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Relevant bibliographies by topics / Face comparison

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Academic literature on the topic 'Face comparison'

Author: Grafiati

Published: 3 June 2025

Last updated: 13 July 2025

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Journal articles on the topic "Face comparison"

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Ondov, Brian, Nicole Jardine, Niklas Elmqvist, and Steven Franconeri. "Face to Face: Evaluating Visual Comparison." IEEE Transactions on Visualization and Computer Graphics 25, no. 1 (2019): 861–71. http://dx.doi.org/10.1109/tvcg.2018.2864884.

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Nikolaievskyi, O. Yu, O. V. Skliarenko, and A. I. Sidorchuk. "ANALYSIS AND COMPARISON OF FACE DETECTION APIS." Telecommunication and information technologies, no. 4 (2019): 39–45. http://dx.doi.org/10.31673/2412-4338.2019.043945.

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Singh, Aruni. "Comparison of face Recognition Algorithms on Dummy Faces." International journal of Multimedia & Its Applications 4, no. 4 (2012): 121–35. http://dx.doi.org/10.5121/ijma.2012.4411.

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Cho, Miyoung, and Youngsook Jeong. "Face recognition performance comparison between fake faces and live faces." Soft Computing 21, no. 12 (2016): 3429–37. http://dx.doi.org/10.1007/s00500-015-2019-4.

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Megreya, Ahmed M. "Feature-by-feature comparison and holistic processing in unfamiliar face matching." PeerJ 6 (February 26, 2018): e4437. http://dx.doi.org/10.7717/peerj.4437.

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Identity comparisons of photographs of unfamiliar faces are prone to error but imperative for security settings, such as the verification of face identities at passport control. Therefore, finding techniques to improve face-matching accuracy is an important contemporary research topic. This study investigates whether matching accuracy can be enhanced by verbal instructions that address feature comparisons or holistic processing. Findings demonstrate that feature-by-feature comparison strategy had no effect on face matching. In contrast, verbal instructions focused on holistic processing made face matching faster, but they impaired accuracy. Given the recent evidence for the heredity of face perception and the previously reported small or no improvements of face-matching ability, it seems reasonable to suggest that improving unfamiliar face matching is not an easy task, but it is presumably worthwhile to explore new methods for improvement nonetheless.

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G., Nirmala Priya. "Comparison of Partially Occluded Face Detection and Recognition Methods." Journal of Advanced Research in Dynamical and Control Systems 12, SP7 (2020): 201–11. http://dx.doi.org/10.5373/jardcs/v12sp7/20202099.

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Cutillo, Denise, Vivian Weinblatt, Naomi Nakata, Amy Cronister, Fei Wang, and Alan E. Donnenfeld. "Comparison of Face to Face and Telephone Genetic Counseling." Obstetrics & Gynecology 101, Supplement (2003): 19S—20S. http://dx.doi.org/10.1097/00006250-200304001-00041.

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Dwyer, Dominic M., and Matei Vladeanu. "Perceptual learning in face processing: Comparison facilitates face recognition." Quarterly Journal of Experimental Psychology 62, no. 10 (2009): 2055–67. http://dx.doi.org/10.1080/17470210802661736.

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CUTILLO, D. "Comparison of face to face and telephone genetic counseling." Obstetrics & Gynecology 101, no. 4 (2003): S19—S20. http://dx.doi.org/10.1016/s0029-7844(02)02793-x.

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O'Malley, Claire, Steve Langton, Anne Anderson, Gwyneth Doherty-Sneddon, and Vicki Bruce. "Comparison of face-to-face and video-mediated interaction." Interacting with Computers 8, no. 2 (1996): 177–92. http://dx.doi.org/10.1016/0953-5438(96)01027-2.

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Dissertations / Theses on the topic "Face comparison"

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Broderick, Shawn D. "A Comparison of Mathematical Discourse in Online and Face-to-Face Environments." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd2820.pdf.

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Faidley, Joel. "Comparison of Learning Outcomes from Online and Face-to-Face Accounting Courses." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3434.

