Exploiting Spatio-Temporal Coherence for Video Object Detection in Robotics

This paper proposes a method to enhance video object detection for indoor environments in robotics. Concretely, it exploits knowledge about the camera motion between frames to propagate previously detected objects to successive frames. The proposal is rooted in the concepts of planar homography to propose regions of interest where to find objects, and recursive Bayesian filtering to integrate observations over time. The proposal is evaluated on six virtual, indoor environments, accounting for the detection of nine object classes over a total of ∼ 7k frames. Results show that our proposal improves the recall and the F1-score by a factor of 1.41 and 1.27, respectively, as well as it achieves a significant reduction of the object categorization entropy (58.8%) when compared to a two-stage video object detection method used as baseline, at the cost of small time overheads (120 ms) and precision loss (0.92).</p

Recognizing Visual Object Using Machine Learning Techniques

Nowadays, Visual Object Recognition (VOR) has received growing interest from researchers and it has become a very active area of research due to its vital applications including handwriting recognition, diseases classification, face identification ..etc. However, extracting the relevant features that faithfully describe the image represents the challenge of most existing VOR systems. This thesis is mainly dedicated to the development of two VOR systems, which are presented in two different contributions. As a first contribution, we propose a novel generic feature-independent pyramid multilevel (GFIPML) model for extracting features from images. GFIPML addresses the shortcomings of two existing schemes namely multi-level (ML) and pyramid multi-level (PML), while also taking advantage of their pros. As its name indicates, the proposed model can be used by any kind of the large variety of existing features extraction methods. We applied GFIPML for the task of Arabic literal amount recognition. Indeed, this task is challenging due to the specific characteristics of Arabic handwriting. While most literary works have considered structural features that are sensitive to word deformations, we opt for using Local Phase Quantization (LPQ) and Binarized Statistical Image Feature (BSIF) as Arabic handwriting can be considered as texture. To further enhance the recognition yields, we considered a multimodal system based on the combination of LPQ with multiple BSIF descriptors, each one with a different filter size. As a second contribution, a novel simple yet effcient, and speedy TR-ICANet model for extracting features from unconstrained ear images is proposed. To get rid of unconstrained conditions (e.g., scale and pose variations), we suggested first normalizing all images using CNN. The normalized images are fed then to the TR-ICANet model, which uses ICA to learn filters. A binary hashing and block-wise histogramming are used then to compute the local features. At the final stage of TR-ICANet, we proposed to use an effective normalization method namely Tied Rank normalization in order to eliminate the disparity within blockwise feature vectors. Furthermore, to improve the identification performance of the proposed system, we proposed a softmax average fusing of CNN-based feature extraction approaches with our proposed TR-ICANet at the decision level using SVM classifier

English speakers' common orthographic errors in Arabic as L2 writing system : an analytical case study

PhD ThesisThe research involving Arabic Writing System (WS) is quite limited. Yet, researching writing errors of L2WS Arabic against a certain L1WS seems to be relatively neglected. This study attempts to identify, describe, and explain common orthographic errors in Arabic writing amongst English-speaking learners. First, it outlines the Arabic Writing System’s (AWS) characteristics and available empirical studies of L2WS Arabic. This study embraced the Error Analysis approach, utilising a mixed-method design that deployed quantitative and qualitative tools (writing tests, questionnaire, and interview). The data were collected from several institutions around the UK, which collectively accounted for 82 questionnaire responses, 120 different writing samples from 44 intermediate learners, and six teacher interviews. The hypotheses for this research were; a) English-speaking learners of Arabic make common orthographic errors similar to those of Arabic native speakers; b) English-speaking learners share several common orthographic errors with other learners of Arabic as a second/foreign language (AFL); and c) English-speaking learners of Arabic produce their own common orthographic errors which are specifically related to the differences between the two WSs. The results confirmed all three hypotheses. Specifically, English-speaking learners of L2WS Arabic commonly made six error types: letter ductus (letter shape), orthography (spelling), phonology, letter dots, allographemes (i.e. letterform), and direction. Gemination and L1WS transfer error rates were not found to be major. Another important result showed that five letter groups in addition to two letters are particularly challenging to English-speaking learners. Study results indicated that error causes were likely to be from one of four factors: script confusion, orthographic difficulties, phonological realisation, and teaching/learning strategies. These results are generalizable as the data were collected from several institutions in different parts of the UK. Suggestions and implications as well as recommendations for further research are outlined accordingly in the conclusion chapter

