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1
Horry, Ruth. "Placing faces : recollection and familiarity in the own-race bias for face recognition." Thesis, University of Sussex, 2010. http://sro.sussex.ac.uk/id/eprint/2344/.
Full textAbstract:
The research presented in this thesis examined the roles of recollection and familiarity in the own-race bias (ORB) in recognition memory for faces. In Paper 1, Jacoby's (1991) process-dissociation procedure was used to estimate the relative contributions of recollection and familiarity in recognizing own- and other-race faces. Recollection estimates were higher for own-race faces than for other-race faces, although this effect disappeared when deep or shallow encoding strategies were encouraged. In Paper 2, participants were shown to be less accurate at ignoring previously seen other-race distractors than own-race distractors. Papers 3 and 4 examined how accurately participants were able to remember contextual information about correctly recognized faces. In the encoding phase of an old/new recognition test, each target face was paired with one of several different backgrounds. At testing, old judgments were followed by context judgments, in which the participant attempted to identify with which background the face had been paired. The context judgments were consistently more accurate for correctly recognized own-race faces than for correctly recognized other-race faces. This effect was robust to experimental manipulations such as context reinstatement and divided attention. The overall conclusion from this thesis is that recollection is inferior for other-race faces compared to own-race faces. This recollection deficit means that it is more difficult to retrieve specific information about the circumstances in which other-race faces were encountered. The implications of this recollection deficit for real world behaviour are discussed, with particular reference to eyewitness memory.
2
Lang, Andreas. "Face Detection using Swarm Intelligence." Technische Universität Chemnitz, 2010. https://monarch.qucosa.de/id/qucosa%3A19439.
Full textAbstract:
Groups of starlings can form impressive shapes as they travel northward together in the springtime. This is among a group
of natural phenomena based on swarm behaviour. The research field of artificial intelligence in computer science,
particularly the areas of robotics and image processing, has in recent decades given increasing attention to the underlying
structures. The behaviour of these intelligent swarms has opened new approaches for face detection as well. G. Beni and J.
Wang coined the term “swarm intelligence” to describe this type of group behaviour. In this context, intelligence describes
the ability to solve complex problems.
The objective of this project is to automatically find exactly one face on a photo or video material by means of swarm
intelligence. The process developed for this purpose consists of a combination of various known structures, which are then
adapted to the task of face detection. To illustrate the result, a 3D hat shape is placed on top of the face using an example
application program.:1 Introduction
1.1 Face Detection
1.2 Swarm Intelligence and Particle Swarm Optimisation Fundamentals
3 Face Detection by Means of Particle Swarm Optimisation
3.1 Swarms and Particles
3.2 Behaviour Patterns
3.2.1 Opportunism
3.2.2 Avoidance
3.2.3 Other Behaviour Patterns
3.3 Stop Criterion
3.4 Calculation of the Solution
3.5 Example Application
4 Summary and Outlook
3
Бойко, Олексій Вікторович. "Система авторизації користувача за допомогою розпізнавання обличь." Bachelor's thesis, КПІ ім. Ігоря Сікорського, 2021. https://ela.kpi.ua/handle/123456789/47134.
Full textAbstract:
Пояснювальна записка дипломного проекту складається з п’яти розділів, містить 14 рисунків, 12 таблиць, 1 додатку, 11 джерел.
Об’єкт дослідження: система авторизації користувача.
Метою дипломного проекту є розробити систему авторизації користувача через розпізнавання обличчя 2D зображення. Реалізація системи буде продемонстрована у веб-застосунку. Задачею системи є автоматизація системи авторизації користувача через розпізнавання обличь.
У розділі інформаційного забезпечення були визначені вхідні та вихідні дані програмного додатку, також наведена структура бази даних, яка використовується у дипломному проекті.
У розділі математичного забезпечення описано постановку та розв’язання основних задач поставленої роботи.
Розділі програмного забезпечення присвячений основним інструментам розробки програмного продукту, сформульовані основні технічні вимоги. Розглянуто архітектуру програмного забезпечення, принцип роботи процесів між собою.
У технологічному розділі описано інструкцію користувача та методику тестування, яка дозволить перевірити відповідність розробленого додатку усім вимогам.The explanatory note of the diploma project consists of five sections, contains 14 figures, 12 tables, 1 application, 11 sources. Object of research: user authorization system. The aim of the thesis project is to develop a system of user authorization through face recognition 2D images. The implementation of the system will be demonstrated in a web application. The task of the system is to automate the user authorization system through face recognition. In the section of information support the input and output data of the software application were defined, also the structure of the database used in the diploma project is given. The section of mathematical support describes the formulation and solution of the main problems of the work. The software section is devoted to the main tools of software product development, the basic technical requirements are formulated. The software architecture, the principle of operation of processes among themselves are considered. The technological section describes the user manual and testing method, which will verify the compliance of the developed application with all requirements.
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Ghgam, Aziza Ibrahim. "An investigation into face to face feedback for second language writing in the Libyan higher education context." Thesis, University of Huddersfield, 2015. http://eprints.hud.ac.uk/id/eprint/30275/.
Full textAbstract:
There is no doubt that feedback plays an indispensable role in both the teaching and the learning of writing skills, especially when it comes to a second or foreign language. However, despite substantial research showing the effectiveness of feedback, some teachers do not use the feedback technique to help their students improve on their writing. This study has grown out of interest during teaching practice at university level in Libya. It is common practice in Libya for teachers of English writing not to provide their students with either written or oral feedback on their written work. The purpose of this study was to investigate the effectiveness of face to face feedback on second language writing in the Libyan higher education context. To fulfil the mentioned intention, a combination of both qualitative and quantitative methodologies was employed. The study assessed face-to-face feedback by assessing whether and the extent to which this feedback technique led to an improvement in writing skills as measured by students’ performance in writing before and after the course in which this technique was employed. In addition, an examination was conducted of both students’ and writing teachers’ attitudes towards face-to-face feedback. This was in order to investigate their attitudes towards the use of face-to-face feedback in learning writing as well as to explore the advantages and disadvantages of this method. The participants of the study consisted of 200 third year undergraduate students who were studying in the English Department in two Libyan universities in the academic year 2012-2013. The students were randomly allocated either to a control or to an experimental group. The experimental group was given the treatment, which is face-to-face feedback (also known as conferencing feedback) whereas; the control group received written feedback. The study found a statistically noteworthy difference in students’ performance between the control and experimental groups. In other words, students who engaged in face-to-face feedback improved their test scores more than those who received only written feedback. This difference in revised writing performance between the treatment group and the control group is attributed to the use of learning strategies for writing and engagement with the learning. These findings suggest that face-to-face feedback allows writing skills to develop faster and more smoothly than does written feedback. Semi-structured interviews were conducted with ten of the participant students (the treatment group) from only Tripoli University along with their writing teacher to look into their attitudes and perceptions about feedback in general, as well as their opinion on face-to-face feedback in particular. Observation was also carried out on the treatment group in the classroom, with several objectives in mind: to explore how students learn, to see if they engage in face-to-face feedback, and to confirm what they had said in the interviews. Analysis of the findings showed that students viewed face-to-face feedback as a worthwhile experience and expressed their preference for this form of feedback as compared to the written one. The improvement in students’ writing ability was noticed during the xvii observation and in the samples of students’ writing that was collected. In other words, the technique helped in improving the students’ assignments. The thesis offers some recommendations as well as some implications drawn from the findings. Despite the fact that the study has some limitations like any other research, this study is expected to be beneficial to teachers of writing and learners of English as well as researchers in related fields.
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Lavin, Amy A. "Assessing Student Characteristics for Success in Online Versus Face-to-Face Environments." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/598584.
Full textAbstract:
Educational LeadershipEd.D.
Online education is pervasive in higher education today. More students are taking courses online than ever before. Institutions are encouraged to adopt virtual classrooms as the market demands access. This study examined the characteristics of students who choose to enroll in online or face-to-face courses and their eventual academic outcomes in their selected course. The purpose was to determine whether online and face-to-face students possess the same skillsets or if there are characteristics that a student should possess when choosing to enroll in an online class or program. Additionally, this study examined students’ perception of online courses versus face-to-face courses to determine if there were any differences in students’ feedback based on the type of course in which they were enrolled. The course Management Information Systems 101 (MS107) served as the focus of this study; it is a required undergraduate business course in an urban university. Typically, undergraduate sophomores or juniors take this course and are declared business majors at the university. The units for analysis consisted of students enrolled in MS107 in the fall of 2017 and spring of 2018 semesters. The online courses were conducted via WebEx, synchronously with live interaction from the professor. The face-to-face classes were conducted in the traditional environment on the university’s main campus. Data were collected from the university’s student system, student feedback forms, and the university’s New Student Questionnaire (NSQ) and concatenated to present a full picture of each student’s course outcome, demographics, and responses to the NSQ. The purpose in analyzing this information was to determine if there are behavioral, demographic, or other characteristics that might lend to better or worse performance in an online classroom. Finally, student feedback was analyzed to determine whether students have different opinions of MS107 depending on course delivery method. Results of this study indicate that from a course delivery perspective, engagement between students and faculty is a critical asset that should be developed in the online classroom environment. In the analysis of the student self-reported characteristics, many of the characteristics for success for the entire sample hold true for the characteristics of successful students in the face-to-face sections. For the online sections, however, the key predictors of success are simply previous grade point average and expectation of high averages in college, eliminating variables like self-confidence and hard working. The results of this study support prior research that states students perform better in face-to-face classrooms than online; however, this research begins to showcase what opportunities might be available for improvement in the online classroom
Temple University--Theses
6
Rowlinson, Zachary James. "Dismantling the face in Thomas Pynchon's fiction." Thesis, University of Sussex, 2016. http://sro.sussex.ac.uk/id/eprint/60110/.