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Online education continues to evolve and grow dramatically at colleges and universities across the globe. Today’s society is comprised of people who are increasingly busy with work and family obligations and who are looking for more flexible and expedited avenues for higher education. Institutions seek to meet these new demands by offering online distance educational opportunities while increasing cash flow for their college. Unfortunately the pitfalls to this rush to meet online demand results in what some researchers assert are inadequate quality content and curriculum. Others indicate there are not significant differences in the outcomes from online learning compared with traditional face-to-face classes. Much of the research has been conducted on nonquantitative courses, quantitative courses with small sample sizes, or large sample sizes that are not controlled for quality of online content, delivery, or verification of learning. The purpose of this quasi-experimental ex-post-facto study was to compare student outcomes from two Principles of Accounting courses both delivered in two methods of instruction: traditional face-to-face (F2F) and an on-line asynchronous format. The online content for both courses was developed with assistance of academic technology professionals at the participating university. Student learning was measured as final course grade where all exams were administered by a testing center in a proctored environment. The sample size included 124 students from the online sections and 433 students from the traditional face-to-face sections. Eight research questions were examined using independent samples t-test for 6 of the analyses, ANOVA for 1 question, and multiple regression for predictors of mean final course grade. The results indicated students performed significantly better in the face-to-face classes than the online sections. Female students scored significantly higher than male students in both methods of instruction. ACT composite score, ACT math score, GPA, gender, and method of instruction all were significantly related to final course grade. Age was not a significant predictor of final course grade but in the online sections nontraditional students (age 25 and older) scored significantly higher than students under the age of 25.

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Katadound, Sachin. "Face Recognition: Study and Comparison of PCA and EBGM Algorithms." TopSCHOLAR®, 2004. http://digitalcommons.wku.edu/theses/241.

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Face recognition is a complex and difficult process due to various factors such as variability of illumination, occlusion, face specific characteristics like hair, glasses, beard, etc., and other similar problems affecting computer vision problems. Using a system that offers robust and consistent results for face recognition, various applications such as identification for law enforcement, secure system access, computer human interaction, etc., can be automated successfully. Different methods exist to solve the face recognition problem. Principal component analysis, Independent component analysis, and linear discriminant analysis are few other statistical techniques that are commonly used in solving the face recognition problem. Genetic algorithm, elastic bunch graph matching, artificial neural network, etc. are few of the techniques that have been proposed and implemented. The objective of this thesis paper is to provide insight into different methods available for face recognition, and explore methods that provided an efficient and feasible solution. Factors affecting the result of face recognition and the preprocessing steps that eliminate such abnormalities are also discussed briefly. Principal Component Analysis (PCA) is the most efficient and reliable method known for at least past eight years. Elastic bunch graph matching (EBGM) technique is one of the promising techniques that we studied in this thesis work. We also found better results with EBGM method than PCA in the current thesis paper. We recommend use of a hybrid technique involving the EBGM algorithm to obtain better results. Though, the EBGM method took a long time to train and generate distance measures for the given gallery images compared to PCA. But, we obtained better cumulative match score (CMS) results for the EBGM in comparison to the PCA method. Other promising techniques that can be explored separately in other paper include Genetic algorithm based methods, Mixture of principal components, and Gabor wavelet techniques.

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Gonder, Ozkan. "A Comparison Of Subspace Based Face Recognition Methods." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/2/12605291/index.pdf.

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Different approaches to the face recognition are studied in this thesis. These approaches are PCA (Eigenface), Kernel Eigenface and Fisher LDA. Principal component analysis extracts the most important information contained in the face to construct a computational model that best describes the face. In Eigenface approach, variation between the face images are described by using a set of characteristic face images in order to find out the eigenvectors (Eigenfaces) of the covariance matrix of the distribution, spanned by a training set of face images. Then, every face image is represented by a linear combination of these eigenvectors. Recognition is implemented by projecting a new image into the face subspace spanned by the Eigenfaces and then classifying the face by comparing its position in face space with the positions of known individuals. In Kernel Eigenface method, non-linear mapping of input space is implemented before PCA in order to handle non-linearly embedded properties of images (i.e. background differences, illumination changes, and facial expressions etc.). In Fisher LDA, LDA is applied after PCA to increase the discrimination between classes. These methods are implemented on three databases that are: Yale face database, AT&amp<br>T (formerly Olivetti Research Laboratory) face database, and METU Vision Lab face database. Experiment results are compared with respect to the effects of changes in illumination, pose and expression. Kernel Eigenface and Fisher LDA show slightly better performance with respect to Eigenfaces method under changes in illumination. Expression differences did not affect the performance of Eigenfaces method. From test results, it can be observed that Eigenfaces approach is an adequate method that can be used in face recognition systems due to its simplicity, speed and learning capability. By this way, it can easily be used in real time systems.

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Arizpe, Arturo Andrew. "A critical comparison of human face rendering techniques." Thesis, Massachusetts Institute of Technology, 2006. http://hdl.handle.net/1721.1/37053.

