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The Generative Models have gained considerable attention in unsupervised learning via a new and practical framework called Generative Adversarial Networks (GAN) due to their outstanding data generation capability. Many GAN models have been proposed, and several practical applications have emerged in various domains of computer vision and machine learning. Despite GANs excellent success, there are still obstacles to stable training. The problems are Nash equilibrium, internal covariate shift, mode collapse, vanishing gradient, and lack of proper evaluation metrics. Therefore, stable training is a crucial issue in different applications for the success of GANs. Herein, we survey several training solutions proposed by different researchers to stabilize GAN training. We discuss (I) the original GAN model and its modified versions, (II) a detailed analysis of various GAN applications in different domains, and (III) a detailed study about the various GAN training obstacles as well as training solutions. Finally, we reveal several issues as well as research outlines to the topic. [ABSTRACT FROM AUTHOR]

Knowledge distillation, aimed at transferring the knowledge from a heavy teacher network to a lightweight student network, has emerged as a promising technique for compressing neural networks. However, due to the capacity gap between the heavy teacher and the lightweight student, there still exists a significant performance gap between them. In this article, we see knowledge distillation in a fresh light, using the knowledge gap, or the residual, between a teacher and a student as guidance to train a much more lightweight student, called a res-student. We combine the student and the res-student into a new student, where the res-student rectifies the errors of the former student. Such a residual-guided process can be repeated until the user strikes the balance between accuracy and cost. At inference time, we propose a sample-adaptive strategy to decide which res-students are not necessary for each sample, which can save computational cost. Experimental results show that we achieve competitive performance with 18.04%, 23.14%, 53.59%, and 56.86% of the teachers’ computational costs on the CIFAR-10, CIFAR-100, Tiny-ImageNet, and ImageNet datasets. Finally, we do thorough theoretical and empirical analysis for our method. [ABSTRACT FROM AUTHOR]