The document proposes developing a camera simulator activity for the GCompris educational software. The activity would educate children about camera components, photography concepts, and taking virtual photos. It would include modules to explain camera parts and terms, play games to test knowledge of parts, and simulate taking photos by adjusting settings and viewing photos taken. The proposal outlines milestones for completion over 6 months, with an interim submission of two initial activities after 3 months for mid-term evaluation. The proposer believes their background in photography, open source, and programming qualifies them to create this educational activity.
This document provides an introduction to understanding exposure in photography. It explains that while modern cameras have advanced automation, photographers still need to understand manual exposure settings like shutter speed, aperture, and ISO in order to have full creative control. The document begins by discussing how all cameras since the earliest models work on the same basic principles of controlling the amount of light entering the camera through an aperture and projecting the image onto light-sensitive material. It then explains the key exposure settings photographers can manually control and how these work together to determine exposure. The goal is to teach readers the fundamentals of exposure so they can take full advantage of their cameras' capabilities.
The document provides information about various technical skills and equipment used for photography and filmmaking, including cameras, tripods, flashguns, infrared triggers, pop-up studios, three point lighting, reflectors, gel lights, microphones, and dead cat windshields. It describes the functions and purposes of each item, as well as potential problems that may arise from their use. The writer intends to use these tools to produce high quality images and videos for a film poster, magazine cover, and film trailer by applying different settings, attachments, lighting techniques, and more.
Yamamoto Development Of Eye Tracking Pen Display Based On Stereo Bright Pupil...Kalle
The intuitive user interfaces of PCs and PDAs, such as pen display and touch panel, have become widely used in recent times. In this study, we have developed an eye-tracking pen display based on the stereo bright pupil technique. First, the bright pupil camera was developed by examining the arrangement of cameras and LEDs for pen display. Next, the gaze estimation method was proposed for the stereo bright pupil camera, which enables one point calibration. Then, the prototype of the eyetracking pen display was developed. The accuracy of the system was approximately 0.7° on average, which is sufficient for human interaction support. We also developed an eye-tracking tabletop as an application of the proposed stereo bright pupil technique.
The document discusses human activity recognition from video data using computer vision techniques. It describes recognizing activities at different levels from object locations to full activities. Basic activities like walking and clapping are the focus. Key steps involve tracking segmented objects across frames and comparing motion patterns to templates to identify activities through model fitting. The DEV8000 development kit and Linux are used to process video and recognize activities in real-time. Applications discussed include surveillance, sports analysis, and unmanned vehicles.
The document proposes developing a camera-based educational activity toolkit for the GCompris software. It would include activities to teach children ages 2-10 about digital photography basics, including: identifying camera parts, understanding light colors, using image filters, learning about optics, taking photos, and simulating a camera. The proposal provides mockups and outlines for each activity, and describes implementing them using PyGoocanvas, PyGTK, PIL and following GCompris' plugin architecture. It includes a timeline for completion over 3 months from April to August 2012. The student applicant expresses their relevant qualifications and experience with open source, programming, photography and children's education.
Abhishek Kaswan proposes developing a mobile application that displays live sensor data from a device in a visually appealing manner, such as 2D graphs plotting sensor values against time. The app would list all available sensors on a device and allow selecting one to view real-time data through simple graphs. It would include an on/off button for each sensor to conserve battery and could calibrate sensors or save data histories. The goal is to create an educational tool helping users understand sensor applications in fields like detecting earthquakes, using magnetic sensors as compasses, or metal detectors.
This proposal outlines porting activities from the GCompris educational software to QtQuick and adding new computer science activities. The proposal includes porting the existing language learning activities and adding six new activities: two to teach basic computer programming concepts like logic and algorithms through maze and bird games, and four to teach vocabulary in different languages. The activities will be developed over 10 weeks, with the first 4 weeks focusing on porting the language activities and the remaining 6 weeks on developing the new computer science activities.
This document provides information about a proposal to develop version 3 of the Mifos Android Field Operations app as part of Google Summer of Code (GSoC) 2016. The proposal outlines refactoring the app to use the Model-View-Presenter architecture pattern, adding offline content availability, increasing test coverage, and implementing new features like collection sheets, staff notifications, and client editing. The proposer provides their contact information, previous projects, and a 12-week schedule to complete the work in two phases - refactoring and adding core functionality in phase 1, then additional features and enhancements in phase 2. The proposer has already submitted 5 patches or pull requests to the Mifos-X project on GitHub.
