2.1 Data and notation

We used bottom salinity values measured by the North Carolina Division of Marine Fisheries (NC DMF) Pamlico Sound Trawl Survey Program 195 (the survey) every June and September from 1987 to 2006. The survey is conducted only in June and September each year. Designed to assess species abundance at depths over 2 m, the survey uses a weighted stratified random sampling design. For each time period, coordinates of stations are randomly generated within each of seven water body strata, with more stations allocated to larger strata, for a total of 54 stations per time period. Hereafter, we denote with S the spatial domain that includes all points sampled within the seven strata mentioned over the entire 1987–2006 temporal domain. Figure 1 shows the geographic location of each sampling station in S. Salinity was measured using a YSI-85 multi-function meter at the beginning of each trawl and recorded along with depth and spatial reference coordinates. All spatial coordinates used in this analysis were converted from decimal degrees to northings and eastings in nautical miles (nmi) from a reference point (the origin in Figure 1) located southwest of S at 34.6°N, �77.1°W. Salinity is always reported using the Practical Salinity Scale.

US Geological Survey (USGS) gauge station per tributary (Figure 1): Neuse River (NR) station 02089500 in Kinston; Tar-Pamlico River (TPR) station 02083500 in Tarboro; Roanoke River (RR) station 02080500 in Roanoke Rapids; and Ahoskie Creek (AC) station 02053500 in Ahoskie, which gauges Chowan River inflow.

Pamlico Sound, NC and the Chowan, Roanoke, Pamlico, and Neuse Rivers. Green squares show the four river gauge stations used in this study. Purple dots indicate all P195 trawl survey sample stations for the 1987–2006 time domain. The pink star indicates the reference point from which northings and eastings were calculated. As referenced in Section 3.5, Parallel A is located at 35° 160 N latitude and meridian B is at 75° 420 W longitude.

downloaded from the USGS Water Resources website for the state of North

chosen was the furthest downstream gauge that recorded data over the entire

The creation of explanatory variables reflects the modeling context—the objectives, the geographical features of the spatial domain, and the space-time coverage and resolution of the data—but the general thought process can be modified by other researchers in a different context. We index the term it as any variable that varies in both space and time, and with t any variable that varies over time but is

Sixty-one days is the average freshwater residence time of the four major rivers

flowing into PS [30–32], accounting for the temporal lag between the upriver

Carolina (USGS 2009) and were converted to m3

Process-Based Statistical Models Predict Dynamic Estuarine Salinity

DOI: http://dx.doi.org/10.5772/intechopen.89911

2.2 Candidate explanatory variables

constant over S within a time period.

2.3 Freshwater influx indices

/s for every day during the time domain (7305 days) were

/s. For each river, the gauge

Discharge rates in ft3

Figure 1.

temporal domain.

163

The temporal domain contains T = 40 time periods, or month/year combinations, indexed by the subscript t, so that t ¼ 1, … , T. A time period is approximately 2.5 weeks long, the time it takes to sample all stations. Since locations of the 54 stations sampled in each time period differed slightly, and since some data were missing in each time period, let nt represent the number of sites in time period t. Site refers to a specific spatial location nested within a particular time period and is indexed using the subscript i where i ¼ 1, … , nt. The dataset included N ¼ 2100 total observations of salinity, where N ¼ PT t¼1nt. Denoted with salit observed salinity at site i in time period t.

The fresh water influx (FWI) data represented watersheds of the Neuse, Pamlico, Roanoke, and Chowan rivers, which comprise 80% of the land draining into PS [29]. FWI observations were average daily river discharge rates collected by one


**5. Simulation Results**

In order to verify the feasibility of the PMS and the reliability of the proposed control strategies under communication problems, the simulations based on the PSIM are conducted. Table 2 lists the system parameters used for simulations. The detailed mathematical models of three converters used for the grid agent, WPGS agent, and battery agent can be found in [30–32]. Simulation results are presented in three cases which are the grid-connected case, the islanded case, and the case of communication problems.

**Table 2.** *Cont.*

## *5.1. Grid-connected Case*

In the grid-connected case, the grid agent primarily controls the DCV to maintain the system power balance under variations of wind power and load demand. Table 3 lists the operation conditions used for the simulation tests.