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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2006.<br>Includes bibliographical references (p. 59-60).<br>Human skin exhibits complex light reflectance properties that make it difficult to render realistically. In recent years, many techniques have been introduced to render skin, with varying degrees of complexity and realism. In this thesis, I will implement several of these techniques, and use them to render scenes with various lighting and geometry parameters, in order to compare their strengths and weaknesses. My goal is to provide a clearer understanding of which rendering techniques are most effective in different scenarios.<br>by Arturo Andrew Arizpe.<br>M.Eng.

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Tasillo, Anhony J. "Comparison of the Blended and Face-to-Face Delivery Method for Fire Fighter Training." Thesis, University of Phoenix, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10981901.

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<p> In the fire service industry, training has primarily been offered in the face-to-face format due to lack of leadership support and inability to keep fire fighters in service during required training. The purpose of this quantitative, <i>ex post facto</i> study was to compare the effectiveness of the blended and face-to-face delivery methods for fire fighter training by examining student performance on written certification exams within two fire fighter training programs. The specific problem addressed was the uncertainty of the Texas A&M Engineering Extension Service leadership concerning which of its fire fighter training programs was more effective, the blended or face-to-face program. Archival data from a series of five test scores for 1,100 fire fighter recruits completing training through blended and face-to-face delivery were collected. Comparative analysis using a one-way MANOVA for hypotheses 1, 2, and 5 indicated a significant difference favoring the face-to-face modality (<i>p</i> < .001), and a significant difference favoring the blended modality for hypotheses 3 and 4 (<i> p</i> < .001). Findings are considered mixed. Examination of MANOVA group means indicated an average difference of 2.72 points between scores in the two delivery methods. Recommendations for future research include (a) replication of the study to include collection and analysis of demographic data, (b) a survey of students to assess satisfaction and knowledge transfer following completion of training, and (c) a survey of employers to assess perceptions of knowledge acquisition and transfer for new hires completing the training programs.</p><p>

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REA, RAFFAELE. "Tele-Neuropsychological assessments in Alzheimer's disease: a comparison of ''face to face'' versus Video-Conferencing." Doctoral thesis, Università degli Studi di Camerino, 2014. http://hdl.handle.net/11581/401827.

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Telemedicine consists in the use of telecommunication technologies to provide healthcare services, overcoming geographic, temporal, social, and cultural barriers. Today telemedicine is a developed field which includes about 50 different subspecialties: neuropsychology is one of them. Allowing the objective evaluation of the cognitive state of individuals, neuropsychology is a discipline of wide application; it also contributes significantly to an early diagnosis of subjects suspected to develop cognitive impairments due to Alzheimer disease or other degenerative dementias. Subjects at risk, and subjects who have already develop the illness, would particularly benefit of a telehealth intervention, which allows to overcome the barriers of space and time, and to provide an evaluation, as well as the therapy monitoring. These aspects would be particularly important for subjects who live far from health institutions , as those of rural areas. Obviously, we need to be sure that the results of the Tele-Neuropsychological assessment are comparable to those obtained via the classic '' face to face '' administration. This is the purpose of this research. We aimed in fact to compare the performances obtained in the two conditions at the MMSE test and the ADAS Cog test. To this purpose, we submitted a group of subjects affected by mild to moderate Alzheimer disease with associated vascular damages, to MMSE and the ADAS COG test, and performed a statistical analysis of data through a two sided Student ''t'' test. We found that the administration modality had no significant impact on the results. In fact, no significant difference was found neither in the MMSE, or in the ADAS_Cog scores administered by telehealth versus ''face to face''. While the results obtained at the MMSE confirm some previous data, this is, at our knowledge, the first study done on the ADAS_Cog, a test. Even if the conditions we employed in this research are not entirely superposable to those of patients staying at home (we evaluated the feasibility of teleheath by locating the patient and his caregiver in another room of the memory clinic ), we are confident that telehealth methodology, by video-conferencing, is as much reliable as the face to face modality. The small number of the subjects evaluated represents an obvious limitation of this study and suggests further studies involving larger number of subjects. However, our preliminary results give support to the idea that by tehealth the screening and the follow-up of the cognitive impairments age associated is feasible and valid.

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McIntyre, A. H. "Applying psychology to forensic facial identification : perception and identification of facial composite images and facial image comparison." Thesis, University of Stirling, 2012. http://hdl.handle.net/1893/9077.

