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Enric Marti, Jordi Regincos, Jaime Lopez-Krahe, & Juan J.Villanueva. (1991)." A system for interpretation of hand line drawings as three-dimensional scene for CAD input" In Proceedings of the First International Conference on Document Analysis and Recognition (pp. 472–480).
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Josep Llados, Gemma Sanchez, & Enric Marti. (1997)." A String-Based Method to Recognize Symbols and Structural Textures in Architectural Plans." .
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Gemma Sanchez, Josep Llados, & Enric Marti. (1997). "A string-based method to recognize symbols and structural textures in architectural plans " In 2nd IAPR Workshop on Graphics Recognition.
Abstract: This paper deals with the recognition of symbols and struc- tural textures in architectural plans using string matching techniques. A plan is represented by an attributed graph whose nodes represent characteristic points and whose edges represent segments. Symbols and textures can be seen as a set of regions, i.e. closed loops in the graph, with a particular arrangement. The search for a symbol involves a graph matching between the regions of a model graph and the regions of the graph representing the document. Discriminating a texture means a clus- tering of neighbouring regions of this graph. Both procedures involve a similarity measure between graph regions. A string codification is used to represent the sequence of outlining edges of a region. Thus, the simila- rity between two regions is defined in terms of the string edit distance between their boundary strings. The use of string matching allows the recognition method to work also under presence of distortion.
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Josep Llados, Gemma Sanchez, & Enric Marti. (1998). "A string based method to recognize symbols and structural textures in architectural plans " In Graphics Recognition Algorithms and Systems Second International Workshop, GREC' 97 Nancy, France, August 22–23, 1997 Selected Papers (Vol. 1389, pp. 91–103). LNCS. Springer Link.
Abstract: This paper deals with the recognition of symbols and structural textures in architectural plans using string matching techniques. A plan is represented by an attributed graph whose nodes represent characteristic points and whose edges represent segments. Symbols and textures can be seen as a set of regions, i.e. closed loops in the graph, with a particular arrangement. The search for a symbol involves a graph matching between the regions of a model graph and the regions of the graph representing the document. Discriminating a texture means a clustering of neighbouring regions of this graph. Both procedures involve a similarity measure between graph regions. A string codification is used to represent the sequence of outlining edges of a region. Thus, the similarity between two regions is defined in terms of the string edit distance between their boundary strings. The use of string matching allows the recognition method to work also under presence of distortion.
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Petia Radeva, Joan Serrat, & Enric Marti. (1995). "A snake for model-based segmentation " In Proc. Conf. Fifth Int Computer Vision (pp. 816–821).
Abstract: Despite the promising results of numerous applications, the hitherto proposed snake techniques share some common problems: snake attraction by spurious edge points, snake degeneration (shrinking and attening), convergence and stability of the deformation process, snake initialization and local determination of the parameters of elasticity. We argue here that these problems can be solved only when all the snake aspects are considered. The snakes proposed here implement a new potential eld and external force in order to provide a deformation convergence, attraction by both near and far edges as well as snake behaviour selective according to the edge orientation. Furthermore, we conclude that in the case of model-based seg mentation, the internal force should include structural information about the expected snake shape. Experiments using this kind of snakes for segmenting bones in complex hand radiographs show a signi cant improvement.
Keywords: snakes; elastic matching; model-based segmenta tion
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Enric Marti, Debora Gil, & Carme Julia. (2005). "A PBL experience in the teaching of Computer Graphics " In EUROGRAPHICS Proceedings (Vol. 5, pp. 95–103).
Abstract: 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.
Keywords: project-based learning; computer graphics education; Open GL; rendering techniques; computer animation techniques; Graphics packages; Hierarchy and geometric transformations; Animation; Color; shading; shadowing and texture; fractals; hidden line/surface removal; Problem Based Learning
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Enric Marti, Carme Julia, & Debora Gil. (2007). "A PBL Experience in the Teaching of Computer Graphics " In XVII Congreso Español de Informàtica Gráfica (Vol. 25, pp. 95–103).
Abstract: 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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Enric Marti, Carme Julia, & Debora Gil. (2006). "A PBL Experience in the Teaching of Computer Graphics " . Computer Graphics Forum, 25(1), 95–103.
Abstract: 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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Jaume Garcia, Debora Gil, Luis Badiella, Aura Hernandez-Sabate, Francesc Carreras, Sandra Pujades, et al. (2010). "A Normalized Framework for the Design of Feature Spaces Assessing the Left Ventricular Function " . IEEE Transactions on Medical Imaging, 29(3), 733–745.
Abstract: A through description of the left ventricle functionality requires combining complementary regional scores. A main limitation is the lack of multiparametric normality models oriented to the assessment of regional wall motion abnormalities (RWMA). This paper covers two main topics involved in RWMA assessment. We propose a general framework allowing the fusion and comparison across subjects of different regional scores. Our framework is used to explore which combination of regional scores (including 2-D motion and strains) is better suited for RWMA detection. Our statistical analysis indicates that for a proper (within interobserver variability) identification of RWMA, models should consider motion and extreme strains.
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Ernest Valveny, & Enric Marti. (2003). "A model for image generation and symbol recognition through the deformation of lineal shapes " . Pattern Recognition Letters, 24(15), 2857–2867.
Abstract: We describe a general framework for the recognition of distorted images of lineal shapes, which relies on three items: a model to represent lineal shapes and their deformations, a model for the generation of distorted binary images and the combination of both models in a common probabilistic framework, where the generation of deformations is related to an internal energy, and the generation of binary images to an external energy. Then, recognition consists in the minimization of a global energy function, performed by using the EM algorithm. This general framework has been applied to the recognition of hand-drawn lineal symbols in graphic documents.
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