more detail blog: http://vinta.ws/booch/?p=27
ref:
Camera 2
Google I/o video:https://www.youtube.com/watch?v=92fgcUNCHic#t=1758
Camera basic demo code: https://developer.android.com/preview/samples.html
Camera2 sdk reference (Need download 60mb): http://storage.googleapis.com/androiddevelopers/preview/l-developer-preview-reference.zip
Set up android l: https://developer.android.com/preview/setup-sdk.html
Camera
HAL3:https://source.android.com/devices/camera/camera3.html
HAL Subsystem https://source.android.com/devices/camera/camera3_requests_hal.html
https://source.android.com/devices/camera/camera.html
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow and levels of neurotransmitters and endorphins which elevate and stabilize mood.
The document outlines key developments in the history of cameras and photography from 390 BC to 1900 AD. It describes the first camera obscura in 390 BC, Joseph Nicéphore Niépce creating the first permanent photograph in 1826, and William Henry Fox Talbot patenting the first negative-positive process allowing multiple copies in 1826. It also mentions Sir John Herschel discovering the cyanotype process in 1842, William Lincoln creating the first moving picture camera called the zoopraxiscope in 1851, and George Eastman creating the first mass market camera, known as the Kodak Brownie, between 1888-1900.
This document provides a history of cameras from 1814 to today. It discusses the first camera obscura in 1814 and the development of film and digital cameras over time, including the first 35mm still camera in 1913-1914. The document also describes different types of cameras such as SLR, DSLR, and point and shoot cameras. It notes that SLR and DSLR cameras give photographers more freedom than point and shoot cameras. In conclusion, the document quotes that a camera should become an extension of one's heart by fitting their lifestyle and being reliable.
Cameras have evolved from early film cameras to today's digital cameras with the smallest camera chips in the world, and cameras have also been developed that can be swallowed to take internal photos or launched from aircraft to take photos from the sky.
This document summarizes the evolution of the camera from 1558 to present day in brief descriptions of important models and innovations:
1558 saw the first camera obscura which projected images onto a screen. In 1836, Daguerre invented the daguerreotype camera which captured permanent images on light-sensitive plates. In 1888, George Eastman developed photographic film for use in his simple "Kodak" camera. In 1913, the Leica introduced the first 35mm camera using standard film. Digital technology arrived in the 1980s with Sony's analog Mavica camera and the 1988 Fuji DS-1P, the first true digital camera. Innovation continues with improvements in resolution, functionality and cost.
The camera has evolved greatly over centuries from early prototypes like the camera obscura to modern digital cameras. The camera obscura provided the first means to project images but could not capture them permanently. The daguerreotype introduced in 1830 was the first true camera, using a copper plate to capture light, though exposures took 15 minutes. Advances like emulsion plates, dry plates, and flexible film made cameras more portable and practical. In the modern era, digital cameras replaced film and made photography accessible to all with instant previews and easy editing of photos. Cameras continue to evolve with new technologies.
more detail blog: http://vinta.ws/booch/?p=27
ref:
Camera 2
Google I/o video:https://www.youtube.com/watch?v=92fgcUNCHic#t=1758
Camera basic demo code: https://developer.android.com/preview/samples.html
Camera2 sdk reference (Need download 60mb): http://storage.googleapis.com/androiddevelopers/preview/l-developer-preview-reference.zip
Set up android l: https://developer.android.com/preview/setup-sdk.html
Camera
HAL3:https://source.android.com/devices/camera/camera3.html
HAL Subsystem https://source.android.com/devices/camera/camera3_requests_hal.html
https://source.android.com/devices/camera/camera.html
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow and levels of neurotransmitters and endorphins which elevate and stabilize mood.
The document outlines key developments in the history of cameras and photography from 390 BC to 1900 AD. It describes the first camera obscura in 390 BC, Joseph Nicéphore Niépce creating the first permanent photograph in 1826, and William Henry Fox Talbot patenting the first negative-positive process allowing multiple copies in 1826. It also mentions Sir John Herschel discovering the cyanotype process in 1842, William Lincoln creating the first moving picture camera called the zoopraxiscope in 1851, and George Eastman creating the first mass market camera, known as the Kodak Brownie, between 1888-1900.
