Abstract: Most approaches to human attribute and action recognition in still images are based on image representation in which multi-scale local features are pooled across scale into a single, scale-invariant encoding. Both in bag-of-words and the recently popular representations based on convolutional neural networks, local features are computed at multiple scales. However, these multi-scale convolutional features are pooled into a single scale-invariant representation. We argue that entirely scale-invariant image representations are sub-optimal and investigate approaches to scale coding within a bag of deep features framework. Our approach encodes multi-scale information explicitly during the image encoding stage. We propose two strategies to encode multi-scale information explicitly in the final image representation. We validate our two scale coding techniques on five datasets: Willow, PASCAL VOC 2010, PASCAL VOC 2012, Stanford-40 and Human Attributes (HAT-27). On all datasets, the proposed scale coding approaches outperform both the scale-invariant method and the standard deep features of the same network. Further, combining our scale coding approaches with standard deep features leads to consistent improvement over the state of the art.

Abstract: Multi-spectral RGB-NIR sensors have become ubiquitous in recent years. These sensors allow the visible and near-infrared spectral bands of a given scene to be captured at the same time. With such cameras, the acquired imagery has a compromised RGB color representation due to near-infrared bands (700–1100 nm) cross-talking with the visible bands (400–700 nm).
This paper proposes two deep learning-based architectures to recover the full RGB color images, thus removing the NIR information from the visible bands. The proposed approaches directly restore the high-resolution RGB image by means of convolutional neural networks. They are evaluated with several outdoor images; both architectures reach a similar performance when evaluated in different
scenarios and using different similarity metrics. Both of them improve the state of the art approaches.

Abstract: On-board vision systems may need to increase the number of classes that can be recognized in a relatively short period. For instance, a traffic sign recognition system may suddenly be required to recognize new signs. Since collecting and annotating samples of such new classes may need more time than we wish, especially for uncommon signs, we propose a method to generate these samples by combining synthetic images and Generative Adversarial Network (GAN) technology. In particular, the GAN is trained on synthetic and real-world samples from known classes to perform synthetic-to-real domain adaptation, but applied to synthetic samples of the new classes. Using the Tsinghua dataset with a synthetic counterpart, SYNTHIA-TS, we have run an extensive set of experiments. The results show that the proposed method is indeed effective, provided that we use a proper Convolutional Neural Network (CNN) to perform the traffic sign recognition (classification) task as well as a proper GAN to transform the synthetic images. Here, a ResNet101-based classifier and domain adaptation based on CycleGAN performed extremely well for a ratio∼ 1/4 for new/known classes; even for more challenging ratios such as∼ 4/1, the results are also very positive.

Abstract: Pedestrian detection is of paramount interest for many applications. Most promising detectors rely on discriminatively learnt classifiers, i.e., trained with annotated samples. However, the annotation step is a human intensive and subjective task worth to be minimized. By using virtual worlds we can automatically obtain precise and rich annotations. Thus, we face the question: can a pedestrian appearance model learnt in realistic virtual worlds work successfully for pedestrian detection in realworld images?. Conducted experiments show that virtual-world based training can provide excellent testing accuracy in real world, but it can also suffer the dataset shift problem as real-world based training does. Accordingly, we have designed a domain adaptation framework, V-AYLA, in which we have tested different techniques to collect a few pedestrian samples from the target domain (real world) and combine them with the many examples of the source domain (virtual world) in order to train a domain adapted pedestrian classifier that will operate in the target domain. V-AYLA reports the same detection accuracy than when training with many human-provided pedestrian annotations and testing with real-world images of the same domain. To the best of our knowledge, this is the first work demonstrating adaptation of virtual and real worlds for developing an object detector.

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.