Full textAbstract:
Thomas Pynchon has often been hailed, by those at wont to make such statements, as the most significant American author of the past half-century. What is indisputable about this simultaneously beguiling and frustrating, prodigiously sophisticated and irrevocably juvenile, not to say admired and reviled writer, is that his fiction has inspired critical readings that are now as appositely voluminous as his novels themselves. Yet no prior critical effort does full justice to the importance of the face in the work of this notoriously “faceless” author, who even had a brown paper bag over his head when depicted in cartoon form on The Simpsons. In light of this oversight, this thesis seeks to address what might be called—to borrow from his 1990 novel, Vineland—the ‘not-yet-come-to-terms-with face' in Pynchon's corpus. Though always driven by the workings of Pynchon's writing, various theorists—such as Theodor Adorno, Walter Benjamin, Erving Goffman, and Emmanuel Levinas—are called-upon throughout this study in order to aid the conceptualisation of this ‘not-yet-come-to-terms with face'. Particular inspiration is taken from Gilles Deleuze and Félix Guattari's call to ‘dismantle the face' in A Thousand Plateaus. Albeit not in strict adherence to this summons, the first three chapters of this project butcher the face into its dominant component features: eyes, nose, and mouth. These features—as well as the central issues of the final two chapters, the mask and the face respectively—are then traced across Pynchon's entire oeuvre, including his most recent novel, Bleeding Edge, published when this project was already underway. What emerges is a picture of the integral role the face plays in Pynchon's manifold concerns: surveillance, surgery, dentistry, identity, cinema, drugs, the senses, and so on. This thesis ultimately contends that although frequently defaced and effaced in Pynchon's writing, the face is nevertheless a prime locus at which ethical and political possibility surface.
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Laurence, Sarah. "The effect of familiarity on face adaptation." Thesis, University of Sussex, 2013. http://sro.sussex.ac.uk/id/eprint/47140/.
Full textAbstract:
Face adaptation techniques have been used extensively to investigate how faces are processed. It has even been suggested that face adaptation is functional in calibrating the visual system to the diet of faces to which an observer is exposed. Yet most adaptation studies to date have used unfamiliar faces: few have used faces with real world familiarity. Familiar faces have more abstractive representations than unfamiliar faces. The experiments in this thesis therefore examined face adaptation for familiar faces. Chapters 2 and 3 explored the role of explicit recognition of familiar faces in producing face identity after-effects (FIAEs). Chapter 2 used composite faces (the top half of a celebrity's face paired with the bottom half of an unfamiliar face) as adaptors and showed that only recognised composites produced significant adaptation. In Chapter 3 the adaptors were cryptic faces (unfamiliar faces subtly transformed towards a celebrity's face) and faces of celebrity's siblings. Unrecognised cryptic and sibling faces produced FIAEs for their related celebrity, but only when adapting and testing on the same viewpoint. Adaptation only transferred across viewpoint when a face was explicitly recognised. Chapter 4 demonstrated that face adaptation could occur for ecologically valid, personally familiar stimuli, a necessary pre-requisite if adaptation is functional in calibrating face processing mechanisms. A video of a lecturer's face produced FIAEs equivalent to that produced by static images. Chapters 5 and 6 used a different type of after-effect, the face distortion after-effect (FDAE), to explore the stability of our representations for personally familiar faces, and showed that even representations of highly familiar faces can be affected by exposure to distorted faces. The work presented here shows that it is important to take facial familiarity into account when investigating face adaptation effects, as well as increasing our understanding of how familiarity affects the representations of faces.
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Castle, Gina. "LET'S GIVE THEM SOMETHING TO TALK ABOUT: EXPLORING RACISM AND RACIAL TENSIONS AS POTENTIAL FACE THREATS IN BLACK AND WHITE INTERRACIAL RELATIONSHIPS." Master's thesis, University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3360.
Full textAbstract:
This study examined how racism and racial tensions potentially threatened the face needs of Black and White interracial couples. Specifically, this study investigated the benefit of family approval of one's interracial relationship. Couples use of corrective face work in response to prejudice was also examined. This research used a qualitative, interpretive method to gather and analyze data from 14 personal interviews. The interview schedule enabled interviewees to use storytelling to share their experience of being in a Black and White interracial relationship. Interviewees were asked questions surrounding their experience as the partner in an interracial relationship. Couples shared how they told their family that their romantic partner was a different race and shared how they encountered prejudice when they are out in public. Further, they spoke about how people stare at them and make comments about their interracial relationship. The data underwent a thematic analysis (Owen, 1984) where I reviewed the data and searched for themes that were recurrent and repeated by interviewees. There were several themes that emerged. First, the very presence of racial tensions and racism affects interracial couples. Second, family support seemed to mitigate threats to couples' positive and negative faces and enabled couples to engage in open and honest dialogue with their family and their significant other. Finally, even couples with family support, engaged in corrective face work to respond to the face threats posed by racism and racial tensions.M.A.
Nicholson School of Communication
Sciences
Communication MA
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Harrison, Victoria Louise. "Face to face with the enemy : the reactions of young girls and young women to the Nazi occupation of France." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3808/.
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This study focuses on the experiences of young girls, who were aged between four and twenty-one when the Occupation began, growing up in Occupied France during World War II. Although youth and gender have been researched independently, this has been in terms of the policies that were implemented by the Vichy regime. Similarly studies on public opinion focus on the population as a whole rather than on a specific category of people. Using archival documents and published testimonies, my research explores the complexities surrounding the formation of opinions towards the Germans in young girls’ minds and how these opinions reflect their age and gender. An important factor in this interplay is that the Germans were often not much older than these young girls so in peacetime the two would have belonged to similar peer groups. In contrast to adults who could make conscious decisions about how to behave towards the enemy, young girls tended to react more naturally and instinctively. The thesis therefore argues that their accounts provide a deeper and more nuanced insight into public opinion at this time.
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Anzalone, Patricia. "A COMPARISON OF COMPUTER AND TRADITIONAL FACE-TO-FACE CLASSROOM ORIENTATION FOR BEGINNING CRITICAL CARE NURSES." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2080.
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Purpose: Education of the novice critical care nurse has traditionally been conducted by critical care educators in face-to-face classes in an orientation or internship. A shortage of qualified educators and growth in electronic modes of course delivery has led organizations to explore electronic learning (e-learning) to provide orientation to critical care nursing concepts. Equivalence of e-learning versus traditional critical care orientation has not been studied. The primary aim of this study was to examine the equivalency of knowledge attainment in the cardiovascular module of the Essentials of Critical Care Orientation (ECCO) e-learning program to traditional face-to-face critical care orientation classes covering the same content. Additional aims were to determine if learning style is associated with a preference for type of learning method, and to determine any difference in learning satisfaction between the two modalities. Methods: The study was conducted using a two-group pretest-posttest experimental design. Forty-one practicing volunteer nurses with no current critical care experience living in southwest Florida were randomly assigned to either the ECCO (n=19) or face-to-face (n=22) group. Those in the face-to-face group attended 20 hours of classroom instruction taught by an expert educator. Those in the ECCO group completed the lessons on line and had an optional 2 hour face-to-face discussion component. Pre-test measures included the Basic Knowledge Assessment Test (BKAT-7), modified ECCO Cardiovascular (CV) Examination, and Kolb Learning Style Inventory (LSI). Post-tests included the BKAT-7, modified CV Examination, and Affective Measures Survey. Results: The majority of subjects were female, married, and educated at the associate degree level. Their mean age was 39.5 + 12 years, and they averaged 9.9 + 11.7 years of nursing experience. The diverging learning style was assessed in 37% of subjects. Classroom instruction was preferred by 61% of participants. No statistical differences were noted between groups on any demographic variables or baseline knowledge. Learning outcomes were compared by repeated measures analysis of variance. Mean scores of subjects in both groups increased statistically on both the BKAT-7 and modified CV Examination (p=<.01); however, no significant differences (p> .05) were found between groups. Preference for online versus classroom instruction was not associated with learning style (X2 = 3.39, p = .34). Satisfaction with learning modality was significantly greater for those in the classroom group (t=4.25, p=.000). Discussion/Implications: This is the first study to evaluate the ECCO orientation program and contributes to the growing body of knowledge exploring e-learning versus traditional education. The results of this study provide evidence that the ECCO critical care education produces learning outcomes at least equivalent to traditional classroom instruction, regardless of the learning style of the student. As participant satisfaction was more favorable toward the classroom learning modality, consideration should be given to providing blended learning if using computer-based orientation programs. Replication of this study with a variety of instructors in varied geographic locations, expanded populations, larger samples, and different subject matter is recommended.Ph.D.
School of Nursing
Health and Public Affairs
Nursing PhD
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Elphick, Camilla. "Cognitive theories and forensic applications : the pupillary correlates of familiar and unfamiliar face processing." Thesis, University of Sussex, 2018. http://sro.sussex.ac.uk/id/eprint/80793/.
Full textAbstract:
This thesis used pupillometry to investigate whether pupils respond differently to faces that differ in familiarity. We aimed to see whether pupillometry measures cognitive processes involved in face processing, and whether it could be applied forensically. We started by evaluating three explanations for pupillary changes that occur when processing faces. The first was cognitive load (mental effort), because faces that have only been seen briefly are more difficult to recognise than well-known faces. The second was cognitive engagement (interest), because faces contain socially-important information. The third was memory strength (forensically applicable), as eyewitnesses have to recall a perpetrator's face in an attempt to identify them if they appear in a lineup. While pupillary responses reflected cognitive engagement to some extent, cognitive load best accounted for decreasing pupil sizes when learning new faces, and memory strength explained the pupillary changes seen in lineups. The theories all had some influence on pupil sizes, but their influence varied according to context, saliency, and the task at hand. Then we investigated whether pupillometry measured implicit recognition of a perpetrator in a lineup, and found that it did. Pupil sizes reflected memory strength in participants who believed their memory to be strong: there were differences in pupil sizes (between looking at the perpetrator and the distractors) in participants who identified him, but not in those who did not. The pupillary responses of participants who 'guessed' indicated that they were indeed guessing. There were no pupillary changes when the perpetrator was not in the lineup, even when participants misidentified a distractor. We concluded that pupillary responses are independent of explicit identification responses, and could be used forensically to support traditional measures of eyewitness identification and credibility.