This document provides an introduction to understanding exposure in photography. It explains that while modern cameras have advanced automation, photographers still need to understand manual exposure settings like shutter speed, aperture, and ISO in order to have full creative control. The document begins by discussing how all cameras since the earliest models work on the same basic principles of controlling the amount of light entering the camera through an aperture and projecting the image onto light-sensitive material. It then explains the key exposure settings photographers can manually control and how these work together to determine exposure. The goal is to teach readers the fundamentals of exposure so they can take full advantage of their cameras' capabilities.
The document provides information about various technical skills and equipment used for photography and filmmaking, including cameras, tripods, flashguns, infrared triggers, pop-up studios, three point lighting, reflectors, gel lights, microphones, and dead cat windshields. It describes the functions and purposes of each item, as well as potential problems that may arise from their use. The writer intends to use these tools to produce high quality images and videos for a film poster, magazine cover, and film trailer by applying different settings, attachments, lighting techniques, and more.
Yamamoto Development Of Eye Tracking Pen Display Based On Stereo Bright Pupil...Kalle
The intuitive user interfaces of PCs and PDAs, such as pen display and touch panel, have become widely used in recent times. In this study, we have developed an eye-tracking pen display based on the stereo bright pupil technique. First, the bright pupil camera was developed by examining the arrangement of cameras and LEDs for pen display. Next, the gaze estimation method was proposed for the stereo bright pupil camera, which enables one point calibration. Then, the prototype of the eyetracking pen display was developed. The accuracy of the system was approximately 0.7° on average, which is sufficient for human interaction support. We also developed an eye-tracking tabletop as an application of the proposed stereo bright pupil technique.
The document discusses human activity recognition from video data using computer vision techniques. It describes recognizing activities at different levels from object locations to full activities. Basic activities like walking and clapping are the focus. Key steps involve tracking segmented objects across frames and comparing motion patterns to templates to identify activities through model fitting. The DEV8000 development kit and Linux are used to process video and recognize activities in real-time. Applications discussed include surveillance, sports analysis, and unmanned vehicles.
The document proposes developing a camera-based educational activity toolkit for the GCompris software. It would include activities to teach children ages 2-10 about digital photography basics, including: identifying camera parts, understanding light colors, using image filters, learning about optics, taking photos, and simulating a camera. The proposal provides mockups and outlines for each activity, and describes implementing them using PyGoocanvas, PyGTK, PIL and following GCompris' plugin architecture. It includes a timeline for completion over 3 months from April to August 2012. The student applicant expresses their relevant qualifications and experience with open source, programming, photography and children's education.
Abhishek Kaswan proposes developing a mobile application that displays live sensor data from a device in a visually appealing manner, such as 2D graphs plotting sensor values against time. The app would list all available sensors on a device and allow selecting one to view real-time data through simple graphs. It would include an on/off button for each sensor to conserve battery and could calibrate sensors or save data histories. The goal is to create an educational tool helping users understand sensor applications in fields like detecting earthquakes, using magnetic sensors as compasses, or metal detectors.
This proposal outlines porting activities from the GCompris educational software to QtQuick and adding new computer science activities. The proposal includes porting the existing language learning activities and adding six new activities: two to teach basic computer programming concepts like logic and algorithms through maze and bird games, and four to teach vocabulary in different languages. The activities will be developed over 10 weeks, with the first 4 weeks focusing on porting the language activities and the remaining 6 weeks on developing the new computer science activities.
This document provides information about a proposal to develop version 3 of the Mifos Android Field Operations app as part of Google Summer of Code (GSoC) 2016. The proposal outlines refactoring the app to use the Model-View-Presenter architecture pattern, adding offline content availability, increasing test coverage, and implementing new features like collection sheets, staff notifications, and client editing. The proposer provides their contact information, previous projects, and a 12-week schedule to complete the work in two phases - refactoring and adding core functionality in phase 1, then additional features and enhancements in phase 2. The proposer has already submitted 5 patches or pull requests to the Mifos-X project on GitHub.