**Table 3.** Operation conditions for simulation test in grid-connected mode.

Figure 10 shows the simulation results for the grid-connected mode with the operation conditions given in Table 3. It is assumed that the load 1 and load 2 are initially connected to the DC-link, consuming the power of 1.5 kW. Although the WPGS works with the MPPT mode, the output power of the WPGS is not sufficient to supply the load. To deal with this power imbalance, the grid agent operates with DCVM-REC to compensate the deficit power by supplying more power from the grid to the DC-link. In this instant, the DCV is controlled to the nominal value of 400 V by the grid agent and the battery agent is in IDLE mode.

**Figure 10.** Simulation results for grid-connected mode. (**a**) *a*-phase grid voltage and current; (**b**) Output power of each agent; (**c**) Battery *SOC*; (**d**) DCV.

At t = 1 s, the load 3 is switched in, which results in an increase of total load demand. To ensure the system power balance, the grid agent further increases the supplied power from the grid to the DC-link. However, since the supplied power is limited by the maximum power of 2 kW, the grid agent switches the operation into CPCM, and sends the data (*Gctrl* = 0) to other agents. As soon as receiving the data, the battery agent switches its operation from IDLE to DCVM-DIS to maintain the system power balance by regulating the DCV.

From t = 1.5 s, as the wind power gradually decreases from 0.5 kW to zero, the battery agent gradually increases the discharging power to compensate for the change of wind power as can be seen in Figure 10b.

At t = 2 s, the wind power suddenly changes from zero to 2 kW. Although the wind power is still lower than the load demand of 3.5 kW, the grid agent can control the DCV with DCVM-REC since the supply power of 1.5 kW from the grid to DC-link is within the maximum power level. As a result, the battery agent moves to IDLE mode after receiving the data (*Gctrl* = 1) from the grid agent.

At t = 2.5 s, the wind power is further increased to 4 kW, which is higher than load demand. Then, the grid agent switches the operation DCVM-REC into DCVM-INV to transfer the surplus power from the DCMG to the grid.

When the load 2 and load 3 are switched out at t = 3 s, the grid agent tries to inject more power to the grid to maintain the supply–demand power balance. However, since the exchange power exceeds the maximum level assigned by GO, the grid agent can transfer only a portion of surplus power to the grid by CPCM, transmitting the data (*Gctrl* = 0) to other agents in DCMG. After receiving the data via communication, the battery agent switches the operation into DCVM-CHA to absorb the remaining surplus power.

At t = 3.5 s, when the battery agent is incapable of regulating the DCV due to battery fault, the battery agent changes the operation into IDLE mode, and transmits the data (*Bctrl* = 0) to other agents. Because both the grid and battery agents cannot control the DCV in this instant, the WPGS agent intervenes with DCVM-LIM to maintain the output power of WPGS to load power. It is shown in Figure 10d that the DCV can be always regulated stably at the nominal value in all the operating conditions regardless of the conditions of the battery, wind power, and load demand.


**3. Results**

The certified reference material (CRM) as well as the LOD and spike recoveries for each of the trace elements analysed are presented in Table 1.

**Table 1.** Quality control measurements for analysis of Co, Zn, Cu, As, Cd, Pb and Mn concentration in Libyan agricultural soils. (CRM = NCS ZC 73007).

It should be noted that the concentration of Cd in all samples was below the LOD. The descriptive statistics for trace element concentrations in agricultural soil investigated in this study. They are provided for each region, with a summary of the As levels and other trace element concentrations in soils sampled from ESR, WSR and SSR. A one-way analysis of variance (ANOVA) showed that the differences in As levels between location means are highly significant (*P*<0.001,). ESR recorded the highest mean As the level in Libyan soil (8.10 ± 0.48 mg/kg), followed by WSR (1.97± 0.41mg/kg) and SSR (1.70 ± 0.58 mg/kg), i.e. As mean concentrations in ESR are nearly 4.8 and 4.1 times higher than in SSR and WSR, respectively. Conversely, the average As levels from the three regions were below 10 mg/g dry weight (dwt). The concentration of As in the agricultural soil, therefore, ranged from 0.01–18.94 mg/kg in ESR, 1.19–2.48 mg/kg in WSR and 0.73–2.92 mg/kg in SSR.The underlying rock structure in ESR is composed of Lower Palaeozoic rocks. The clay agricultural soils of ESR recorded the highest mean As the level in Libyan soil (8.10 mg/kg); this may have some relation to the parent material.

