SearcharxivSearch

arXiv subjects

M. Shah

Publications and source records attributed to M. Shah.

3 recordsLinked to original sources

AG-groups as parallelogram spaces

It is known that an AG-group is paramedial and a paramedial is a parallelogram space. From which it follows that an AG-group is a parallelogram space. In this paper we give a direct proof of this fact and study it further. Our main result is that the parallelogram space of an AG-group is again an AG-group, which particularly implies that the parallelogram space for an Abelian group is also an Abelian group. We then generalise this result to medial quasigroups. Finally, we provide some quick methods of finding the other vertices of this parallelogram if at least one nontrivial vertex is known.

math.GR

Not Just Training, Also Testing: High School Youths' Perspective-Taking through Peer Testing Machine Learning-Powered Applications

Most attention in K-12 artificial intelligence and machine learning (AI/ML) education has been given to having youths train models, with much less attention to the equally important testing of models when creating machine learning applications. Testing ML applications allows for the evaluation of models against predictions and can help creators of applications identify and address failure and edge cases that could negatively impact user experiences. We investigate how testing each other's projects supported youths to take perspective about functionality, performance, and potential issues in their own projects. We analyzed testing worksheets, audio and video recordings collected during a two week workshop in which 11 high school youths created physical computing projects that included (audio, pose, and image) ML classifiers. We found that through peer-testing youths reflected on the size of their training datasets, the diversity of their training data, the design of their classes and the contexts in which they produced training data. We discuss future directions for research on peer-testing in AI/ML education and current limitations for these kinds of activities.

cs.CY

Adversarial Framework for Unsupervised Learning of Motion Dynamics in Videos

Human behavior understanding in videos is a complex, still unsolved problem and requires to accurately model motion at both the local (pixel-wise dense prediction) and global (aggregation of motion cues) levels. Current approaches based on supervised learning require large amounts of annotated data, whose scarce availability is one of the main limiting factors to the development of general solutions. Unsupervised learning can instead leverage the vast amount of videos available on the web and it is a promising solution for overcoming the existing limitations. In this paper, we propose an adversarial GAN-based framework that learns video representations and dynamics through a self-supervision mechanism in order to perform dense and global prediction in videos. Our approach synthesizes videos by 1) factorizing the process into the generation of static visual content and motion, 2) learning a suitable representation of a motion latent space in order to enforce spatio-temporal coherency of object trajectories, and 3) incorporating motion estimation and pixel-wise dense prediction into the training procedure. Self-supervision is enforced by using motion masks produced by the generator, as a co-product of its generation process, to supervise the discriminator network in performing dense prediction. Performance evaluation, carried out on standard benchmarks, shows that our approach is able to learn, in an unsupervised way, both local and global video dynamics. The learned representations, then, support the training of video object segmentation methods with sensibly less (about 50%) annotations, giving performance comparable to the state of the art. Furthermore, the proposed method achieves promising performance in generating realistic videos, outperforming state-of-the-art approaches especially on motion-related metrics.

cs.CV