Abstract

This paper is the report of the first Under-Display Camera (UDC) image restoration challenge in conjunction with the RLQ workshop at ECCV 2020. The challenge is based on a newly-collected database of Under-Display Camera. The challenge tracks correspond to two types of display: a 4k Transparent OLED (T-OLED) and a phone Pentile OLED (P-OLED). Along with about 150 teams registered the challenge, eight and nine teams submitted the results during the testing phase for each track. The results in the paper are state-of-the-art restoration performance of Under-Display Camera Restoration. Datasets and paper are available at https://yzhouas.github.io/projects/UDC/udc.html.

Keywords

Under-display camera Image restoration Denoising Debluring 

Wireworm has become a major problem causing extensive crop loss in many potato production areas in Canada. Wireworm control methods includes the use of chemical pesticides. However, pesticides can affect human health and the environment, and their use has consequently been questioned and prohibited in many countries. Therefore, the use of environmentally friendly plant protection techniques, including crop rotation as an alternative to chemical control measures have been promoted to minimize crop damage. In that context, buckwheat is used as a rotation crop to mitigate wireworm damage in potatoes. But so far, less is known about how buckwheat contributes to mitigate disease. This study was designed in a context of integrated pest management, with primary objectives to:(1) determine the microbial diversity in the buckwheat rhizosphere in comparison with other rotation crops; and (2) determine the correlation between the buckwheat rhizosphere microbiome structure and wireworm density. To achieve these objectives, 16S rRNA metagenomic sequencing was performed to determine the microbial diversity in bulk and rhizosphere soils of buckwheat and barley grown at two locations during two growing seasons. A pilot wireworm trapping study was also performed to assess the wireworm population following buckwheat and barley as rotation crops. The study identified 27 phyla in the two crops of which Proteobacteria, Bacteroidetes, Actinobacteria were the most abundant and species identification was confidently achieved in 7 phyla including Proteobacteria, Actinobacteria, Acidobacteria, Bacteroidetes, Firmicutes, Deinococcus-Thermus and Crenarchaeota. Interestingly, Methylophilus flavus, Saccharopolyspora tripterygii and Deinococcus yunweiensis were three operational taxonomic units (OTUs) found at the species level to be unique to the buckwheat rhizosphere soil at both locations and purported as non-pathogenic entophytic bacteria and beneficial for sustainable agriculture. Moreover, after two years, a reduction in wireworm density was observed in both crops although, the direct link associating the reduced wireworm density and the observed microbial diversity and the operating mechanisms in each crop remain to be elucidated. Taken together, changes were observed in the soil microbial communities associated with specific rotation crops and a reduction in wireworm density was correlatively observed. Thus, our study showed that the root system of buckwheat influences the structure of the microbiome in the rhizosphere as .hypothesized

تهدف هذه الدراسة إلى التعرف على مصادر استخدام علاقات التعلم التعاوني بين الطلاب الذين

يدرسون أي موضوع في الفصل .هذا قد يساعد المعلمين من أي موضوع في أي مستوى، سواء

كان ذلك اللغات الأجنبية والرياضيات أو العلوم الاجتماعية. الأداة الرئيسية التي من خلالها

الباحث يجمع البيانات هو استبيان لمعرفة كيفية استخدام المعلمين نصائح لتعليم التعلم التعاوني،

لذلك يجب على المدرسين اتباع النصائح لجعل التعلم نشط والمشاركة المستاوية في الفصول

الدراسية .

This study aims to investigate the sources of using cooperative learning relationships between learners studying any subject in a class .This study may help teachers of any subject at any level, whether that be foreign Languages, math's or social studies . The main tool through which the researcher collected data is questionnaire to find out how teachers use the tips of teaching cooperative learning, so teachers must follow these tips to make active learning, equal participation in the classrooms