CANU-ReID: A Conditional Adversarial Network for Unsupervised person Re-IDentification

Unsupervised person re-ID is the task of identifying people on a target data set for which the ID labels are unavailable during training. In this paper, we propose to unify two trends in unsupervised person re-ID: clustering & fine-tuning and adversarial learning. On one side, clustering groups training images into pseudo-ID labels, and uses them to fine-tune the feature extractor. On the other side, adversarial learning is used, inspired by domain adaptation, to match distributions from different domains. Since target data is distributed across different camera viewpoints, we propose to model each camera as an independent domain, and aim to learn domain-independent features. Straightforward adversarial learning yields negative transfer, we thus introduce a conditioning vector to mitigate this undesirable effect. In our framework, the centroid of the cluster to which the visual sample belongs is used as conditioning vector of our conditional adversarial network, where the vector is permutation invariant (clusters ordering does not matter) and its size is independent of the number of clusters. To our knowledge, we are the first to propose the use of conditional adversarial networks for unsupervised person re-ID. We evaluate the proposed architecture on top of two state-of-the-art clustering-based unsupervised person re-identification (re-ID) methods on four different experimental settings with three different data sets and set the new state-of-the-art performance on all four of them. Our code and model will be made publicly available at https://team.inria.fr/perception/canu-reid/

Investigating changing work and economic cultures through the lens of youth employment : a case study from a psychosocial perspective in Italy

Changes in the forms and cultural meanings of work have gone deep during the last decades, with the transient nature of work becoming the norm rather than the exception. This is impacting particularly on youth employment, as Italy’s case epitomizes. Based on interview and focus group data, our study provides a multidimensional model to read and map the multiple tensions young people experience, at an emotional level, on entering today’s corporations. Our findings show, on the one hand, that young professionals’ expectation of work as a place of social learning and exchange clashes with the corporate focus on assimilating young people into target-oriented environments. On the other hand, both in younger and older workers, we found the experience of labour relationships that struggle to direct themselves towards a creative purpose and a developmental prospect, while tending to collapse emotionally inwards, in a fight for security

A Review of Work Based Learning in Higher Education

The idea of work based learning in higher education might sound like a contradiction in terms. Work based learning is surely in the the workplace. The senses in which it might also, under certain conditions, be in higher education are explored in this review. There are increasing arrangements whereby people can obtain academic recognition for learning which has taken place outside of educational institutions. In addition to traditional forms of professional education and sandwich courses, one can add a host of relationships between employers and higher education institutions which involve quite fundamental questioning of the roles and responsibilities of each in the continuing education and training of adults. Such developments can be related to broader themes concerning the organisation of knowledge in society, the changing nature of work and career, the learning society and the implications they hold for individual workers, their employers and educational providers. The Department for Education and Employment sponsored the study to produce a substantial literature review of progress and issues raised in the field of work based learning in higher education. The first part of the book provides a contextual and conceptual backdrop against which more practical aspects of work based learning are then considered in part two. The final part considers strategic issues of implementation for higher education institutions, employers and individuals, before turning to more wide ranging issues of policy