**Figure 2.** Mean As concentrations in agricultural soils from Libya (Error bars represent ± std. error).

Mean As concentration (mg /Kg) The descriptive statistics for trace element concentrations in the Libyan agricultural soil investigated in this study are shown in Appendix.1, together with a summary of the levels of As and other trace elements.


**7. Demand for and attrition on ODL programmes**

In the *Tables 1* to *4* below admission quotas allocated to different distance learning programmes per year of study and those that were actually admitted and registered are given with a view of determining the demand for and attrition on ODL programmes at Makerere University.

*Source: Academic Registrar's Office*

38 International Perspectives of Distance Learning in Higher Education

collaboration with the School of Education. The CYP programme is offered in collaboration

The DODL formerly known as the Department of Distance Education (DDE) is responsible for organizing, coordinating, managing and supervising all ODL programmes in the entire University. The DODL is under the School of Distance and Lifelong Learning (SoDLL) which is in the College of Education and External Studies (CEES). Specifically, the DODL is

b. Managing the delivery of programmes offered by Makerere using the open distance

e. Co-ordinating the development, production and distribution of quality ODeL study

f. Co-ordinating the evaluation of ODeL programmes on a regular basis and

g. Forging links and partnerships with organizations involved in ODeL delivery practice.

i. Easing feedback on students' academic records by having registrars dedicated to the

l. Marketing Makerere University ODeL expertise and study materials to various

n. Co-ordinating and facilitating the continuing capacity-building for ODeL managers,

o. Managing its staff, infrastructure and resources in order to carry out all roles, through

p. Undertaking appropriate planning of both short- and longer-term, strategic dimensions

q. Initiating policies and regulations for the usage of Makerere University ODeL study materials and resources by third parties, in conformity with institutional and national

The roles identified above show that a unit responsible for managing, coordinating and supervising ODL programmes has unique duties that require a unique mandate. Such a unit

c. Initiating the design and development of ODeL programmes in Collaborating Units.

a. Training staff from the DODL and Collaborating Units in ODL pedagogy.

d. Co-ordinating the design and development of ODeL academic programmes.

h. Developing and promoting the use of ICTs in ODeL programmes.

k. Carrying out advocacy in ODeL at institutional and national level.

m. Initiating market research for demanded ODeL programmes.

j. Managing all administrative records of ODeL students.

processing and management of ODeL students' academic records.

for ODeL programmes, in collaboration with Collaborating Units.

c. Identifying and seconding writers and reviewers of the study materials.

with the College of Humanities and Social Sciences.

and eLearning (ODeL) mode.

disseminating findings there from.

administrators, and practitioners.

the development of effective systems.

The Collaborating Units are responsible for;

f. Setting and marking examinations.

a. Developing and implementing of the curricula.

e. Carrying out progressive assessment of students.

g. Presenting results to the University Senate. h. Any other academic duties required of her.

b. Identifying academic staff to teach on the various courses.

d. Vetting and/or recommending study materials for purchase.

responsible for;

materials.

stakeholders.

laws.

Table 1. Enrollment on the Four Year B.Cox Programme.

As at 31st December, 2010, the average attrition rate on the B.Cox programme was 29%. As is expected, attrition rate increased from Year 1 to Year 3 cohorts but declined in Year 4. The decline in attrition rate in Year 4 is attributed to the blanked amnesty given by the Academic Registrar to all students from 2004/05 academic year and below who had not completed their studies to come back and complete them before 31st December, 2010 (Makerere University, 2010b). This good gesture from the Academic Registrar, cements the need for flexibility in administering ODL programmes. Flexibility in the running of ODL programmes increases throughput.

*Table 1* further shows that the B.Cox programme is on high demand. On average, there was a demand of 101% of the allotted number of places. This implies that the number of students admitted on the B.Cox programme, in some academic years, exceeded the number of vacancies allotted to the programme. This vote of confidence demonstrates the high quality of the B.Cox programme. It calls for strengthening of the existing student support services on the programme. This also shows that the programme is well popularized in Uganda and beyond as it even attracts foreign students. This impressive picture is not replicated on the B.Ed programme as is shown in *Table 2* below.

