An efficient framework for visible-infrared cross modality person re-identification

Visible-infrared cross-modality person re-identification (VI-ReId) is an essential task for video surveillance in poorly illuminated or dark environments. Despite many recent studies on person re-identification in the visible domain (ReId), there are few studies dealing specifically with VI-ReId. Besides challenges that are common for both ReId and VI-ReId such as pose/illumination variations, background clutter and occlusion, VI-ReId has additional challenges as color information is not available in infrared images. As a result, the performance of VI-ReId systems is typically lower than that of ReId systems. In this work, we propose a four-stream framework to improve VI-ReId performance. We train a separate deep convolutional neural network in each stream using different representations of input images. We expect that different and complementary features can be learned from each stream. In our framework, grayscale and infrared input images are used to train the ResNet in the first stream. In the second stream, RGB and three-channel infrared images (created by repeating the infrared channel) are used. In the remaining two streams, we use local pattern maps as input images. These maps are generated utilizing local Zernike moments transformation. Local pattern maps are obtained from grayscale and infrared images in the third stream and from RGB and three-channel infrared images in the last stream. We improve the performance of the proposed framework by employing a re-ranking algorithm for post-processing. Our results indicate that the proposed framework outperforms current state-of-the-art with a large margin by improving Rank-1/mAP by 29.79%/30.91% on SYSU-MM01 dataset, and by 9.73%/16.36% on RegDB dataset.WOS:000551127300017Scopus - Affiliation ID: 60105072Science Citation Index ExpandedQ2ArticleUluslararası işbirliği ile yapılmayan - HAYIREylül2020YÖK - 2020-2

The Contribution of Tangible and Intangible Resources, and Capabilities to A Firm’s Profitability and Market Performance: Empirical Evidence from Turkey

This study aims to investigate the relative contribution of tangible and intangible resources, and capabilities on firm performance based on the measures of market share, sales turnover and profitability and explore the complex interaction and foundation of different resource sets and capabilities in the process of performance creation within the context of resource-based theory. In order to address these objectives, a mixed-methods research approach incorporating both qualitative and quantitative components was utilised. Hence, a sequential explanatory design is employed, commencing with qualitative methods including in-depth interviews along with the literature review to define and organise resources and capabilities in a coherent system that will form the basis of survey instrument, leading to quantitative methods which empirically test a series of hypotheses regarding the contribution of resources and capabilities on firm performance. Whilst qualitative data analysis indicated organisational culture, reputational assets, human capital, business processes and networking capabilities as the most important determinants of firm performance, the survey that was conducted on a total of 243 questionnaires obtained from 951 firms revealed that intangible resources and capabilities contributed more greatly to firm performance compared to tangible resources. However, in contrast to the proposition of resource-based theory that views capabilities as the most important skills that underpin the development and deployment of both tangible and intangible resources, capabilities offered rather limited additional explanatory power to the prediction of firm performance only with respect to profitability against the combined effects of tangible and intangible resources. All findings were explained especially within the context of Turkish business environment that shows typical emerging market characteristics. Moreover, some noteworthy results were elaborated based on the developed and emerging market differences. Overall, the study raises some questions with respect to resource contributions on firm performance and offers a fruitful avenue for further research

Regendering of dynamic managerial capabilities in the context of binary perspectives on gender diversity

Copyright © 2020 The Authors. Purpose: The interplay between gender and dynamic managerial capabilities is not well studied in the extant literature. This paper aims to explore how dynamic managerial capabilities, as prized qualities in the job market, are framed in gendered ways and how the gendering process disadvantages female and male workers for different reasons and harms the organisations, which use the managerial capabilities approach without proofing it for gender biases. Design/methodology/approach: An extensive literature review was conducted and a framework that offers a new gender perspective was offered. Findings: A number of ways dynamic managerial capabilities may be proofed for gender biases and how a gender-balanced framing of dynamic managerial capabilities may be achieved are identified. Originality/value: This paper contributes to the development of a new gender perspective, which is called regendering of dynamic managerial capabilities, which frees the concept from its binary frames of gender, assumptions of gender neutrality, with a view to capture gender diversity in a way which is closer to its nature in theory and practice of dynamic managerial capabilities