The document provides lesson plans for teaching photography skills to children ages 6-14. For ages 6-9, the lessons cover basic camera parts and functions, different types of photography (portraits, landscapes, still life), and mixed media techniques like staining photographs. For ages 10-14, additional topics include ISO settings, lens types, the rule of thirds, and basic photo editing software. The lessons include discussion of concepts, hands-on activities, and objectives to help children understand and apply photography and mixed media skills.
The document summarizes research into improving the usability of a Nikon Coolpix 4500 digital camera. Three test subjects with varying digital camera experience attempted four basic tasks without instructions: 1) turning on the camera and taking a photo, 2) taking a close-up and distant photo, 3) deleting the two photos, and 4) turning off the flash. All subjects succeeded at task 1 but struggled with tasks 2-3 due to unclear icons and confusing menus. The researchers propose redesigning the camera with more visible indicators for features, clearer icons, on-screen feedback, and simplifying the menus.
How To Write A Case Study Essay. Online assignment writing service.Antoinette Williams
I apologize, upon further reflection I do not feel comfortable making a broad claim about an entire industry without sufficient evidence or context. Different transportation sectors likely have varying impacts and records.
This document provides an overview of the C280 Computer Vision course, including administrative details, prerequisites, textbooks, grading, schedule, and a brief introduction to the field of computer vision. The course will cover topics like image formation, filtering, features, geometry, recognition, stereo, and motion. Assignments will include problem sets, a take-home exam, and a final project. The goal is to teach the principles and algorithms of computer vision through programming assignments and a project.
The document discusses a video continuity task completed by Nikoleta and Ada. They created a storyline demonstrating their understanding of image framing, shot types, and the three main production stages - pre-production, production, and post-production. In pre-production, they outlined a mysterious package idea, created a storyboard, and planned production. During production they filmed at a friend's house using a phone camera after technical issues. In post-production, Nikoleta used video editing software to import footage, edit scenes, add effects, and sound editing to complete the video continuity sequence.
PHOTOSYNTH: A 3D Photo Experience! by swami_worldtraveler. This was presented to the Central Florida Computer Society on July 18, 2010. This current version includes additional web links, plus explanatory slide notes. The latter was done since the original slides simply provide an outline, key points, visuals, and things to elaborate on. Feel free to read these, or skip over them as you desire.
The following resources come from the 2009/10 BSc in Games & Graphics Hardware Technology (course number 2ELE0074) from the University of Hertfordshire. All the mini projects are designed as level two modules of the undergraduate programmes.
The objectives of this project are to demonstrate, using media visualization software:
Comprehension of the process of creating and manipulating 3D Visualization content
Implementation of a simple system setup for acquisition and generation of 3D videos
Analysis of experimental results
3D graphics and visualization represents an important aspect in new media and future generation of computer games. The proposed project will involve developing a simple system which will allow students to understand the process and the main parameters involved in creating 3D visualization content for games and various applications. The theoretical knowledge introduced in the initial lecture and the software and technologies introduced in the preparation lecture will be the means through which apply and analyse theories and methods introduced. Both artificial and natural human vision will be introduced
- The document discusses several experimental photography techniques: long exposure, tilt shift, panoplanets, and provides examples of each.
- Long exposure uses a slow shutter speed to distort subjects with light trails. Tilt shift uses a tilt shift lens to blur the top and bottom of an image to change perspective. Panoplanets are images stitched together in post to create a warped panoramic effect.
- The techniques can be used for both film and digital photography. Long exposure has traditionally been used but remains popular today. Tilt shift and panoplanets are examples of techniques enabled by new technology.
The document discusses the planning and research process for a student film project. The students used various online resources like IMDb, YouTube, and social media to research film techniques and stay in communication. They also learned industry standard software like Final Cut Pro, Photoshop, Excel, and Word to edit videos, design posters and logos, and organize their work. Additionally, the students gained experience shooting with Canon DSLR cameras and different lenses, as well as setting up lighting equipment. While the industry-level tools and equipment provided valuable learning, the students also encountered challenges with network and communication issues during their collaboration.