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Eyewitness recognition is acknowledged to be prone to error but there is less understanding of difficulty in discriminating unfamiliar faces. This thesis examined the effects of face perception on identification of facial composites, and on unfamiliar face image comparison. Facial composites depict face memories by reconstructing features and configurations to form a likeness. They are generally reconstructed from an unfamiliar face memory, and will be unavoidably flawed. Identification will require perception of any accurate features, by someone who is familiar with the suspect and performance is typically poor. In typical face perception, face images are processed efficiently as complete units of information. Chapter 2 explored the possibility that holistic processing of inaccurate composite configurations will impair identification of individual features. Composites were split below the eyes and misaligned to impair holistic analysis (cf. Young, Hellawell, & Jay, 1987); identification was significantly enhanced, indicating that perceptual expertise with inaccurate configurations exerts powerful effects that can be reduced by enabling featural analysis. Facial composite recognition is difficult, which means that perception and judgement will be influence by an affective recognition bias: smiles enhance perceived familiarity, while negative expressions produce the opposite effect. In applied use, facial composites are generally produced from unpleasant memories and will convey negative expression; affective bias will, therefore, be important for facial composite recognition. Chapter 3 explored the effect of positive expression on composite identification: composite expressions were enhanced, and positive affect significantly increased identification. Affective quality rather than expression strength mediated the effect, with subtle manipulations being very effective. Facial image comparison (FIC) involves discrimination of two or more face images. Accuracy in unfamiliar face matching is typically in the region of 70%, and as discrimination is difficult, may be influenced by affective bias. Chapter 4 explored the smiling face effect in unfamiliar face matching. When multiple items were compared, positive affect did not enhance performance and false positive identification increased. With a delayed matching procedure, identification was not enhanced but in contrast to face recognition and simultaneous matching, positive affect improved rejection of foil images. Distinctive faces are easier to discriminate. Chapter 5 evaluated a systematic caricature transformation as a means to increase distinctiveness and enhance discrimination of unfamiliar faces. Identification of matching face images did not improve, but successful rejection of non-matching items was significantly enhanced. Chapter 6 used face matching to explore the basis of own race bias in face perception. Other race faces were manipulated to show own race facial variation, and own race faces to show African American facial variation. When multiple face images were matched simultaneously, the transformation impaired performance for all of the images; but when images were individually matched, the transformation improved perception of other race faces and discrimination of own race faces declined. Transformation of Japanese faces to show own race dimensions produced the same pattern of effects but failed to reach significance. The results provide support for both perceptual expertise and featural processing theories of own race bias. Results are interpreted with reference to face perception theories; implications for application and future study are discussed.

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Anzalone, Patricia. "A COMPARISON OF COMPUTER AND TRADITIONAL FACE-TO-FACE CLASSROOM ORIENTATION FOR BEGINNING CRITICAL CARE NURSES." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2080.

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Purpose: Education of the novice critical care nurse has traditionally been conducted by critical care educators in face-to-face classes in an orientation or internship. A shortage of qualified educators and growth in electronic modes of course delivery has led organizations to explore electronic learning (e-learning) to provide orientation to critical care nursing concepts. Equivalence of e-learning versus traditional critical care orientation has not been studied. The primary aim of this study was to examine the equivalency of knowledge attainment in the cardiovascular module of the Essentials of Critical Care Orientation (ECCO) e-learning program to traditional face-to-face critical care orientation classes covering the same content. Additional aims were to determine if learning style is associated with a preference for type of learning method, and to determine any difference in learning satisfaction between the two modalities. Methods: The study was conducted using a two-group pretest-posttest experimental design. Forty-one practicing volunteer nurses with no current critical care experience living in southwest Florida were randomly assigned to either the ECCO (n=19) or face-to-face (n=22) group. Those in the face-to-face group attended 20 hours of classroom instruction taught by an expert educator. Those in the ECCO group completed the lessons on line and had an optional 2 hour face-to-face discussion component. Pre-test measures included the Basic Knowledge Assessment Test (BKAT-7), modified ECCO Cardiovascular (CV) Examination, and Kolb Learning Style Inventory (LSI). Post-tests included the BKAT-7, modified CV Examination, and Affective Measures Survey. Results: The majority of subjects were female, married, and educated at the associate degree level. Their mean age was 39.5 + 12 years, and they averaged 9.9 + 11.7 years of nursing experience. The diverging learning style was assessed in 37% of subjects. Classroom instruction was preferred by 61% of participants. No statistical differences were noted between groups on any demographic variables or baseline knowledge. Learning outcomes were compared by repeated measures analysis of variance. Mean scores of subjects in both groups increased statistically on both the BKAT-7 and modified CV Examination (p=<.01); however, no significant differences (p> .05) were found between groups. Preference for online versus classroom instruction was not associated with learning style (X2 = 3.39, p = .34). Satisfaction with learning modality was significantly greater for those in the classroom group (t=4.25, p=.000). Discussion/Implications: This is the first study to evaluate the ECCO orientation program and contributes to the growing body of knowledge exploring e-learning versus traditional education. The results of this study provide evidence that the ECCO critical care education produces learning outcomes at least equivalent to traditional classroom instruction, regardless of the learning style of the student. As participant satisfaction was more favorable toward the classroom learning modality, consideration should be given to providing blended learning if using computer-based orientation programs. Replication of this study with a variety of instructors in varied geographic locations, expanded populations, larger samples, and different subject matter is recommended.<br>Ph.D.<br>School of Nursing<br>Health and Public Affairs<br>Nursing PhD

