In this dissertation, we address the problem of object detection and object association across multiple cameras over large areas that are well modeled by planes. We present a unifying probabilistic framework that captures the underlying geometry of planar scenes, and present algorithms to estimate geometric relationships between different cameras, which are subsequently used for co-operative association of objects. We first present a local1 object detection scheme that has three fundamental innovations over existing approaches. First, the model of the intensities of image pixels as independent random variables is challenged and it is asserted that useful correlation exists in intensities of spatially proximal pixels. This correlation is exploited to sustain high levels of detection accuracy in the presence of dynamic scene behavior, nominal misalignments and motion due to parallax. By using a non-parametric density estimation method over a joint domain-range representation of image pixels, complex dependencies between the domain (location) and range (color) are directly modeled. We present a model of the background as a single probability density. Second, temporal persistence is introduced as a detection criterion. Unlike previous approaches to object detection that detect objects by building adaptive models of the background, the foreground is modeled to augment the detection of objects (without explicit tracking), since objects detected in the preceding frame contain substantial evidence for detection in the current frame. Finally, the background and foreground models are used competitively in a MAP-MRF decision framework, stressing spatial context as a condition of detecting interesting objects and the posterior function is maximized efficiently by finding the minimum cut of a capacitated graph. Experimental validation of the method is performed and presented on a diverse set of data. We then address the problem of associating objects across multiple cameras in planar scenes. Since cameras may be moving, there is a possibility of both spatial and temporal non-overlap in the fields of view of the camera. We first address the case where spatial and temporal overlap can be assumed. Since the cameras are moving and often widely separated, direct appearance-based or proximity-based constraints cannot be used. Instead, we exploit geometric constraints on the relationship between the motion of each object across cameras, to test multiple correspondence hypotheses, without assuming any prior calibration information. Here, there are three contributions. First, we present a statistically and geometrically meaningful means of evaluating a hypothesized correspondence between multiple objects in multiple cameras. Second, since multiple cameras exist, ensuring coherency in association, i.e. transitive closure is maintained between more than two cameras, is an essential requirement. To ensure such coherency we pose the problem of object associating across cameras as a k-dimensional matching and use an approximation to find the association. We show that, under appropriate conditions, re-entering objects can also be re-associated to their original labels. Third, we show that as a result of associating objects across the cameras, a concurrent visualization of multiple aerial video streams is possible. Results are shown on a number of real and controlled scenarios with multiple objects observed by multiple cameras, validating our qualitative models. Finally, we present a unifying framework for object association across multiple cameras and for estimating inter-camera homographies between (spatially and temporally) overlapping and non-overlapping cameras, whether they are moving or non-moving. By making use of explicit polynomial models for the kinematics of objects, we present algorithms to estimate inter-frame homographies. Under an appropriate measurement noise model, an EM algorithm is applied for the maximum likelihood estimation of the inter-camera homographies and kinematic parameters. Rather than fit curves locally (in each camera) and match them across views, we present an approach that simultaneously refines the estimates of inter-camera homographies and curve coefficients globally. We demonstrate the efficacy of the approach on a number of real sequences taken from aerial cameras, and report quantitative performance during simulations.

The No Child Left Behind Act of 2001 has mandated that all public school students will be reading at grade level by the 2013-2014 school year. Florida has embarked on an agenda to ensure that the kindergarten through high school student population is reading at or above grade level by 2014. Many of Florida's low-performing student population, including middle school students with high incidence disabilities, are reading below grade level. Using a multiple baseline across subjects design, this study examined the impact of computer-assisted repeated readings on the reading performance of three middle school students with mild intellectual disabilities over the course of 67 days. Results showed an improvement in reading fluency rate using instructional level text. The study was evaluated using quality indicators of single-subject research in special education. Future research is advocated to replicate this study across different grades and exceptionalities.