As at 31st December 2010, the average attrition rates for the B.Ed programme was 43%. The attrition rate for Year 1 and 2 remained constant at 41% and increased to 47% in Year 3. This

Open and Distance Learning in Dual Mode Universities: A Treasure Unexploited 41

*Table 3* above shows that there has been declining demand for the BSc. programme since 2007/08 academic year to date. In 2008/09 Academic Year, tuition fees for the BSc. programme were increased from UGX 700,000 (USD 250) to UGX 900,000 (USD 321). This increase may have led to the increased attrition and low demand for the programme. The increasing attrition plus the declining demand on the BSc. programme forced the University to stay the commencement of 39 students who had been admitted on the programme in 2010/2011 Academic Year. Prior to the decision to stay the commencement of the 39 admitted students, only seven students had already registered resulting in an attrition of 82%. The commencement of the 39 admitted students was stayed until the 2011/12 academic year when more students were admitted so as to get a break even

Among all external programmes, the BSc. programme has the second highest average attrition rate of 57% and the lowest average demand of 45%. Its attrition rate is only second to that of the CYP programme which is at an average of 79% (see *Table 4* below). No exhaustive research has been carried out on the causal factor for the high attrition on and low demand for the BSc. programme but preliminary investigations have shown as

a. The BSc. programme is not popularized among target audience hence the need for

b. Just like any other distance learning programme, the BSc. programme has been affected by the poor student support system occasioned by the prevalent financial constraints. This has had a negative effect on the programme as currently enrolled students discourage would be applicant from joining the programme due to the poor support

As is already mentioned above, attrition rate is worst on the CYP programme (see *Table 4*

2010/2011 300 204 52 75 68 2009/2010 300 338 55 84 113 **Total CYP 107 Avg = 79 Avg = 90**

Whereas the demand for the CYP programme stands highest at 90% of allotted places (*Table 4* above), attrition rate on this programme is highest at an average of 79%. This state of affairs can be explained by the low entry requirement for diploma programmes at Makerere University. Students with good 'A' Level grades place the CYP programme as their first choice programme when applying for entry into Makerere University. With their good grades, they are automatically admitted onto the CYP programme and as soon as they set foot into the University, they apply for change of programmes to programmes such as social sciences, social works and social administration, law, and others. Because they have good

**Admitted Registered as of 31st**

**December 2010**

**Attrition (%age)**  **Demand (%age)**

c. The catchment for students who wish to offer BSc. programmes is small.

massive advertisement of the programme.

student number.

they receive.

**Year/Cohort Allocated**

*Source: Academic Registrar's Office*

**Admission Quota**

Table 4. Enrollment on the Two Year CYP Programme.

follows:

below).

*Source: Academic Registrar's Office*

Table 2. Enrollment on the Three Year B.Ed Programme

high attrition rate has been attributed to increase in tuition fees from UGX 400,000 (USD 143) to UGX 800,000 (USD 286) per year, starting with the 2009/2010 Academic Year. This fees increase also provides the reason for the low demand (31%) for the B.Ed programme in the 2010/2011 Academic Year. It is also said that the target clientele for the B.Ed programme is fast dwindling following competition from other universities offering similar distance learning programme.

Whereas the increase in fees was made with the view of availing resources for developing study materials, little gains have been realized in this arena especially on the B.Cox programme. This was mainly due to failure by the Department to realize the full release of funds to it from the central administration for materials production. Furthermore, financial constraints negatively affected the student support system, in that key activities in distance education such as student support at study centers, tutors' training workshops, etc. were long shelved.

Overall however, the B.Ed programme is reasonably demanded at an average of 66% of the allotted vacancies. This percentage could be increased if effective student support services were provided to enrolled students and wide publicity of the programme made within and outside Uganda.

The alumni of the B.Ed programme who number over 7,000 since 1991 have long demanded for the introduction of a Master of Education (External) programme. Plans are under way to develop B.A and BSc. Education programmes to run concurrently with B.Ed on the external programme so as to cater for fresh 'A' Level leavers who wish to have a Makerere University degree but cannot afford full time courses and fees attached. The B.Ed programme admits only holders of Grade IV Teacher Education diploma certificates. The demand and attrition on the BSc. programme is not any better as is shown in *Table 3* below.

*Source: Academic Registrar's Office*

Table 3. Enrollment on the Four Year BSc. Programme.

