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Computer Vision Specialization Q&A with SUNY Buffalo and MathWorks

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Computer Vision Specialization Q&A with SUNY Buffalo and MathWorks

Answering your most pressing questions about the new Computer Vision Specialization on Coursera are Radhakrishna Dasari, Computer Science and Engineering Instructor and Dr. Junsong Yuan, Associate Professor of Computer Science and Engineering and Director of the Visual Computing Lab from the University at Buffalo, The State University of New York.

An integral part of this Specialization is the use of MATLAB, a leading mathematical computing software for engineers and scientists. Dr. Brandon Armstrong, Senior Online Content Developer at MathWorks, will be discussing how learners can apply and build skills in computer vision using this industry standard tool.

1. What is computer vision?

Instructors Radhakrishna and Dr. Yuan: Vision is one of the key senses through which humans learn and navigate through this world. Human vision and the brain evolved over millions of years, enabling us to perform many visual tasks quite effectively. Over the last few decades, it’s been challenging to make a computer see and analyze the visual world as we do! We’ve seen significant progress, however, in the past few years because of the rapidly developing interdisciplinary field of computer vision that adds intelligence to imaging. Its main goal is to automatically understand and interpret images and image sequences. Computer vision has numerous practical applications that are starting to permeate day-to-day life and have been in the spotlight of mainstream media. If you own a smartphone, for example, you have a thinking camera. We are excited to create a resource that compiles advances of this happening field and help start beginners on their path to understanding.

2. Why was this Specialization created?

Instructors Radhakrishna and Dr. Yuan: Computer vision is a vast interdisciplinary field, with numerous journals and conferences continuously publicizing its advances. Computer vision can be overwhelming for someone who does not know where to begin. This Specialization was created to serve as a primer. Our key focus was on summarizing its evolution and highlighting the perspectives of academia and industry, as both are big players in advancing this research area.

3. Who should take this Specialization?

Instructors Radhakrishna and Dr. Yuan: The ideal learner is anyone who wants to learn computer vision fundamentals, such as an undergraduate/graduate student or professional working in a STEM discipline. The first course gives an overview of concepts and applications and the next three cover them in detail. Learners should have some programming experience (in any computer language) and basic knowledge in mathematics, especially linear algebra, calculus and probability theory.

4. What can someone expect to learn?

Instructors Radhakrishna and Dr. Yuan: After successful completion, learners will be well versed in computer vision concepts and key application areas. Through four projects, they will become very familiar with programming in MATLAB®, and acquire confidence in implementing new image processing, computer vision and machine learning projects. They will also be aware of venues/resources to monitor in order to keep pace with this rapidly evolving field.

5. What is MATLAB?

Dr. Armstrong: MATLAB® is the leading mathematical computing software for engineers and scientists developed by Mathworks. People are often surprised to learn that MATLAB is nearly 40 years old. Cleve Moler, professor of math and computer science, created MATLAB using syntax that mirrors common science and engineering notation, so his students could focus on solving math and engineering problems. Today, over 3 million people around the world use MATLAB to solve complex problems in industries such as aerospace, automotive, and energy production.

6. What will learners learn to do with MATLAB in the new Computer Vision Specialization?

Dr. Armstrong: Students will learn, apply, and build skills in computer vision using an industry standard tool. They’ll first learn image processing theory and then dive into real world examples. For example, self-driving cars require computers to detect image features like lanes, track the motion of objects such as cars, and recognize items like pedestrians. Learners will use MATLAB to implement these fundamental concepts through projects in each course.

Students will also get to use MATLAB apps. These are built-in graphical tools that enable rapid prototyping and allow for fast experimentation of ideas without writing code, so learners can focus on key concepts.

7. What is particularly exciting about this new Specialization?

Instructors Radhakrishna and Dr. Yuan: Despite recent advancements, there are still many unsolved problems in the computer vision field and there is no fixed way to solve them. The same problem has been approached with different solutions. That is why the fourth course – which introduces deep learning – is very exciting! We demonstrate how several problems discussed in earlier courses are solved effectively by using deep learning. But does that mean deep learning can solve all computer vision issues? We gather various perspectives from industry and academia to answer this question.