Exploring Arabic Emergent Literacy Instruction in Al Ain Private Schools: A Case Study of Two Teachers

The concept of emergent literacy reflects a view of children’s development and learning of language in which the emerging language skills gradually progress in alignment with the developmental aspects of children (Sandvik, van Daal, & Adèr, 2014). This case study aimed at delving into the nature of Arabic emergent literacy instruction by exploring the perceptions and practices of a case of two teachers in one private school in Al Ain city. The questions this study attempted to answer were: (a) what are the perceptions of private schools’ teachers’ in Al Ain regarding the Arabic emergent literacy instruction? (b) What are the practices of Arabic emergent literacy instruction these teachers apply in the classroom? (c)Are there any differences between the teachers’ perceptions and their actual practices of Arabic emergent literacy instruction? The qualitative methods of data collection included interviews and classroom observations and were followed by an analysis process of coding data into themes. The main findings described under each of the three research questions included the teachers’ perceptions about the emergent literacy skills’ learning and teaching with regards to the teachers’ roles, materials, activities and the use of technology. It also highlights the challenges these teachers face in teaching Arabic language to young children. In the description of the practices of Arabic emergent literacy instruction applied by the participant teachers in their lessons, the types of implemented activities, the targeted skills, the teaching strategies and the use of technology were thoroughly included. The differences found between the perceptions and practices were limited to two examples in a case of one teacher. This study presents recommendations to the Ministry of Education, teacher education programs and implications for future research

The self-concept of Arabic and English speaking bilingual and monolingual pupils with specific literacy difficulties

Researchers have conducted many studies to examine the academic, social and general self-concept of pupils of differing ages and in varied settings. Yet, not very much is known about the varied facets of self-concept of bilingual pupils and the monolingual who have specific literacy difficulties (SpLD). Furthermore, the influence of learning a second language on the self-concept or the motivation to learn a second language in the Arabic- English pupils in the Middle Eastern region has also not been addressed by any researchers. So, the main focus of this study was to examine the self-concept of bilingual (Arabic-English) and monolingual pupils who have specific literacy difficulties. The motivation to learn a foreign language and its impact on the pupils' English and general self-concept was also studied. This study used a mixed methodology design using a systematic survey followed by purposive case studies. Established measures were used to examine each facet of the self-concept moving from the literacy in both English and Arabic (reading, writing and spelling) to the maths self-concept and to a more general self-concept, academic self-concept and school self-concept. Furthermore, this study also examined the non-academic self-concept such as athletic self-concept and social self-concept among a group of bilingual (Arabic-English) and monolingual (Arabic) who have SpLD. The study was conducted in Oman in a bilingual private schools and monolingual state schools which included 99 pupils. A Foreign Language Learning Orientation Scale/ intrinsic – extrinsic motivation was also designed to measure the motivation to learning English as a second language. In phase two, this study examined the consistency between the pupils’ and Arabic and English teachers’ interview reports and the pupil's questionnaire for 6 bilingual pupils who had SpLD. This study compared 4 groups (monolingual SpLD, bilingual SpLD, monolingual typical literacy level and bilingual typical literacy level). The quantitative results showed differences between the four groups in terms of the self-concept. There were no differences in terms of the self-concept between the monolingual SpLD and bilingual SpLD in any facets of the self-concept. However, there were a significantly lower Arabic handwriting self concept, Arabic spelling self-concept and general school self-concept for monolingual SpLD pupils in comparison to their peers who had typical literacy level. Also bilingual pupils with SpLD showed significantly lower English reading self-concept, English spelling self-concept, and the general school self-concept than for the bilingual typical literacy pupils. The last comparison showed that there were significantly lower Arabic reading, Arabic handwriting, and Arabic spelling self-concept for the monolingual typical literacy levels in comparison to their bilingual typical literacy peers. In terms of intrinsic extrinsic motivation there were no significant differences shown between the SpLD bilingual and the bilingual typical literacy levels groups. According to the case study analysis there was a general inconsistency between the pupils’ interview and their questionnaire reports for their general, English and Arabic self-concept and the intrinsic and the extrinsic motivation for learning a foreign language. In many cases the pupils were negative about their literacy self-concept according to the questionnaire, but they perceived themselves more positively in the interview. In general, there was a tendency for both quantitative and qualitative results to indicate positive social self-concept for the bilingual and monolingual pupils who had SpLD and the 6 case studies. It was concluded that as research into self-concept of the bilingual (Arabic- English) is not well developed, more research is need in this area, especially in the Middle East using the same methods from this study. It is concluded that it is important for language assessors to consider assessing the literacy difficulties in two languages when the pupils are bilingual