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Kisanga, Dalton H. "Investigation of attitudinal factors towards the transition from face-to-face e-learning in Tanzanian higher learning institutions : a mixed methods approach." Thesis, Nottingham Trent University, 2015. http://irep.ntu.ac.uk/id/eprint/97/.
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This study investigated attitudinal factors in the transition from face-to-face to e-learning in Tanzanian higher learning institutions. Five objectives guided the study: first, it examined teachers’ understanding of e-learning. Secondly, it examined teachers’ attitudes towards e-learning. Further it developed an e-learning attitude scale. It also explored barriers that can hinder the transition from face-to-face to e-learning and finally, it identified strategies that can optimise teachers’ and students’ involvement in e-learning. The Technology Acceptance Model (Davis 1986) guided this study and a Test of e-Learning Related Attitudes (TeLRA) scale was developed to assess the teachers’ attitudes. The study used a mixed methods approach under the umbrella of pragmatic philosophical assumption. It involved 269 respondents, obtained through stratified simple random sampling and purposive sampling. Questionnaires, semi-structured interviews and documentary review were used in data collection. All quantitative and qualitative data were respectively analysed using statistical package for the social sciences (SPSS) and thematic analysis. Chi-square, logistic regression and multiple regression were performed to examine the association of variables and their predictive power. Principal Component Analysis (PCA) was used to derive empirical constructs from the developed TeLRA scale. The findings revealed that teaching experience and qualifications had a statistically significant contribution to teachers’ understanding of e-learning. Computer exposure and e-learning understanding had a statistically significant contribution to teachers’ attitudes toward e-learning. Poor infrastructure, financial constraints, inadequate support, lack of e-learning knowledge and teachers’ resistance to change also had a strong influence on the adoption of e-learning. The study also showed that teacher-to-students and students-to-content interactions as useful strategies to optimise teachers’ and students’ involvement in e-learning. Findings from this study have contributed to knowledge based on teachers’ understanding of, and attitudes towards e-learning in Tanzania and assisted in developing a factorial valid and reliable attitude scale measure. It is recommended that training in e-learning needs to be provided to teachers to widen their understanding of e-learning. There is also a need to strengthen factors associated with teachers’ positive attitudes towards e-learning and to address the barriers identified in this study.
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Moore, Thomas Brendan. "Learning Geometry-Free Face Re-lighting." Master's thesis, University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3353.
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The accurate modeling of the variability of illumination in a class of images is a fundamental problem that occurs in many areas of computer vision and graphics. For instance, in computer vision there is the problem of facial recognition. Simply, one would hope to be able to identify a known face under any illumination. On the other hand, in graphics one could imagine a system that, given an image, the illumination model could be identified and then used to create new images. In this thesis we describe a method for learning the illumination model for a class of images. Once the model is learnt it is then used to render new images of the same class under the new illumination. Results are shown for both synthetic and real images. The key contribution of this work is that images of known objects can be re-illuminated using small patches of image data and relatively simple kernel regression models. Additionally, our approach does not require any knowledge of the geometry of the class of objects under consideration making it relatively straightforward to implement. As part of this work we will examine existing geometric and image-based re-lighting techniques; give a detailed description of our geometry-free face re-lighting process; present non-linear regression and basis selection with respect to image synthesis; discuss system limitations; and look at possible extensions and future work.M.S.
School of Electrical Engineering and Computer Science
Engineering and Computer Science
Computer Science MS
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Harrison, Virginia M. "Expertise and the own-age bias in face recognition." Thesis, University of Sussex, 2011. http://sro.sussex.ac.uk/id/eprint/6945/.
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Previous research has shown that we recognise faces similar in age to ourselves better than older or younger faces (e.g. Anastasi & Rhodes, 2006). The primary aim of this thesis was to investigate this phenomenon in young adults and children to gain further insight into the underlying perceptual, cognitive and/or social mechanisms involved in this apparent “own-age bias” (OAB) in face recognition. Chapter one confirmed that an OAB was present in both young adults and children, and the remaining chapters sought to address why this pattern may exist by drawing on the plethora of research into why a similar, potentially analogous bias occurs: the own-race bias (ORB). The ORB is the phenomenon that we are more accurate at recognising faces of our own race than those belonging to a different, less familiar race (see Meissner & Brigham, 2001 for review). Perhaps the best known explanation of the ORB is the Contact Hypothesis. This suggests that the own-race memory advantage is due to the fact that people tend to have more experience with faces from their own race and, as a direct result, develop greater expertise at recognising them (e.g. Chiroro & Valentine, 1995). The second chapter sought to investigate whether a similar explanation could be applied to the OAB, and found supporting evidence for this claim. The remaining studies examined what it is about contact with an age group that results in the superior recognition for faces of that age. By investigating perceptual expertise, social-categorisation and motivational explanations of the OAB, this thesis concluded that both quantity and quality of contact play an important role in the development of this bias. The findings of this thesis seem to be most consistent with a perceptual expertise account of the own-age bias in face recognition. However, it also seems likely that motivation to attend to faces (particularly with the goal of individuation) is likely to be a driving factor of this bias.
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Glerum, David Richard Jr. "The relationship between course syllabi and participant evaluation reactions across web-based and face-to-face courses." Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4766.
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A common form of training or education evaluation involves the examination of course participant reactions towards various aspects of the course for summative evaluation purposes. Participant reactions have been examined within the framework of a comparison between online and face to face courses often with a slight positive weight towards online courses (Sitzmann et al., 2006). Past research on this topic has denoted a need for studies examining the relationship between objective course characteristics and participant reactions. This paper seeks to examine the relationship between participant reactions of a sample of geographically disbursed teachers enrolled in a large, national professional development company and objective course characteristics as communicated by course syllabi within a framework of comparison between online and face to face courses. The delivery format, knowledge base, specificity of course objectives, and student interaction levels were all related to some degree to various participant reactions, although the effect sizes were notably small. In many cases, an interaction between the delivery format and objective course characteristic in question influenced the participant reaction. Objective course characteristics as communicated by the syllabi appeared to be major predictors of participant reactions within the face to face courses that were examined, but not for the online courses. Course development stakeholders are recommended to pay attention to the course syllabus design process and craft quality syllabi that communicate relevant information while concurrently anticipating potential participant reactions.; Organizations may be able to align the outline for instruction or "contract" as presented by the syllabus with recommendations as offered by participant evaluations so as to instill consistent expectations within the participants and maximize positive reactions towards the courses within which they are enrolled.ID: 030646245; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.S.)--University of Central Florida, 2011.; Includes bibliographical references (p. 124-132).
M.S.
Masters
Psychology
Sciences
Industrial Organizational Psychology
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Clausen, Sally. "I never forget a face! : memory for faces and individual differences in spatial ability and gender." Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1394.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Sciences
Psychology
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Peham, Doris. "Schuldgefühle in Paarbeziehungen Entstehung und Regulierung in face-to-face-Interaktionen." Marburg Tectum-Verl, 2004. http://deposit.ddb.de/cgi-bin/dokserv?id=2671724&prov=M&dok_var=1&dok_ext=htm.
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Arajärvi, Eero. "Maxillofacial, chest and abdominal injuries sustained in severe traffic accidents." Helsinki, Finland : Liikenneturva, 1989. http://books.google.com/books?id=NWZsAAAAMAAJ.
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Folley, Susan. "Bridging the gap between face-to-face and online teaching : a case study exploring tutors' early experiences of teaching online in a UK university 2009-2012." Thesis, University of Huddersfield, 2013. http://eprints.hud.ac.uk/id/eprint/17524/.
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This thesis explores the early experiences of online teaching of a group of tutors employed by a UK post-1992 University, to tutor a group of students in an online module. Using qualitative case study methodology, and drawing on the theories of Communities of Practice, Learning Cultures and Community of Inquiry, this research reveals that for most of the case-study tutors, teaching online was very different from their normal teaching practice, and some of these tutors were very anxious about the changes. Most of the tutors spoke about teaching online in terms of a deficit model, seeing it as deficient in relation to face-to-face teaching, and often tried to replicate face-to-face teaching practices online. The majority of tutors reported that the aspects they valued about teaching were missing from the online environment, such as nonverbal communication and the dynamics of a live classroom situation. Issues for the case-study tutors included building relationships with students online, time management and workload, and factors relating to role and identity. The research also reveals the importance of peer support in the transition to online teaching, and the value of tutors having experience of being an online student themselves. In addition, the study identifies the strengths and limitations of Communities of Practice and the other theoretical models used when applying them to tutors’ early experiences of teaching online.
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Wade, Jennifer A. "Analyzing "Word Games": Complex functions of language during traditional face-to-face speed-dating and online speed-dating events." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/214826.
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PsychologyPh.D.
Two Studies investigated the relationship between verbal behavior and short-term mate selection. The first study, an observational traditional speed-dating study, collected audio and video recordings of dyadic interactions between men and women in addition to self-report data on whether the participant would like to talk to each date in the future. The second study, a true experiment, employed the use of a researcher confederate to manipulate verbal behavior and attractiveness level of the speed-date partner. Participants were led to believe they were being "matched" with three other undergraduates based upon online profiles. Verbal behavior manipulations included varying valence-based autoclitics (neutral or high) and self-other referential autoclitics in two sequential orders (based on I , you , I /you in relation to one another, and dyadic we frames of reference). During traditional speed-dating, a wide variety of verbal operants were used. In general, dyadic we was not frequently used by participants, imprecise tacting tended to be characteristic of no ratings, and successful speed-daters tended to modify their verbal behavior as appropriate to the specific listener. For online-dating, among the findings concerning the observed relationships between autoclitics, physical attractiveness, and various outcomes in short-term romantic interest, were confederate use of I-to-we sequential progressions with neutral valence tended to best predict longer times spent chatting, as chosen by participants when given the choice to chat more than the five-minute minimum. Additionally, confederate use of I and you in relation to one another was positively correlated with participant interest ratings of the confederate for medium-attractiveness confederates and was negatively correlated with interest ratings for low- and high-attractiveness confederates. Autoclitics moderated the relationship between physical attractiveness of the confederate and yes ratings for both low- and high- attractiveness confederates. Findings from the current projects are discussed in context of general dissemination of verbal behavior and in context of other populations.