Dr. Armstrong: Computer vision is an incredibly important field with applications from autonomous robots to cancer detection. Solving these challenges requires working with large cross-disciplinary teams. MATLAB gives scientists and engineers from many different fields the ability to work together to accomplish tasks – from simulation and prototyping to deploying code on actual devices – more quickly than traditional coding. Students completing this Specialization will be more equipped for a career in computer vision and gain valuable experience with MATLAB, an in-demand software package that’s a required skill for many jobs in this area.

MathWorks is excited to partner with SUNY to give learners access to the same tools used by computer vision professionals. As part of their MOOC Support Program, MathWorks collaborates with Coursera partners to provide free support using their software. They work one-on-one with instructors to create auto-graded assignments, give access to MATLAB, and provide learning resources that teach software functionality. For Coursera partners interested in learning more, email moocsupport@mathworks.com.

 

Learning With: ‘LeBron James Opened a School That Was Considered an Experiment. It’s Showing Promise.’

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Learning With: ‘LeBron James Opened a School That Was Considered an Experiment. It’s Showing Promise.’

3. Why are parents considered a key to success? Give three examples of ways the school involves parents.

4. According to the author, the school produced extraordinary results in the first set of district assessments. What did those tests measure? How did those results compare with schools nationally?

5. How were students selected for I Promise? Why are the students called the “Chosen Ones”?

6. Why did Mr. James open the I Promise School? How was that choice influenced by his previous philanthropic work in his hometown? How did these experiences affect the design of the school?

7. The article says:

The students have a long way to go to even join the middle of the pack. And time will tell whether the gains are sustainable and how they stack up against rigorous state standardized tests at the end of the year. To some extent, the excitement surrounding the students’ progress illustrates a somber reality in urban education, where big hopes hinge on small victories.

How does the I Promise School illustrate the realities of urban education? Do you think that the first year of the school has already been a small victory?

Finally, tell us more about what you think:

— What’s your reaction to the story of the I Promise School? Why do you think the school has been effective in reaching students who previously had unsuccessful experiences in school? Which aspects of I Promise would you like to see incorporated at your own school? Would you want to attend Mr. James’s school? Why or why not?

— Brandi Davis, the school’s principal, said, “We are reigniting dreams that were extinguished.” What’s your reaction to reading that children as young as 8 years old have already had their dreams extinguished and have been viewed as “irredeemable”? What role do expectations — high or low — play in a child’s success? How do you think your own school experience has been affected by teachers’ and administrators’ expectations?

— Does the article change how you feel about Mr. James or athletes in general? Should more athletes and celebrities open schools, or do you think the success of the I Promise School is unique, based on Mr. James’s character and vision?

— The article doesn’t explain why the school is named I Promise. Based on what you have read, or perhaps even on what you know already about Mr. James and his life, why do you think the school was given its name?

— Return to the activity above. How similar are your ideas for the ideal school to the innovations at the I Promise School? Is there anything you would add or remove from your previous list after reading the article?

— Create a 60-second pitch to potential students and parents to recruit them for your ideal school. For your elevator pitch, come up with a school name and a slogan or catchphrase. Make sure your pitch is succinct, vivid and persuasive: Why should students make the choice to attend your school?

Photos from Space

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Photos from Space

If it were possible, would you ever want to travel to space? Would you like to go as a space tourist or as an astronaut with a mission?

Would you ever consider spending an extended amount of time there — like Scott Kelly, who recently spent an entire year aboard the International Space Station? Why or why not?

Tell us in the comments, then read the related article to see more stunning photos from Mr. Kelly’s orbit.

Find many more ways to use our Picture Prompt feature in this lesson plan.