This document provides a history of cameras from 1814 to today. It discusses the first camera obscura in 1814 and the development of film and digital cameras over time, including the first 35mm still camera in 1913-1914. The document also describes different types of cameras such as SLR, DSLR, and point and shoot cameras. It notes that SLR and DSLR cameras give photographers more freedom than point and shoot cameras. In conclusion, the document quotes that a camera should become an extension of one's heart by fitting their lifestyle and being reliable.
Cameras have evolved from early film cameras to today's digital cameras with the smallest camera chips in the world, and cameras have also been developed that can be swallowed to take internal photos or launched from aircraft to take photos from the sky.
This document summarizes the evolution of the camera from 1558 to present day in brief descriptions of important models and innovations:
1558 saw the first camera obscura which projected images onto a screen. In 1836, Daguerre invented the daguerreotype camera which captured permanent images on light-sensitive plates. In 1888, George Eastman developed photographic film for use in his simple "Kodak" camera. In 1913, the Leica introduced the first 35mm camera using standard film. Digital technology arrived in the 1980s with Sony's analog Mavica camera and the 1988 Fuji DS-1P, the first true digital camera. Innovation continues with improvements in resolution, functionality and cost.
The camera has evolved greatly over centuries from early prototypes like the camera obscura to modern digital cameras. The camera obscura provided the first means to project images but could not capture them permanently. The daguerreotype introduced in 1830 was the first true camera, using a copper plate to capture light, though exposures took 15 minutes. Advances like emulsion plates, dry plates, and flexible film made cameras more portable and practical. In the modern era, digital cameras replaced film and made photography accessible to all with instant previews and easy editing of photos. Cameras continue to evolve with new technologies.
The document provides a history of early camera technology, beginning with toys and magic in the pre-history era. It then discusses the concept of persistence of vision and revisits the myth of how it relates to motion pictures. The document also references Marcel Duchamp's 1912 painting "Nude Descending a Staircase, No. 2" as part of the history.
This document outlines the content and assessments for a course on the history of camera technologies. The course will cover the development of still and moving image cameras from early toys and magic lanterns to modern electronic cameras. Students will work in groups to produce a short film using a vintage 35mm camera and give a presentation reflecting on the technical and creative aspects. Assessments include an individual or paired flip book exercise in the first week and the group film production and presentations in later weeks.
The document provides potential topics and ideas for presentations on media and broadcasting. Some suggested topics include the history of institutions like the BBC and their modern importance; the impact of technologies like Sky+ on audiences and industries; regulation of broadcasting and whether bodies like Ofcom are effective; scandals in broadcasting and lessons that can be learned; and the role and funding of public service broadcasting. For each topic, the document emphasizes analyzing meanings, impacts and implications rather than just listing facts or events. Presentations should consider topics in-depth rather than being superficial summaries.
This document provides information about an "Audio Culture" module taken over two semesters. It outlines the learning outcomes, which involve skills in digital audio production and dissemination as well as understanding debates around audio's role in culture. There are two assessments: a portfolio of audio analyses worth 50% and an audio production project worth 50%. The portfolio involves analyzing four audio pieces in terms of production, audience and context. The production project involves creating a significant audio work negotiated with tutors. The module will examine sound in the contexts of radio, music, film/TV and new media.
The document discusses elements that help define media genres including characters, tone, locations, sound, editing, framing, and exposition. It provides examples of how these elements are used in different genres like news, game shows, children's programming, and documentaries to help produce and sell media products by explaining them to audiences and forming contracts with expectations.
PowerPoint - Genre Theory to Genre PracticePaul8989
The document discusses genre theory and its application to media production. It explains that genre helps describe, produce, and sell media products by forming contracts with audiences. It then lists and provides examples of various elements that comprise genres, including characters, tone, locations, sound, editing, framing/shots, and others. These elements help shape audience expectations for different types of media.
The document discusses the history of sound in film from the 1890s experiments linking sound and image to the introduction of talking pictures in the late 1920s. It addresses some myths, noting that while silent films did not have synchronized sound, they were often accompanied by live music or lectures. Early sound-film experiments had issues with synchronization and amplification. The Jazz Singer in 1927, which featured both silent and spoken sequences, is considered the first "talkie." Warner Brothers helped drive the transition to sound by partnering with Western Electric on the Vitaphone sound-on-disc system due to losing small town audiences to automobiles. Technical challenges included noisy cameras, insensitive microphones, and ensuring smooth 24 fps projection without jerkiness.
