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J. Pladellorens; M.J. Yzuel; J. Castell; Joan Serrat |
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Calculo automatico del volumen del ventriculo izquierdo. Comparacion con expertos. |
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1993 |
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Optica Pura y Aplicada. |
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26 |
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3 |
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685–691 |
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ADAS @ adas @ PYC1993 |
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149 |
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Jaume Amores; Petia Radeva |
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Registration and Retrieval of Highly Elastic Bodies using Contextual Information |
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2005 |
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Pattern Recognition Letters |
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PRL |
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26 |
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11 |
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1720–1731 |
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IF: 1.138 |
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ADAS;MILAB |
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ADAS @ adas @ AmR2005b |
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592 |
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Katerine Diaz; Francesc J. Ferri; W. Diaz |
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Incremental Generalized Discriminative Common Vectors for Image Classification |
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2015 |
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IEEE Transactions on Neural Networks and Learning Systems |
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TNNLS |
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26 |
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8 |
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1761 - 1775 |
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Subspace-based methods have become popular due to their ability to appropriately represent complex data in such a way that both dimensionality is reduced and discriminativeness is enhanced. Several recent works have concentrated on the discriminative common vector (DCV) method and other closely related algorithms also based on the concept of null space. In this paper, we present a generalized incremental formulation of the DCV methods, which allows the update of a given model by considering the addition of new examples even from unseen classes. Having efficient incremental formulations of well-behaved batch algorithms allows us to conveniently adapt previously trained classifiers without the need of recomputing them from scratch. The proposed generalized incremental method has been empirically validated in different case studies from different application domains (faces, objects, and handwritten digits) considering several different scenarios in which new data are continuously added at different rates starting from an initial model. |
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2162-237X |
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ADAS; 600.076 |
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Admin @ si @ DFD2015 |
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2547 |
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Antonio Lopez; Ernest Valveny; Juan J. Villanueva |
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Real-time quality control of surgical material packaging by artificial vision |
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2005 |
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Assembly Automation |
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25 |
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3 |
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IF: 0.061) |
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ADAS;DAG |
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ADAS @ adas @ LVV2005 |
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552 |
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Enric Marti; Carme Julia; Debora Gil |
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A PBL Experience in the Teaching of Computer Graphics |
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2006 |
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Computer Graphics Forum |
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CGF |
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25 |
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1 |
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95-103 |
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Project-Based Learning (PBL) is an educational strategy to improve student’s learning capability that, in recent years, has had a progressive acceptance in undergraduate studies. This methodology is based on solving a problem or project in a student working group. In this way, PBL focuses on learning the necessary tools to correctly find a solution to given problems. Since the learning initiative is transferred to the student, the PBL method promotes students own abilities. This allows a better assessment of the true workload that carries out the student in the subject. It follows that the methodology conforms to the guidelines of the Bologna document, which quantifies the student workload in a subject by means of the European credit transfer system (ECTS). PBL is currently applied in undergraduate studies needing strong practical training such as medicine, nursing or law sciences. Although this is also the case in engineering studies, amazingly, few experiences have been reported. In this paper we propose to use PBL in the educational organization of the Computer Graphics subjects in the Computer Science degree. Our PBL project focuses in the development of a C++ graphical environment based on the OpenGL libraries for visualization and handling of different graphical objects. The starting point is a basic skeleton that already includes lighting functions, perspective projection with mouse interaction to change the point of view and three predefined objects. Students have to complete this skeleton by adding their own functions to solve the project. A total number of 10 projects have been proposed and successfully solved. The exercises range from human face rendering to articulated objects, such as robot arms or puppets. In the present paper we extensively report the statement and educational objectives for two of the projects: solar system visualization and a chess game. We report our earlier educational experience based on the standard classroom theoretical, problem and practice sessions and the reasons that motivated searching for other learning methods. We have mainly chosen PBL because it improves the student learning initiative. We have applied the PBL educational model since the beginning of the second semester. The student’s feedback increases in his interest for the subject. We present a comparative study of the teachers’ and students’ workload between PBL and the classic teaching approach, which suggests that the workload increase in PBL is not as high as it seems. |
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Computer Graphics Forum |
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Computer Vision CenterComputer Science Department Escola Tcnica Superior d’Enginyeria (UAB), Edifi |
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IAM @ iam @ MJG2006a |
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1607 |
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