Fa27 computer graphics

•

1 like•557 views

This document appears to be notes from a student named Brandon Chivers for a class. It includes research on topics like same-sex marriage bans in Kentucky, women's human rights issues in the Middle East, and cutting off water to poor residents in Detroit. There are also sections describing image editing techniques to be used for assignments, like using layers, cropping, and the healing brush tool. The document ends with notes on creating a final combined image using connotative techniques for one of the assignments.

Education Business

Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein!
Selected Social Media Post
Assignment 2

Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein!
Theme
Government rulings on Human Right
violations in 2014
Assignment 2

Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein!
Research
Kentucky same-sex
marriage ban appealed
• Violating the Equal
Protection Clause
http://www.cbsnews.com/news/judge-strikes-down-kentuckys-
same-sex-marriage-ban/
Assignment 2

Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein!
Research
Middle Eastern women’s
human rights neglected
• European Court upholds
2010 French burqa ban
http://www.breitbart.com/Big-Peace/2014/07/02/Europe-Takes-
One-More-Step-Toward-Eliminating-the-Burqa
Assignment 2

Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein!
Research
Cutting oﬀ water to
Detroit's poor
• Consequences are
unacceptable and
unsustainable
http://rt.com/usa/168992-united-nations-detroit-water-cutoﬀ/
Assignment 2

Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein!
Research
https://www.diigo.com/user/Bchivers1
Assignment 2

Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein!
Texture Images
Assignment 3

Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein!
Foreground Images
Assignment 3

Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein!
Cropping
Assignment 3

Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein!
Use of Layers
Assignment 3

Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein!
Contrast and Density Change
Assignment 3

Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein!
Color Balance
Assignment 3

Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein!
Image Rotation
Assignment 3

Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein!
Burning and Dodging
Assignment 3

Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein!
Saturating and De-Saturating
Assignment 3

Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein!
Text Tool
Assignment 3

Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein!
Vignetting
Assignment 3

Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein!
Gradient
Assignment 3

Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein!
Combining Images
Assignment 3

Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein!
Transposing Images Using Opacity
Assignment 3

Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein!
Spot Healing and Healing Brush
Assignment 3

Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein!
Cloning Tool
Assignment 3

Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein!
Clipping Mask
Assignment 3

Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein!
Final Connotative Combined Image
Assignment 3

Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction. This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.

The approach at University of Liverpool.pptx

Jisc

Recently uploaded

A Strategic Approach: GenAI in Education

Peter Windle

The approach at University of Liverpool.pptx

Jisc

The geography of Taylor Swift - some ideas

GeoBlogs

Embracing GenAI - A Strategic Imperative

Peter Windle

June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...

Levi Shapiro

Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg Dear Dr. Kornbluth and Mr. Gorenberg, The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation. This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or unwillingness to rectify this violation through action requires accountability. Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots. The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee. • The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act. • The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X. • The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202

aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa

siemaillard

Language Across the Curriculm LAC B.Ed.

Atul Kumar Singh

Chapter 3 - Islamic Banking Products and Services.pptx

Mohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia

Model Attribute Check Company Auto Property

Celine George

Introduction to AI for Nonprofits with Tapp Network

TechSoup

Phrasal Verbs.XXXXXXXXXXXXXXXXXXXXXXXXXX

MIRIAMSALINAS13

Additional Benefits for Employee Website.pdf

joachimlavalley1

Home assignment II on Spectroscopy 2024 Answers.pdf

Tamralipta Mahavidyalaya

The Challenger.pdf DNHS Official Publication

Delapenabediema

The Roman Empire A Historical Colossus.pdf

kaushalkr1407

The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence. The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth. Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration. The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority. Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages. Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.

Digital Tools and AI for Teaching Learning and Research

Vikramjit Singh

Supporting (UKRI) OA monographs at Salford.pptx

Jisc

2024.06.01 Introducing a competency framework for languag learning materials ...

Sandy Millin

http://sandymillin.wordpress.com/iateflwebinar2024 Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error. Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials. This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.

Francesca Gottschalk - How can education support child empowerment.pptx

EduSkills OECD

Acetabularia Information For Class 9 .docx

vaibhavrinwa19

Recently uploaded (20)

A Strategic Approach: GenAI in Education

The approach at University of Liverpool.pptx

The geography of Taylor Swift - some ideas

Embracing GenAI - A Strategic Imperative

June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...

aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa

Language Across the Curriculm LAC B.Ed.