Yr 1 (2010/2011) 1,000 309 181 41 31 Yr 2 (2009/2010) 500 438 257 41 88 Yr 3 (2008/2009) 500 390 207 47 78 **Total B. Ed 645 Avg = 43 Avg = 66**

high attrition rate has been attributed to increase in tuition fees from UGX 400,000 (USD 143) to UGX 800,000 (USD 286) per year, starting with the 2009/2010 Academic Year. This fees increase also provides the reason for the low demand (31%) for the B.Ed programme in the 2010/2011 Academic Year. It is also said that the target clientele for the B.Ed programme is fast dwindling following competition from other universities offering similar distance

Whereas the increase in fees was made with the view of availing resources for developing study materials, little gains have been realized in this arena especially on the B.Cox programme. This was mainly due to failure by the Department to realize the full release of funds to it from the central administration for materials production. Furthermore, financial constraints negatively affected the student support system, in that key activities in distance education such as student support at study centers, tutors' training workshops, etc. were

Overall however, the B.Ed programme is reasonably demanded at an average of 66% of the allotted vacancies. This percentage could be increased if effective student support services were provided to enrolled students and wide publicity of the programme made within and

The alumni of the B.Ed programme who number over 7,000 since 1991 have long demanded for the introduction of a Master of Education (External) programme. Plans are under way to develop B.A and BSc. Education programmes to run concurrently with B.Ed on the external programme so as to cater for fresh 'A' Level leavers who wish to have a Makerere University degree but cannot afford full time courses and fees attached. The B.Ed programme admits only holders of Grade IV Teacher Education diploma certificates. The demand and attrition on the BSc. programme is not any better as is shown in *Table 3* below.

Yr 1 (2010/2011) 300 39 7 82 13 Yr 2 (2009/2010) 150 44 24 45 29 Yr 3 (2008/2009) 150 102 50 51 68 Yr 4 (2007/2008) 150 107 54 50 71 **Total BSc. 135 Avg = 57 Avg = 45**

**Admitted Registered as of 31st**

**December 2010**

**Attrition (%age)**  **Demand (%age)**

**Admitted Registered as of 31st**

**December 2010**

**Attrition (%age)** **Demand (%age)**

**Year/Cohort Allocated**

*Source: Academic Registrar's Office*

learning programme.

long shelved.

outside Uganda.

**Year/Cohort Allocated**

*Source: Academic Registrar's Office*

**Admission Quota**

Table 3. Enrollment on the Four Year BSc. Programme.

**Admission Quota**

Table 2. Enrollment on the Three Year B.Ed Programme

*Table 3* above shows that there has been declining demand for the BSc. programme since 2007/08 academic year to date. In 2008/09 Academic Year, tuition fees for the BSc. programme were increased from UGX 700,000 (USD 250) to UGX 900,000 (USD 321). This increase may have led to the increased attrition and low demand for the programme. The increasing attrition plus the declining demand on the BSc. programme forced the University to stay the commencement of 39 students who had been admitted on the programme in 2010/2011 Academic Year. Prior to the decision to stay the commencement of the 39 admitted students, only seven students had already registered resulting in an attrition of 82%. The commencement of the 39 admitted students was stayed until the 2011/12 academic year when more students were admitted so as to get a break even student number.

Among all external programmes, the BSc. programme has the second highest average attrition rate of 57% and the lowest average demand of 45%. Its attrition rate is only second to that of the CYP programme which is at an average of 79% (see *Table 4* below). No exhaustive research has been carried out on the causal factor for the high attrition on and low demand for the BSc. programme but preliminary investigations have shown as follows:

*Source: Academic Registrar's Office*

Table 4. Enrollment on the Two Year CYP Programme.

Whereas the demand for the CYP programme stands highest at 90% of allotted places (*Table 4* above), attrition rate on this programme is highest at an average of 79%. This state of affairs can be explained by the low entry requirement for diploma programmes at Makerere University. Students with good 'A' Level grades place the CYP programme as their first choice programme when applying for entry into Makerere University. With their good grades, they are automatically admitted onto the CYP programme and as soon as they set foot into the University, they apply for change of programmes to programmes such as social sciences, social works and social administration, law, and others. Because they have good

Open and Distance Learning in Dual Mode Universities: A Treasure Unexploited 43

student-lecturer and student-university interaction is encouraged. The DODL offers academic, administrative and social support to the students through organized tutorials at study centers. Sometimes, when resources permit, ODL staff pay physical visits to students in their homes or workplaces to establish impediments to their studies with a hope of providing solutions. The visits are also intended to reduce the 'distance' in distance learning. The visits are mainly executed when staff are delivering or checking on study materials at different collaborating up-country libraries. The two way communication channel is always open between the students and Department during face-to-face or non face-to-face times. Sometimes, communication is made to and from students via electronic and non-electronic media. Electronic communication is accomplished using e-mails, mobile phones, Internet and radio. Non-electronic communication is provided through course handouts, brochures, fliers and face-to-face meetings or briefings. On the whole however, ODL at Makerere University relies

more heavily on face-to-face tuition than on self-study materials.