Temple University--Theses
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Al-Hashimi, F. W. S. "The hidden face of Erbil : change and persistence in the urban core." Thesis, Nottingham Trent University, 2016. http://irep.ntu.ac.uk/id/eprint/31613/.
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This research study on the origin and evolution of the built environment of Erbil city, the capital of Iraqi Kurdistan concentrates particularly on the duality of change and persistence in the urban core throughout the centuries. Erbil is one of the oldest continuously inhabited cities in the world, its ancient citadel was added to the list of UNESCO World Heritage Sites in 2014. Its historic urban core - civic, religious and commercial heart of Erbil - standing at the bottom of the citadel's hill from its south part - has experienced many changes over the centuries, and is currently part of a protective buffer zone for the conservation of the citadel. The long history of the urban core is not immediately apparent due to successive periods of construction and demolition, which have left few traces of the past, hence many ambiguities surround both the urban core and parts of the lower city leading to difficulties in understanding its origin and character. The few previous architectural studies that have focused on parts of the urban core have concentrated mainly on specific areas or on the twentieth and twenty-first centuries, leaving the earlier periods under-investigated. This research, therefore, set out to reveal the hidden face of Erbil, specifically its urban core, via a qualitative interdisciplinary study, with multi method that involves history, archaeology, architecture and socio-culture. A triangulation approach was applied that incorporated four chronological periods – the Assyrian, the Attabeg, the Early Modern, and the Modern periods. The impact of the various agents on the tangible urban elements, such as the nodes, paths and edges, as well as on the intangible elements, such as rituals, events, and activities that characterised these elements has also been included. The results of the study show that the urban core was traced back to the Attabeg period and a public square (maidan), and the citadel gate possibly date to the Assyrian period (1000 to 612 BCE). The main agents of change have been beliefs, decisions of the rulers and economic forces. The persistent urban elements – the maidan, the historic paths of the bazar area and the citadel gate – were integral to events, rituals and other activities, some of which disappeared altogether, some were assimilated for other purposes while others persisted. For instance, during the Attabeg period the establishment of the maidan reflected the power of the rulers, religious beliefs and commercial activities, while, under the Ottomans (16th century CE) when there was a shift from single rulers to groups of civic-minded citizens, to meet new civic, commercial and religious needs, construction projects were undertaken and a network of pathways was developed. Likewise, late in the modern period, after the city had benefited from further economic and political changes, the need for a public square was revived. By exploring Erbil's urban core, this thesis has identified its origins and has revealed the persistent elements, the evolutionary dynamics that have affected its tangible and intangible aspects, and the main agents that have contributed to these phenomena.
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Smith, H. M. J. "Matching novel face and voice identity using static and dynamic facial images." Thesis, Nottingham Trent University, 2016. http://irep.ntu.ac.uk/id/eprint/29001/.
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Research suggests that both static and dynamic faces share identity information with voices. However, face-voice matching studies offer contradictory results. Accurate face-voice matching is consistently above chance when facial stimuli are dynamic, but not when facial stimuli are static. This thesis aims to account for previous inconsistencies, comparing accuracy across a variety of two-alternative forced-choice (2AFC) procedures to isolate the features that support accuracy. In addition, the thesis provides a clearer and more complete picture of face-voice matching ability than that available in the existing literature. Samedifferent procedures are used to address original research questions relating to response bias and the delay between face and voice presentation. The overall findings indicate that faces and voices offer concordant source identity information. When faces and voices are presented close together in time, matching accuracy is consistently above chance level using both dynamic and static facial stimuli. Previous contradictory findings across studies can be accounted for by procedural differences and the characteristics of specific stimulus sets. Multilevel modelling analyses show that some people look and sound more similar than others. The results also indicate that when there is only a short (~1 second) interval between faces and voices, people exhibit a bias to assume that they belong to the same person. The findings presented in this thesis have theoretical and applied relevance. They highlight the value of considering person perception from a multimodal point of view, and are consistent with evidence for the existence of early perceptual integrative mechanisms between face and voice processing pathways. The results also offer insights into how people successfully navigate complex social situations featuring a number of novel speakers.
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Philips, Joseph Pieter Mathijs. "Affluent in the face of poverty on what rich individuals like us should do /." Amsterdam : Amsterdam University Press, 2007. http://site.ebrary.com/id/10302331.
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Guan, Lei. "Face Recognition with visible and thermal IR images." Master's thesis, Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/96119.
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Electrical EngineeringM.S.E.
This thesis describes how the fusion of visible and thermal infrared (IR) images can be used to improve the performance of face recognition techniques, especially when illumination variations and occlusions are involved. Visible images are sensitive to illumination variations, while thermal IR images are robust to them. However, thermal IR images are degraded by occlusions caused from eyeglasses, but visible images can provide detailed information around the eyes even when eyeglasses are present. Fusion techniques, which combine complementary information from both spectrums, generate information that is robust to both illumination variations and occlusions. Before two images are fused, they must be registered. In this thesis, edge-based mutual information is used to register both visible and thermal IR images taken under different conditions. Following that, eyeglasses (if present) are removed from the thermal IR image, and replaced by eyes that are reconstructed from the visible image. Then, data-level, feature-level, and score-level fusion techniques are applied to the visible and thermal IR images for face recognition. Experimental results using the NIST/Equinox database showed that the fusion of visible and thermal IR images increased the number of first matches by 22% over visible images, and 8% over thermal IR images. Unfortunately, thermal IR sensors may be cost-prohibitive for many applications. In consideration of this, this thesis explores ways to predict a novelty component from the visible image. A novelty component is a thermal-like image that can be obtained from information in the visible image. It is later fused with the visible image for face recognition. Experimental results based upon four face recognition algorithms showed that the fusion of visible images and their novelty components increased the number of first matches over visible images by 21% (using the NIST/Equinox database) and 17% (using the Extended Yale Face Database B).
Temple University--Theses
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Johnson, Gregory. "Beliefs of Graduate Students About Unstructured Computer Use in Face-to-Face Classes with Internet Access and its Influence on Student Recall." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2089.
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The use of computers equipped with Internet access by students during face-to-face (F2F) class sessions is perceived as academically beneficial by a growing number of students and faculty members in universities across the United States. Nevertheless, some researchers suggest unstructured computer use detached from the immediate class content may negatively influence student participation, increase distraction levels, minimize recall of recently presented information, and decrease student engagement. This study investigates graduate students' beliefs about computer use with Internet access during graduate face-to-face lecture classes in which computer use is neither mandated nor integrated in the class and the effect of such use on student recall. Methods include a 44-item questionnaire to investigate graduate students' beliefs about computers and two experiments to investigate the influence of computer use during a lecture on students' memory recall. One experimental group (open laptop) used computers during a lecture while the other (closed laptop) did not. Both groups were given the same memory recall test after the lectures, and the resulting scores were analyzed. Two weeks later, a second phase of the experiment was implemented in which laptop groups were reversed. Results from the first experiment indicated no statistically significant difference in recall scores between the open laptop group (M = 54.90, SD = 19.65) and the closed laptop group (M = 42.86, SD = 16.68); t (29) = -1.82, p = .08 (two tailed). Conversely, the second experiment revealed statistically significant differences in scores between the open laptop (M = 39.67, SD = 15.97) and the closed laptop group (M = 59.29, SD = 26.88); t (20.89) = 2.37, p = .03 (two tailed). The magnitude of the difference in mean scores (mean difference = 19.62, 95% CI: 2.39 to 36.85) was large (eta squared = 0.17). Multiple regression analysis suggests two factors accounted for 10% of the variance in recall scores: (1) students' beliefs about distractions from computer use, and (2) beliefs about the influence of computer use on memory recall. Based on survey findings, participants (N=116) viewed computers and Internet access in graduate classes as helpful academic tools, but distractions from computer use were major sources of concern for students who used computers in graduate classes and those who did not. Additionally, participants believed academic productivity would increase if instructors integrated computer use appropriately in the curricula. Results of the survey and experiments suggest unstructured computer use with Internet access in the graduate classroom is strongly correlated with increased student distractions and decreased memory recall. Thus, restricting unstructured computer use is likely to increase existing memory recall levels, and increasing unstructured computer use is likely to reduce memory recall. Recommendations include changes in the way students use computers, pedagogical shifts, computer integration strategies, modified seating arrangements, increased accountability, and improved interaction between instructors and students.Ph.D.
Department of Educational Research, Technology and Leadership
Education
Education PhD
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Vollert, Bianka, Ina Beintner, Peter Musiat, Gemma Gordon, Dennis Görlich, Barbara Nacke, Juliane Schmidt-Hantke, et al. "Using internet-based self-help to bridge waiting time for face-to-face outpatient treatment for Bulimia Nervosa, Binge Eating Disorder and related disorders: Study protocol of a randomized controlled trial." Elsevier, 2018. https://tud.qucosa.de/id/qucosa%3A32367.
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Background: Eating disorders are serious conditions associated with an impaired health-related quality of life and increased healthcare utilization and costs. Despite the existence of evidence-based treatments, access to treatment is often delayed due to insufficient health care resources. Internet-based self-help interventions may have the potential to successfully bridge waiting time for face-to-face outpatient treatment and, thus, contribute to overcoming treatment gaps. However, little is known about the feasibility of implementing such interventions
into routine healthcare. The aim of this study is to analyze the effects and feasibility of an Internet-based selfhelp intervention (everyBody Plus) specifically designed for patients with Bulimia Nervosa, Binge Eating Disorder and other specified feeding and eating disorders (OSFED) on a waiting list for outpatient face-to-face treatment. The aim of this paper is to describe the study protocol.
