m. yousefzadeh

To design an efficient tracker in a crowded environment based on artificial intelligence and image processing, there are several challenges such as the occlusion, fast motion, in-plane rotation, variations in target illumination and Other challenges of online tracking are the time complexity of the algorithm, increasing memory space, and tracker dependence on the target model. In this paper, for the first time, sketch matrix theory in ridge regression for video sequences has been proposed. A new tracking object method based on the element-wise matrix with an online training method is proposed including the kernel correlation Filter (KCF), circular, and sketch matrix. The proposed algorithm is not only the free model but also increases the robustness of the tracker related to the scale variation, occlusion, fast motion, and reduces KCF drift. The simulation results demonstrate that the proposed sketch kernel correlation filter (SHKCF) can increase the computational speed of the algorithm and reduces both the time complexity and the memory space. Finally, the proposed tracker is implemented and experimentally evaluated based on video sequences of OTB50, OTB100 and VOT2016 benchmarks. The experimental results show that the SHKCF method obtains not only OPE partial evaluation of Out of view, Occlusion and Motion Blur in object accuracy but also achieved the partial evaluation of Illumination Variation, Out of Plane Rotation, Scale Variation, Out of View, Occlusion, In of Plane Rotation, Background Clutter, Fast Motion and Deformation in object overlap which are the first rank compared to the state-the-art works. The result of accuracy, robustness and time complexity are obtained 0.929, 0.93 and 35.4, respectively.

Given the importance of media literacy education to children in the curricula of many schools around the world and the gaps in media literacy education in Iran as well as the emphasis of various studies on using learning-based methods based on information-processing models and social learning in media literacy education, the question arises as to what the characteristics of media literacy curriculum elements are according to previous studies in the field of media literacy education. The aim of the present study was to determine the characteristics of the second primary media literacy curriculum elements for functional consuming(FC), critical consuming(CC), functional presuming(FP), and critical presuming(CP) media.

This research was conducted using mixed-methods design (qualitative and quantitative). In the first stage, to identify the features of the media literacy curriculum of the second primary school, the qualitative method of synthesis research (qualitative Meta-Synthesis) was used, and in the next stage, to examine the opinion of experts from the descriptive-survey method and to evaluate the effect of program implementation, a quasi-experimental pre-test-post-test design with a control and experimental group was used. The statistical population of this study consisted of three groups, A) The studies published in the field of media literacy education were in local and international scientific databases; out of 4309, 18 related documents in the field of media literacy were purposefully selected as samples, B) In the initial validation section of the project, 15 specialists were purposefully selected (with criteria of expertise and experience in the field of media literacy education) from the statistical community of instructors and curriculum planning specialists in the field of media literacy as a sample, and C) In the quantitative part of the statistical population, the students of the second primary school in Hamedan in the academic year of 2019-2020 were included who were selected as a research sample using the multi-stage random cluster sampling method and consisted of a total of 63 sixth-grade female students. In order to analyze the data, to extract information from research and to analyze and combine the findings in determining the characteristics of the curriculum, the content analysis method was used via coding. At this stage, in addition to using the CASP tool in selecting appropriate study units, to ensure the coding method, in addition to using the researcher self-review technique, two experts in the field of communication and curriculum were used to re-codify the findings. In the second stage, using a researcher-made questionnaire, the data obtained from the survey to validate the curriculum were evaluated with a CVR coefficient. In the third stage, in order to analyze the data obtained from the researcher-made tests (functional evaluation, parent evaluation and self-evaluation) in four levels of functional consumption, critical consumption, functional prosumption, and critical prosumption, according to the fact that the data does not have a normal distribution in the pre-test and post-test, the Uman-Whitney test was used.

Findings of the research in the meta-analysis section indicated characteristics such as attention to critical approach, critical media literacy, cognitive media literacy and new media literacy, and the basics of the philosophy program for children in the basics element; Acquisition and promotion of media consumption indicators included (fostering caring thinking), critical media literacy (fostering critical thinking) and producing media messages (fostering creative thinking) in the target element; Attention to cognitive, emotional, aesthetic and moral dimensions, students' life experiences in the face of different media, components emphasized in media literacy theories and in combination with other courses were included in the content element; Attention to discussion and participation in classroom community of inquiry, research-oriented, based on personal (individual) patterns, as well as the use of integrated methods were considered in the method element; Emphasis on discussion, attention to different cognitive, emotional and behavioral dimensions, use of different evaluation tools as well as metacognitive self-evaluation were the elements of media literacy curriculum evaluation in the second primary school. In the field of validation according to experts, due to the higher CVR coefficient obtained in all items of the minimum acceptable coefficient for 15 people (0.49), the features mentioned in the curriculum of the second primary school were confirmed. In the study of the effect of the implemented curriculum on media literacy competencies of second primary school students, the results of Mann-Whitney post-test showed that the effect of the experimental group was significant at the confidence level of 0.95 (P = 0.000, Z = -5.93).

Combining library studies, experimental designs, and interviews with experts in previous studies, as well as validating the features extracted by experts in the field of media literacy training and model effectiveness in implementation suggests a curriculum during which students form a research community  to find, build, and engage in media messages involving positive exchange and participation (instead of a competitive environment) in challenging content related to media literacy indicators and results in the cultivation of thoughts based on non-hostile reflection, an increased enjoyment stemming from the ability to read and deeply understand media messages based on dialogue, the development of creativity while creating common perceptions, adherence to ethical principles such as tolerance and acceptance of ambiguities and in general grounding and promoting media literacy and self-leadership through cultivating a variety of caring, critical and creative thinking abilities.

The study of cosmic large-scale structures provides valuable information regarding the initial condition and the evolution of random filed approaches. In this paper, relying on  the scaling properties of stochastic field, we examine the geometric properties of the dark matter density field in the N-body simulations. To this end, we examine the scaling properties of iso-density lines in the (1+2)-dimensional fields that are cut-out from the (1+3)-dimensional fields of the N-body simulations that are quantifiable using the modified multifractal dimension, D_q. The scaling properties holds for the afore-mentioned fields in all existing redshifts in the simulation. All iso-density threshold contours display a regular geometric shape in the highest accessible redshift, but they exhibit a multifractal property when reducing the redshift. Due to the non-Gaussianity of the low redshift transitioning fields, the multifractal property can mostly be caused by the distribution function's deviation from Gaussianity. The evolution of the D_q scaling exponent with respect to redshift demonstrates that for  the positive q's, the monofractal property mostly holds, while the  mentioned exponent is highly redshift dependent for the negative q's. This can be employed as a sensitive criterion for distinguishing different models for large-scale cosmic structure formations.

Cable-actuated parallel Manipulators (CPMs) are widely employed for object handling applications. In order to displace the carried object along the ground to an unlimited distance, the CPMs can be mounted on wheeled mobile robots (WMRs). The derivation of the dynamic equations of motion for this integrated system is presented using Lagrange method. Since in load carrying task, the inertia of the moving load is the main source of uncertainty, an adaptive control approach is considered for the CPM, whereas the WMR uses a feedback linearized sliding mode approach. In order to maintain the end-effector of the CPM in within its relative workspace in the WMR frame, the convergence rate in the two controllers should be similar. Decentralization of the control law can be accomplished if the inertia of the CPM motors are negligible compared with the other inertias of the system. This assumption is shown to be applicable if an introduced index is small enough to have noticeable effect on the tracking error.