Fig. 1. Distance Learning Delivery Situation at Makerere University.

Makerere University is yet to fully partake of the ideal ODL model. The mental attitude of most faculties is still that of on-campus based learning and teaching. Adjusting this attitude

*Source: Otto & Wrightson, 2005*

*Source: Otto & Wrightson, 2005*

Fig. 2. Ideal Distance Learning Delivery Situation.

to rhyme with the requirements of ODL is still a major huddle.

grades and they qualify for the programmes being changed to, they are permitted to change hence causing such a high (79%) attrition rate. To avoid this scenario, the Department is in process of upgrading CYP diploma programme into a degree programme.

Generally speaking, the demand for ODL programmes at Makerere University is high. As at December 2010, *Tables 1* through to *4* above show that the total available places on all ODL programmes were 6,350. Of these 4,919 were taken up at admission representing a percentage demand of 77.5%. Whereas the demand is high, attrition rates are equally high. As at December 2010, there were 2,988 students registered on all the ODL programmes out of 4,919 admitted students representing an attrition rate of 60.7%. According to Aaron and Writson (2005), this high attrition rate is due to several factors, including: 1) lack of policy for ODL at Makerere University; 2) limited resourcing for ODL activities, especially materials development, insignificant position of the DODL and over centralization of the student support services. When Makerere University addresses these challenges the demand for ODL programmes will rise and attrition rates will decline significantly. Increased funding to the DODL and the ratification of a policy for ODL at Makerere University are key issues that should be dealt with in the short run.


Section 2 Re-Identification

References

software/via/

1506.02640

1505.04597

keras.io/

62

[1] Dutta A. Visual Geometry Group. Oxford University. Available from: http://www.robots.ox.ac.uk/vgg/

Visual Object Tracking with Deep Neural Networks

[2] Redmon J, Divvala SK, Girshick RB, Farhadi A. You Only Look Once: Unified, Real-Time Object Detection. Available from: https://arxiv.org/abs/

[3] He K, Gkioxari G, Dollár P, Girshick G. Mask {R-CNN}. Available from: https://arxiv.org/abs/1703.06870

[4] Ronneberger O, Fischer P, Brox T. U-Net: Convolutional Networks for Biomedical Image Segmentation. Available from: https://arxiv.org/abs/

[5] Chen L-C, Papandreou G, Schroff F,

[6] Chollet F. Available from: https://

[8] http://neuralnetworksanddeeplea

[7] https://www.sciencedirect.com/topics/ computer-science/sigmoid-function

[9] https://www.sciencedirect.com/topics/ computer-science/jaccard-coefficient

[10] Iglovikov V, Mushinskiy S. Kaggle: Dstl Satellite Imagery Competition, 3rd Place Winners' Interview: Vladimir & Sergey. Available from: http://blog.kaggle. com/2017/05/09/dstl-satellite-imagerycompetition-3rd-place-winnersinterview-vladimir-sergey/

Adam H. Rethinking Atrous Convolution for Semantic Image Segmentation. Available from: https://

arxiv.org/abs/1706.05587

rning.com/chap3.html

Chapter 4

Abstract

Deep-Facial Feature-Based Person

Authentication in Surveillance

Sangeetha Asokan and Saravana Sri Subramanian

Yogameena Balasubramanian, Nagavani Chandrasekaran,

Person reidentification (Re-ID) has been a problem recently faced in computer vision. Most of the existing methods focus on body features which are captured in the scene with high-end surveillance system. However, it is unhelpful for authentication. The technology came up empty in surveillance scenario such as in London's subway bomb blast, and Bangalore ATM brutal attack cases, even though the suspected images exist in official databases. Hence, the prime objective of this chapter is to develop an efficient facial feature-based person reidentification framework for controlled scenario to authenticate a person. Initially, faces are detected by faster region-based convolutional neural network (Faster R-CNN). Subsequently, landmark points are obtained using supervised descent method (SDM) algorithm, and the face is recognized, by the joint Bayesian model. Each image is given an ID in the training database. Based on their similarity with the query image, it is ranked with the Re-ID index. The proposed framework overcomes the challenges such as pose variations, low resolution, and partial occlusions (mask and goggles). The experimental results (accuracy) on benchmark dataset demonstrate the effectiveness of the proposed method which is inferred from the observation of receiver operating characteristic (ROC) curve and

