14,313,785 research outputs found
Hierarchical video surveillance architecture: a chassis for video big data analytics and exploration
Get PDFThere is increasing reliance on video surveillance systems for systematic derivation, analysis and interpretation of the data needed for predicting, planning, evaluating and implementing public safety. This is evident from the massive number of surveillance cameras deployed across public locations. For example, in July 2013, the British Security Industry Association (BSIA) reported that over 4 million CCTV cameras had been installed in Britain alone. The BSIA also reveal that only 1.5% of these are state owned. In this paper, we propose a framework that allows access to data from privately owned cameras, with the aim of increasing the efficiency and accuracy of public safety planning, security activities, and decision support systems that are based on video integrated surveillance systems. The accuracy of results obtained from government-owned public safety infrastructure would improve greatly if privately owned surveillance systems âexposeâ relevant video-generated metadata events, such as triggered alerts and also permit query of a metadata repository. Subsequently, a police officer, for example, with an appropriate level of system permission can query unified video systems across a large geographical area such as a city or a country to predict the location of an interesting entity, such as a pedestrian or a vehicle. This becomes possible with our proposed novel hierarchical architecture, the Fused Video Surveillance Architecture (FVSA). At the high level, FVSA comprises of a hardware framework that is supported by a multi-layer abstraction software interface. It presents video surveillance systems as an adapted computational grid of intelligent services, which is integration-enabled to communicate with other compatible systems in the Internet of Things (IoT)
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Fuelling the panic: The societal reaction to boy racers
Get PDFThis article is part of the Moral Panic Studies Working Paper Series, edited by Amanda Rohloff of Brunel University. The series disseminates the work of a network of international researchers on all areas of moral panic studies.Fuelled by media coverage of reckless, irresponsible and anti-social driving, young
(male) motorists are an area of concern for politicians, police and citizens more
generally. In media and popular discourses the symbol of the boy racer has come to
represent deviance, anti-social behaviour, criminality and risk on the roads. This
paper focuses on a local moral panic concerning boy racers in the city of Aberdeen, Scotland. Five elements, which characterise a moral panic, are identified and include: concern, hostility, consensus, disproportion and volatility (Goode and Ben-
Yehuda 2009[1994]). Urban regeneration played a key part in this particular moral
panic in terms of class, cultural and intergenerational clashes between racers and
outside groups. The moral panic was further institutionalised through the use of
measures such as anti-social behaviour legislation. Moreover, it was symptomatic of
wider societal concern regarding the regulation of young (male) motorists and the
related governance of urban space and incivilities. The discussion draws on data
collected via participant observation with the drivers, semi-structured interviews with
members of the outside groups and content analysis of media reports which focus on
the culture
Materiales auténticos y diseño de tareas: una amalgama de enseñanza para la comprensión auditiva
Get PDFThe use of authentic materials in foreign language teaching has been a growing practice over the last few decades. With the emergence of technology, these materials are more accessible, particularly in digital formats. Despite being primarily designed for non-pedagogical uses, these materials have become valuable resources for English language learning. However, using them effectively for teaching and learning purposes requires a systematic structure. This article examines the use of authentic materials in relation to various language skills, with a particular focus on listening comprehension framed within a pre-, while-, and post-stage cycle at both local and international levels, with the latter referring to the Colombian context. A review of scholarship shows that the use of authentic materials is a seemingly frequent practice among teacher-researchers, but not among a larger audience of practitioners. Additionally, studies do not provide guidance on how to prepare practitioners to design appropriate activities that complement authentic materials. Therefore, after examining studies and based on our teaching-research experience, we aim to contribute to the implementation of a pedagogical strategy that combines the systematic use of authentic materials with listening comprehension and a task design that provides a balance of challenge and support.El uso de materiales autĂ©nticos para la enseñanza de una lengua extranjera ha sido una prĂĄctica desarrollada durante las Ășltimas dĂ©cadas, pero actualmente con los avances tecnolĂłgicos estos son mĂĄs accesibles, especialmente en formato digital. Estos materiales que no son diseñados con fines pedagĂłgicos se han vuelto un recurso importante en la enseñanza del inglĂ©s. Aun asĂ, el uso de estos recursos requiere una estructura sistemĂĄtica para explotarlos efectivamente con propĂłsitos de enseñanza. Esta revisiĂłn examina, en un contexto internacional y local, el uso de materiales autĂ©nticos para la comprensiĂłn de escucha en un ciclo de tres etapas: antes, durante y despuĂ©s. La revisiĂłn devela el uso de materiales autĂ©nticos como una prĂĄctica frecuente entre los profesores-investigadores, pero no difundida entre una audiencia mĂĄs amplia de instructores. Igualmente, los estudios no revelan cĂłmo preparar a los instructores para diseñar actividades apropiadas que acompañen dichos materiales. En consecuencia, despuĂ©s de examinar los estudios y basĂĄndonos en nuestra experiencia en docencia e investigaciĂłn, intentamos contribuir con la implementaciĂłn de una estrategia pedagĂłgica que combine el uso de materiales autĂ©nticos, la comprensiĂłn de escucha, y el diseño de tareas que incorporen un equilibrio entre el reto y el apoyo para comprender el contenido
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