Semantic analysis of field sports video using a petri-net of audio-visual concepts

The most common approach to automatic summarisation and highlight detection in sports video is to train an automatic classifier to detect semantic highlights based on occurrences of low-level features such as action replays, excited commentators or changes in a scoreboard. We propose an alternative approach based on the detection of perception concepts (PCs) and the construction of Petri-Nets which can be used for both semantic description and event detection within sports videos. Low-level algorithms for the detection of perception concepts using visual, aural and motion characteristics are proposed, and a series of Petri-Nets composed of perception concepts is formally defined to describe video content. We call this a Perception Concept Network-Petri Net (PCN-PN) model. Using PCN-PNs, personalized high-level semantic descriptions of video highlights can be facilitated and queries on high-level semantics can be achieved. A particular strength of this framework is that we can easily build semantic detectors based on PCN-PNs to search within sports videos and locate interesting events. Experimental results based on recorded sports video data across three types of sports games (soccer, basketball and rugby), and each from multiple broadcasters, are used to illustrate the potential of this framework

Local Government Risk Management Handbook

This handbook originated in a series of risk management workshops developed by the authors in 1980 as part of a special project in local government technology innovation at the University of Tennessee\u27s Municipal Technical Advisory Service. The workshops, funded in part by a grant from the National Science Foundation, were sufficiently well-received that the authors decided to expand workshop materials into a practical guide to assist local governments to establish and operate risk management programs. Initially, each of the three authors drafted specific chapters or sections for the Handbook. Dr. Dotterweich was responsible for writing sections on the concepts and principles of risk management, Dr. Sinclair for sections on insurance and departmental exposures and for many of the items in the Appendices, and Dr. Norris for sections on local government functions and departmental exposures. Dr. Norris also had overall responsibility for compiling and editing all sections into a single, hopefully coherent, manuscript. The manuscript was then reviewed by the authors with changes made where required. The result is a fully cooperative product which bears the imprimatur of all three authors, regardless of initial assignment

The effect of caffeine mouth rinse on self-paced cycling performance

The aim of the study was to determine whether caffeine mouth rinse would improve 30 min self-paced cycling trial. Twelve healthy active males (age 20.5±0.7 years, mass 87.4±18.3 kg) volunteered for the study. They attended the laboratory on 3 separate occasions performing a 30 min self-paced cycling trial. On one occasion water was given as a mouth rinse for 5 s (PLA), on another occasion a 6.4% maltodextrin (CHO) solution was given for 5 s and finally a caffeine solution (containing 32 mg of caffeine dissolved in 125 ml water; CAF) was given for 5 s. Distance cycled, heart rate, ratings of perceived exertion, cadence, speed and power output were recorded throughout all trials. Distance cycled during the CAF mouth rinse trial (16.2±2.8 km) was significantly greater compared to PLA trial (14.9±2.6 km). There was no difference between CHO and CAF trials (P=0.89). Cadence, power and velocity were significantly greater during the CAF trial compared to both PLA and CHO (P0.05). Caffeine mouth rinse improves 30 min cycling performance by allowing the participant to increase cadence, power and velocity without a concurrent increase in perceived exertion and heart rate

Learning analytics for motivating self-regulated learning and fostering the improvement of digital MOOC resources

Nowadays, the digital learning environment has revolutionized the vision of distance learning course delivery and drastically transformed the online educational system. The emergence of MOOCs (Massive Open Online courses) has exposed web technology used in education in a more advanced revolution ushering a new generation of learning environments. The digital learning environment is expected to augment the real world conventional education setting. The educational pedagogy are tailored with the standard practice which has been noticed to increase student success in MOOCs and provide a revolutionary way of self-regulated learning. However, there are still unresolved questions relating to the understanding of learning analytics data and how this could be implemented in educational contexts to support individual learning. One of the major issue in MOOCs is the consistent high dropout rate which over time has seen courses recorded less than 20% completion rate. This paper explores learning analytics from different perspectives in a MOOC context. Firstly, we review existing literature relating to learning analytics in MOOCs, bringing together findings and analyses from several courses. We explore meta-analysis of the basic factors that correlate to learning analytics and the significant in improving education. Secondly, using themes emerging from the previous study, we propose a preliminary model consisting of four factors of learning analytics. Finally, we provide a framework of learning analytics based on the following dimensions: descriptive, diagnostic, predictive and prescriptive, suggesting how the factors could be applied in a MOOC context. Our exploratory framework indicates the need for engaging learners and providing the understanding of how to support and help participants at risk of dropping out of the course

Double-Duty Actions: Seizing Program and Policy Opportunities to Address Malnutrition in all its Forms

Actions to address different forms of malnutrition are typically managed by separate communities, policies, programmes, governance structures, and funding streams. In contrast, double duty actions, which aim to simultaneously tackle both undernutrition and problems of overweight, obesity and diet-related non-communicable diseases (DR-NCDs) have been proposed as a way to effectively address malnutrition in all its forms in a more holsitic way. This paper identifies ten double duty actions that have strong potential to reduce the risk of both undernutrition and obesity/DR-NCDs. It does so by : 1) summarizing evidence on common drivers of different forms of malnutrition; 2) documenting examples of unintended harm caused by some undernutrition-focused programmes on obesity/DR-NCDs; and 3) highlighting a few examples of first double duty actions undertaken to tackle multiple forms of malnutrition. We find that undernutrition and obesity/DR-NCDs are intrinsically linked through early life nutrition; dietary quality; food environments; and socioeconomic factors. There is some evidence that undernutrition-focused programs have raised risks of poor quality diets and obesity/DR-NCDs, especially in countries undergoing a rapid nutrition transition. The paper builds on this evidence to develop a framework to guide the design of double duty approaches and strategies, and defines the first steps needed to deliver them. With a clear package of double duty actions now identified, there is an urgent need to move forward with double duty actions to address malnutrition in all its forms