Announcing the Final Examination of Mr. Paul Smith for the ...butest
Mr. Paul Smith will defend his dissertation titled "Multizoom Activity Recognition Using Machine Learning" on November 21, 2005 at 10:00 am in room CSB 232. His dissertation presents a system for detecting events in video using a multiview approach to detect and track heads and hands across cameras. It then demonstrates a machine learning algorithm called TemporalBoost that can recognize events using activity features extracted from multiple zoom levels. Mr. Smith received his B.Sc. from the University of Central Florida in 2000 and M.Sc. from the same institution in 2002. His dissertation committee is chaired by Drs. Mubarak Shah and Niels da Vitoria Lobo.
This document provides a proposal for a final year project using augmented reality to help students learn about the solar system. The proposal outlines background on the project, identifies the problem that students have difficulty visualizing concepts in science. It aims to create an augmented reality application using markers and a webcam to display 3D animations of planets and other objects when a book is opened. Research was conducted on augmented reality technology and the solar system curriculum. A survey found students find the solar system difficult. Storyboards, scripts, and basic prototypes were developed. The project aims to make science more interactive and fun to learn.
The document discusses the use of various media technologies throughout the stages of a media studies project, including research, planning, filming, and evaluation. During the research stage, Google Images and YouTube were used to find film posters, reviews, and featurettes to analyze. Planning involved using MindGenius for mind mapping and Celtx for writing the script. Filming was done using a Canon and Nikon DSLR. Adobe Premier Pro was used to edit the film. Evaluation answers were created in Word and Prezi and shared on Blogger. The document emphasizes how internet and digital technologies now facilitate all stages of media production and distribution.
This document provides instructions for a photography art project that can be done with students in Key Stage 2. It involves looking at example artworks, learning about cameras, taking photos around the school, manipulating the photos digitally, and further developing the compositions in sketchbooks. The project is designed to be completed over multiple sessions or condensed into a longer session. It aims to teach students photographic composition and digital editing skills while exploring themes from example artworks.
Digital Media for the Classroom
Part 2 of 2
This is the second part of the APOP workshop on how to use digital media creation in the classroom for a variety of subject matters.
Concept and Principles of Photography.pptxElisaRanoy
The document outlines concepts and principles of photography taught in a class. It defines key photography terms like exposure, aperture, shutter speed, ISO and the exposure triangle. It explains the parts and functions of point-and-shoot cameras and smartphones. Principles of composition covered include balance, unity, pattern, contrast, movement and proportion. Learners are assigned a photography activity and workshop to apply what they learned.
This document proposes creating an augmented reality application called "Science Alive!" to help primary school students learn about the solar system. It would use markers and a webcam to overlay 3D animations of planets and other objects on top of books. The application aims to make science learning more fun and effective by allowing students to visualize concepts they cannot see directly. It discusses technologies like FLARToolkit and Papervision3D that could be used to develop the AR content. Research into the solar system curriculum and a student survey on science topics are also summarized. Storyboards and scripts are presented as initial steps in developing the interactive educational experience.
Applied Computer Vision - a Deep Learning ApproachJose Berengueres
This document provides an overview of a workshop on applied computer vision and number recognition using a deep learning approach. The workshop is intended to teach computer vision basics to undergraduates. It covers the four basic components of a computer vision program: features, clustering, filtering/morphological operations, and validation. It uses the example of recognizing handwritten numbers 0-9 to demonstrate these concepts and introduce relevant OpenCV functions. The document discusses feature extraction and reduction, the minimum number of features needed, and the importance of training with many examples.
This document provides instructions for a module on using Microsoft PhotoStory3 software. [1] It introduces PhotoStory3 and its features for creating digital stories using images and audio. [2] The module's objectives are for learners to understand how to open, import images, add text/narration, edit, add transitions/music and save a PhotoStory project. [3] Learners will complete a PhotoStory for classroom use by the end of the module.
Through creating a horror film opening, the student learned to use various technologies. They used a camcorder, tripod, and IMovie to film and edit scenes. Research was done using YouTube for filming tips, IMBD to analyze successful horror films, and blogger to share work. Specific skills developed included using camera angles, shots, movements, and editing techniques in Adobe Premiere and IMovie like color changes, fades, and sound effects. This allowed the student to effectively plan, shoot and edit their opening to the best of their ability.