Le contrôle de la qualité des calculs de structure suscite un intérêt croissant dans les processus de conception et de certification. Il repose sur l'utilisation d'estimateurs d'erreur, dont la mise en pratique entraîne un sur-coût numérique souvent prohibitif sur des calculs de grande taille. Le présent travail propose une nouvelle procédure permettant l'obtention d'une estimation garantie de l'erreur de discrétisation dans le cadre de problèmes linéaires élastiques résolus au moyen d'approches par décomposition de domaine. La méthode repose sur l'extension du concept d'erreur en relation de comportement au cadre des décompositions de domaine sans recouvrement, en s'appuyant sur la construction de champs admissibles aux interfaces. Son développement dans le cadre des approches FETI et BDD permet d'accéder à une mesure pertinente de l'erreur de discrétisation bien avant convergence du solveur lié à la décomposition de domaine. Une extension de la procédure d'estimation aux problèmes hétérogènes est également proposée. Le comportement de la méthode est illustré et discuté sur plusieurs exemples numériques en dimension 2. / The control of the quality of mechanical computations arouses a growing interest in both design and certification processes. It relies on error estimators the use of which leads to often prohibitive additional numerical costs on large computations. The present work puts forward a new procedure enabling to obtain a guaranteed estimation of discretization error in the setting of linear elastic problems solved by domain decomposition approaches. The method relies on the extension of the constitutive relation error concept to the framework of non-overlapping domain decomposition through the recovery of admissible interface fields. Its development within the framework of the FETI and BDD approaches allows to obtain a relevant estimation of discretization error well before the convergence of the solver linked to the domain decomposition. An extension of the estimation procedure to heterogeneous problems is also proposed. The behaviour of the method is illustrated and assessed on several numerical examples in 2 dimension.

本研究藉由整合相關之單一受試實驗研究結果來探討行為改變技術對學業行為影響之效果。研究中用來計算效應量的方法有兩種：未重疊資料百分率（Percentage of Nonoverlapping Data, PND）、超過基線中點資料百分率（Percentage of Data Points Exceeding the Median of Preceding Baseline Phase, PEM）。為了檢視超過基線中點資料百分率方法應用在單一受試實驗研究統合分析上之可行性，本研究以各原研究作者之判斷為效標，對超過基線中點資料百分率與未重疊資料百分率之效度進行比較。 一共有98篇單一受試實驗研究納入統合分析。實驗的介入處理共分成：1.電腦輔助教學、2.合作學習、3.精熟學習、4.增強、5.自我控制訓練、6.情境學習、7.社會學習、8.策略教學、9.其他。研究顯示各種介入處理對於受試的學習行為皆產生正向效果。此外，超過基線中點資料百分率方法亦獲得支持適用於單一受試實驗研究之量化統合分析。 / The purpose of this study is to investigate the effect of behavioral modification on academic behaviors by aggregating relevant conclusions of primary single-subject researches. Two approaches are used to generate estimations of effect sizes: the PND (Percentage of Nonoverlapping Data) approach, and the PEM (Percentage of Data Points Exceeding the Median of Preceding Baseline Phase). To test the applicability of the PEM approach, the validity of the PEM scores is compared with that of the PND scores by using the judgments of original authors as a validity criterion. A total of 98 studies are reviewed. Treatments include (a) computer assisted instruction; (b) cooperative learning; (c) mastery learning; (d) reinforcement; (e) self-control training; (f) situated learning; (g) social learning; (h) strategy instruction; and (i) others. Results indicate that all kinds of interventions produce positive effects on participants’ academic behaviors. In addition, the PEM approach is shown to be an appropriate method for a quantitative synthesis of single-subject researches.

本研究使用PND和PEM對106篇單一受試研究進行後設分析，藉以了解實驗處理對於搗亂行為的影響效果。當研究者以原作者對於實驗處理效果的判斷作為效標時，使用PEM進行後設分析的效度是可以被接受的。本研究並分析實驗處理、研究特徵和受試者特徵與處理效果的關係，獲得下列研究結果：1.不同的實驗處理對降低搗亂行為有不同影響效果；2.研究設計、治療者身分、實驗情境、性別、受試者症狀特徵、搗亂行為種類對實驗處理效果有顯著影響。本研究建議學校人員接受有關於矯正搗亂行為的行為改變技術訓練是必要的，教師如能在教室活動中發展合適的課程和教導學生適當的溝通反應將有助於降低搗亂行為。 / A meta-analysis of 106 single-subject studies was conducted utilizing the PND and PEM approaches to investigate treatment effectiveness in reducing disruptive behavior. The validity of the PEM approach was acceptable based on original authors’ judgments of treatment effect. Variables were analyzed for covariation between treatment effectiveness and interventions, study characteristics, and subject characteristics. The following results were obtained: (a) interventions had significant influence on treatment effectiveness; (b) study design, intervenor, setting, sex, diagnosis, and target behaviors showed systematic relation to treatment outcomes. Suggestions are made that it is necessary for staff in schools to receive adequate training in treating disruptive behavior with the use of behavior modification techniques, and it is potentially useful for the reduction of disruptive behavior if teachers develop suitable curriculum and teach appropriate communicative responses in classroom activities.