Using mel‐frequency audio features from footstep sound and spatial segmentation techniques to improve frame‐based moving object detection
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Moving object detection in video streams is a challenging and integral part of computer vision which is used in surveillance, traffic and site monitoring, and navigation. Compared with the background‐based techniques, frame differencing technique is computationally inexpensive. However, frame differencing technique only detects the boundary of a moving object. Due to changing light conditions, shadows, poor contrast between object and background, and a slow‐moving object, object detection rate from frame differencing technique reduces. This is because the number of noisy frames and frames with missing/partially detected object increases. Application of large kernel size morphological operations fails to remove noise as they might remove the boundary (or part) of a moving object. In this study, the authors propose a methodology to improve the frame differencing technique using footstep sound generated by a moving object. Audio recorded with the video system is processed and footstep sound is detected using audio features computed as mel‐frequency cepstral coefficients. Number of frames within each footstep sound are counted and processed. Spatial segmentation is used to find the moving object in noisy frames. A missing or partially detected object is recovered by modelling an ellipse using a moving object from other neighbourhood frames.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it