Using innovative technology in the third grade sciencetrave1al
This document provides guidance for using PhotoStory and Animoto software to create multimedia projects in a third grade science classroom. It outlines lessons where students use the software to summarize a water erosion experiment using photos in PhotoStory, and demonstrate a rapid or slow earth process experiment in groups using videos in Animoto. Directions are given for setting up the lessons, including technology skills teaching, materials needed, and procedures for guiding students through the projects. Potential benefits and challenges of the lessons are discussed.
Heart Touching Romantic Love Shayari In English with ImagesShort Good Quotes
Explore our beautiful collection of Romantic Love Shayari in English to express your love. These heartfelt shayaris are perfect for sharing with your loved one. Get the best words to show your love and care.
The document provides lesson plans for teaching photography skills to children ages 6-14. For ages 6-9, the lessons cover basic camera parts and functions, different types of photography (portraits, landscapes, still life), and mixed media techniques like staining photographs. For ages 10-14, additional topics include ISO settings, lens types, the rule of thirds, and basic photo editing software. The lessons include discussion of concepts, hands-on activities, and objectives to help children understand and apply photography and mixed media skills.
The document summarizes research into improving the usability of a Nikon Coolpix 4500 digital camera. Three test subjects with varying digital camera experience attempted four basic tasks without instructions: 1) turning on the camera and taking a photo, 2) taking a close-up and distant photo, 3) deleting the two photos, and 4) turning off the flash. All subjects succeeded at task 1 but struggled with tasks 2-3 due to unclear icons and confusing menus. The researchers propose redesigning the camera with more visible indicators for features, clearer icons, on-screen feedback, and simplifying the menus.
How To Write A Case Study Essay. Online assignment writing service.Antoinette Williams
I apologize, upon further reflection I do not feel comfortable making a broad claim about an entire industry without sufficient evidence or context. Different transportation sectors likely have varying impacts and records.
This document provides an overview of the C280 Computer Vision course, including administrative details, prerequisites, textbooks, grading, schedule, and a brief introduction to the field of computer vision. The course will cover topics like image formation, filtering, features, geometry, recognition, stereo, and motion. Assignments will include problem sets, a take-home exam, and a final project. The goal is to teach the principles and algorithms of computer vision through programming assignments and a project.
The document discusses a video continuity task completed by Nikoleta and Ada. They created a storyline demonstrating their understanding of image framing, shot types, and the three main production stages - pre-production, production, and post-production. In pre-production, they outlined a mysterious package idea, created a storyboard, and planned production. During production they filmed at a friend's house using a phone camera after technical issues. In post-production, Nikoleta used video editing software to import footage, edit scenes, add effects, and sound editing to complete the video continuity sequence.
PHOTOSYNTH: A 3D Photo Experience! by swami_worldtraveler. This was presented to the Central Florida Computer Society on July 18, 2010. This current version includes additional web links, plus explanatory slide notes. The latter was done since the original slides simply provide an outline, key points, visuals, and things to elaborate on. Feel free to read these, or skip over them as you desire.
The following resources come from the 2009/10 BSc in Games & Graphics Hardware Technology (course number 2ELE0074) from the University of Hertfordshire. All the mini projects are designed as level two modules of the undergraduate programmes.
The objectives of this project are to demonstrate, using media visualization software:
Comprehension of the process of creating and manipulating 3D Visualization content
Implementation of a simple system setup for acquisition and generation of 3D videos
Analysis of experimental results
3D graphics and visualization represents an important aspect in new media and future generation of computer games. The proposed project will involve developing a simple system which will allow students to understand the process and the main parameters involved in creating 3D visualization content for games and various applications. The theoretical knowledge introduced in the initial lecture and the software and technologies introduced in the preparation lecture will be the means through which apply and analyse theories and methods introduced. Both artificial and natural human vision will be introduced
- The document discusses several experimental photography techniques: long exposure, tilt shift, panoplanets, and provides examples of each.
- Long exposure uses a slow shutter speed to distort subjects with light trails. Tilt shift uses a tilt shift lens to blur the top and bottom of an image to change perspective. Panoplanets are images stitched together in post to create a warped panoramic effect.
- The techniques can be used for both film and digital photography. Long exposure has traditionally been used but remains popular today. Tilt shift and panoplanets are examples of techniques enabled by new technology.