Chapter 3 - Islamic Banking Products and Services.pptx

Model Attribute Check Company Auto Property

Introduction to AI for Nonprofits with Tapp Network

Phrasal Verbs.XXXXXXXXXXXXXXXXXXXXXXXXXX

Additional Benefits for Employee Website.pdf

Home assignment II on Spectroscopy 2024 Answers.pdf

The Challenger.pdf DNHS Official Publication

The Roman Empire A Historical Colossus.pdf

Digital Tools and AI for Teaching Learning and Research

Supporting (UKRI) OA monographs at Salford.pptx

2024.06.01 Introducing a competency framework for languag learning materials ...

Francesca Gottschalk - How can education support child empowerment.pptx

Acetabularia Information For Class 9 .docx

Fa27 computer graphics

1. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Selected Social Media Post Assignment 2

2. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Theme Government rulings on Human Right violations in 2014 Assignment 2

3. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Research Kentucky same-sex marriage ban appealed • Violating the Equal Protection Clause http://www.cbsnews.com/news/judge-strikes-down-kentuckys- same-sex-marriage-ban/ Assignment 2

4. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Research Middle Eastern women’s human rights neglected • European Court upholds 2010 French burqa ban http://www.breitbart.com/Big-Peace/2014/07/02/Europe-Takes- One-More-Step-Toward-Eliminating-the-Burqa Assignment 2

5. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Research Cutting oﬀ water to Detroit's poor • Consequences are unacceptable and unsustainable http://rt.com/usa/168992-united-nations-detroit-water-cutoﬀ/ Assignment 2

6. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Research https://www.diigo.com/user/Bchivers1 Assignment 2

7. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Texture Images Assignment 3

8. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Texture Images Assignment 3

9. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Texture Images Assignment 3

10. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Texture Images Assignment 3

11. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Texture Images Assignment 3

12. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Texture Images Assignment 3

13. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Texture Images Assignment 3

14. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Texture Images Assignment 3

15. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Texture Images Assignment 3

16. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Texture Images Assignment 3

17. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Texture Images Assignment 3

18. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Texture Images Assignment 3

19. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Texture Images Assignment 3

20. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Texture Images Assignment 3

21. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Texture Images Assignment 3

22. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Texture Images Assignment 3

23. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Texture Images Assignment 3

24. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Texture Images Assignment 3

25. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Texture Images Assignment 3

26. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Texture Images Assignment 3

27. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Foreground Images Assignment 3

28. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Foreground Images Assignment 3

29. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Foreground Images Assignment 3

30. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Foreground Images Assignment 3

31. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Foreground Images Assignment 3

32. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Foreground Images Assignment 3

33. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Foreground Images Assignment 3

34. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Foreground Images Assignment 3

35. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Foreground Images Assignment 3

36. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Foreground Images Assignment 3

37. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Foreground Images Assignment 3

38. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Foreground Images Assignment 3

39. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Foreground Images Assignment 3

40. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Foreground Images Assignment 3

41. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Foreground Images Assignment 3

42. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Foreground Images Assignment 3

43. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Foreground Images Assignment 3

44. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Foreground Images Assignment 3

45. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Foreground Images Assignment 3

46. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Cropping Assignment 3

47. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Use of Layers Assignment 3

48. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Contrast and Density Change Assignment 3

49. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Color Balance Assignment 3

50. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Image Rotation Assignment 3

51. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Burning and Dodging Assignment 3

52. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Saturating and De-Saturating Assignment 3

53. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Text Tool Assignment 3

54. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Vignetting Assignment 3

55. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Gradient Assignment 3

56. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Combining Images Assignment 3

57. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Transposing Images Using Opacity Assignment 3

58. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Spot Healing and Healing Brush Assignment 3

59. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Cloning Tool Assignment 3

60. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Clipping Mask Assignment 3

61. Brandon Chivers ! FA 27! ! ! ! ! ! ! ! ! ! ! ! ! Professor Klinkowstein! Final Connotative Combined Image Assignment 3

Fa27 computer graphics

Recommended

Recommended

More Related Content

More from Brandon Chivers

More from Brandon Chivers (20)

Recently uploaded

Recently uploaded (20)

Fa27 computer graphics