The recent success of Machine Learning encouraged research using artificial neural networks (NNs) in computer graphics. A good example is the bidirectional texture function (BTF), a data-driven representation of surface materials that can encapsulate complex behaviors that would otherwise be too expensive to calculate for real-time applications, such as self-shadowing and interreflections. We propose two changes to the state-of-the-art using neural networks for BTFs, specifically NeuMIP. These changes, suggested by recent work in neural scene representation and rendering, aim to improve baseline quality, memory footprint, and performance. We conduct an ablation study to evaluate the impact of each change. We test both synthetic and real data, and provide a working implementation within the Mitsuba 2 rendering framework. Our results show that our method outperforms the baseline in all these metrics and that neural BTF is part of the broader field of neural scene representation. Project website: https://traverse-research.github.io/NeuBTF/.
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VHL University of Applied Sciences (VHL) is a sustainable University of AppliedSciences that trains students to be ambitious, innovative professionals andcarries out applied research to make a significant contribution to asustainable world. Together with partners from the field, they contribute to innovative and sustainable developments through research and knowledge valorisation. Their focus is on circular agriculture, water, healthy food & nutrition, soil and biodiversity – themes that are developed within research lines in the variousapplied research groups. These themes address the challenges that are part ofthe international sustainability agenda for 2030: the sustainable developmentgoals (SDGs). This booklet contains fascinating and representative examplesof projects – completed or ongoing, from home and abroad – that are linked tothe SDGs. The project results contribute not only to the SDGs but to their teaching as well.
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There is more to be learned from nature as a whole. In practice ‘nature’ is often used in teaching, training, consultancy and organisational development as a metaphor, as a source of inspiration or as an example for all kinds of processes, including leadership, cooperation, relationships and the development of organisations and society. Mainly ecological, and much less frequently biological, processes are generally involved here. The question has gradually arisen whether we can learn more from nature in the social environment than what we ‘see’ on the surface - which is often translated in metaphors. Seen more holistically, this is about the systemic side, the complexity, the context and the coherence. For example, can we demonstrate that applying fundamental ecological principles, such as cycles (learning, self-organising, selfregulating and self-sufficient capacity), succession, diversity and resilience, social and cooperative behaviour, interconnectedness and interdependency within an organisation leads to a sustainable organisation? Mauro Gallo is conducting research into the significance of technical innovation in and for the agricultural and food sector, and into the question whether biomimicry can in fact be backed up in such a way that it contributes to the social sciences domain. At the same time there is a clear teaching issue: Is it logical from the perspective of our green DNA to include biomimicry thinking in our teaching? Is it possible to learn to apply biomimicry, and can biomimicry be applied in teaching/learning? (How) can we apply biomimicry in green VMBO and MBO, pass it on to the teachers of the future in teacher training courses and include it in making current lecturers more professional? Is it conceivable that it could become an integral component of the curricula in green HBO?
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There is more to be learned from nature as a whole. In practice ‘nature’ is often used in teaching, training, consultancy and organisational development as a metaphor, as a source of inspiration or as an example for all kinds of processes, including leadership, cooperation, relationships and the development of organisations and society. Mainly ecological, and much less frequently biological, processes are generally involved here. The question has gradually arisen whether we can learn more from nature in the social environment than what we ‘see’ on the surface - which is often translated in metaphors. Seen more holistically, this is about the systemic side, the complexity, the context and the coherence. For example, can we demonstrate that applying fundamental ecological principles, such as cycles (learning, self-organising, selfregulating and self-sufficient capacity), succession, diversity and resilience, social and cooperative behaviour, interconnectedness and interdependency within an organisation leads to a sustainable organisation? Mauro Gallo is conducting research into the significance of technical innovation in and for the agricultural and food sector, and into the question whether biomimicry can in fact be backed up in such a way that it contributes to the social sciences domain. At the same time there is a clear teaching issue: Is it logical from the perspective of our green DNA to include biomimicry thinking in our teaching? Is it possible to learn to apply biomimicry, and can biomimicry be applied in teaching/learning? (How) can we apply biomimicry in green VMBO and MBO, pass it on to the teachers of the future in teacher training courses and include it in making current lecturers more professional? Is it conceivable that it could become an integral component of the curricula in green HBO?
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