The document discusses the planning and research process for a student film project. The students used various online resources like IMDb, YouTube, and social media to research film techniques and stay in communication. They also learned industry standard software like Final Cut Pro, Photoshop, Excel, and Word to edit videos, design posters and logos, and organize their work. Additionally, the students gained experience shooting with Canon DSLR cameras and different lenses, as well as setting up lighting equipment. While the industry-level tools and equipment provided valuable learning, the students also encountered challenges with network and communication issues during their collaboration.
Announcing the Final Examination of Mr. Paul Smith for the ...butest
Mr. Paul Smith will defend his dissertation titled "Multizoom Activity Recognition Using Machine Learning" on November 21, 2005 at 10:00 am in room CSB 232. His dissertation presents a system for detecting events in video using a multiview approach to detect and track heads and hands across cameras. It then demonstrates a machine learning algorithm called TemporalBoost that can recognize events using activity features extracted from multiple zoom levels. Mr. Smith received his B.Sc. from the University of Central Florida in 2000 and M.Sc. from the same institution in 2002. His dissertation committee is chaired by Drs. Mubarak Shah and Niels da Vitoria Lobo.
This document provides a proposal for a final year project using augmented reality to help students learn about the solar system. The proposal outlines background on the project, identifies the problem that students have difficulty visualizing concepts in science. It aims to create an augmented reality application using markers and a webcam to display 3D animations of planets and other objects when a book is opened. Research was conducted on augmented reality technology and the solar system curriculum. A survey found students find the solar system difficult. Storyboards, scripts, and basic prototypes were developed. The project aims to make science more interactive and fun to learn.
The document discusses the use of various media technologies throughout the stages of a media studies project, including research, planning, filming, and evaluation. During the research stage, Google Images and YouTube were used to find film posters, reviews, and featurettes to analyze. Planning involved using MindGenius for mind mapping and Celtx for writing the script. Filming was done using a Canon and Nikon DSLR. Adobe Premier Pro was used to edit the film. Evaluation answers were created in Word and Prezi and shared on Blogger. The document emphasizes how internet and digital technologies now facilitate all stages of media production and distribution.
This document provides instructions for a photography art project that can be done with students in Key Stage 2. It involves looking at example artworks, learning about cameras, taking photos around the school, manipulating the photos digitally, and further developing the compositions in sketchbooks. The project is designed to be completed over multiple sessions or condensed into a longer session. It aims to teach students photographic composition and digital editing skills while exploring themes from example artworks.
Digital Media for the Classroom
Part 2 of 2
This is the second part of the APOP workshop on how to use digital media creation in the classroom for a variety of subject matters.
Concept and Principles of Photography.pptxElisaRanoy
The document outlines concepts and principles of photography taught in a class. It defines key photography terms like exposure, aperture, shutter speed, ISO and the exposure triangle. It explains the parts and functions of point-and-shoot cameras and smartphones. Principles of composition covered include balance, unity, pattern, contrast, movement and proportion. Learners are assigned a photography activity and workshop to apply what they learned.
This document proposes creating an augmented reality application called "Science Alive!" to help primary school students learn about the solar system. It would use markers and a webcam to overlay 3D animations of planets and other objects on top of books. The application aims to make science learning more fun and effective by allowing students to visualize concepts they cannot see directly. It discusses technologies like FLARToolkit and Papervision3D that could be used to develop the AR content. Research into the solar system curriculum and a student survey on science topics are also summarized. Storyboards and scripts are presented as initial steps in developing the interactive educational experience.
Applied Computer Vision - a Deep Learning ApproachJose Berengueres
This document provides an overview of a workshop on applied computer vision and number recognition using a deep learning approach. The workshop is intended to teach computer vision basics to undergraduates. It covers the four basic components of a computer vision program: features, clustering, filtering/morphological operations, and validation. It uses the example of recognizing handwritten numbers 0-9 to demonstrate these concepts and introduce relevant OpenCV functions. The document discusses feature extraction and reduction, the minimum number of features needed, and the importance of training with many examples.
This document provides instructions for a module on using Microsoft PhotoStory3 software. [1] It introduces PhotoStory3 and its features for creating digital stories using images and audio. [2] The module's objectives are for learners to understand how to open, import images, add text/narration, edit, add transitions/music and save a PhotoStory project. [3] Learners will complete a PhotoStory for classroom use by the end of the module.
