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Traffic sign recognition is an important component of many advanced driving assistance systems, and it is required for full autonomous driving. Computational performance is usually the bottleneck in using large scale neural networks for this purpose. SqueezeNet is a good candidate for efficient image classification of traffic signs, but in our experiments it does not reach high accuracy, and we believe this is due to lack of data, requiring data augmentation. Generative adversarial networks can learn the high dimensional distribution of empirical data, allowing the generation of new data points. In this paper we apply pix2pix GANs architecture to generate new traffic sign images and evaluate the use of these images in data augmentation. We were motivated to use pix2pix to translate symbolic sign images to real ones due to the mode collapse in Conditional GANs. Through our experiments we found that data augmentation using GAN can increase classification accuracy for circular traffic signs from 92.1% to 94.0%, and for triangular traffic signs from 93.8% to 95.3%, producing an overall improvement of 2%. However some traditional augmentation techniques can outperform GAN data augmentation, for example contrast variation in circular traffic signs (95.5%) and displacement on triangular traffic signs (96.7 %). Our negative results shows that while GANs can be naively used for data augmentation, they are not always the best choice, depending on the problem and variability in the data.
Qualität als Erfolgsfaktor
(2019)
Analytische Chemie I
(2019)
Meine Zeitung geht online
(2019)
The Learning Culture Survey (LCS) is a questionnaire-based research, investigating students’ perceptions of and expectations towards Higher Education (HE). The aim of this survey is to improve our understanding about the sources of cultural conflicts in educational scenarios. This understanding, shell help us to predict potential conflict situations and develop supportive measures.
After three years of development, the LCS was initialized in 2010 in South Korea and Germany. During the following years, the investigations were extended to further countries. The results, on the one hand, provided insights about the cultural context of HE in general and on the other hand, about specific (national / regional) characteristics of learners in HE. Most issues targeted with the questionnaire were directly linked to value systems. Thus, we expected from the beginning that the collected data would keep valid over longer periods of time. However, we had no evidence regarding the actual persistence of learning culture. For a study, designed to being implemented on a global scope and providing input for further applications, persistence is a basic condition to justify related investigations.
To answer the question on persistence, we repeated the LCS in our university every four years, between 2010 to 2018/19. Besides a small number of slight changes, explainable out of their situational context, the overall results kept consistent over the investigated years. In this paper, after an introduction of the LCS’ concept, setting and its general results from the past years, we present the insights from our most recently finalized longitudinal study on learning culture.
This handbook contains lots of interesting information for international students about studying at H-BRS and living in the Rhineland.
Change - shaping reality
(2019)