Browsing by Subject "Action"

Now showing 1 - 8 of 8

Open Access
Activity analysis for assistive systems
(2014) İşcen, Ahmet
Although understanding and analyzing human actions is a popular research topic in computer vision, most of the research has focused on recognizing ”ordinary” actions, such as walking and jumping. Extending these methods for more specific domains, such as assistive technologies, is not a trivial task. In most cases, these applications contain more fine-grained activities with low inter-class variance and high intra-class variance. In this thesis, we propose to use motion information from snippets, or small video intervals, in order to recognize actions from daily activities. Proposed method encodes the motion by considering the motion statistics, such as the variance and the length of trajectories. It also encodes the position information by using a spatial grid. We show that such approach is especially helpful for the domain of medical device usage, which contains actions with fast movements Another contribution that we propose is to model the sequential information of actions by the order in which they occur. This is especially useful for fine-grained activities, such as cooking activities, where the visual information may not be enough to distinguish between different actions. As for the visual perspective of the problem, we propose to combine multiple visual descriptors by weighing their confidence values. Our experiments show that, temporal sequence model and the fusion of multiple descriptors significantly improve the performance when used together.
Open Access
Beyond principles and programs: an action framework for modeling development
(S. Karger AG, 2013) Allen, J. W. P.; Bickhard, M. H.
Fields focuses on implementation not origins, but the origins of nativism are located in issues about the origins of representations. His narrower focus is on organization of empirical atoms - nativism argues that object representations must be innate. In contrast, Fields argues that persistence is a computational phenomenon and that programs can construct "object files," thus, nativism about object representations is not necessary. All such positions, however, assume basic empiricist atoms. Action-based approaches provide a powerful alternative to the foundationalist assumption common to both nativist and empiricist frameworks. Only an actionbased framework is able to account for the emergence of representation from a base that is not itself already representational. Accordingly, an action-based approach to representation in general and object representation in particular has implications for understanding persistence. In convergence with Piagetian theory, the interactivist model outlined above suggests that object persistence is itself a developmental phenomenon that involves increasing representational complexity over the first 2 years of an infant's life.
Open Access
CAS reflection implementation at six international baccalaureate diploma programme schools in Turkey
(2015) Perry, Stirling
The Creativity, Action, Service (CAS) program is a required experiential learning element of the International Baccalaureate (IB) Diploma Programme (DP) curriculum. As a means of connecting their experiences with learning, students are required to reflect on their CAS activities. If reflection is not implemented effectively, then students are less likely to internalize the lessons they learn from their experiences. This study examined the ways in which CAS program reflection was implemented at six IBDP schools in Turkey. With a research colleague, I visited the six schools, gathering data from interviews with students, teachers, and administrators, as well as collecting a number of documents related to their CAS programs. According to other research, effective reflection should be implemented using a variety of methods, should occur before, during, and after an experience, and should involve regular feedback from advisors/teachers. The results of my research show that most schools rely primarily on simplistic forms, which do not encourage much authentic reflection, such as periodic essays or verbal interactions between advisors/teachers and students, which can be effective if done correctly. Some aspects of reflection implementation at many schools do not align with the recommendations of prior research. As such, I have made certain prescriptions as to how reflection should be implemented, based on my own and others’ research. Key words: creativity, action, service, CAS, International Baccalaureate, IB, Diploma Programme, DP, reflection, implementation, Turkey, school, experiential learning.
Restricted
Deadpool
(2015-11-16) Reese, Rhett; Wernick, Paul
Open Access
Hannah Arendt's conceptualizations of evil
(2016-01) Shkreli, Etrit
We owe to Hannah Arendt the notion of “radical evil” and “the banality of evil”. The word “evil” appears with a surprising frequency in Arendt’s work, even though she never wrote a theory of evil and she was not a moralist. Arendt was not a systematic thinker. In this thesis I reconstruct Hannah Arendt’s accounts of evil by presenting them in relation to other fundamental concepts for which Arendt is well-known. My argument is that in order to understand the many nuances of the concept of evil that feature in Hannah Arendt’s body of work we need to look at the relation between evil and freedom. As Arendt’s two notions of freedom (I-can of the new beginning and I-will of the freedom of will) point towards two different conceptualizations of evil (radicality of evil and the banality of evil), it is the reality of evil which serves as the linchpin that helps us see the relation that exists between these two conceptualizations.
Restricted
Hell Or High Water
(2016-08-26) Sheridan, Taylor
Open Access
Monoid actions, their categorification and applications
(2016-12) Erdal, Mehmet Akif
We study actions of monoids and monoidal categories, and their relations with (co)homology theories. We start by discussing actions of monoids via bi-actions. We show that there is a well-defined functorial reverse action when a monoid action is given, which corresponds to acting by the inverses for group actions. We use this reverse actions to construct a homotopical structure on the category of monoid actions, which allow us to build the Burnside ring of a monoid. Then, we study categorifications of the previously introduced notions. In particular, we study actions of monoidal categories on categories and show that the ideas of action reversing of monoid actions extends to actions of monoidal categories. We use the reverse action for actions of monoidal categories, along with homotopy theory, to define homology, cohomology, homotopy and cohomotopy theories graded over monoidal categories. We show that most of the existing theories fits into our setting; and thus, we unify the existing definitions of these theories. Finally, we construct the spectral sequences for the theories graded over monoidal categories, which are the strongest tools for computation of cohomology and homotopy theories in existence.
Open Access
Three rival views of tradition (Arendt, Oakeshott and MacIntyre)
(Brill, 2012) Alexander, J.
If we define tradition too hastily we leave to one side the question of what the relevance of tradition is for us. Here the concept of tradition is opened up by considering the different views of it taken by Hannah Arendt, Michael Oakeshott and Alasdair MacIntyre. We see that each has put tradition into a fully developed picture of what our predicament is in modernity; and that each has differed in their assessment of what our relation to tradition is or should be. Arendt sees tradition as something which no longer conditions action, Oakeshott sees tradition as something which conditions all action, and MacIntyre sees tradition as something which should condition right action. In each case, the view of tradition is clearly one element in an attempt to see how the most important constituent elements of human existence-variously called the human condition, human conduct, or human virtue-should be understood in a modernity which is ours because it has put the traditional concept of tradition into question. © 2012 Koninklijke Brill NV, Leiden.