Methods: A multi-country randomized controlled trial will be conducted in Germany and the UK. N=275 female patients awaiting outpatient treatment will be randomly allocated either to the guided online self-help intervention “everyBody Plus” or a waitlist control group condition without access to the intervention.
everyBody Plus comprises eight weekly sessions that cover topics related to eating and exercise patterns, coping with negative emotions and stress as well as improving body image. Participants will receive weekly individualized feedback based on their self-monitoring and journal entries. Assessments will take place at baseline, post-intervention as well as at 6- and 12-months follow up. In addition, all participants will be asked to monitor core eating disorder symptoms weekly to provide data on the primary outcome. The primary outcome will be number of weeks after randomization until a patient achieves a clinically relevant improvement in core symptoms (BMI, binge eating, compensatory behaviors) for the first time. Secondary outcomes include frequency of core symptoms and eating disorder related attitudes and behaviors, as well as associated psychopathology. Additional secondary outcomes will be the participating therapists' confidence in treating eating disorders as well as perceived benefits of everyBody Plus for patients. Discussion: To the best of our knowledge, this is the first randomized controlled trial examining the effects of Internet-based self-help for outpatients with eating disorders awaiting face-to-face outpatient treatment. If proven to be effective and successfully implemented, Internet-based self-help programs might be used as a first step of treatment within a stepped-care approach, thus reducing burden and cost for both patients and health
care providers.
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Macon, Lisa. "ALMOST REGULAR GRAPHS AND EDGE FACE COLORINGS OF PLANE GRAPHS." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2480.
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Regular graphs are graphs in which all vertices have the same degree. Many properties of these graphs are known. Such graphs play an important role in modeling network configurations where equipment limitations impose a restriction on the maximum number of links emanating from a node. These limitations do not enforce strict regularity, and it becomes interesting to investigate nonregular graphs that are in some sense close to regular. This dissertation explores a particular class of almost regular graphs in detail and defines generalizations on this class. A linear-time algorithm for the creation of arbitrarily large graphs of the discussed class is provided, and a polynomial-time algorithm for recognizing graphs in the class is given. Several invariants for the class are discussed. The edge-face chromatic number χef of a plane graph G is the minimum number of colors that must be assigned to the edges and faces of G such that no edge or face of G receives the same color as an edge or face with which it is incident or adjacent. A well-known result for the upper bound of χef exists for graphs with maximum degree Δ ≥ 10. We present a tight upper bound for plane graphs with Δ = 9.Ph.D.
Department of Mathematics
Sciences
Mathematics PhD
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Sottocasa, Valérie. "Mémoires affrontées protestants et catholiques face à la Révolution dans les montagnes du Languedoc /." Rennes : Presses universitaires de Rennes, 2004. http://books.google.com/books?id=3ZnYAAAAMAAJ.
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Wells, T. J. "Modality related effects of face and voice information and the perception of human attractiveness." Thesis, Nottingham Trent University, 2011. http://irep.ntu.ac.uk/id/eprint/169/.
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The process of sexual selection is likely to incorporate multiple sources of information that can be used to identify a suitable mate. Utilising multiple signals for sexual selection could be advantageous since together these might limit the chance of mating with a suboptimal partner (Møller & Pomiankowski, 1993) and thus avoid the cost of unhealthy progeny. However to date, research has focused primarily on unitary signals of attractiveness. Therefore, this thesis aimed to identify the function and relative importance of face and voice signals in human mate attractiveness, with particular reference to Candolin’s (2003) framework of signal integration. The findings suggested that female face and voice signals appear to be related and are likely to constitute back-up signals. Together, female faces and voices interact thus modulating the attractiveness of face-voice compound stimuli and provide a more accurate estimate of fertility. Male voices decreased female response latencies when presented congruently with male faces, which suggests that they are integrated. However, male face-voice integration did not enhance the detection or discrimination of attractive male faces. Rather, females’ readiness to rate male faces and voices was delayed when the stimuli were more attractive. Male faces and voices were shown to positively and independently influence the perception of compound stimuli attractiveness and in contrast to female stimuli, male face and voice signals appear to be unrelated; as such, they are likely to constitute multiple messages. While faces are proposed to signal health, male voices have been proposed to communicate information relating to dominance. Together, male faces and voices provide a more accurate estimate of overall mate quality. In conclusion, taking into account aspects of sensory integration promises to add further insight into the cognitive processes involved in mate attractiveness and person perception. Furthermore, studies investigating the integration of different modalities and in different contexts will be important to understanding their evolution, function and importance in human attractiveness perception.
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Lyons, Glenn, and Cody Davidson. "Guidance for transport planning and policymaking in the face of an uncertain future." Elsevier, 2016. https://publish.fid-move.qucosa.de/id/qucosa%3A72826.
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Uncertainty of outcome is widely recognised as a concern facing decision-makers and their advisors. In a number of spheres of policy, it appears uncertainty has intensified in the face of globalisation, economic instability, climate change, technological innovation and changing consumer preferences. How can planners and policymakers plan for an uncertain future? There is growing interest in, and use of, techniques that can help decision-making processes where deep uncertainty is involved. This paper is based upon one of the most recent international examples of a foresight exercise employed to examine uncertainty – specifically that which concerns uncertainty over the nature and extent of future demand for car travel. The principal focus of the paper is on the insights and guidance this examination of uncertainty brings forth for transport planning and policymaking. To accommodate deep uncertainty requires a flexible and open approach in terms of how policy and investment possibilities are formulated and judged. The paper argues for a focus upon the Triple Access System of spatial proximity, physical mobility and digital connectivity as a framework for policy and investment decisions that can harness flexibility and resilience. Uncertainty becomes an opportunity for decision-makers with the realisation that they are shaping the future rather than (only) responding to a predicted future. The paper outlines two forms of policymaking pathway: regime-compliant (in which adherence to trends and the nature of the world we have known pushes policy) and regime-testing (in which the nature of the world as we have known it is brought into question and vision pulls policy decisions). Stronger orientation towards regime-testing to assist in managing an uncertain future is advocated.
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Bao, Yinan. "When old principles face new challenges : a critical analysis of the principle of diplomatic inviolability." Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/51411/.
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This thesis aims to provide a comprehensive analysis of the principle of diplomatic inviolability. The principle of diplomatic inviolability is generally regarded by international law scholars as one of the oldest established principles of international law. The concept of inviolability in contemporary international law contains two distinct aspects: in terms of the duty of the receiving State, the first aspect involves the negative duty of not taking any enforcement action against the inviolable diplomatic premises, diplomatic agents or the diplomatic property, while the second aspect requires the positive duty to protect these premises, personnel and property. The contemporary legal regime governing the principle of diplomatic inviolability can be seen through the core provisions stipulated in the Vienna Convention on Diplomatic Relations 1961. Several controversies can be identified when the authorities of the receiving State face dilemmas of deciding whether the principle of diplomatic inviolability or other norms of international law shall prevail. The dilemmas reveal the conflicts between the principle of diplomatic inviolability and other norms of international law, such as the protection of national security, public safety and human life. In the era of fragmentation of international law, it is not easy for either the authorities of the receiving State or international law scholars to settle the controversies with any straightforward solutions, for the reason that the precedence of diplomatic inviolability would inevitably compromise other norms and vice versa. The thesis examines the concept and theoretical basis of the principle of diplomatic inviolability, explores the historical evolution of the principle, analyses the contemporary legal regime of the principle and the controversies involving the conflicts between the principle and other norms of international law. Finally, the thesis critically reviews the various traditional solutions and proposes several alternative solutions to settle the controversies.
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Trinder, Stephen. "Neoliberalism with a human face? Critical perspectives on Hollywood science fiction." Thesis, Anglia Ruskin University, 2018. https://arro.anglia.ac.uk/id/eprint/703823/1/Trinder_2018.pdf.
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This paper explores the contemporary portrayal of US neoliberalism in Hollywood science fiction cinema to investigate in how far and in which form it addresses an increasing loss of confidence in the system. Analysing James Cameron’s Avatar (2009), Neill Blomkamp’s District 9 (2009) and Elysium (2013), Len Wiseman’s Total Recall (2012) and the Wachowskis’ and Tykwer’s Cloud Atlas (2012) as prime examples of movies that encapsulate science fiction’s continued focus on neoliberal stakeholders, this thesis examines motifs in each feature film vis-à-vis their relationship to evidence of discernible self-doubt in the idea that US-led neoliberalism is superior. By combining critical discourse (Foucault 1966, 1969, 1978, 1980) with literary analyses of postcolonial (Said 1978, Shohat and Stam 1994, Hardt and Negri 2000, Kapur and Wagner 2013) and cinematic (Cornea 2007, Geraghty 2009, Ryan and Lenos 2012) works, this investigation explores these films as cases that may genuinely destabilise neoliberalism.
Each of the five selected films demonstrate a certain unease with the notion that neoliberalism can achieve global stability to varying degrees – suggesting a re-evaluation of the parameters of US neoliberal identity. However, while neoliberal failings are considered in these hugely successful sci-fi films, each example simultaneously endorses key aspects of (neo)colonialism and neoliberalism. There remains a general propensity to promote US neoliberal values of individualism and rationality as superior contrary to stereotypical portrayals of the Other as feminine, irrational and inferior.
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Kubica, Tommy. "Adaptierbare kollaborative Lernumgebungen zur gezielten Unterstützung universitärer Präsenzlehre." Gesellschaft für Informatik e.V, 2019. https://tud.qucosa.de/id/qucosa%3A74104.