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He, R. (Ruicen). "Toward a constructive perception of failure:a comparison of groups in a face-to-face collaboration case." Master's thesis, University of Oulu, 2015. http://urn.fi/URN:NBN:fi:oulu-201511242165.

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Minor or big, permanent or temporary, failure is widely experienced by people of different nationalities, ages, social status, and genders, at any stages of life, in a tremendous scale of day-to-day situations. A common misunderstanding and underestimation of failure as a state of negative result is that failure of performance indicates failure in learning and knowledge building, and that it is bad and disadvantageous. Though failure is usually believed to be a negative and disappointing result, it to some extent plays an important and positive role in our lives, and many people learn from their previous failures and failures of others. In the field of education, the role of failure in facilitating and enhancing learning has been studied in literature for years. This research mainly serves to explore how learners collaborated, performed and learned, and how exactly learners in collaboration learn from failure in their learning. To support my research, the literature review starts with the differences of learning and performance, then it comes to the definition and perception of learning in general. After this section, definition of collaboration and characteristics of collaborative learning are introduced. Later, after the sections on performance and learning, comes the sections in which various possibilities and mechanisms of failure-enhanced learning are introduced and discussed. The data were collected from a video-recorded research session designed and carried out by the PROMO research team from a university located in a Nordic country. Participants were twelve first year and second year international Master’s degree students (seven female, five male) in the field of education. The twelve participants spontaneously formed three groups of four, all groups then were assigned the same open-ended problem-solving task, which required each group to work on a three-hour-long epistemic game in three separate rooms. The result of my research suggests that, firstly, poor or good performance does not always indicate the failure or success in learning, a full picture of both the process and results can offer a more complete understanding of how learners learned. For example, it is possible that a group with satisfactory academic performance or final presentation may actually have poor learning, while a lower-performing group may experience better learning though they had poorer performance or final presentation. The next finding is that students could learn from challenges or failures, but those who are more aware of the challenges, and faced the challenges with more positive emotions and good problem-solving strategies could learn more from failure and the process of finding proper solutions to the challenges, and are more possible to tackle challenges and thus avoid them accelerating into failures.

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Books on the topic "Face comparison"

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Evison, Martin Paul. Computer-aided forensic facial comparison. Taylor & Francis Group, 2010.

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F, Handschuh Robert, and NASA Glenn Research Center, eds. Experimental comparison of face-milled and face-hobbed spiral bevel gears. National Aeronautics and Space Administration, Glenn Research Center, 2001.

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W, Vorder Bruegge Richard, ed. Computer-aided forensic facial comparison. Taylor & Francis Group, 2010.

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Sykes, Wendy. Telephone interviewing on a survey of social attitudes: A comparison with face-to-face procedures. Social and Community Planning Research, 1985.

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Sykes, Wendy. Telephone interviewing on a survey of social attitudes: A comparison with face-to-face procedures. [Social and Community Planning Research], 1985.

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Curham, Siobhan. True face: Be real. be fearless. be you! Faber & Faber, Incorporated, 2015.

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Cassel, Stacy Gallese. Patient Responses To Swallowing Safety Cues: A Comparison Of Traditional Face-to-Face And Tele-Dysphagia Instructional Methods. [publisher not identified], 2016.

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Drummond, Mary Jane. Comparisons in early years education: History, fact and fiction. University of Warwick, Centre for Research in Elementary and Primary Education, 1999.

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Drummond, Mary Jane. Comparisons in early years education: History, fact and fiction. Centre for Research in Elementary and Primary Education, University of Warwick, 1999.

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Office, General Accounting. Aviation safety: Comparison of specific responses in FAA controller questionnaire : fact sheet for Congressional requesters. U.S. General Accounting Office, 1989.

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Book chapters on the topic "Face comparison"

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Hjelmås, Erik, and Ivar Farup. "A Comparison of Face/Non-face Classiffiers." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 2001. http://dx.doi.org/10.1007/3-540-45344-x_10.

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Feng, Yuanyong, Jinrong Zhang, Zhidong Xie, Fufang Li, and Weihao Lu. "An Effective Face Color Comparison Method." In Advances in Intelligent Systems and Computing. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8462-6_12.