Word + Quiz: exhort

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Word + Quiz: exhort

1. spur on or encourage especially by cheers and shouts

2. force or impel in an indicated direction

_________

The word exhort has appeared in 121 articles on NYTimes.com in the past year, including on April 13 in the essay “$2 and Some Pancakes Went Far at the 1969 Boston Marathon” by George A. Hirsch:

Boston has four infamous hills between 16 and 21 miles, just where you don’t need them. The last is the dreaded Heartbreak Hill. I trudged up the first three, fearful about Heartbreak just ahead.

Then I was on it, leaning steeply into the slope. Near the top, I heard a police officer on a bullhorn exhorting the runners. Suddenly, he was speaking directly to me: “No. 622, at the crest of the hill, you have five miles to go, and it’s all downhill.”

I’ll never forget his next words: “Your achievement is superb and you have my fullest admiration.”

I knew then that I would finish the Boston Marathon. And tears welled up in my eyes.

_________

Weekly News Quiz for Students: Church Fire, Space Photo, Ousted Leader

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Weekly News Quiz for Students: Church Fire, Space Photo, Ousted Leader

Above is an image related to one of the news stories we followed this past week. Do you know what it shows? At the bottom of this quiz, you’ll find the answer.

Have you been paying attention to the news recently? See how many of these 10 questions you can get right.

Do You Hate When Adults Ask You What You Want to Be When You Grow Up?

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Do You Hate When Adults Ask You What You Want to Be When You Grow Up?

Has anyone ever asked you what you want to be when you grow up?

Do you appreciate when adults ask the question and consider it a sign that they are interested in your life, hopes and dreams? Or are you annoyed, filled with dread and wish you could run and hide?

How do you respond to these queries? Do you dive in and discuss your future plans honestly? Or do you give a pat answer to get the grown-up off your back?

If there were a way to magically make this question disappear forever, would you wish it away?

In “Stop Asking Kids What They Want to Be When They Grow Up,” Adam Grant, a professor of management and psychology at the Wharton School at the University of Pennsylvania, writes:

“What do you want to be when you grow up?”

When I was a kid, I dreaded the question. I never had a good answer. Adults always seemed terribly disappointed that I wasn’t dreaming of becoming something grand or heroic, like a filmmaker or an astronaut.

In college, I finally realized that I didn’t want to be one thing. I wanted to do many things. So I found a workaround: I became an organizational psychologist. My job is to fix other people’s jobs. I get to experience them vicariously — I’ve gotten to explore how filmmakers blaze new trails and how astronauts build trust. And I’ve become convinced that asking youngsters what they want to be does them a disservice.

My first beef with the question is that it forces kids to define themselves in terms of work. When you’re asked what you want to be when you grow up, it’s not socially acceptable to say, “a father,” or, “a mother,” let alone, “a person of integrity.” This might be one of the reasons many parents say their most important value for their children is to care about others, yet their kids believe that top value is success. When we define ourselves by our jobs, our worth depends on what we achieve.

The second problem is the implication that there is one calling out there for everyone. Although having a calling can be a source of joy, research shows that searching for one leaves students feeling lost and confused. And even if you’re lucky enough to stumble onto a calling, it might not be a viable career. My colleagues and I have found that callings often go unanswered: Many career passions don’t pay the bills, and many of us just don’t have the talent. After the comedian Chris Rock heard an administrator tell entering high schoolers they could be anything they want to be, he asked, “Lady, why are you lying to these children?” Maybe four of them could be anything they want to be. But the other 2,000 had better learn how to weld. He added: “Tell the kids the truth. You can be anything you’re good at — as long as they’re hiring.”

If you manage to overcome those obstacles, there is a third hurdle: Careers rarely live up to your childhood dreams. In one study, looking for the ideal job left college seniors feeling more anxious, stressed, overwhelmed and depressed throughout the process — and less satisfied with the outcome. As Tim Urban writes, happiness is reality minus expectations. If you’re looking for bliss, you’re bound to be disappointed. This explains research showing that people who graduate from college during a recession are more satisfied with their work three decades later: They don’t take it for granted that they have a job.