An IoT System for Converting Handwritten Text to Editable Format via Gesture Recognition

Evaluation of traditional classroom has led to electronic classroom i.e. e-learning. Growth of traditional classroom doesn’t stop at e-learning or distance learning. Next step to electronic classroom is a smart classroom. Most popular features of electronic classroom is capturing video/photos of lecture content and extracting handwriting for note-taking. Numerous techniques have been implemented in order to extract handwriting from video/photo of the lecture but still the deficiency of few techniques can be resolved, and which can turn electronic classroom into smart classroom. In this thesis, we present a real-time IoT system to convert handwritten text into editable format by implementing hand gesture recognition (HGR) with Raspberry Pi and camera. Hand Gesture Recognition (HGR) is built using edge detection algorithm and HGR is used in this system to reduce computational complexity of previous systems i.e. removal of redundant images and lecture’s body from image, recollecting text from previous images to fill area from where lecture’s body has been removed. Raspberry Pi is used to retrieve, perceive HGR and to build a smart classroom based on IoT. Handwritten images are converted into editable format by using OpenCV and machine learning algorithms. In text conversion, recognition of uppercase and lowercase alphabets, numbers, special characters, mathematical symbols, equations, graphs and figures are included with recognition of word, lines, blocks, and paragraphs. With the help of Raspberry Pi and IoT, the editable format of lecture notes is given to students via desktop application which helps students to edit notes and images according to their necessity

Redesigning Arabic Learning Books, An exploration of the role of graphic communication and typography as visual pedagogic tools in Arabic-Latin bilingual design

What are ‘educational typefaces’ and why are they needed today? Do Arabic beginners need special typefaces that can simplify learning further? If so, what features should they have? Research findings on the complexity of learning Arabic confirm that the majority of language textbooks and pedagogic materials lead to challenging learning environments due to the poor quality of book design, text-heavy content and the restricted amount of visuals used. The complexity of the data and insufficient design quality of the learning materials reviewed in this practice-based research demand serious thought toward simplification, involving experts in the fields of graphic communication, learning and typeface design. The study offers solutions to some of the problems that arise in the course of designing language-learning books by reviewing selected English learning and information design books and methods of guidance for developing uniform learning material for basic Arabic. Key findings from this study confirm the significant role of Arabic designers and educators in the production of efficient and effective learning materials. Their role involves working closely with Arabic instructors, mastering good language skills and being aware of the knowledge available. Also, selecting legible typefaces with distinct design characteristics to help fulfil various objectives of the learning unit. This study raises awareness of the need for typefaces that can attract people to learn Arabic more easily within a globalized world. The absence of such typefaces led to the exploration of simplified twentieth-century Arabic typefaces that share a similar idea of facilitating reading and writing, and resolving script and language complexity issues. This study traces their historical context and studies their functional, technical and aesthetic features to incorporate their thinking and reassign them as learning tools within the right context. The final outcome is the construction of an experimental bilingual Arabic-English language book series for Arab and non-Arab adult beginners. The learning tools used to create the book series were tested through workshops in Kuwait and London to measure their level of simplification and accessibility. They have confirmed both accessibility and incompatibility within different areas of the learning material of the books and helped improve the final outcome of the practice. The tools have established the significant role of educational typefaces, bilingual and graphic communication within visual Arabic learning

