Unsupervised Learning from Narrated Instruction Videos

We address the problem of automatically learning the main steps to complete a certain task, such as changing a car tire, from a set of narrated instruction videos. The contributions of this paper are three-fold. First, we develop a new unsupervised learning approach that takes advantage of the complementary nature of the input video and the associated narration. The method solves two clustering problems, one in text and one in video, applied one after each other and linked by joint constraints to obtain a single coherent sequence of steps in both modalities. Second, we collect and annotate a new challenging dataset of real-world instruction videos from the Internet. The dataset contains about 800,000 frames for five different tasks that include complex interactions between people and objects, and are captured in a variety of indoor and outdoor settings. Third, we experimentally demonstrate that the proposed method can automatically discover, in an unsupervised manner, the main steps to achieve the task and locate the steps in the input videos.Comment: Appears in: 2016 IEEE Conference on Computer Vision and Pattern Recognition (CVPR 2016). 21 page

Inferring Mobile Payment Passcodes Leveraging Wearable Devices

Mobile payment has drawn considerable attention due to its convenience of paying via personal mobile devices at anytime and anywhere, and passcodes (i.e., PINs) are the first choice of most consumers to authorize the payment. This work demonstrates a serious security breach and aims to raise the awareness of the public that the passcodes for authorizing transactions in mobile payments can be leaked by exploiting the embedded sensors in wearable devices (e.g., smartwatches). We present a passcode inference system, which examines to what extent the user's PIN during mobile payment could be revealed from a single wrist-worn wearable device under different input scenarios involving either two hands or a single hand. Extensive experiments with 15 volunteers demonstrate that an adversary is able to recover a user's PIN with high success rate within 5 tries under various input scenarios

Recognising emotional intelligence in professional standards for teaching

A project conducted in a primary school explored the hypothesis that student teachers could reflect upon feedback to improve their use of emotional intelligence in the classroom, thereby making consequent improvements to their teaching as defined by the required professional teaching standards. The small body of literature on the emotional intelligence of teaching is reviewed, informing a defi nition of the term ‘emotional intelligence’ and the project’s research methodology. Four student teachers and their teacher mentors participated with a teacher educator to provide two data sets – joint lesson observations records and semi-structured interviews. The joint observations were conducted with the teacher educator, using an observational checklist based on an emotional intelligence competencies framework, and the mentor, assessing demonstration of the required professional standards. Two lessons per student were observed with a four week interval. Shortly after the second observation, student teachers and mentors were interviewed in peer pairs. The outcomes show linked improvements in terms of emotional intelligence and the professional standards, with the mentor and student teacher participants confirming the value and relevance of assessment through an emotional intelligence filter. The findings have implications for emergent and established teachers in school and higher education settings. They call for a learning community to share good practice and support each other’s development through observation, discussion and modelling of emotionally-intelligent teaching and conduct. The study concludes that higher education programmes and partner schools would benefit from time, curriculum provision and government agency support to recognise, reflect upon and develop emotional intelligence in teaching

Reviews

Seels, Barbara B. and Richey, Rita C, Instructional Technology: The Definition and Domains of the Field, Washington DC, Association for Educational Communications and Technology, 1994. ISBN 0–89240–072–2

Turning asylum seekers into ‘dangerous criminals’:experiences of the criminal justice system of those seeking sanctuary

Since the events of 9/11 in the US in 2001 and, four years later, the 7/7 London bombings in the UK, warnings of terrorist attacks are high on the public agenda in many western countries. Politicians and tabloid press in the UK have continued to make direct and indirect connections between asylum seekers, terrorism and crime. This has increasingly resulted in harsh policy responses to restrict the movement of ‘third-world’ nationals, criminalisation of immigration and asylum policy, and making the violation of immigration laws punishable through criminal courts. This paper largely highlights the narratives of five asylum seekers who committed ‘crime’ by breaching immigration laws and were consequently treated as ‘dangerous criminals’ by the state authorities. More importantly it shows how these individuals experienced this treatment. The aim of this paper is to give voice to the victims of state abuse, claim space for victim agency, gather victim testimonies, challenge official explanations and in the process confront criminal and racist state practices