Coding video sequences of visual features

Author(s):  
Luca Baroffio ◽  
Matteo Cesana ◽  
Alessandro Redondi ◽  
Stefano Tubaro ◽  
Marco Tagliasacchi
2015 ◽  
Vol 24 (11) ◽  
pp. 3546-3560 ◽  
Author(s):  
Luca Baroffio ◽  
Antonio Canclini ◽  
Matteo Cesana ◽  
Alessandro Redondi ◽  
Marco Tagliasacchi ◽  
...  

2014 ◽  
Vol 23 (5) ◽  
pp. 2262-2276 ◽  
Author(s):  
Luca Baroffio ◽  
Matteo Cesana ◽  
Alessandro Redondi ◽  
Marco Tagliasacchi ◽  
Stefano Tubaro

2001 ◽  
Author(s):  
Donald A. Varakin ◽  
Sheena Rogers ◽  
Jeffrey T. Andre ◽  
Susan L. Davis

2020 ◽  
Vol 2020 (4) ◽  
pp. 116-1-116-7
Author(s):  
Raphael Antonius Frick ◽  
Sascha Zmudzinski ◽  
Martin Steinebach

In recent years, the number of forged videos circulating on the Internet has immensely increased. Software and services to create such forgeries have become more and more accessible to the public. In this regard, the risk of malicious use of forged videos has risen. This work proposes an approach based on the Ghost effect knwon from image forensics for detecting forgeries in videos that can replace faces in video sequences or change the mimic of a face. The experimental results show that the proposed approach is able to identify forgery in high-quality encoded video content.


2013 ◽  
Vol 22 (5-6) ◽  
pp. 387-404
Author(s):  
Guerchi Maher ◽  
Makram Zghibi

Abstract Our research focuses on describing what is really happening when a teacher wants to transmit to pupils - girls and boys - knowledge socially marked as masculine. To describe the processes involved in effective didactic interactions between a teacher a pupil and knowledge, we opted for qualitative methodology, consisting on a close observation of the didactic interactions of a teacher with his pupils (girls and boys). Analysis of the interviews focused especially on the nature of knowledge actually transmitted for girls and boys. The studied video sequences permitted to study the didactic interactions more precisely as are actually happening on the pitch. Both tools allowed us to identify the educational intentions of teachers (specialist or not); women or men in the teaching of football. The results show that teachers’ conceptions influence implicitly or explicitly the modalities of their interventions and the nature of football knowledge transmitted to pupils. This makes us think that the impact of social facts (backgrounds) on Tunisian teachers is great. This phenomenon may lock the physical education teacher in some representations modeling masculine and feminine stereotypes and affect his didactic and teaching contribution. Therefore, the teacher must be aware of the impact of the connotation that may have certain “masculine” practices on his interventions and consequently over the pupils learning (either boys or girls).


2019 ◽  
Author(s):  
Sushrut Thorat

A mediolateral gradation in neural responses for images spanning animals to artificial objects is observed in the ventral temporal cortex (VTC). Which information streams drive this organisation is an ongoing debate. Recently, in Proklova et al. (2016), the visual shape and category (“animacy”) dimensions in a set of stimuli were dissociated using a behavioural measure of visual feature information. fMRI responses revealed a neural cluster (extra-visual animacy cluster - xVAC) which encoded category information unexplained by visual feature information, suggesting extra-visual contributions to the organisation in the ventral visual stream. We reassess these findings using Convolutional Neural Networks (CNNs) as models for the ventral visual stream. The visual features developed in the CNN layers can categorise the shape-matched stimuli from Proklova et al. (2016) in contrast to the behavioural measures used in the study. The category organisations in xVAC and VTC are explained to a large degree by the CNN visual feature differences, casting doubt over the suggestion that visual feature differences cannot account for the animacy organisation. To inform the debate further, we designed a set of stimuli with animal images to dissociate the animacy organisation driven by the CNN visual features from the degree of familiarity and agency (thoughtfulness and feelings). Preliminary results from a new fMRI experiment designed to understand the contribution of these non-visual features are presented.


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