Through creating a horror film opening, the student learned to use various technologies. They used a camcorder, tripod, and IMovie to film and edit scenes. Research was done using YouTube for filming tips, IMBD to analyze successful horror films, and blogger to share work. Specific skills developed included using camera angles, shots, movements, and editing techniques in Adobe Premiere and IMovie like color changes, fades, and sound effects. This allowed the student to effectively plan, shoot and edit their opening to the best of their ability.
Using innovative technology in the third grade sciencetrave1al
This document provides guidance for using PhotoStory and Animoto software to create multimedia projects in a third grade science classroom. It outlines lessons where students use the software to summarize a water erosion experiment using photos in PhotoStory, and demonstrate a rapid or slow earth process experiment in groups using videos in Animoto. Directions are given for setting up the lessons, including technology skills teaching, materials needed, and procedures for guiding students through the projects. Potential benefits and challenges of the lessons are discussed.
Heart Touching Romantic Love Shayari In English with ImagesShort Good Quotes
Explore our beautiful collection of Romantic Love Shayari in English to express your love. These heartfelt shayaris are perfect for sharing with your loved one. Get the best words to show your love and care.
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Tanjore Painting: Rich Heritage and Intricate Craftsmanship | Cottage9Cottage9 Enterprises
Explore the exquisite art of Tanjore Painting, known for its vibrant colors, gold foil work, and traditional themes. Discover its cultural significance today!
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The cherry: beauty, softness, its heart-shaped plastic has inspired artists since Antiquity. Cherries and strawberries were considered the fruits of paradise and thus represented the souls of men.
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➒➌➎➏➑➐➋➑➐➐ Dpboss Matka Guessing Satta Matka Kalyan panel Chart Indian Matka ...
GSOC proposal
1. Camsim
Lavanya Gunasekaran
Short Description
Creating Camera simulator activity for Gcompris that would infotain children with explaining the
components of camera, concepts of photography, assembling the parts, test their knowledge and
play with their favourite photograph.
Ultimate goal of the proposal
To develop camera simulator activity to educate, entertain and enhance creative personality of
children through Gcompris .
Components or modules it will touch upon
Camsim
Explain Play with parts
Explain terms Simulation
Components (Activities/Games)
1)view Finder
2)Focus
Mechanisms
1)Asking to find the Let the children to
3)Shutter Providing various parts (images) take picture and
4)Aperture parts(images) of simulate the
2)True or False Focus,Frame, Shoot
camera and ask the rendering given the
5)Lens kids to assemble questions on parts children’s virtual
6)Body and its features camera
7)ISO
8)Timer
2. Explain Terms
Explaining the kids about the terms behind photography so that they can learn to
take good photographs.
1) Focus
It can be explained by fixing lens image in middle, object at one end and allow
the kids to move the camera (image) front and back at other end. And hence we can
explain them that in order to keep the image of a close objects sharp, the lens must
be moved relative to the screen (or camera sensor). This process is called focusing.
Likewise the following terms can also be explained to kids using activities.
2) Lighting techniques
Outdoor Lighting
Existing Light(sun)
Fluorescent Light
3) Contrast
Tonal Contrast
Color Contrast
4) Optics
Explanation about lenses (normal, wide-angle, long focus) and the radiation
of light comes under this activity.
5) Rule of Thirds
The “Rule of Thirds” one of the first things that budding digital
photographers learn about in classes on photography and rightly so as it is the basis
for well balanced and interesting shots. http://digital-photography-school.com/rule-
of-thirds
6 ) Camera Orientation Modes
Portrait
Landscape
3. Explain Components
Information about the camera, say its types (pinhole/SLR/DSLR) and features.
Brief explanation about the various parts like aperture, shutter, ISO, lens cover and
the role played by them in camera using Screen read and Audio Explanation.
For example, Explaining Aperture as “it is a hole or an opening through
which light travels” using few pictures (as slideshow) and with audio explanation.
Play with parts
Activity to test the knowledge of kids on the parts (images) of the camera.
Can be tested using
True or False questions
Providing name of camera parts and asking them to choose between the
images.