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Fasel, Ian R., and Javier R. Movellan. "A Comparison of Face Detection Algorithms." In Artificial Neural Networks — ICANN 2002. Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-46084-5_214.

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Šaloun, Petr, Jakub Stonawski, and Ivan Zelinka. "Automated Face Comparison with Facebook Friend’s Faces and Flickr Photos." In AETA 2013: Recent Advances in Electrical Engineering and Related Sciences. Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-41968-3_36.

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Putra, Pasca Dwi, Ivo Selvia Agusti, Pebri Hastuti, and Andri Zainal. "Comparison of Academic Performance in Face-to-Face and Distance Learning." In Proceedings of the International Joint Conference on Arts and Humanities 2022 (IJCAH 2022). Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-008-4_91.

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Mondal, Sudipto Kumar, Indraneel Mukhopadhyay, and Supreme Dutta. "Review and Comparison of Face Detection Techniques." In Proceedings of International Ethical Hacking Conference 2019. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-15-0361-0_1.

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Chan, Mark, Patrice Delmas, Georgy Gimel’farb, Chia-Yen Chen, and Philippe Leclercq. "Study and Comparison of 3D Face Generation." In PRICAI 2004: Trends in Artificial Intelligence. Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-28633-2_127.

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Vijaya Saraswathi, R., D. N. Vasundhara, R. Vasavi, G. Laxmi Deepthi, and K. Jaya Jones. "Face Detection and Comparison Using Deep Learning." In Proceedings of Second International Conference on Advances in Computer Engineering and Communication Systems. Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-7389-4_49.

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Cho, Mi-Young, and Young-Sook Jeong. "Face Recognition Performance Comparison Between Real Faces and Pose Variant Face Images from Image Display Device." In Information and Communication Technology. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-24315-3_23.

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Mozgunov, Evgeny V. "Face Recognition Human–Machine Comparison Under Heavy Lighting." In The Malaysia-Japan Model on Technology Partnership. Springer Japan, 2014. http://dx.doi.org/10.1007/978-4-431-54439-5_27.

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Conference papers on the topic "Face comparison"

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Hayajneh, Abdullah, Erchin Serpedin, and Mitchell A. Stotland. "Unsupervised Deep Comparison for Face Anomaly Appraisal." In 2024 IEEE EMBS International Conference on Biomedical and Health Informatics (BHI). IEEE, 2024. https://doi.org/10.1109/bhi62660.2024.10913559.

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Aibara, Tsunehiro, Takashi Kawando, and Hiroyuki Yamada. "Comparison of face recognition: profiles versus frontal faces." In SPIE's 1994 International Symposium on Optics, Imaging, and Instrumentation, edited by Richard J. Mammone and J. David Murley, Jr. SPIE, 1994. http://dx.doi.org/10.1117/12.191891.

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Ensari, Tolga, and Melike Gunay. "Comparison of face recognition algorithms." In 2017 25th Signal Processing and Communications Applications Conference (SIU). IEEE, 2017. http://dx.doi.org/10.1109/siu.2017.7960469.

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Isaacs, Ellen A., Trevor Morris, Thomas K. Rodriguez, and John C. Tang. "A comparison of face-to-face and distributed presentations." In the SIGCHI conference. ACM Press, 1995. http://dx.doi.org/10.1145/223904.223950.

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Wu, Hung-Yi, Min-Hsiang Chang, and Gee-Sern Jison Hsu. "Comparison of Face Recognition Loss Functions." In 2019 International Symposium on Intelligent Signal Processing and Communication Systems (ISPACS). IEEE, 2019. http://dx.doi.org/10.1109/ispacs48206.2019.8986257.

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Ginoya, Sanskruti D., Harshadkumar B. Prajapati, and Vipul K. Dabhi. "Survey on Cross-Age Face Comparison." In 2020 6th International Conference on Advanced Computing and Communication Systems (ICACCS). IEEE, 2020. http://dx.doi.org/10.1109/icaccs48705.2020.9074389.

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Zhang, Chaoyang, Zhaoxian Zhou, Hua Sun, and Fan Dong. "Comparison of three face recognition algorithms." In 2012 International Conference on Systems and Informatics (ICSAI). IEEE, 2012. http://dx.doi.org/10.1109/icsai.2012.6223418.

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Hanakawa, Noriko, and Masaki Obana. "Education effectiveness Comparison between Face to Face lectures and Online lectures." In 2022 International Symposium on Educational Technology (ISET). IEEE, 2022. http://dx.doi.org/10.1109/iset55194.2022.00025.

