Faisal Khan

Fanding Huang, Jingyan Jiang, Qinting Jiang et al.

Recent vision-language models (VLMs) face significant challenges in test-time adaptation to novel domains. While cache-based methods show promise by leveraging historical information, they struggle with both caching unreliable feature-label pairs and indiscriminately using single-class information during querying, significantly compromising adaptation accuracy. To address these limitations, we propose COSMIC (Clique-Oriented Semantic Multi-space Integration for CLIP), a robust test-time adaptation framework that enhances adaptability through multi-granular, cross-modal semantic caching and graph-based querying mechanisms. Our framework introduces two key innovations: Dual Semantics Graph (DSG) and Clique Guided Hyper-class (CGH). The Dual Semantics Graph constructs complementary semantic spaces by incorporating textual features, coarse-grained CLIP features, and fine-grained DINOv2 features to capture rich semantic relationships. Building upon these dual graphs, the Clique Guided Hyper-class component leverages structured class relationships to enhance prediction robustness through correlated class selection. Extensive experiments demonstrate COSMIC's superior performance across multiple benchmarks, achieving significant improvements over state-of-the-art methods: 15.81% gain on out-of-distribution tasks and 5.33% on cross-domain generation with CLIP RN-50. Code is available at github.com/hf618/COSMIC.

Faisal Khan, Debdeep Bose

Artificial Intelligence (AI) is a discipline of computer science that deals with machine intelligence. It is essential to bring AI into the context of learning because it helps in analysing the enormous amounts of data that is collected from individual students, teachers and academic staff. The major priorities of implementing AI in education are making innovative use of existing digital technologies for learning, and teaching practices that significantly improve traditional educational methods. The main problem with traditional learning is that it cannot be suited to every student in class. Some students may grasp the concepts well, while some may have difficulties in understanding them and some may be more auditory or visual learners. The World Bank report on education has indicated that the learning gap created by this problem causes many students to drop out (World Development Report, 2018). Personalised learning has been able to solve this grave problem.

Shubhajit Basak, Hossein Javidnia, Faisal Khan et al.

Recent advances in deep learning methods have increased the performance of face detection and recognition systems. The accuracy of these models relies on the range of variation provided in the training data. Creating a dataset that represents all variations of real-world faces is not feasible as the control over the quality of the data decreases with the size of the dataset. Repeatability of data is another challenge as it is not possible to exactly recreate 'real-world' acquisition conditions outside of the laboratory. In this work, we explore a framework to synthetically generate facial data to be used as part of a toolchain to generate very large facial datasets with a high degree of control over facial and environmental variations. Such large datasets can be used for improved, targeted training of deep neural networks. In particular, we make use of a 3D morphable face model for the rendering of multiple 2D images across a dataset of 100 synthetic identities, providing full control over image variations such as pose, illumination, and background.