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Estimating depth from RGB images is a long-standing ill-posed problem, which has been explored for decades by the computer vision, graphics, and machine learning communities. Among the existing techniques, stereo matching remains one of the most widely used in the literature due to its strong connection to the human binocular system. Traditionally, stereo-based depth estimation has been addressed through matching hand-crafted features across multiple images. Despite the extensive amount of research, these traditional techniques still suffer in the presence of highly textured areas, large uniform regions, and occlusions. Motivated by their growing success in solving various 2D and 3D vision problems, deep learning for stereo-based depth estimation has attracted a growing interest from the community, with more than 150 papers published in this area between 2014 and 2019. This new generation of methods has demonstrated a significant leap in performance, enabling applications such as autonomous driving and augmented reality. In this paper, we provide a comprehensive survey of this new and continuously growing field of research, summarize the most commonly used pipelines, and discuss their benefits and limitations. In retrospect of what has been achieved so far, we also conjecture what the future may hold for deep learning-based stereo for depth estimation research. [ABSTRACT FROM AUTHOR]

Person re-identification (re-ID) is of great importance to video surveillance systems by estimating the similarity between a pair of cross-camera person shorts. Current methods for estimating such similarity require a large number of labeled samples for supervised training. In this paper, we present a pseudo-pair based self-similarity learning approach for unsupervised person re-ID without human annotations. Unlike conventional unsupervised re-ID methods that use pseudo labels based on global clustering, we construct patch surrogate classes as initial supervision, and propose to assign pseudo labels to images through the pairwise gradient-guided similarity separation. This can cluster images in pseudo pairs, and the pseudos can be updated during training. Based on pseudo pairs, we propose to improve the generalization of similarity function via a novel self-similarity learning:it learns local discriminative features from individual images via intra-similarity, and discovers the patch correspondence across images via inter-similarity. The intra-similarity learning is based on channel attention to detect diverse local features from an image. The inter-similarity learning employs a deformable convolution with a non-local block to align patches for cross-image similarity. Experimental results on several re-ID benchmark datasets demonstrate the superiority of the proposed method over the state-of-the-arts. [ABSTRACT FROM AUTHOR]

Contribution: This paper demonstrated on a large scale that explicit articulation of creativity-related learning goals on engineering syllabi is quite limited, and primarily limited to the first year of study. Engineering educators may need to do more to ensure creativity is explicitly addressed as an expected learning outcome within engineering syllabi. Background: Prior studies have shown inclusion of creativity within engineering syllabi and course activities are generally limited. Students may perceive educators do not value creativity, and their studies have limited influence on their creative skills. Studies conflict on whether creativity skills increase over completing an engineering degree. Creativity has been demonstrated to be an important skill for engineering professionals, but one not necessarily appropriately addressed in engineering programs. Few studies have attempted to quantify coverage of creativity material on a nation-wide scale, as opposed to in a single or select few institutions. Research Questions: 1) To what extent do engineering educators explicitly articulate creativity and innovation-related learning goals and material on their course syllabi? and 2) To what extent do engineering educators explicitly articulate exposure to, or instruction in the use of, creativity heuristics within their course syllabi? Methodology: The online publicly accessible course outlines of 1109 compulsory courses from 42 degree programs accredited by two national engineering accreditation bodies were qualitatively analyzed in a two-stage approach using document analysis. Findings: Approximately 2% of compulsory electrical engineering course outlines explicitly articulate creativity-related material; only one course articulated engaging students in using creativity heuristics. [ABSTRACT FROM AUTHOR]