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Audience Response Systeme (ARS) sind in der Lage, Probleme in der universitären Lehre, wie die fehlende Interaktion zwischen dem Lehrenden und den Studierenden, durch die Benutzung technischer Werkzeuge in der Lehrveranstaltung zu lösen. Der Einsatz solcher Systeme bringt jedoch eigene Probleme mit sich: Der Lehrende muss oftmals sein Lehrkonzept an das jeweilig gewählte System anpassen, da dieses in seinem Funktionsumfang und seinen unterstützten didaktischen Konzepten sehr eingeschränkt ist. Eine Adaption oder gar eine Erweiterung des Funktionsumfangs zur Unterstützung selbst gewählter didaktischer Konzepte wird selten erlaubt, ebenso wie stark kollaborative Szenarien. Diese Arbeit stellt grundlegende Gedanken zur Konzeption und Umsetzung einer Lernumgebung vor, die in der Lage ist, verschiedenste didaktische Abläufe auf Grundlage eines einheitlichen (Meta-)Modells zu modellieren und ihren Funktionsumfang auf den gewählten Anwendungsfall anzupassen. Neben klassischen Anwendungsfällen sollen weitergehende, stark kollaborative Anwendungsfälle unterstützt werden und die Funktionalität einfach erweiterbar sein. Durch den Einsatz in realen Anwendungsszenarien und damit verbundenen Lasttests und Benutzerbefragungen soll das System evaluiert werden.
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Autuori, Barbara Verriest Jean-Pierre Brunet Michel. "Modélisation par éléments finis de la face humaine en vue de la simulation de sa réponse au choc." Villeurbanne : Doc'INSA, 2005. http://docinsa.insa-lyon.fr/these/pont.php?id=autuori.
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Masset, Youna. "Les juifs face à la justice catalane (1301-1327)." Nantes, 2015. http://www.theses.fr/2015NANT3024.
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L’étude des relations entre chrétiens et juifs, de la place de ces derniers dans la société catalane et, parfois, de leur statut légal a fait l’objet d’une historiographie abondante depuis le XIXe siècle. Nous avons choisi d’aborder ces questions à travers le droit processuel et la justice pour la période 1301- 1327, grâce à l’examen des sources normatives catalanes et de 800 documents de la pratique judiciaire, dont 655 sont inédits. Après avoir proposé une analyse de la hiérarchie des normes en vigueur, nous avons pu nuancer le postulat, largement admis, selon lequel les juifs, constituant les serfs du roi, relevaient nécessairement de sa compétence judiciaire exclusive. Par ailleurs, l’étude de notre corpus a révélé un traitement peu différencié entre les droits processuels des justiciables chrétiens et juifs, ces derniers semblant bénéficier d’un accès similaire à la justice malgré certains aménagements. En revanche, leur capacité à accéder à des fonctions judiciaires était restreinte, ce qui affectait indirectement l’équité de la justice à leur égard. Finalement, c’est au moment du jugement, à l’instant crucial de l’énoncé de la sentence, que la judéité du justiciable influait, les peines pouvant différer selon la religion de l’accusé et de la victimeThe study of the relationship between Christians and Jews, the place of Jews in Catalan society and their legal status has been the object of an abundant historiography since the nineteenth century. This thesis addresses these issues through the procedural law and justice for the period 1301-1327, through the review of the Catalan normative sources and 800 documents of judicial practice, 655 of which are new. After proposing an analysis of the hierarchy of norms, I have been able to question the assumption, widely accepted, that the Jews, constituting the king's serfs necessarily fall within the exclusive jurisdiction of the crown. Furthermore, the study of the corpus has revealed a poorly-differentiated treatment between procedural rights of Christian and Jewish litigants: Jews in general benefitted from similar access to justice despite some adjustments. However, their ability to access judicial power was restricted, which indirectly affected the fairness of justice towards them. Finally, it is at the time of judgment, in the crucial moment of the statement of the sentence, that the Jewishness of the defendant influenced the penalties which may differ depending on the religion of the accused and the victim
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Cassidy, Kevin Dayl. "The other-race effect in face perception and recognition : contributions of social categorisation and processing strategy." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3487/.
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The other-race effect refers to the impoverished individuation and recognition of other-race faces relative to own-race faces. The aim of this thesis was to investigate non-racial ingroup/outgroup categorisation, inter-/intra-racial context, and encoding conditions as signalling cues that affect own- and other-race face processing. Across eight experiments using both behavioural and neuroimaging methods, I demonstrated (1) that the context in which own- and other-race faces are encountered can determine the salience of racial category membership, with implications for how (and how much) non-racial ingroup/outgroup status influences own- and other-race face perception, (2) that task demands can lead perceivers toward more or less configural processing regardless of target ingroup/outgroup status, with implications for the influence of non-racial ingroup/outgroup status, and (3) that both racial and non-racial ingroup/outgroup status have the potential to influence the early stages of face perception. These findings both support and extend the Categorisation–Individuation Model, yielding a more comprehensive insight into the other-race effect.
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Gohil, K., A. Bluschke, V. Roessner, A. K. Stock, and C. Beste. "ADHD patients fail to maintain task goals in face of subliminally and consciously induced cognitive conflicts." Cambridge University Press, 2017. https://tud.qucosa.de/id/qucosa%3A70659.
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Background. Attention deficit hyperactivity disorder (ADHD) patients have been reported to display deficits in action control processes. While it is known that subliminally and consciously induced conflicts interact and conjointly modulate action control in healthy subjects, this has never been investigated for ADHD.
Method. We investigated the (potential) interaction of subliminally and consciously triggered response conflicts in children with ADHD and matched healthy controls using neuropsychological methods (event-related potentials; ERPs) to identify the involved cognitive sub-processes.
Results. Unlike healthy controls, ADHD patients showed no interaction of subliminally and consciously triggered response conflicts. Instead, they only showed additive effects as their behavioural performance (accuracy) was equally impaired by each conflict and they showed no signs of task-goal shielding even in cases of low conflict load. Of note, this difference between ADHD and controls was not rooted in early bottom-up attentional stimulus processing as reflected by the P1 and N1 ERPs. Instead, ADHD showed either no or reversed modulations of conflict-related processes and response selection as reflected by the N2 and P3 ERPs.
Conclusion. There are fundamental differences in the architecture of cognitive control which might be of use for future diagnostic procedures. Unlike healthy controls, ADHD patients do not seem to be endowed with a threshold which allows them to maintain high behavioural performance in the face of low conflict load. ADHD patients seem to lack sufficient top-down attentional resources to maintain correct response selection in the face of conflicts by shielding the response selection process from response tendencies evoked by any kind of distractor.
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Duty, Dennis J. "Seven years at the coal-face : the retention phenomenon through the lens of a year tutor." Thesis, University of Huddersfield, 2011. http://eprints.hud.ac.uk/id/eprint/14068/.
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Each year in higher education institutions around the world millions of people embark on degree level study. Unfortunately many of these hopefuls, for whatever reason, fail to progress to their second year of their course. This phenomenon transcends national boundaries, and yet despite over 80 years of research, and significant investment in programmes, there remains little evidence of any sustained, systemic or operational improvements in retention performance. Just such a problem existed on the first year of the full-time business programmes at the University of Huddersfield. In 2002 and 2003 it was found that on average nearly 30% of students did not progress into year 2. This was the catalyst that initiated a seven year investigation of retention covering the academic years 2002-2009. It led to the establishment of two key objectives, firstly to establish the nature and incidence of student non-progression to year two, and following on from this to endeavour to investigate how the rate of non-progression could be reduced. The research approach taken in this thesis is a departure from traditional retention research in that it is practitioner based, i.e. it is research by an insider, in this case a year tutor. Working within a realist framework a pragmatic stance was taken, combining elements of action research to investigate the case of the first year of a business studies undergraduate programme in post-92 university. Two key episodes characterise the project, the first covering 2002 and 2003 involved the establishment of effective retention data systems and the second covering 2004-2008 involving a period of systemic intervention. Seven consecutive years of consistent quantitative and qualitative data collection and observation allowed for the construction of a detailed picture of retention. It also facilitated the effective evaluation of the subsequent retention solutions that were implemented. Over the period of the study 174 out of 753 students failed to progress to year 2. These 174 students could be classed into one of two non-progression categories: those who withdrew before the end of the academic year and those who did not withdraw but still failed to progress. Individual student withdrawal behaviour was unique and highly complex, but three types of withdrawal were identified, early leavers, late leavers and circumstantial leavers. Despite the strong interventionist and supportive policy, students identified as having problems would often actively avoid contact with the institution. Identification of the nature of student failure to progress provided a guide for potential solutions. Three general approaches were deployed: early intervention and engagement, academic skills support and institutional change in the form of teaching. Early intervention was an ongoing process and served to enable and support the key process of data collection and student-faculty contact. Academic skills support was shown to have an impact on individual student performance but its effect on retention was difficult to identify because of the need to control other variables. It was found that this type of retention programme tends to speak to students who have the relevant cultural capital or who are highly motivated and those deemed at risk are unlikely to make use of the service, a concern for all considering that the bulk of retention programmes follow this pattern. Institutional change was effected by changing the teaching delivery method and moving away from classic lecture structures to small groups. It was observed that students with lower UCAS entry points tended to benefit more under the seminar system, but it also proved to be effective in increasing student class attendance and the performance of all students. Furthermore the incidence of student academic failure was significantly reduced thus contributing to higher retention levels.
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Pluta, Larissa. "Face Value: An Iconographic Analysis of the Corbels of Chartres Cathedral." Master's thesis, Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/216674.
Full textAbstract:
Art HistoryM.A.
The numerous figurated corbels of Chartres Cathedral were inscribed with semiotic content. Works in this genre were formerly disregarded by researchers because of their perceived lack of meaning. Trends in modern scholarship have challenged this misconception, and recent technological innovations have facilitated the study of these objects. The category would be more appropriately termed "secondary" rather than" marginal," as the former offers a semantically unencumbered assessment of the role of these sculptures. Originally designed for the cathedral's twelfth-century western complex, the corbels were likely members of a series that encircled the entire perimeter of the building. The use of human and animal head motifs for their decoration exemplifies a pervasive historical practice in architectural sculpture. The preservation of the corbels in the Gothic reconstruction of the cathedral substantiates their significance to medieval viewers. Study of the surviving pieces is complicated by the loss of the contextual framework provided by the remainder of the series. The examination of material evidence indicates a record of artistic engagement with these works. Iconographic analysis of individual corbel images reveals both correspondences with the thematic context of the primary sculptural program and independent signification. This project is intended as a useful starting point for additional inquiry, as investigations of secondary sculpture at other sites may bring new insight to its manifestations at Chartres.
