07-12-2012, 12:34 PM
Digital Image Processing
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Introduction
The purpose of this chapter is to present suggested guidelines for teaching material from
this book at the senior and ®rstyear
graduate level. We also discuss use of the book
web site. Although the book is totally selfcontained,
the web site offers, among other
things, complementary review material and computer projects that can be assigned in
conjunction with classroom work. Detailed solutions to all problems in the book also
are included in the remaining chapters of this manual.
Teaching Features of the Book
Undergraduate programs that offer digital image processing typically limit coverage to
one semester. Graduate programs vary, and can include one or two semesters of the material.
In the following discussion we give general guidelines for a onesemester
senior
course, a onesemester
graduate course, and a fullyear
course of study covering two
semesters. We assume a 15week
program per semester with three lectures per week.
In order to provide exibility for exams and review sessions, the guidelines discussed
in the following sections are based on forty, 50minute
lectures per semester. The background
assumed on the part of the student is seniorlevel
preparation in mathematical
analysis, matrix theory, probability, and computer programming.
The suggested teaching guidelines are presented in terms of general objectives, and not
as time schedules. There is so much variety in the way image processing material is
taught that it makes little sense to attempt a breakdown of the material by class period.
In particular, the organization of the present edition of the book is such that it makes it
much easier than before to adopt signi®cantly different teaching strategies, depending
on course objectives and student background. For example, it is possible with the new
organization to offer a course that emphasizes spatial techniques and covers little or no
transform material. This is not something we recommend, but it is an option that often
is attractive in programs that place little emphasis on the signal processing aspects of the
®eld and prefer to focus more on the implementation of spatial techniques.
One Semester Senior Course
A basic strategy in teaching a senior course is to focus on aspects of image processing in
which both the inputs and outputs of those processes are images. In the scope of a senior
course, this usually means the material contained in Chapters 1 through 6. Depending
on instructor preferences, wavelets (Chapter 7) usually are beyond the scope of coverage
in a typical senior curriculum). However, we recommend covering at least somematerial
on image compression (Chapter 8) as outlined below.
We have found inmore than two decades of teaching this material to seniors in electrical
engineering, computer science, and other technical disciplines, that one of the keys to
success is to spend at least one lecture on motivation and the equivalent of one lecture
on review of background material, as the need arises. The motivational material is
provided in the numerous application areas discussed in Chapter 1. This chapter was
totally rewritten with this objective in mind. Some of this material can be covered in
class and the rest assigned as independent reading. Background review should cover
probability theory (of one random variable) before histogram processing (Section 3.3).
A brief review of vectors and matrices may be required later, depending on the material
covered. The review material included in the book web site was designed for just this
purpose.