Indoor Activity Detection and Recognition for Sport Games Analysis

Activity recognition in sport is an attractive field for computer vision research. Game, player and team analysis are of great interest and research topics within this field emerge with the goal of automated analysis. The very specific underlying rules of sports can be used as prior knowledge for the recognition task and present a constrained environment for evaluation. This paper describes recognition of single player activities in sport with special emphasis on volleyball. Starting from a per-frame player-centered activity recognition, we incorporate geometry and contextual information via an activity context descriptor that collects information about all player's activities over a certain timespan relative to the investigated player. The benefit of this context information on single player activity recognition is evaluated on our new real-life dataset presenting a total amount of almost 36k annotated frames containing 7 activity classes within 6 videos of professional volleyball games. Our incorporation of the contextual information improves the average player-centered classification performance of 77.56% by up to 18.35% on specific classes, proving that spatio-temporal context is an important clue for activity recognition.Comment: Part of the OAGM 2014 proceedings (arXiv:1404.3538

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

A Probabilistic Logic Programming Event Calculus

We present a system for recognising human activity given a symbolic representation of video content. The input of our system is a set of time-stamped short-term activities (STA) detected on video frames. The output is a set of recognised long-term activities (LTA), which are pre-defined temporal combinations of STA. The constraints on the STA that, if satisfied, lead to the recognition of a LTA, have been expressed using a dialect of the Event Calculus. In order to handle the uncertainty that naturally occurs in human activity recognition, we adapted this dialect to a state-of-the-art probabilistic logic programming framework. We present a detailed evaluation and comparison of the crisp and probabilistic approaches through experimentation on a benchmark dataset of human surveillance videos.Comment: Accepted for publication in the Theory and Practice of Logic Programming (TPLP) journa

The indicators of pupil opinion and teacher interactivity for inquiry-based science teaching

In order to establish those practices which underpin a science teaching performance that combines pupil enthusiasm and creative classrooms, it will be necessary to uncover evidence of inquiry-based learning experiences in science that can provide a warrant for theory and practice that will assist new science teachers in recognising and developing opportunities for investigative activity. Remaining aware, however, of the recurring theme in contemporary educational research which suggests that learning to teach has an important affective dimension associated with developing relationships and the formation of a teaching identity – a model of development which thus transcends atheoretical checklists of professional standards or pedagogical steps – the nature of that evidence will necessarily be in the area of the formative development of new teachers’ professional knowledge and understanding

VGGFace2: A dataset for recognising faces across pose and age

In this paper, we introduce a new large-scale face dataset named VGGFace2. The dataset contains 3.31 million images of 9131 subjects, with an average of 362.6 images for each subject. Images are downloaded from Google Image Search and have large variations in pose, age, illumination, ethnicity and profession (e.g. actors, athletes, politicians). The dataset was collected with three goals in mind: (i) to have both a large number of identities and also a large number of images for each identity; (ii) to cover a large range of pose, age and ethnicity; and (iii) to minimize the label noise. We describe how the dataset was collected, in particular the automated and manual filtering stages to ensure a high accuracy for the images of each identity. To assess face recognition performance using the new dataset, we train ResNet-50 (with and without Squeeze-and-Excitation blocks) Convolutional Neural Networks on VGGFace2, on MS- Celeb-1M, and on their union, and show that training on VGGFace2 leads to improved recognition performance over pose and age. Finally, using the models trained on these datasets, we demonstrate state-of-the-art performance on all the IARPA Janus face recognition benchmarks, e.g. IJB-A, IJB-B and IJB-C, exceeding the previous state-of-the-art by a large margin. Datasets and models are publicly available.Comment: This paper has been accepted by IEEE Conference on Automatic Face and Gesture Recognition (F&G), 2018. (Oral

Office design for the multi-generational knowledge workforce

Purpose – The purpose of this paper is to evaluate the impact the workplace can have on knowledge working for a multi-generational workforce. Design/methodology/approach – A case study analysis is undertaken of Leeds City Council (LCC) workplace in the UK. Findings – The findings from the study show that in the context of LCC there are some key differences between the generations regarding knowledge working preferences for formal/informal meeting spaces. In other aspects, such as knowledge sharing, the generations appear to agree on key aspects such as mentoring and team-based working environments. Practical implications – Corporate real estate managers can use the research findings to assist them in providing a range of workplace settings to enhance multi-generational interaction. Originality/value – This paper fills a gap in current research by evaluating workplace preferences based on generational differences.</p