The upside of low expectations is that they erase the gap between what we wanted and what we got. Extensive evidence shows that instead of painting a rosy picture of a job, you’re better off going in with a realistic preview of what it’s really like, warts and all. Sure, you might be a little less excited to take it, but on average you end up more productive and less likely to quit. Oprah said it best: “Your job is not always going to fulfill you.”

I’m all for encouraging youngsters to aim high and dream big. But take it from someone who studies work for a living: those aspirations should be bigger than work. Asking kids what they want to be leads them to claim a career identity they might never want to earn. Instead, invite them to think about what kind of person they want to be — and about all the different things they might want to do.

Students, read the entire article, then answer the following questions:

— Do you hate when adults ask you what you want to be when you grow up? If yes, what bothers you about this question? If no, what do you appreciate about it? How do you usually answer it?

— How persuasive is Mr. Grant’s argument against the ubiquitous question? Do you agree with him that the question is problematic because it “forces kids to define themselves by work” and implies that there is only one career path for you?

— By your best estimation, how many times have you been asked this question? Why do you think adults ask it? Do you think there is a better question for adults to ask children? How would you answer Mr. Grant’s revised version of the question: What kind of person do you want to be?

— How much do you think about who you are now and who you want to become? How clear or certain are you about your future?

— Do you agree with the comedian Chris Rock, quoted in the article, that teachers and adults are lying when they tell young people they can be anything they want to be? Should youngsters be taught to be more realistic about their future? Do you feel that aspirations and dreams are a good thing? If yes, how should they play into career and personal ambitions? If no, do you agree with Mr. Grant that there is an “upside of low expectations”?

Finally, listen to Abby Overstrom’s account on being repeatedly asked this question in the three-minute podcast episode “When I’m Older, ” which was one of 10 winning entries from our 2018 Student Podcast Contest. Then, decide: Do you agree with Abby?

Learning With: ‘Fire Mauls Beloved Notre-Dame Cathedral in Paris’

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Learning With: ‘Fire Mauls Beloved Notre-Dame Cathedral in Paris’

Before reading the article:

The Cathedral of Notre-Dame, one of the most iconic symbols of beauty and history in Paris, was engulfed in flames on Monday, leading to the collapse of part of its spire.

What do you know about this French landmark? Have you ever visited? Have you seen it referenced in novels, films or history books? What is your reaction to the news?

Watch the one-minute video of the fire above. Then, scroll through photos of the cathedral before and after the fire in the articles: “Pictures of Notre-Dame Before the Fire: A Cathedral That Defined a City” and “Notre-Dame Fire Photos: Despair and Grief Amid Smoke and Flame.”

Next, respond to the following questions:

• What cultural and historical significance does the Notre-Dame have in Paris?

• How have people reacted to the fire that partly destroyed it?

• Why do you think people have reacted in this way?

Now, read the article, “Fire Mauls Beloved Notre-Dame Cathedral in Paris,” and answer the following questions:

1. What damage did the fire do to the Notre-Dame cathedral?

2. The fire broke out the same day President Emmanuel Macron was expected to deliver an important policy speech about the recent “Yellow Vests” demonstrations. The reporters suggest this coincidence is significant. How so?

3. Why is Notre-Dame known as a landmark not only for Paris, but also for the entire world?

4. How did onlookers react to the fire? In your own words, summarize the feelings many seemed to share, and give an example of one from the article.

5. Though the fire has been extinguished, what dangers still remain and why?

6. According to Glenn Corbett, an associate professor of fire science at John Jay College in New York, why might the cathedral’s current renovation project have put the structure at fire risk?

7. The authors write that “the fire is likely to be just the latest, if most dramatic, insult to a landmark that has endured decades of neglect and damage.” What do they mean by that?