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Smeets, Dirk, Jeroen Hermans, Dirk Vandermeulen, and Paul Suetens. "A quantitative comparison of 3D face databases for 3D face recognition." In SPIE Defense, Security, and Sensing, edited by Sárka O. Southern, Kevin N. Montgomery, Carl W. Taylor, et al. SPIE, 2011. http://dx.doi.org/10.1117/12.883427.

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Dang, Kirti, and Shanu Sharma. "Review and comparison of face detection algorithms." In 2017 7th International Conference on Cloud Computing, Data Science & Engineering - Confluence (Confluence). IEEE, 2017. http://dx.doi.org/10.1109/confluence.2017.7943228.

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Reports on the topic "Face comparison"

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Bays, J. Timothy, David L. King, and Molly J. O'Hagan. Carbon-Type Analysis and Comparison of Original and Reblended FACE Diesel Fuels (FACE 2, FACE 4, and FACE 7). Office of Scientific and Technical Information (OSTI), 2012. http://dx.doi.org/10.2172/1118119.

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Kantis, Hugo, Juan Federico, and Luis A. Trajtenberg. Latin American Middle-Class Entrepreneurs and their Firms: A Regional View and International Comparison. Inter-American Development Bank, 2012. http://dx.doi.org/10.18235/0011399.

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Based on a cross-country comparison of dynamic new firms, this paper attempts to characterize Latin American middle-class entrepreneurs and their firms. In general, Latin American middle-class entrepreneurs tend to face more difficult conditions in terms of resources and skills acquisition than those belonging to more affluent social strata. They tend to have earlier exposure to business experience since they generally belong to families in which their fathers' occupation allowed for such exposure, and the universities where they studied are sounder platforms for developing abilities and contacts. Likewise, compared to middle-class entrepreneurs from more developed regions, Latin American middle- class entrepreneurs tend to be less exposed to the business world and entrepreneurial role models. Additionally, they are more likely to rely on a less qualified and less business-specific support network, and initial financing is less accessible to them. The paper summarizes several key policy implications and recommendations derived from the analysis.

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Gupta, Aditya, Mary Bamimore, Tong Wang, et al. A comparison of therapeutic agents’ short-term effects on actinic keratoses of the face and scalp: a protocol for a network meta-analysis study. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2023. http://dx.doi.org/10.37766/inplasy2023.9.0086.

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Schuster, Christian. When the Victor Cannot Claim the Spoils: Institutional Incentives for Professionalizing Patronage States. Inter-American Development Bank, 2016. http://dx.doi.org/10.18235/0011729.

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Merit-based selection of bureaucrats is central to state capacity building, yet rare in developing countries. Most executives instead favor patronage -political discretion- in public employment. This paper proposes and tests an original theory to explain when executives forsake patronage for merit. The theory exploits exogenous variation in the institutional design of patronage states. In some, constitutions and budget laws monopolize patronage powers in the executive; in others, patronage benefits accrue to the legislature and public employees. When institutions fragment patronage powers and challengers control other government branches, merit becomes more incentive-compatible: it enables executives to deprive challengers of patronage while enhancing public goods provision to court electoral support. Drawing on 130 face-to-face elite interviews, a comparison of reforms in Paraguay, the Dominican Republic and the United States validates the theory. How patronage states are institutionally designed thus shapes their reform prospects: fragmented control over bad government can incentivize good government reforms.

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Prasad, Deepak. The Impact of Blended Learning at the Fiji National University. Commonwealth of Learning (COL), 2022. http://dx.doi.org/10.56059/11599/4749.

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Blended learning has been an on-going mode of teaching and learning along with fully face-to-face and online modes at the Fiji National University (FNU) since the university adopted Moodle and other technological tools. However, online and blended learning became more significant in April to November 2021, when the university closed as part of the national disease control measures in the face of the Covid-19 pandemic. As part of the technology-enabled learning supported by the Commonwealth of Learning at FNU a study on the impact of blended learning was conducted to assess the university’s use of blended learning and its impact on student learning experiences and academic achievement. Students’ attitudes towards blended learning and the relationship between blended learning and students’ grades were examined. The results of the survey indicated that the majority (84%–93%) of the students perceived blended learning positively, with most (89%–92%) reporting that their teachers played a positive role in their learning and took an interest in their learning. A comparison of the students’ grades between blended and non-blended learning courses showed mixed results: a difference in the grades was noted in six courses (40%) but in nine other courses (60%), there was no significant difference. Overall, students had a positive opinion of the blended learning environment as it provided them with opportunities to learn when, where and at a pace that suited them.

