LGT/VOT tracking performance evaluation of depth images

This paper presents object tracking in depth, RGB and normal-maps images using LGT tracker. The depth and RGB images are rendered using depth imaging plugins. A series of experiments were held to evaluate the tracker performance in tracking objects in different image sequences. The experiments conducted were from the Visual Object Tracking (VOT) challenge that was arranged in association with ICCV'13 The accuracy was chosen as the evaluation measure, where the the tracker's bounding box was compared against the ground truth bounding box. Results show that tracking object using depth images gives better results and is more accurate than tracking using either the RGB or nomal maps images.

Deliberative educational planning : including educators’ deliberations in educational policy making.

The objective of this chapter is to argue a case for the need to include teachers and professional educators in the policy making and implementation processes of the World Bank's Education Sector Strategy 2020. By drawing on evidence from the Consultation Plan, the chapter investigates how communicative practices about teachers are embedded in the discourse of the plan and how these influence the rationalisation of the policy. In doing so, the chapter will examine the relationships between social actions, systems rationalisation and life world rationalisation. Much like commercial and entrepreneurial organisations focus on the voice of the customer (VOC), that is on satisfying the stakeholders and end users in their processes, in this chapter, the voice of the teacher (VOT) is highlighted. The skills and knowledge of key stakeholders need to be leveraged and engaged in order to ensure that the policy achieves its desired aims. In order to frame this argument, notions of Habermas’ communicative action theory is used to show how policy engages in systems steering. Rather than understanding education strategy and reform as a process of engaging only government and policy makers, this chapter suggests that by engaging the practitioners and listening to the practical discourse around reform, teachers can be leaders of reforms rather than obfuscated agents.