Science-teacher education advanced methods national workshop for Scotland report

The first phase of the S-TEAM project at the University of Strathclyde - evaluating the state of the art of inquiry-based science teaching and education in teacher education institutions and schools in Scotland - is now well advanced. Phase one identifies the opportunities for and the constraints facing either the implementation or increase of inquiry-based science teaching activity in schools, in the process investigating impressions from current practice in classrooms, from teacher education courses, the policymaking context, as well as the implications for the S-TEAM project itself. All teacher education institutions within Scotland were invited to take part in a one-day workshop at the University of Strathclyde in Glasgow; representatives from the Scottish Government, Her Majesty's Inspectorate of education, a leading science centre, the Early Professional Learning project, and of course the teaching profession itself were also in attendance, giving a total of 19 participants. Key Findings The curriculum and assessment background to promoting advanced methods in science education in Scotland comprises the Curriculum for Excellence (CfE) initiative. The conference participants generally framed their contributions with this in mind. The findings suggested that the CfE, while still in its infancy, is generally supportive and encouraging of investigative science lessons, the range of possible activities that could count as investigative, and in the diversity of the ways in which scientists work. There was however some concern about the relationship between the CfE and Scotland's portfolio of upper-secondary school examinations, as yet unspecified in policy, and thus leaving open to question the degree to which the new curriculum will continue to support investigations as it currently is. Over emphasis on summative assessment through grading and examinations tend to work against the spirit of investigative activity in the science classroom, a practice that depends on a more sophisticated formative approach. There is the associated danger that schools may continue to garner exam success with more traditional teaching methods with the consequence that CfE, though clear enough in its intention to promote investigation / inquiry and creativity, could 'crystallise' into typical assessment styles. Teaching would then be guided by this and genuine investigative activity would be unlikely to develop in the face of the relative certainty (for teachers) of more 'direct' methods. The experience of the workshop delegates suggests that there are current examples of investigative science work in schools, and that these tend to be enjoyable for learners - exciting, good fun, etc. This affective dimension of learning is important and points to the need for S-TEAM to develop indicators that can accommodate affective engagement. Other 'harder' indicators could also be developed as discussion revealed that examination results and pupil uptake of science (girls in this case, helping to change possible preconceptions) could benefit from inquiry based activity. The efficacy of investigative activity in the classroom, however, is unlikely to be fully caught by the strictly quantitative. A further consideration is that S-TEAM could develop indicators that go beyond an immediate research function to operate in such a way as to contribute to the learning of teachers in the classroom through the capacity for practitioner self-evaluation. For example, the critical evaluation of investigative activity that a cohort of initial science-teacher education students have already completed for the project, as part of their professional portfolios, has since been commended by teacher educators as being an effective intervention in its own right. The early results from this indicator confirm the existence of a number of implicit components of developing confidence in undertaking investigative activity - for example, knowledge of the subject curriculum, class, resources, and so on - and teaching methods, from structured additions to the more opportunistic and ad hoc, that practitioners employ. While arguing that teachers could and ought to accommodate a degree of inquiry in their teaching, a critical caveat is that beginners benefit from protected exploratory practice prior to their full teaching post and need space themselves to investigate and explore; it is reasonable for them to exercise restraint in their first year until their confidence is fairly secure. Implications 1. Promote inquiry in teaching by using examples of existing good practice and by working with experienced teachers in order to take lessons back from them to beginners. 2. Develop purpose specific indicators of inquiry and reflection that go beyond an immediate research function to contribute to the learning of (new) teachers through a capacity for the self-evaluation of the use of innovative methods in the classroom. 3. Collate video examples of inquiry as it happens in the classrooms of student and practising teachers, as well as stories and reflective discussion about how it happened, so as to learn how teachers solve the problems of introducing more investigative approaches into lessons. 4. For the development of teachers' knowledge base in science, create a typology of investigative knowledge and experience, upon which the project's activities might draw, of the following levels of scientific perspective: The socio-historical nature of science. Contemporary research activity in science. Initial teacher education in science. Experienced teaching of science. Beginning teaching of science. The child's classroom experience of science. 5. For the ongoing practical application of inquiry-based research, S-TEAM will continue to pursue, interrogate and engage with existing examples of inquiry and resources in the months ahead

Why do people lose their friends after a stroke?

Background: It is well-known that people lose friends after a stroke; what is less well understood is why this occurs. Aims: This study explored why people lose contact with their friends, and whether there are any protective factors. It also examined how friendship loss and change is perceived by the individual. Methods and Procedures: Participants with a first stroke were recruited from one acute stroke unit in the UK. In-depth qualitative interviews took place between 8 and 15 months post stroke. Outcomes and Results: 29 participants were recruited of whom 10 had aphasia. The main reasons given for losing friends were: loss of shared activities, reduced energy levels, physical disability, aphasia, unhelpful responses of others, environmental barriers, and changing social desires. The subset of participants who experienced the most extensive loss of friends were those who described a sense that they were ‘closing in’ on themselves leading to a withdrawal from social contact and a new preference for meeting only close friends and family. Those with aphasia experienced the most hurtful negative responses from others and found it more difficult to retain their friends unless they had strong supportive friendship patterns prior to the stroke. The factors which helped to protect friendships included: having a shared history, friends who showed concern, who lived locally, where the friendship was not activity-based, and where the participant had a ‘friends-based’ social network prior to the stroke. Conclusions and Implications: Given the link between depression and loss of friends post stroke, supporting an individual in maintaining a social network is likely to be beneficial. For intervention to be effective, however, it may need to take into account not only the impact of new physical and language disabilities, but also changing social desires