Attentive visual tracking

The research reported here addresses the problem of detecting and tracking independently moving objects from a moving observer in real time, using corners as object tokens. Local image-plane constraints are employed to solve the correspondence problem removing the need for a 3D motion model. The approach relaxes the restrictive static-world assumption conventionally made, and is therefore capable of tracking independently moving and deformable objects. The technique is novel in that feature detection and tracking is restricted to areas likely to contain meaningful image structure. Feature instantiation regions are defined from a combination of odometry informatin and a limited knowledge of the operating scenario. The algorithms developed have been tested on real image sequences taken from typical driving scenarios. Preliminary experiments on a parallel (transputer) architecture indication that real-time operation is achievable.

Modeling and control of a robotic power line inspection vehicle

Power line inspection is a vital function for electricity supply companies but it involves labor-intensive and expensive procedures which are tedious and error-prone for humans to perform. A possible solution is to use an unmanned aerial vehicle (UAV) equipped with video surveillance equipment to perform the inspection. This paper considers how a small, electrically driven rotorcraft conceived for this application could be controlled by visually tracking the overhead supply lines. A dynamic model for a ducted-fan rotorcraft is presented and used to control the action of an Air Vehicle Simulator (AVS), consisting of a cable-array robot. Results show how visual data can be used to determine, and hence regulate in closed loop, the simulated vehicle’s position relative to the overhead lines.

Enhancing the teaching and learning of mathematical visual images

The literacy demands of mathematics are very different to those in other subjects (Gough, 2007; O'Halloran, 2005; Quinnell, 2011; Rubenstein, 2007) and much has been written on the challenges that literacy in mathematics poses to learners (Abedi and Lord, 2001; Lowrie and Diezmann, 2007, 2009; Rubenstein, 2007). In particular, a diverse selection of visuals typifies the field of mathematics (Carter, Hipwell and Quinnell, 2012), placing unique literacy demands on learners. Such visuals include varied tables, graphs, diagrams and other representations, all of which are used to communicate information.