Neoliterate adult dyslexia and literacy policies : a neurocognitive research review of a curious unexplored phenomenon

There are about 750 million adult illiterates who in principle could learn fluent reading. However, adult literacy programs have performed poorly. Various social and operational reasons may be responsible. This paper explores the role of some neurocognitive reasons in adult performance. Automatic readers of a script detect letters and words effortlessly and involuntarily. Adults learning new scripts find it hard to attain this performance. Whether illiterate or educated, adults learning a new script detect letters slowly, may make mistakes, understand little, soon abandon the task, and may also forget what they learned. When neoliterates glance at a text, they often see a jumble of letters and may process only a few of their features. They must activate reading consciously andsound out each letter. The difficulties are perceptual, and interviews suggest that perceptual distortions may continue for decades. This phenomenon called “neoliterateadult dyslexia” (NAD) has escaped attention, possibly because few educated adults need to learn new scripts, and because the adult literacy failures are often attributed to social reasons. The phenomenon also may have been missed because researchers of perceptual learning use simpler stimuli. Automaticity in reading musical notation and air traffic control may reflect similar age-related learning difficulties. In the brain, the problem may originate at the early stages of the parietal cortex at the dorsal reading path, which constricts short-term visual memory. The visual areas V1 and perhaps V4 may also be involved. Deficits affect the ventral path that provides parallel processing and direct ‘print-to-meaning’ reading. Some neuronal groups may have a sensitive period that affects the capacity to collect frequency data and to integrate the appropriate features of letters and words. Then adults do not learn to perceive letter shapes and words as easily as most children do. A lack of data and research makes it difficult to design effective interventions.The adults’ difficulties are not linguistic. Dysfluent readers simply cannot decipher the symbols in sufficient time to get to the meaning of texts, or they do so after considerable conscious visual effort. Therefore language competence seems to have little relationship to the visuospatial tasks described in this document. Language knowledge does help predict likely words when judgements must be made on the basis of just a few letter features, but the relative ease of linguistic identification may lead to reading errors. The readers’ symptoms resonate with descriptions of severe and unremitting developmental dyslexia. Certain perceptual deficits may arise during adolescence and become more severe in adulthood. Some adults may become better readers than others. But learning a script at increasingly later ages seems related to worse outcomes, though no data exist to map this trajectory. To explore this curious phenomenon, this review brings together a range of insights from of neurocognitive research, notably studies on (a) perceptual learning, including studies on feature integration and face recognition; (b) neurocognitive studies aimed at dyslexic children, (c) studies of adults suffering from brain damage that causes alexia, and (d) performance of adult literacy programs. Implications and potential remedies are also presented. The author posits the hypothesis that perhaps all people become dyslexics for new alphabets at about age 19, and thatability to read new alphabets fluently decreases with age. Neoliterate adult dyslexia (NAD) may partly account for the difficulties of adult literacy programs. Thus it seems to impact about 750 million adult illiterates. For this reason, the paper calls for urgent research into this phenomenon

Manuscript and Print in the Islamic Tradition

This volume explores and calls into question certain commonly held assumptions about the nature of writing and technological advancement in the Islamic tradition. In particular, it challenges the idea that mechanical print naturally and inevitably displaces handwritten texts as well as the notion that the so-called transition from manuscript to print is unidirectional