Identifying the camera part using the image.
4. Simulation
Switching between virtual Images
Having few background images (say 4 to 5 images of sceneries, toys,
animals, etc.) and allowing kids to choose between those images and using
it as object for taking pictures using camera.
Focus,Frame,shoot
Adjusting focal length, optical zoom, lighting, shutter speed.
The image is to be captured is blended according to the adjustments done
by kids on focal length, Zoom etc.
Image can be blended using the Image Enhance Modules in PIL (python
Image Library).
5. viewing previous images
Allows kids to take sequence of pictures and save it as album.
To watch photos taken previously as slideshow.
Images will be stored in sqlite3 database and fetched and previewed as
slideshow.
What benefits does it have for GNOME and its community?
Going by the KISS principle, this simple application is about making users, children and adults alike
understand the components and working of a digital camera. As a photography enthusiast, this
would be my humble contribution so users would learn and have fun.
Why you’d like to complete this project?
My passion for photography and FOSS has finally met with this project. Through this I would like to
kick start the inquisitive nature of children as well as imparting my knowledge about photography
and camera.
How do you plan to achieve completion of your project?
Milestone 1: April 24 - May 20 (Community Bonding Period)
Discussing the activity ideas with the mentor.
Final list of activities to be implemented under GCompris Camsim
Study documentation on PyGoocanvas, PyGTK, and Python GCompris API. Setting up
the development environment.
Study the overview of game sequence & interaction between GCompris core &
activity plugin.
Getting familiar with writing a GCompris activity using the code snippets of python
test & python template activities.
Assembling skins, sounds, and content.
Milestone 2: May 21- July 9 (Interim Period)
Start Coding! Designing the UI for the activities
Building up algorithms for these two activities. Code integration of activity plugin
with the UI. task
Milestone 3: Mid Term Evaluation
Submit two activities camera simulator and camera explainer along with
documentation.
6. Milestone 4: July 14 - August 12(Interim period)
Designing UI for Art camera activity with the UI Document
Work, Debug, and reduce code complexity.
Milestone 5: August13-August20 (Pencils down)
Testing, documentation & debugging
Final Release.
What will show able at mid-term [1]?
Submit two activities camera simulator and camera explainer along with documentation.
Why are you the right person to work on this project?
About Me
I am Lavanya Gunasekaran, pursuing first year post-graduation in Anna University, Chennai, India. I
consider myself fortunate to have come from rural background to have made to one of the premier
technology institutions in India. In a way I have had the opportunity to see the best of both worlds. I
enjoyed the interactions with laidback lifestyle and serene landscape of my native town and the
bustling, technological hub of South India, Chennai. Naturally these contrasting settings have stroked
my interest in photography and I try to capture those moments where ever I come across.
I have been FOSS enthusiast for more than a year now. The first thing that came in my mind when I
learnt about FOSS was its potential in changing the technological landscape and thus the quality and
standard of life throughout India. It is my conviction to contribute and promote my ideas, passion,
and hobby through FOSS. This project is one of my many steps towards that goal.
I am well versed in python, C, C++ and Java languages. I have worked with MYSQL, SQLITE,
INGRESQL, POSTGRESQL and have coded few flash games.
I have also worked as campus ambassador for www.twenty19.com (website for student
opportunities) and www.knowafest.com (website for campus fest)
I developed leadership abilities by taking up responsibility as Event Coordinator for my department
festival (OLAP). Qualities that I developed over years have given me patience, perseverance, and
confidence which I can effectively implement for this project and beyond.
Github:https://github.com/laya
IRC: lavaa at freenode
Email: lavanyagunasekar@gmail.com
Twitter: @lava_g
Website: http://lava.co.nr
7. What are your past experiences with the open source world as a user
and as a contributor?
Attended Chennai WikiMedia Hackathon and developed scrap for Wiki-Content-
Downloader
Developed a project for IRIS RECOGNITION using Java and got Best project award of the year
from my college.
Active member in developing website (using PHP) of my college.
Please include a link to the bug you fixed for the GNOME module your
proposal is related to.
Bug 665258 – resolved the problem that GCompris crashes if the database is Read Only using the
following patch
For any clarifications please feel free to contact me.Thanks for spending your precious time and
reading my proposal.