Approximate Nearest Neighbor Fields in Video

We introduce RIANN (Ring Intersection Approximate Nearest Neighbor search), an algorithm for matching patches of a video to a set of reference patches in real-time. For each query, RIANN finds potential matches by intersecting rings around key points in appearance space. Its search complexity is reversely correlated to the amount of temporal change, making it a good fit for videos, where typically most patches change slowly with time. Experiments show that RIANN is up to two orders of magnitude faster than previous ANN methods, and is the only solution that operates in real-time. We further demonstrate how RIANN can be used for real-time video processing and provide examples for a range of real-time video applications, including colorization, denoising, and several artistic effects.Comment: A CVPR 2015 oral pape

A Classroom Based Assessment in a High School Social Studies Classroom

The purpose of this study was to investigate whether the use of brain-based pre-writing strategies will improve students’ abilities to support claims, with evidence, on a state-mandated, classroom-based, assessment. Specifically, the research evaluated the working hypothesis that using brain-based, pre-writing activity in the non-fiction, expository writing process will assist students in their performances, as assessed by the Office of the Superintendent of Public Instruction for the state-approved You and the Economy CBA CBA Rubric. By using brain-based strategies as a pre-writing activity in the non-fiction, explanatory, secondary social studies writing process, I hypothesized that those students would demonstrate logical use of claims and evidence in their typed essays. The research questions were answered through an action-research data cycle. This research is guided by two overarching research questions: 1. As brain-based learning strategies are being implemented in real time, what is the nature of the process of using brain-based interventions? In documenting the brain-based interventions, what decision-making factors are considered when designing the unit of instruction? 2. What changes—if any—are demonstrated in student writing performances on a Classroom Based Assessment, when brain-based learning strategies are implemented over the span of the research cycle? These research questions were answered through a study design involving a cycle of instruction, culminating in an explanatory writing sample. The results of the CBA-related to claims and evidence outlined in EALRs 2.2.1 and 5.2.2, instructional practices to implement brain-based pre-writing strategies will be implemented. Using brain principles to increase visual, auditory and kinesthetic contact with the concepts presented may improve students’ abilities to make claims and provide proper evidence for those claims, as measured by the Office of the Superintendent of Public Instruction for the State approved You and the Economy Class Based Assessment (CBA) Rubric. The process of my decision making, as well as student writing, was examined to evaluate the effect of brain-based pre-writing strategies, which students use to complete the CBA

A review on visual privacy preservation techniques for active and assisted living

This paper reviews the state of the art in visual privacy protection techniques, with particular attention paid to techniques applicable to the field of Active and Assisted Living (AAL). A novel taxonomy with which state-of-the-art visual privacy protection methods can be classified is introduced. Perceptual obfuscation methods, a category in this taxonomy, is highlighted. These are a category of visual privacy preservation techniques, particularly relevant when considering scenarios that come under video-based AAL monitoring. Obfuscation against machine learning models is also explored. A high-level classification scheme of privacy by design, as defined by experts in privacy and data protection law, is connected to the proposed taxonomy of visual privacy preservation techniques. Finally, we note open questions that exist in the field and introduce the reader to some exciting avenues for future research in the area of visual privacy.Open Access funding provided thanks to the CRUE-CSIC agreement with Springer Nature. This work is part of the visuAAL project on Privacy-Aware and Acceptable Video-Based Technologies and Services for Active and Assisted Living (https://www.visuaal-itn.eu/). This project has received funding from the European Union’s Horizon 2020 research and innovation programme under the Marie Skłodowska-Curie grant agreement No 861091. The authors would also like to acknowledge the contribution of COST Action CA19121 - GoodBrother, Network on Privacy-Aware Audio- and Video-Based Applications for Active and Assisted Living (https://goodbrother.eu/), supported by COST (European Cooperation in Science and Technology) (https://www.cost.eu/)

DEMO 15

Alumni newsletter from Fall - Winter 2011 entitled DEMO15. This issue is 52 pages.https://digitalcommons.colum.edu/alumnae_news/1081/thumbnail.jp

Averting Robot Eyes

Home robots will cause privacy harms. At the same time, they can provide beneficial services—as long as consumers trust them. This Essay evaluates potential technological solutions that could help home robots keep their promises, avert their eyes, and otherwise mitigate privacy harms. Our goals are to inform regulators of robot-related privacy harms and the available technological tools for mitigating them, and to spur technologists to employ existing tools and develop new ones by articulating principles for avoiding privacy harms. We posit that home robots will raise privacy problems of three basic types: (1) data privacy problems; (2) boundary management problems; and (3) social/relational problems. Technological design can ward off, if not fully prevent, a number of these harms. We propose five principles for home robots and privacy design: data minimization, purpose specifications, use limitations, honest anthropomorphism, and dynamic feedback and participation. We review current research into privacy-sensitive robotics, evaluating what technological solutions are feasible and where the harder problems lie. We close by contemplating legal frameworks that might encourage the implementation of such design, while also recognizing the potential costs of regulation at these early stages of the technology

The art educator's role in technology education

Includes bibliographical references