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Abufhele, Alejandra, David Bravo, Florencia Lopez-Boo, and Pamela Soto-Ramirez. Developmental losses in young children from pre-primary program closures during the COVID-19 pandemic. Inter-American Development Bank, 2022. http://dx.doi.org/10.18235/0003920.

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The learning and developmental losses from pre-primary program closures due to COVID-19 may be unprecedented. These disruptions early in life, when the brain is more sensitive to environmental changes, can be long-lasting. Although there is evidence about the effects of school closures on older children, there is currently no evidence on such losses for children in their early years. This paper is among the first to quantify the actual impact of pandemic-related closures on child development, in this case for a sample of young children in Chile, where school and childcare closures lasted for about a year. We use a unique dataset collected face-to-face in December 2020, which includes child development indicators for general development, language development, social-emotional development, and executive function. We are able to use a first difference strategy because Chile has a history of collecting longitudinal data on children as part of their national social policies monitoring strategy. This allows us to construct a valid comparison group from the 2017 longitudinal data. We find adverse impacts on children in 2020 compared to children interviewed in 2017 in most development areas. In particular, nine months after the start of the pandemic, we find a loss in language development of 0.25 SDs. This is equivalent to the impact on a childs language development of having a mother with approximately five years less education. Timely policies are needed to mitigate these enormous losses.

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Schafer, Edward, and Barry T. Bates. Anthropometric Comparisons between Face Measurements of Men and Women. Defense Technical Information Center, 1988. http://dx.doi.org/10.21236/ada204537.

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Canefe, Nergis. Syrian Refugee Resettlement in Canada. York University, 2018. http://dx.doi.org/10.25071/10315/41552.

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This web archive strives to offer a documented commentary on the most recent addition to the Canadian resettlement scheme, the Blended Visa Office-Referred (BVOR) program. The program constitutes a modified version of private sponsorship of refugee and immigrant applicants; it has to be examined in relation to both private and government resettlement schemes, and in comparison to the historical use of private sponsorship for Indochinese refugees. The documents presented here allow an examination of the background debates that led to the institutionalization of the BVOR program, the challenges BVOR is intended to address, public and political debates concerning the proposed division of public and private responsibility, and the links made between this particular model and the public acceptance of the en masse resettlement of select Syrian refugees in Canada. This refugee crisis raises important political and legal questions for both the Canadian public and Canadian policymakers. Who is deemed to be a deserving refugee, who is eligible for resettlement and based on what criteria, keeps changing. The current and future saliency of migration could be succinctly revealed by examining factors such as which categories of migration hold significance, how they are constructed and determined, and by whom. The debate continues and must do so above and beyond policy measures, legal requirements and formal immigration regimes. It is also of utmost importance to underline that private sponsorship programs are to be in place as a complementary element to government-assisted resettlement commitments. They cannot eradicate the necessity of the Canadian government to fulfill its international obligations and humanitarian commitments in the face of mass displacements. The Syrians are unlikely to be the last group to suffer such a fate.

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Bradford, John, Caroline Havrilla, Jessica Hartsell, et al. Southeast Utah Group climate and drought adaptation report: Exposure and perennial grass sensitivity. National Park Service, 2022. http://dx.doi.org/10.36967/2293951.

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National Park Service (NPS) managers face growing challenges resulting from the effects of climate change. In particular, as temperatures rise in coming decades, natural resource management in the western United States must cope with expectations for elevated severity and frequency of droughts. These challenges are particularly pronounced for vegetation managers in dryland environments. Developing adaptive strategies requires specific information about the expected magnitude of change in climate and drought conditions as well as insights into how those changes will affect important vegetation resources. This report describes research focused on Southeast Utah Group (SEUG) park units designed to provide information about exposure and sensitivity of perennial grasses to aridification. Analyses at larger regional scales are also reported for context and comparison. This report is a product of an ongoing climate adaptation collaboration between the U.S. Geological Survey (USGS), NPS, and Northern Arizona University. The study it summarizes contributes quantitative ingredients for vulnerability assessments that are needed in the Climate-Smart Conservation framework. As such, the results informed a series of climate adaptation workshops conducted between 2018 and 2021 for Colorado Plateau scientists and managers. This is a giant step forward in science-informed management. The information in this report can be used to craft management strategies that can be implemented at the right place and time for individual species of concern.

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Huning, Alex, Manit Shah, James Scobel, Yan Yizhou, Sung Jin lee, and Ryan Som. BlueCRAB and MELCOR Microreactor Code-to-Code Comparison with FATE. Office of Scientific and Technical Information (OSTI), 2024. https://doi.org/10.2172/2483410.

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