ART Neural Networks for Remote Sensing Image Analysis

ART and ARTMAP neural networks for adaptive recognition and prediction have been applied to a variety of problems, including automatic mapping from remote sensing satellite measurements, parts design retrieval at the Boeing Company, medical database prediction, and robot vision. This paper features a self-contained introduction to ART and ARTMAP dynamics. An application of these networks to image processing is illustrated by means of a remote sensing example. The basic ART and ARTMAP networks feature winner-take-all (WTA) competitive coding, which groups inputs into discrete recognition categories. WTA coding in these networks enables fast learning, which allows the network to encode important rare cases but which may lead to inefficient category proliferation with noisy training inputs. This problem is partially solved by ART-EMAP, which use WTA coding for learning but distributed category representations for test-set prediction. Recently developed ART models (dART and dARTMAP) retain stable coding, recognition, and prediction, but allow arbitrarily distributed category representation during learning as well as performance

ART and ARTMAP Neural Networks for Applications: Self-Organizing Learning, Recognition, and Prediction

ART and ARTMAP neural networks for adaptive recognition and prediction have been applied to a variety of problems. Applications include parts design retrieval at the Boeing Company, automatic mapping from remote sensing satellite measurements, medical database prediction, and robot vision. This chapter features a self-contained introduction to ART and ARTMAP dynamics and a complete algorithm for applications. Computational properties of these networks are illustrated by means of remote sensing and medical database examples. The basic ART and ARTMAP networks feature winner-take-all (WTA) competitive coding, which groups inputs into discrete recognition categories. WTA coding in these networks enables fast learning, that allows the network to encode important rare cases but that may lead to inefficient category proliferation with noisy training inputs. This problem is partially solved by ART-EMAP, which use WTA coding for learning but distributed category representations for test-set prediction. In medical database prediction problems, which often feature inconsistent training input predictions, the ARTMAP-IC network further improves ARTMAP performance with distributed prediction, category instance counting, and a new search algorithm. A recently developed family of ART models (dART and dARTMAP) retains stable coding, recognition, and prediction, but allows arbitrarily distributed category representation during learning as well as performance.National Science Foundation (IRI 94-01659, SBR 93-00633); Office of Naval Research (N00014-95-1-0409, N00014-95-0657

Crowdsourcing in Computer Vision

Computer vision systems require large amounts of manually annotated data to properly learn challenging visual concepts. Crowdsourcing platforms offer an inexpensive method to capture human knowledge and understanding, for a vast number of visual perception tasks. In this survey, we describe the types of annotations computer vision researchers have collected using crowdsourcing, and how they have ensured that this data is of high quality while annotation effort is minimized. We begin by discussing data collection on both classic (e.g., object recognition) and recent (e.g., visual story-telling) vision tasks. We then summarize key design decisions for creating effective data collection interfaces and workflows, and present strategies for intelligently selecting the most important data instances to annotate. Finally, we conclude with some thoughts on the future of crowdsourcing in computer vision.Comment: A 69-page meta review of the field, Foundations and Trends in Computer Graphics and Vision, 201

The Blended Learning Unit, University of Hertfordshire: A Centre for Excellence in Teaching and Learning, Evaluation Report for HEFCE