Finally, tell us more about what you think:

In a news analysis piece, “A France in Turmoil Weeps for a Symbol of Paris’s Enduring Identity,” Michael Kimmelman writes about the tragedy:

This fire is not like other recent calamities.

When flames killed dozens trapped in Grenfell Tower in London, it exposed a scandalous lack of oversight and a city of disastrous inequities. When a bridge collapsed in Genoa, Italy, also taking life, it revealed the consequential greed of privatization and a chronic absence of Italian leadership. When the National Museum of Brazil burned down, also through unconscionable government neglect, it wiped a tangible swath of South American history from the face of the earth, incinerating anthropological records of lost civilizations.

Notre-Dame, where no one died, represents a different kind of catastrophe, no less traumatic but more to do with beauty and spirit and symbolism.

Visited by some 13 million people a year, the cathedral, established during the 12th century, is the biggest architectural attraction in Paris. It is an emblem of the old city — the embodiment of the Paris of stone and faith — just as the Eiffel Tower exemplifies the Paris of modernity, joie de vivre and change.

Is there a landmark in your town, region or country that holds symbolic weight?

If so, what is it and what makes it so special? What historical and cultural significance does it have? What does it represent for you and your community? How do you think people would react if it were destroyed?

Hand and Fist

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Hand and Fist

What do you think this image is saying? How does it relate to or comment on society or current events? Can you relate to it personally in any way? What is your opinion of its message?

Tell us in the comments, then read the related Opinion piece to learn what this illustration is all about.

Find many more ways to use our Picture Prompt feature in this lesson plan.

Word + Quiz: noblesse oblige

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Word + Quiz: noblesse oblige

: the obligation of those of high rank to be honorable and generous (often used ironically)

_________

The term noblesse oblige has appeared in nine articles on NYTimes.com in the past year, including on Nov. 30 in the obituary “George Bush, Who Steered Nation in Tumultuous Times, Is Dead at 94” by Adam Nagourney:

By any yardstick, Mr. Bush was an aristocrat, a product of moneyed Greenwich, Conn., where he was instilled with an enduring sense of noblesse oblige.

As a candidate, he was known to ask his Secret Service detail to stop at traffic lights. He wrote enough thank-you notes, courtesy cards and letters of sympathy — Mr. Bush seemed to know someone in every town in America — to fill a book, literally.

_________

Educator spotlight: Great South Land: Introducing Australian History with University of Newcastle Australia

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Educator spotlight: Great South Land: Introducing Australian History with University of Newcastle Australia

Great South Land: Introducing Australian History ran on FutureLearn for the first time in late February 2019. It is among the first courses to be offered as part of the University of Newcastle’s Bachelor of Arts Online. The University of Newcastle is the first partner to offer an undergraduate degree on FutureLearn.

Kate Ariotti, Lecturer in History at the University of Newcastle explains ‘the open course provides an overview of Australian history from the earliest known human occupation of the continent – the 60,000+ years of what is called “deep time” Aboriginal history – to the early days of British settlement. It covers pre-contact Aboriginal society through to the arrival and subsequent occupation of the land by British convicts and colonists from 1788 onwards’.

It’s far more than a course about dates and places and names. Great South Land tackles some big historical questions and issues, such as the extent to which Aboriginal peoples cultivated the land, the legitimacy of British claims to ‘discovery’ of the continent, and whether the convicts sent to the new colonies were victims of economic disenfranchisement or hardened, immoral criminals.

Kate describes her experience running the course for the first time. ‘The course is challenging, and in some respects confronting. It can be difficult to learn that there is no one “truthful” history of a nation, and unsettling to be exposed to lesser-known, and perhaps less comforting, aspects of a nation’s past. Facilitating this open course has been such a rewarding experience as it has taught me how to present content through a variety of means to engage students of all ages, backgrounds, and abilities. I’ve enjoyed watching how the discussions, activities and posts have stimulated shared learning and fostered new interests among learners. I know that the course has definitely had an impact on the way participants think about the history of Australia, and that’s what it’s all about for me!’

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