Temple University--Theses
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Collins, Jessica Ann. "Beyond the FFA: Understanding Face Representation within the Anterior Temporal Lobes." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/255610.
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PsychologyPh.D.
Extensive research has supported the existence of a specialized face-processing network that is distinct from the visual processing areas used for general object recognition. The majority of this work has been aimed at characterizing the response properties of the fusiform face area (FFA) and the occipital face area (OFA), which together are thought to constitute the core network of brain areas responsible for facial identification. Although accruing evidence has shown that face-selective patches in the ventral anterior temporal lobes (vATLs), within perirhinal cortex, play a necessary role in facial identification, the relative contribution of these brain areas to the core face-processing network has remained unarticulated. The current study assessed the relative sensitivity of the anterior face patch, the OFA, and the FFA, to different aspects of person information. Participants learned to associate a name and occupation label, or a name only, with different facial identities. The sensitivity of the face processing areas to facial identity, occupation, and the amount of information associated with a face was then assessed. The results of a multivoxel pattern analysis (MVPA) revealed that distributed activity patterns in the anterior face patch contained information about facial identity, occupation, and the amount of information associated with a face, with the sensitivity of the anterior face patch to occupation and amount of information being greater than the more posterior face processing regions. When a similar analysis was conducted that included all voxels in the perirhinal cortex, sensitivity to every aspect of person information increased. These results suggest that the human ventral anterior temporal lobes may be critically involved in representing social, categorical, information about individual identities.
Temple University--Theses
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Hamed, Ahmed. "Economic Valuation of Florida Sea Turtles in Face of Sea Level Rise." Master's thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5942.
Full textAbstract:
Sea level rise (SLR) is posing a great risk of flooding and inundation to coastal areas in Florida. Some coastal nesting species, including sea turtle species, have experienced diminished habitat from SLR. In an effort to assess the economic and ecosystem service loss to coastal areas with respect to sea turtles Contingent Valuation Method (CVM) and Habitat Equivalency Analysis (HEA) were used.
The CVM was used to measure the economic impacts of SLR on sea turtles. Open-ended and dichotomous choice CVM was used to obtain the willingness to pay (WTP) values of Florida residents to implement certain mitigation strategies which would protect Florida's east coast sea turtle nesting areas. The problem of sample selection bias was reduced by surveying residents of two cities that would potentially have varying interest in coastal conservation due to their relative distance from the coast. The hypothetical WTP of Florida households to implement policies designed to protect sea turtle habitat from development encroachment was estimated to be between $21 and $29 per year for a maximum of five years. Characteristics of respondents were found to have statistically significant impacts on their WTP. Findings include a negative correlation between the age of a respondent and the probability of an individual willing to pay the hypothetical WTP amount. Counter intuitively, it was found that WTP of an individual was not dependent on prior knowledge of the effects of SLR on sea turtle habitat. As the level of this awareness increased, the probability to pay the hypothetical WTP value decreased. The greatest indicators of whether or not an individual was willing to pay to protect sea turtle habitat were the respondents' perception regarding the importance of sea turtle population health to the ecosystem, and their confidence in the conservation methods used.
Concepts of Habitat Equivalency Analysis were used in order to determine the ecosystem service lost due to SLR. The study area of Archie Carr National Wildlife Refuge (ACNWR) has a continually increasing sea turtle population due to various conservation efforts. However, how the inundation of the coastal area will injure this habitat was assessed, and if mitigation strategies to compensate for the loss are necessary. The carrying capacity (CC) of the refuge was chosen as the metric of the ecosystem service. Using the estimated area of ACNWR and the approximate area needed by a sea turtle to nest, the theoretical number of sea turtle nests possible on the refuge was calculated. This value was then projected to the year 2100 using the sea level rise scenarios provided by IPCC (2007) and NRC (2010). In order to quantify the injury caused by the decrease in the refuge's CC, the number of sea turtle nests on the refuge was projected to the year 2100 using the data obtained over the past 30 years. The analysis concludes a potential loss of service to be experienced as early as 2060's due to the carrying capacity of the refuge diminishing with the loss of the habitat due to the increase in the mean sea level.M.S.
Masters
Civil, Environmental, and Construction Engineering
Engineering and Computer Science
Civil Engineering; Water Resources Engineering
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Schiavenato, Martin. "EVALUATING NEONATAL FACIAL PAIN EXPRESSION: IS THERE A PRIMAL FACE OF PAIN?" Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3010.
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Pain assessment continues to be poorly managed in the clinical arena. A review of the communication process in pain assessment is carried out and the hierarchical approach often recommended in the literature –with self-report as its "gold-standard," is criticized as limited and simplistic. A comprehensive approach to pain assessment is recommended and a model that conceptualizes pain assessment as a complex transaction with various patient and clinician dependant factors is proposed. Attention is then focused on the pediatric patient whose pain assessment is often dependent on nonverbal communicative action. The clinical approaches to pain assessment in this population –mainly the use of behavioral/observational pain scales and facial pain scales, are explored. The primal face of pain (PFP) is identified and proposed theoretically as an important link in the function of facial pain scales. Finally, the existence of the PFP is investigated in a sample of 57 neonates across differences in sex and ethnic origin while controlling for potentially confounding factors. Facial expression to a painful stimulus is measured based on the Neonatal Facial Coding System (NFCS) and applying an innovative computer-based methodology. No statistically significant differences in facial expression were found in infant display thereby supporting the existence of the PFP.Ph.D.
School of Nursing
Other
Nursing PhD
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Rubin, Ori. "Contact between parents and adult children: The role of time constraints, commuting and automobility." Elsevier, 2015. https://publish.fid-move.qucosa.de/id/qucosa%3A72786.
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Recent developments suggest that the need for contact between parents and adult children is expected to grow, while paid labour is re-organized to include more flexible work schedules and locations. In parallel we view a pressure to increase sustainable mobility through reducing car driving. Against this background, this paper addresses the question: to what extent the frequency of contact between parents and their adult children living out of home is associated with time allocated to work, including commuting time, and with automobility? Face-to-face and telecommunication based contact is considered. Regression analysis of survey data collected in the Netherlands was performed and results suggest that face-to-face contact was significantly associated with work and commute duration, car ownership, car commuting and distance. Telecommunication based contact was mainly associated with work duration, degree of urbanization and distance. Automobility seemed to be more important for women than for men. The policy implication is a potential trade-off between policies that aim at strengthening sustainable mobility behaviour and policies that lead to an increase in the reliance on informal care.
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Tomasello, Olga. "Levinas on the 'Origin' of Justice: Kant, Heidegger, and a Communal Structure of Difference." Honors in the Major Thesis, University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1646.
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The way we understand community fundamentally structures the way we approach justice. In opposition to totalizing structures of justice founded upon an ontological conception of
community, Emmanuel Levinas conceives the possibility of a political or social structure of difference. I argue that the conceptions of community presented by Kant and Heidegger, either as a harmonious, unified being in common, or as a common-identity disclosed beneath the ontological horizon of being-with, necessarily leads to violence. This violence is reflected in the forms of justice instantiated by these philosophies, which privilege the ‘light’ of the universal over the particularity of individuals in the face-to-face encounter, ultimately corrupting and nullifying one’s anarchic moral responsibility for the Other. The intent of this thesis is to argue that justice can only remain just if it is seen, not on the basis of a communal ‘light’ that absorbs, integrates, and incorporates the Other as an element of a system, but as founded on the anarchic responsibility of the one-for-the-Other. Justice, I will show, cannot be seen as an aim of a community—complete and self-sufficient—in achieving an end, but as a rupture, a disturbance, as a call made among a multitude of particular, unique Others by which ethics (the face-to-face) is fundamental.B.A.
Bachelors
Philosophy
Arts and Humanities
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Bouron-Crémet, Virginie. "Les mutations du droit de filiation face à l'évolution de la génétique." Nantes, 2010. http://archive.bu.univ-nantes.fr/pollux/show.action?id=65638441-e8ba-41a2-893a-4f6c1c6ef3b4.
Full textAbstract:
La filiation recouvre plusieurs composantes : une composante biologique originaire et une composante sociologique. A la procréation s’ajoute le comportement, la relation réciproque de parent à enfant. Dans la plupart des cas, il y a une heureuse concordance entre filiation biologique et filiation sociologique : les parents qui élèvent l’enfant sont ceux qui l’ont fait. Mais vérité biologique et vérité sociologique peuvent se distinguer et s’opposer. Sous certaines conditions, les parents, par l’établissement légal de la filiation ne sont pas toujours les parents biologiques de l’enfant s’ils ont eu recours à la procréation médicalement assistée. Le droit de la filiation est un droit en perpétuel mutation et lié directement à l’évolution de la société. La thèse s’attachera à démontrer comment progressivement s’est opéré un déplacement des axes du droit de la filiation sous l’influence de la montée en puissance de la preuve génétique. Celle-ci permettant de révéler à tout un chacun sa filiation véritable a trouvé place au cœur du droit de la filiation entraînant par la même une certaine relativité des anciens moyens de preuve et générant un contentieux important. Néanmoins, la nécessité de responsabiliser se renforce pour que droit de la filiation conserve son sens, pour garantir l’intérêt de l’enfant. Alors que la filiation se doit d’être volontaire et responsable, il faut à tout prix protéger la stabilité et l’intérêt de l’enfant, et fonder la filiation sur une éthique de la responsabilitéFiliation is made up of several components ; a component of biological origin and a sociological component. Behaviour, the reciprocal relationship between parent and child, must be added to procreation. In most cases there is a happy correlation between biological filiation and sociological filiation; the parents bringing up the child are those who made it. But biological truth and sociological truth can be different and in opposition. Under certain conditions, the parents, through filiation in law, are not always the child’s biological parents, if they have had recourse to medically assisted procreation. Filiation law is in perpetual mutation and directly linked to society evolution. This thesis will demonstrate how the principles of filiation law have been displaced under the growing influence of genetic testing. This, allowing everybody to trace one’s true descent, has found its place at the heart of filiation law, leading to a certain neglect of the earlier types of evidence and generating great controversy. Nevertheless, the necessity of defining responsibility, becomes important so that the filiation law keeps its meaning: that is the protection of the child’s welfare. When filiation must be voluntary and responsible, one must before all protect the stability and welfare of the child and found this filiation on an ethic of responsibility
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Stein, Jan-Philipp, and Peter Ohler. "Saving Face in Front of the Computer? Culture and Attributions of Human Likeness Influence Users' Experience of Automatic Facial Emotion Recognition." Frontiers Media S.A, 2018. https://monarch.qucosa.de/id/qucosa%3A31524.