The University of Hertfordshire’s Blended Learning Unit (BLU) was one of the 74 Centres for Excellence in Teaching and Learning (CETLs) funded by the Higher Education Funding Council for England (HEFCE) between 2005 and 2010. This evaluation report follows HEFCE’s template. The first section provides statistical information about the BLU’s activity. The second section is an evaluative reflection responding to 13 questions. As well as articulating some of our achievements and the challenges we have faced, it also sets out how the BLU’s activity will continue and make a significant contribution to delivery of the University of Hertfordshire’s 2010-2015 strategic plan and its aspirations for a more sustainable future. At the University of Hertfordshire, we view Blended Learning as the use of Information and Communication Technology (ICT) to enhance the learning and learning experience of campus-based students. The University has an excellent learning technology infrastructure that includes its VLE, StudyNet. StudyNet gives students access to a range of tools, resources and support 24/7 from anywhere in the world and its robustness, flexibility and ease of use have been fundamental to the success of the Blended Learning agenda at Hertfordshire. The BLU has comprised a management team, expert teachers seconded from around the University, professional support and a Student Consultant. The secondment staffing model was essential to the success of the BLU. As well as enabling the BLU to become fully staffed within the first five months of the CETL initiative, it has facilitated access to an invaluable spectrum of Blended Learning, research and Change Management expertise to inform pedagogically sound developments and enable change to be embedded across the institution. The BLU used much of its capital funding to reduce barriers to the use of technology by, for example, providing laptop computers for all academic staff in the institution, enhancing classroom technology provision and wirelessly enabling all teaching accommodation. Its recurrent funding has supported development opportunities for its own staff and staff around the institution; supported evaluation activities relating to individual projects and of the BLU’s own impact; and supported a wide range of communication and dissemination activities internally and externally. The BLU has led the embedding a cultural change in relation to Blended Learning at the University of Hertfordshire and its impact will be sustained. The BLU has produced a rich legacy of resources for our own staff and for others in the sector. The University’s increased capacity in Blended Learning benefits all our students and provides a learning experience that is expected by the new generation of learners in the 21st century. The BLU’s staffing model and partnership ways of working have directly informed the structure and modus operandi of the University’s Learning and Teaching Institute (LTI). Indeed a BLU team will continue to operate within the LTI and help drive and support the implementation of the University’s 2010-2015 Strategic plan. The plan includes ambitions in relation to Distance Learning and Flexible learning and BLU will be working to enable greater engagement with students with less or no need to travel to the university. As well as opening new markets within the UK and overseas, even greater flexibility for students will also enable the University to reduce its carbon footprint and provide a multifaceted contribution to our sustainability agenda. We conclude this executive summary with a short paragraph, written by Eeva Leinonen, our former Deputy Vice-Chancellor, which reflects our aspiration to transform Learning and Teaching at the University of Hertfordshire and more widely in the sector. ‘As Deputy Vice Chancellor at Hertfordshire I had the privilege to experience closely the excellent work of the Blended Learning Unit, and was very proud of the enormous impact the CETL had not only across the University but also nationally and internationally. However, perhaps true impact is hard to judge at such close range, but now as Vice Principal (Education) at King's College London, I can unequivocally say that Hertfordshire is indeed considered as the leading Blended Learning university in the sector. My new colleagues at King's and other Russell Group Universities frequently seek my views on the 'Hertfordshire Blended Learning' experience and are keen to emulate the successes achieved at an institutional wide scale. The Hertfordshire CETL undoubtedly achieved not only what it set out to achieve, but much more in terms of scale and impact. All those involved in this success can be justifiably proud of their achievements.’ Professor Eeva Leinonen, Vice Principal (Education), King's College, Londo

50 Years after the Civil Rights Act: The Ongoing Work for Racial Justice in the 21st Century

This report documents the state of civil and human rights, and paints a persuasive picture of just how far the United States still has to go to make racial justice a reality. The report also makes a series of policy recommendations in the areas of justice reform, education, employment, hate violence, housing, human rights, immigration policy, media and technology, and voting. This Report commemorates the 50th anniversary of the Civil Rights Act and the 20 years since the United States ratified the Convention on the Elimination of All Forms of Racial Discrimination (CERD). The Leadership Conference on Civil and Human Rights collaborated with 39 other organizations in 2014 in documenting their concerns and recommendations for progress under the treaty. According to the report, while progress has been made, the U.S. still struggles on many fronts. The Leadership Conference addresses racial justice and highlights many of the issues that remain important today

A weighted regional voting based ensemble of multiple classifiers for face recognition.

Face recognition is heavily studied for its wide range of application in areas such as information security, law enforcement, surveillance of the environment, entertainment, smart cards, etc. Competing techniques have been proposed in computer vision conferences and journals, no algorithm has emerged as superior in all cases over the last decade. In this work, we developed a framework which can embed all available algorithms and achieve better results in all cases over the algorithms that we have embedded, without great sacrifice in time complexity. We build on the success of a recently raised concept - Regional Voting. The new system adds weights to different regions of the human face. Different methods of cooperation among algorithms are also proposed. Extensive experiments, carried out on benchmark face databases, show the proposed system's joint contribution from multiple algorithms is faster and more accurate than Regional Voting in every case. --P. ix.The original print copy of this thesis may be available here: http://wizard.unbc.ca/record=b180553