Reidentification for

cumulative matching characteristics (CMC) curve.

reidentification, Faster R-CNN, SDM

1. Introduction

65

Keywords: video surveillance, person reidentification, facial feature-based

analysis of such huge video data can improve the quality of surveillance by processing the video faster. Above all, it is more useful for high-level surveillance tasks like suspicious activity detection or undesirable event prediction for timely

Nowadays, a large network of cameras is predominantly used in public places like airports, railway stations, bus stands, and office buildings. These networks of cameras provide enormous video data, which are monitored manually and may be utilized only when the need arises to ascertain the fact. Fascinatingly, an automated

Applications

## Chapter 4


**5. Applications in child psychiatry**

156 Infrared Spectroscopy – Life and Biomedical Sciences

and dorsal and ventrolateral putamen of mothers responded more positively to video clips

In contrast, surprisingly, little research is available about the neural correlates of infant brain activity associated with infant-mother attachment. Recently, using NIRS for awake infants, Minagawa-kawai et al. found that infants showed greater activation in the orbitofrontal cortex when they were presented with movie clips in which their own mothers smiled

Additionally, an fMRI study on adults revealed that the orbitofrontal cortex is activated by attractive faces (O'Doherty et al., 2003; Tsukiura & Cabeza, 2011). Similarly, the orbitofrontal cortex has been shown to have various functions, such as social cognition, motivational evaluation, emotional processing, and decision-making (Adolphs, 2003;

Infant-mother attachment underpins the basis for life-long interpersonal relationships. Infants begin their life with affectionate social interactions with their mothers immediately after delivery. Many studies have shown that social interaction with caregivers is essential for healthy development in children (e.g. Smyke et al, 2007). However, little is known about how the brains of children develop continually until adulthood through social interaction

Face-to-face communication between mothers and infants is highly complicated, and is affected by many confounding variables, such as face expression, pitch of speech, and contingency of turn-taking. Therefore, it is technically difficult in experimental paradigms to examine the effects of face-to-face communication of mothers and infants. Further research is required to improve experimental paradigms that better approximate real life (Grossmann & Johnson, 2007) and to examine effects of face-to-face communication with the mother on

In contrast to infant studies, studies on cognitive development in preschool children have largely not used neuroimaging methods. However, several studies have examined haemodynamic changes of the cerebral cortex using NIRS during cognitive shifting (Moriguchi & Hiraki, 2009, 2011) or working memory tasks (Tsujii et al., 2009, 2010;

Moriguchi & Hiraki (2009) found that 3-year-old children who committed perseverative errors lacked activation in their inferior prefrontal regions during cognitive shifting tasks, whereas those who performed the tasks correctly displayed activation of the right inferior prefrontal regions. Furthermore, a longitudinal study of prefrontal function in 3–4-year-old children showed that children who performed better tasks at 3 years of age showed significant activation of the right inferior prefrontal regions at 3 years of age, and significant activation of the both inferior prefrontal regions at 4 years of age (Moriguchi & Hiraki, 2011). Children who showed poorer performance at 3 years of age exhibited no significant inferior prefrontal activation at 3 years of age, but significant left inferior prefrontal activation at 4 years of age. It was therefore suggested that inferior prefrontal activation on either the right or left side may be more important for successful cognitive shifting than

of their own infants than to clips of unfamiliar infants (Noriuchi et al., 2008).

(Minagawa-Kawai et al., 2009).

the development of the brain of the infant.

**4.4 Cognitive development in preschool children**

Kringelbach, 2005).

with caregivers.

Tsujimoto et al., 2004).


IBM SPSS Statistics 19.0 (2010) has been used for processing all the questionnaires.

visiting Aragon in 2009, as well as all the secondary literature that are referenced.

where economic, social and environmental aspects are considered.

**1. Introduction**

**2. Methodology**

improve the actual economy of this Spanish region.

stay and the quality level of the services obtained.

reaches a high score (Person's r = .95).

ignoring respondents' personal like or dislike.

M. Victoria Sanagustín Fons, José Antonio Moseñe Fierro,

**a Spanish Inside Region**

*The University of Zaragoza*

María Gomez y Patiño and Laura Arena Luna