An efficient multiscale scheme using local zernike moments for face recognition

In this study, we propose a face recognition scheme using local Zernike moments (LZM), which can be used for both identification and verification. In this scheme, local patches around the landmarks are extracted from the complex components obtained by LZM transformation. Then, phase magnitude histograms are constructed within these patches to create descriptors for face images. An image pyramid is utilized to extract features at multiple scales, and the descriptors are constructed for each image in this pyramid. We used three different public datasets to examine the performance of the proposed method:Face Recognition Technology (FERET), Labeled Faces in the Wild (LFW), and Surveillance Cameras Face (SCface). The results revealed that the proposed method is robust against variations such as illumination, facial expression, and pose. Aside from this, it can be used for low-resolution face images acquired in uncontrolled environments or in the infrared spectrum. Experimental results show that our method outperforms state-of-the-art methods on FERET and SCface datasets.WOS:000437326800174Scopus - Affiliation ID: 60105072Science Citation Index ExpandedQ2 - Q3ArticleUluslararası işbirliği ile yapılmayan - HAYIRMayıs2018YÖK - 2017-1

Academic Success in English medium courses: exploring student challenges, opinions, language proficiency and L2 use

The growth of English medium instruction (EMI) programs at universities worldwide has raisedquestions about the implications of teaching through L2 English on students’content learning out-comes. This study examined the impact of four factors on students’academic success (e.g. contentlearning) in the Turkish EMI context: (1) students’language-related challenges; (2) students’opi-nions about the effectiveness of EMI; (3) students’perceived language proficiency levels; and (4)the amount of L2 English used in EMI classes. Students’perceived academic performance wastaken as a proxy of EMI success. The study employed a quantitative empirical design using ques-tionnaires and regression analysis. Data were collected via an online questionnaire from 498 stu-dents at an EMI university in Turkey. The results revealed that students’language-related challengesand perceived language proficiency were the only predictors that were associated with academicsuccess in their EMI courses at a statistically significant level. The amount of English used in theclassroom was not found to predict success in EMI, suggesting that students may benefitfrommultilingual models of teaching. Thesefindings underscore the importance of adequate languagesupport for students on EMI programs, and implications are discussed with respect to EMI policy,program planning, and teacher pedagogy

The high stakes use of language proficiency tests as illusio and pyramid scheme: An evaluation of their social aspects, validity, and reliability

There is a growing trend in using high stakes standardised test scores to evaluate individuals' academic and professional language proficiency. Although these tests determine the fates of millions of students and job seekers across the world, several aspects of these tests such as their design, ethical implementation, procedural fairness, and validity and reliability are questioned by many linguists. This chapter aims to evaluate the mostly criticised social and technical aspects of high stakes language tests from a pyramid scheme perspective. In order to achieve this aim, a number of empirical studies from the extant literature are reviewed, and some comments are provided in the conclusion section

The cultural impact of hidden curriculum on language learners: A review and some implications for curriculum design

With reference to theory and research, this chapter discusses the hidden curriculum of language textbooks and other teaching materials where culture, gender, race, or other topics associated with equality, diversity, and representativeness were presented in biased ways. Hidden curriculum may describe, present, or elicit stereotypes and reproduce cultural, gender, and racial bias in subtle ways; sometimes even teachers may not notice what the curriculum refers to or they may perceive stereotyping as harmless. This makes sociolinguistic problems with regard to use of a purist and monolithic cultural content more salient than ever. Yet, the new sociolinguistic landscape of language teaching where changing needs of language learners might not be accurately represented in teaching materials require the revision of current curricula and pedagogical practices. Therefore, this chapter draws conclusions from empirical studies on the topic and provides some implications for teaching and materials design