A Fusion Framework for Camouflaged Moving Foreground Detection in the Wavelet Domain

Detecting camouflaged moving foreground objects has been known to be difficult due to the similarity between the foreground objects and the background. Conventional methods cannot distinguish the foreground from background due to the small differences between them and thus suffer from under-detection of the camouflaged foreground objects. In this paper, we present a fusion framework to address this problem in the wavelet domain. We first show that the small differences in the image domain can be highlighted in certain wavelet bands. Then the likelihood of each wavelet coefficient being foreground is estimated by formulating foreground and background models for each wavelet band. The proposed framework effectively aggregates the likelihoods from different wavelet bands based on the characteristics of the wavelet transform. Experimental results demonstrated that the proposed method significantly outperformed existing methods in detecting camouflaged foreground objects. Specifically, the average F-measure for the proposed algorithm was 0.87, compared to 0.71 to 0.8 for the other state-of-the-art methods.Comment: 13 pages, accepted by IEEE TI

An improved background segmentation method for ghost removals

With ongoing research assessment in higher education and the introduction of master’s‐level work in initial teacher education, the growing need for teacher educators to develop research identities is discussed in relation to mentoring and support in two universities. Twelve interviews—with three teacher educators and three research mentors from each university—were carried out, in order to identify effective mentoring practices and other forms of support, as well as any barriers or problems encountered in developing a research profile. An innovative aspect of the methodological approach is that beginning researchers from the teacher education faculty in both universities undertook the interviewing and co‐authored the article. The need for an entitlement to and protection of research time is stressed, as well as a range of supportive practices within an active research culture. It is argued that this aspect of teacher educators’ professional development requires as much attention as the pedagogical aspects of their rol