Hierarchical fuzzy logic based approach for object tracking

In this paper a novel tracking approach based on fuzzy concepts is introduced. A methodology for both single and multiple object tracking is presented. The aim of this methodology is to use these concepts as a tool to, while maintaining the needed accuracy, reduce the complexity usually involved in object tracking problems. Several dynamic fuzzy sets are constructed according to both kinematic and non-kinematic properties that distinguish the object to be tracked. Meanwhile kinematic related fuzzy sets model the object's motion pattern, the non-kinematic fuzzy sets model the object's appearance. The tracking task is performed through the fusion of these fuzzy models by means of an inference engine. This way, object detection and matching steps are performed exclusively using inference rules on fuzzy sets. In the multiple object methodology, each object is associated with a confidence degree and a hierarchical implementation is performed based on that confidence degree.info:eu-repo/semantics/publishedVersio

Una Experiencia sobre la coordinación docente y los resultados de la asignatura transversal Informática en la Universidad Pública de Navarra

En este trabajo analizamos la experiencia de la asig-natura Informática en la Universidad Pública de Navarra (UPNa). Esta asignatura es obligatoria y común para los ocho grados en ingeniería que se imparten en la UPNa. Los alumnos de los diferentes grados pueden compartir grupo. En todos los grados, la asignatura está programada en el primer semestre del primer curso, aunque existe la posibilidad de cursarla también en el segundo semestre en caso de no haber superado la asignatura. Además, la asignatura se imparte en tres idiomas: castellano, euskera e inglés. Dada la envergadura de la asignatura, en este trabajo analizamos los mecanismos de coordinación que utilizamos para que, tanto la docencia como la evaluación de los diferentes grupos, sea lo más ecuánime posible. También estudiamos las estadísticas de los resultados obtenidos en los cinco cursos que se ha impartido la asignatura, centrándonos en las tasas de rendimiento, éxito y evaluación por grados y por idiomas, así como en las causas que pueden originar las diferencias encontradas.In this work we analyze the experience of the subject Introduction to Computer Science at the Public University of Navarra (UPNa). This subject is compulsory and common to the eight engineering degrees offered at the UPNa. Students from diferent degrees can share the same class group. In all the eight degrees the subject is programmed at the first semester of the first year, but students can also study it during the second semes-ter if they failed it in the first semester. Besides, the subject is taught in three different languages: Spanish, Basque and English. Due to the magnitude of the subject, in this work we analyze the coordination mechanisms we use to avoid biased teaching and evaluation methods. We also study the results obtained during the five years that the subject has been offered, focusing on performance, success and evaluation rates depending on the degree and the language used, as well as the reasons for the differences found

Una experiencia sobre la coordinación docente y los resultados de la asignatura transversal Informática en la Universidad Pública de Navarra

En este trabajo analizamos la experiencia de la asignatura Informática en la Universidad Pública de Navarra (UPNa). Esta asignatura es obligatoria y común para los ocho grados en ingeniería que se imparten en la UPNa. Los alumnos de los diferentes grados pueden compartir grupo. En todos los grados, la asignatura está programada en el primer semestre del primer curso, aunque existe la posibilidad de cursarla también en el segundo semestre en caso de no haber superado la asignatura. Además, la asignatura se imparte en tres idiomas: castellano, euskera e inglés. Dada la envergadura de la asignatura, en este trabajo analizamos los mecanismos de coordinación que utilizamos para que, tanto la docencia como la evaluación de los diferentes grupos, sea lo más ecuánime posible. También estudiamos las estadísticas de los resultados obtenidos en los cinco cursos que se ha impartido la asignatura, centrándonos en las tasas de rendimiento, éxito y evaluación por grados y por idiomas, así como en las causas que pueden originar las diferencias encontradas.In this work we analyze the experience of the subject Introduction to Computer Science at the Public University of Navarra (UPNa). This subject is compulsory and common to the eight engineering degrees offered at the UPNa. Students from different degrees can share the same class group. In all the eight degrees the subject is programmed at the first semester of the first year, but students can also study it during the second semester if they failed it in the first semester. Besides, the subject is taught in three different languages: Spanish, Basque and English. Due to the magnitude of the subject, in this work we analyze the coordination mechanisms we use to avoid biased teaching and evaluation methods. We also study the results obtained during the five years that the subject has been offered, focusing on performance, success and evaluation rates depending on the degree and the language used, as well as the reasons for the differences found