Full textAbstract:
In human-to-human contexts, display rules provide an empirically sound construct to explain intercultural differences in emotional expressivity. A very prominent finding in this regard is that cultures rooted in collectivism—such as China, South Korea, or Japan—uphold norms of emotional suppression, contrasting with ideals of unfiltered self-expression found in several Western societies. However, other studies have shown that collectivistic cultures do not actually disregard the whole spectrum of emotional expression, but simply prefer displays of socially engaging emotions (e.g., trust, shame) over the more disengaging expressions favored by the West (e.g., pride, anger). Inspired by the constant advancement of affective technology, this study investigates if such cultural factors also influence how people experience being read by emotion-sensitive computers. In a laboratory experiment, we introduce 47 Chinese and 42 German participants to emotion recognition software, claiming that it would analyze their facial micro-expressions during a brief cognitive task. As we actually present standardized results (reporting either socially engaging or disengaging emotions), we manipulate participants' impression of having matched or violated culturally established display rules in a between-subject design. First, we observe a main effect of culture on the cardiovascular response to the digital recognition procedure: Whereas Chinese participants quickly return to their initial heart rate, German participants remain longer in an agitated state. A potential explanation for this—East Asians might be less stressed by sophisticated technology than people with a Western socialization—concurs with recent literature, highlighting different human uniqueness concepts across cultural borders. Indeed, while we find no cultural difference in subjective evaluations of the emotion-sensitive computer, a mediation analysis reveals a significant indirect effect from culture over perceived human likeness of the technology to its attractiveness. At the same time, violations of cultural display rules remain mostly irrelevant for participants' reaction; thus, we argue that inter-human norms for appropriate facial expressions might be loosened if faces are read by computers, at least in settings that are not associated with any social consequence.
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Warner, Diane. "The unrecognised : a study of how some black and minority ethnic student teachers face the challenges of initial teacher education in England." Thesis, University of Cumbria, 2018. http://insight.cumbria.ac.uk/id/eprint/4541/.
Full textAbstract:
Racism, as a covert but pervasive presence in teacher training in England, remains a major structural issue and its effects on student teachers, from Black and Minority Ethnic groups, are real and troubling. This Study asserts that they face multiple challenges in the Initial Teacher Education process which has implications for the teaching workforce and for pupils in schools. While national statistics for recruitment of BME applicants onto Initial Teacher Education courses are at good levels, in proportion to the BME population in general, their numbers are not viable because the drop-out rate between starting and completing courses, and becoming employed as classroom teachers, is significant. Furthermore the numbers of BME qualified teachers are small in relation to both the BME and white populations in England. This Study, which focuses on 32 BME student teachers at four universities across England, looks at how they journey through and negotiate obstacles and microagressions on their ITE courses. It shows that for those who choose to continue on their teaching course, their responses and modes of coping are complex and varied. Using Critical Race Theory to analyse their stories and make visible the way that hidden racisms within ITE can silence and disempower BME student teachers, the key findings reveal that they may adopt four 'cultural positions': Manoeuvred Cultural Position, Vibrant Cultural Position, Discerning Cultural Position, Stagnated Cultural Position. These demonstrate whether they are managing, struggling, culturally visible or culturally invisible. This study has implications for teacher educators and senior managers in universities involved in Initial Teacher Education in England.
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Oyini, Mbouna Ralph. "3-D Face Modeling from a 2-D Image with Shape and Head Pose Estimation." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/305734.
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Electrical and Computer EngineeringPh.D.
This paper presents 3-D face modeling with head pose and depth information estimated from a 2-D query face image. Many recent approaches to 3-D face modeling are based on a 3-D morphable model that separately encodes the shape and texture in a parameterized model. The model parameters are often obtained by applying statistical analysis to a set of scanned 3-D faces. Such approaches tend to depend on the number and quality of scanned 3-D faces, which are difficult to obtain and computationally intensive. To overcome the limitations of 3-D morphable models, several modeling techniques from 2-D images have been proposed. We propose a novel framework for depth estimation from a single 2-D image with an arbitrary pose. The proposed scheme uses a set of facial features in a query face image and a reference 3-D face model to estimate the head pose angles of the face. The depth information of the subject at each feature point is represented by the depth information of the reference 3-D face model multiplied by a vector of scale factors. We use the positions of a set of facial feature points on the query 2-D image to deform the reference face dense model into a person specific 3-D face by minimizing an objective function. The objective function is defined as the feature disparity between the facial features in the face image and the corresponding 3-D facial features on the rotated reference model projected onto 2-D space. The pose and depth parameters are iteratively refined until stopping criteria are reached. The proposed method requires only a face image of arbitrary pose for the reconstruction of the corresponding 3-D face dense model with texture. Experiment results with USF Human-ID and Pointing'04 databases show that the proposed approach is effective to estimate depth and head pose information with a single 2-D image.
Temple University--Theses
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Spencer, Lisa. "REAL-TIME MONOCULAR VISION-BASED TRACKING FOR INTERACTIVE AUGMENTED REALITY." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4289.
Full textAbstract:
The need for real-time video analysis is rapidly increasing in today's world. The decreasing cost of powerful processors and the proliferation of affordable cameras, combined with needs for security, methods for searching the growing collection of video data, and an appetite for high-tech entertainment, have produced an environment where video processing is utilized for a wide variety of applications. Tracking is an element in many of these applications, for purposes like detecting anomalous behavior, classifying video clips, and measuring athletic performance. In this dissertation we focus on augmented reality, but the methods and conclusions are applicable to a wide variety of other areas. In particular, our work deals with achieving real-time performance while tracking with augmented reality systems using a minimum set of commercial hardware. We have built prototypes that use both existing technologies and new algorithms we have developed. While performance improvements would be possible with additional hardware, such as multiple cameras or parallel processors, we have concentrated on getting the most performance with the least equipment. Tracking is a broad research area, but an essential component of an augmented reality system. Tracking of some sort is needed to determine the location of scene augmentation. First, we investigated the effects of illumination on the pixel values recorded by a color video camera. We used the results to track a simple solid-colored object in our first augmented reality application. Our second augmented reality application tracks complex non-rigid objects, namely human faces. In the color experiment, we studied the effects of illumination on the color values recorded by a real camera. Human perception is important for many applications, but our focus is on the RGB values available to tracking algorithms. Since the lighting in most environments where video monitoring is done is close to white, (e.g., fluorescent lights in an office, incandescent lights in a home, or direct and indirect sunlight outside,) we looked at the response to "white" light sources as the intensity varied. The red, green, and blue values recorded by the camera can be converted to a number of other color spaces which have been shown to be invariant to various lighting conditions, including view angle, light angle, light intensity, or light color, using models of the physical properties of reflection. Our experiments show how well these derived quantities actually remained constant with real materials, real lights, and real cameras, while still retaining the ability to discriminate between different colors. This color experiment enabled us to find color spaces that were more invariant to changes in illumination intensity than the ones traditionally used. The first augmented reality application tracks a solid colored rectangle and replaces the rectangle with an image, so it appears that the subject is holding a picture instead. Tracking this simple shape is both easy and hard; easy because of the single color and the shape that can be represented by four points or four lines, and hard because there are fewer features available and the color is affected by illumination changes. Many algorithms for tracking fixed shapes do not run in real time or require rich feature sets. We have created a tracking method for simple solid colored objects that uses color and edge information and is fast enough for real-time operation. We also demonstrate a fast deinterlacing method to avoid "tearing" of fast moving edges when recorded by an interlaced camera, and optimization techniques that usually achieved a speedup of about 10 from an implementation that already used optimized image processing library routines. Human faces are complex objects that differ between individuals and undergo non-rigid transformations. Our second augmented reality application detects faces, determines their initial pose, and then tracks changes in real time. The results are displayed as virtual objects overlaid on the real video image. We used existing algorithms for motion detection and face detection. We present a novel method for determining the initial face pose in real time using symmetry. Our face tracking uses existing point tracking methods as well as extensions to Active Appearance Models (AAMs). We also give a new method for integrating detection and tracking data and leveraging the temporal coherence in video data to mitigate the false positive detections. While many face tracking applications assume exactly one face is in the image, our techniques can handle any number of faces. The color experiment along with the two augmented reality applications provide improvements in understanding the effects of illumination intensity changes on recorded colors, as well as better real-time methods for detection and tracking of solid shapes and human faces for augmented reality. These techniques can be applied to other real-time video analysis tasks, such as surveillance and video analysis.Ph.D.
School of Computer Science
Engineering and Computer Science
Computer Science
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Baumbach, Sibylle. "Let me behold thy face Physiognomik und Gesichtslektüren in Shakespeares Tragödien." Heidelberg Winter, 2006. http://deposit.d-nb.de/cgi-bin/dokserv?id=2943582&prov=M&dok_var=1&dok_ext=htm.
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