A metacognitive instructional approach and self-reflection : reflective practice from a computer science perspective

Teaching is increasingly complex work which takes time to plan and continuous effort to ensure the highest standards of professional practice. There is a paradox in our rapidly changing society that educators are not very open to change in their practice (Hoban, 2002). The process for educators to learn and acquire effective teaching skills is a labour which has to be mastered over time. They would gain pedagogical knowledge and skills based on accumulation of new acquired knowledge and teaching methods and strategies to be added to their repertoire of existing knowledge and skills. In addition, it is vital for educators to utilize two aspects of reflective practice as suggested by Schon, which are ‘reflection in action’ and ‘reflection on action’ (Schon, 1983, 1987). Reflection in action refers to quick thinking action which takes place when one is teaching in the classroom. On the other hand, reflection on action usually takes place after the lesson out of the classroom when the educator reflects on his or her previous teaching and considers certain situations from the lesson again. Educational system in the 21st century encompasses reflection from both the teachers and students’ perspectives. In general, reflective practice in teaching and learning in undergraduate education focuses on the professional development of students and academics in an interdisciplinary education. Reflective practice has been in existence in most professional educational practices for several centuries. The use of reflective practice in computing education courses has significant benefits to enhance the knowledge of the students. However, there is some controversies on how this reflection was done and the manner in which this was done based on individual teaching practice. One of the main objectives of this study is to describe the various approaches used in teaching undergraduate students in a computing course. The study illustrates several modern approaches used during this classes. A qualitative research method was applied in gathering the feedback from the students using a general survey questions based on the course delivery. The study used statistical packages for the social sciences (SPSS) to analyze the data gathered. The results revealed the various level of acceptance of the teaching methods applied in the course. These results also demonstrate significant findings on the students' opinions and criticism which could help in future improvement of undergraduate computing curriculum. The study, firstly review literature on reflective practice. Secondly, discussed some of the good teaching practices and methods used in delivery the classes. Thirdly, the analysis and results obtained from the instrument questionnaires used for this study and finally, summary of the findings and further research directions

The Partition Function of Multicomponent Log-Gases

We give an expression for the partition function of a one-dimensional log-gas comprised of particles of (possibly) different integer charge at inverse temperature {\beta} = 1 (restricted to the line in the presence of a neutralizing field) in terms of the Berezin integral of an associated non- homogeneous alternating tensor. This is the analog of the de Bruijn integral identities [3] (for {\beta} = 1 and {\beta} = 4) ensembles extended to multicomponent ensembles.Comment: 14 page

Attitude Determination from Single-Antenna Carrier-Phase Measurements

A model of carrier phase measurement (as carried out by a satellite navigation receiver) is formulated based on electromagnetic theory. The model shows that the phase of the open-circuit voltage induced in the receiver antenna with respect to a local oscillator (in the receiver) depends on the relative orientation of the receiving and transmitting antennas. The model shows that using a {\it single} receiving antenna, and making carrier phase measurements to seven satellites, the 3-axis attitude of a user platform (in addition to its position and time) can be computed relative to an initial point. This measurement model can also be used to create high-fidelity satellite signal simulators that take into account the effect of platform rotation as well as translation.Comment: 12 pages, and one figure. Published in J. Appl. Phys. vol. 91, No. 7, April 1, 200

Exploring the multi-dimensional attainment of self-regulatory learning skills in educational contexts : a comparative study

Self-regulated learning nowadays has been seen as the way forward for the 21st century learning. The ability of the students to develop their own learning modes is of great essence in the process of education in modern times. The choice of learning has been seen to be a way to motivate effective participation in the different modes of learning whether in conventional (traditional) face-to-face manner or online. This paper investigates self-regulatory learning skills from two different dimensional student perspectives, between students from developed countries and less developed countries. Firstly, we revealed related studies on conventional self-mode study supporting self-regulatory learning skills, bringing together findings from several components that were applied in aiding individual learning patterns from the perspective of these two different learning dimensions. Secondly, using themes from the literature review, we provide findings from a qualitative perspective from three groups of universities students: (a) The University of Warwick, an institution in the United Kingdom (UK) and (b) North West University an institution in South Africa (SA). We will be conducting a comparative study from these three conventional students demographic data (i) the first from the UK (developed country) and (ii) from SA (developing country). This provides direct comparison between the students’ choice and preferences in studying so as to investigate whether there is any similar relationship in the pattern of study. In addition, the study also explores a preliminary investigation on self-regulated learning skills acquired from the support of modern educational methods and the impact it has in both developed and less developed nations. Finally, we discuss how the students from these nations engage with their studies. Looking into how technology and modern devices influences and support in building students ability to develop selfregulatory learning skills. Our results indicate how modern devices and technology help to foster learning in developed nations and the impact or effect it has to less developed nations. The data collection structure in this study comprises a focus group interview conducted with first year undergraduate students (home students) in the department of Computer Science (CS) at the University of Warwick, who participated in an online blended learning module in computer security while the others consist of qualitative data analysis from fourth year undergraduate students from the North West University in South Africa and qualitative data from third year undergraduate student (overseas student) from Centre for Education Studies (CES) at the University of Warwick, United Kingdom. In conclusion, this research applied a mixed method of both quantitative and qualitative content analysis to evaluate the data using themes emerging from the data collection process and using statistical package for social sciences (SPSS) descriptive analysis to evaluate the results