Color image reduction by minimizing penalty functions

In image processing, particularly in image reduction, averaging aggregation functions play an important role. In this work we study the aggregation of color values (RGB) and we present an image reduction algorithm for RGB color images. For this purpose, we define and study aggregation functions and penalty functions in product lattices. We show how the arithmetic mean and the median can be obtained by minimizing specific penalty functions. Moreover, we study other penalty functions and we show that, in general, aggregation functions on product lattices do not coincide with the cartesian product of the corresponding aggregation functions. Finally, we make an experimental study where we test our reduction algorithm and we analyze the stability of the penalty functions in images affected by noise.<br /

Managing the doubt in fuzzy clustering by means of interval-valued fuzzy sets

In this work we study how the outliers can distort a partitional clustering process. We present a new algorithm to avoid this distortion. It is based on the minimization of a new objective functions, which is an extension of the one of the Fuzzy Clusters Means algorithm. The main novelty is the use of interval values to calculate the membership degrees of each datum to each cluster. We show the performance of our proposal over different datasets and we present its advantages in image segmentation

Color image magnification with interval-valued fuzzy sets

In this work we present a simple magnification algorithm for color images. It uses Interval-Valued Fuzzy Sets in such a way that every pixel has an interval membership constructed from its original intensity and its neighbourhood\u27s one. Based on that interval membership, a block is created for each pixel, so this is a block expansion method.<br /

Image magnification using interval information

In this paper, a simple and effective image-magnification algorithm based on intervals is proposed. A low-resolution image is magnified to form a high-resolution image using a block-expanding method. Our proposed method associates each pixel with an interval obtained by a weighted aggregation of the pixels in its neighborhood. From the interval and with a linear K&alpha; operator, we obtain the magnified image. Experimental results show that our algorithm provides a magnified image with better quality (peak signal-to-noise ratio) than several existing methods

Una Experiencia sobre la coordinación docente y los resultados de la asignatura transversal Informática en la Universidad Pública de Navarra

En este trabajo analizamos la experiencia de la asig-natura Informática en la Universidad Pública de Navarra (UPNa). Esta asignatura es obligatoria y común para los ocho grados en ingeniería que se imparten en la UPNa. Los alumnos de los diferentes grados pueden compartir grupo. En todos los grados, la asignatura está programada en el primer semestre del primer curso, aunque existe la posibilidad de cursarla también en el segundo semestre en caso de no haber superado la asignatura. Además, la asignatura se imparte en tres idiomas: castellano, euskera e inglés. Dada la envergadura de la asignatura, en este trabajo analizamos los mecanismos de coordinación que utilizamos para que, tanto la docencia como la evaluación de los diferentes grupos, sea lo más ecuánime posible. También estudiamos las estadísticas de los resultados obtenidos en los cinco cursos que se ha impartido la asignatura, centrándonos en las tasas de rendimiento, éxito y evaluación por grados y por idiomas, así como en las causas que pueden originar las diferencias encontradas.In this work we analyze the experience of the subject Introduction to Computer Science at the Public University of Navarra (UPNa). This subject is compulsory and common to the eight engineering degrees offered at the UPNa. Students from diferent degrees can share the same class group. In all the eight degrees the subject is programmed at the first semester of the first year, but students can also study it during the second semes-ter if they failed it in the first semester. Besides, the subject is taught in three different languages: Spanish, Basque and English. Due to the magnitude of the subject, in this work we analyze the coordination mechanisms we use to avoid biased teaching and evaluation methods. We also study the results obtained during the five years that the subject has been offered, focusing on performance, success and evaluation rates depending on the degree and the language used, as well as the reasons for the differences found