using semi-structured interviews, parents and individuals living with FA or DBA were interviewed regarding their experiences. Thematic analysis was used to achieve an overview of these experiences.
Results: Themes identified for individuals included: 1. âKnowledgeâ, which outlined the impact of lack of knowledge and 2. âIllness Conceptâ relating to oneâs relationship to FA/DBA and how this is socially mediated. For parents, themes identified were: 1. âKnowledgeâ, which centered on uncertainty and 2. âSocial Responsesâ which related to areas of support and strain. These themes indicated an impact on individual well-being. Two joint themes were identified: 1. âFamily Dynamicsâ which outlined how relationships and family well-being may be impacted and 2. âMental Health Care as Necessary but Inadequateâ.
Conclusion: There was a clear impact articulated regarding the well-being of family members, individually and collectively in concerns regarding relational dynamics. There was also clear demand for psychological support which, in its current form, was generally considered inadequate. Research must be responsive in furthering efforts to establish clear and adequate pathways and a standard of care for the well-being of all families living with FA/DBA
The Lived Experiences of Yoga Practice for Female Survivors of Child Sexual Abuse: An Interpretative Phenomenological Analysis
Childhood sexual abuse (CSA) permeates all aspects of personhood including the body. There is a surge in the interest in reviewing yogaâs potential usefulness for trauma survivors in clinical trials. However, very little research focuses on womenâs perspectives who experienced CSA and have subsequently practised yoga in community settings. This study investigated six womenâs lived experiences of yoga practice, mainly focusing on the helpful and unhelpful aspects of yoga that mediated their recovery. Adult women survivors with experience of movement-based yoga in a group setting for at least eight weeks in the last year were recruited. Data were collected using individual, face-to-face, and semi-structured interviews. The transcribed data were analysed using Interpretative phenomenological analysis (IPA) underpinned by constructivist ontology, phenomenological epistemology, and feminist axiology. Three emergent themes were identified- âComing to yogaâ, âProcess of becomingâ and âReclaiming lifeâ. Womenâs narratives in this study illustrated that they found yoga a useful and resilience-building resource in their journey of healing. With consistent and frequent practice, they reported feeling more present, self-aware, and compassionate towards themselves. Teacherâs qualities such as fostering safety, choice and holistic focus were identified as significant mediating factors that aided this journey, whereas crowded, mixed-gender, and posture-focused practice presented challenges for some respondents. This study has the potential to help Counselling psychologists (CoP), therapists, psychologists, mental health practitioners, yoga teachers, and health professionals involved in the care of the CSA survivors in implementing an evidence-based and holistic approach that facilitates self-directed recovery of CSA survivors. Further research is needed to establish if the benefits and challenges of different aspects of practice apply to the diverse population and its potential usefulness in various phases of recovery. Also, find ways to standardize the yoga practice considering variations in the approach to ensure safe and ethical practice
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