This document provides guidance on pitching documentary ideas. It emphasizes that a pitch must grab the commissioning editor's attention with a great story and succinct presentation. Developing a strong pitch takes research on the audience, style, subject matter, and institution. The pitch should be tailored to the expected audience and genre conventions. Thorough research is important to justify creative and production decisions. A good pitch concludes with an elevator pitch that summarizes what the viewer will get from the documentary in 30 seconds or less. Practice pitching and receiving feedback are important skills. The document then lists groups and tutorial timeslots for providing pitch feedback.
The document outlines the content and assessments for a course on the history of camera technologies. Students will learn about the development of still and movie cameras from early toys and magic lanterns to modern electronic cameras. They will demonstrate their understanding by producing a short film using a vintage 35mm film camera and presenting critically on the film. The course will cover topics like fixing and moving images as well as hearing and color images over time. It discusses approaches to studying history and assessing inventions, and that the first session will be at 9:30am starting next week. Students are asked to produce a basic flip book as an introductory exercise.
This document provides a history of broadcasting in the UK from the early 1900s to present day. It discusses the development of radio broadcasting by the Marconi Company and the BBC in the 1920s. The BBC was established to provide programming to serve all audiences. In the 1950s, commercial television was introduced in the UK, led by ITV, which was primarily advertiser funded. Today, both the BBC and ITV have public service broadcasting remits but utilize different funding models, with the BBC receiving funds from television licenses and ITV generating revenue from advertising.
This document discusses different forms of regulation for media including legal, official, cultural, self, and economic regulation. It provides examples of media regulatory bodies in the UK such as Ofcom, ASA, BBC Trust, BBFC, and PCC. It also summarizes a case study about a Heinz deli meat advertisement that received complaints but was never officially banned or pulled in the UK.
- The BBC had a monopoly on broadcasting in the UK pre-WW2 and through most of the 1940s, focusing mainly on radio. Commercial television was introduced in the 1950s through the new Independent Television Authority (ITA) to provide competition to the BBC and allow advertising-funded broadcasts.
- The Pilkington Committee in the 1960s recommended that ITV should be reorganized and the BBC given a third channel, leading to the launch of BBC 2 in 1964. Further reports looked at introducing more channels, resulting in the launch of Channel 4 in 1982 and satellite broadcasting by BSB and Sky in the late 1980s/early 1990s.
This document discusses genre theory and how genres are used to classify and analyze media texts. Some key points:
- Genre refers to types or categories of media texts that share common conventions, themes, and patterns.
- Genres act as signifying systems that provide paradigms or templates that media texts can draw from. This allows for a "contract" between producers and audiences about what to expect.
- Individual texts may demonstrate generic elements while also differing from other texts in that genre through hybridity or innovation.
- Genres are not static but rather develop and change over time through combinations with other genres or becoming obsolete. They frame audience understanding and require cultural knowledge to recognize.
The document outlines the learning outcomes and assessments for a module on media institutions, which will use lectures and seminars to explore issues affecting the contemporary media landscape such as ownership, globalization, and technological changes, assessing students through group presentations and individual podcast/video productions.
This document outlines an introductory lecture for a media production course. It introduces the instructors and has the students do a quick icebreaker exercise. It then discusses the learning outcomes, which focus on developing critical analysis skills and understanding the relationship between theory and practice. It emphasizes that theory is important for production work and should not be seen as just reading. It explores what constitutes media texts and the importance of analysis. It also discusses aesthetics, media literacy, and where producers draw their influences from such as literature, art, and other media. It stresses the importance of having breadth beyond just technology.
- This document outlines the goals and requirements for the first part of a two-part production project module, which focuses on planning a major creative project.
- The aims are to develop research, time management, and self-assessment skills through practical work and to produce an individual work.
- Assessments include a 25% pitch due November 1st describing the project plan, and a 75% treatment due December 13th providing details of the planned production. The treatment must also include a sample of the planned work.
Sound is omnidirectional and omnipresent, with qualities like timbre, level, and continuity that must be considered when recording. Unlike light, sound dissipates quickly on a logarithmic scale. While background noise, echo/reverb, and distortion cannot be removed in post-production, effects like additional background noise, echo/reverb, music, foley, and sound effects can be added. When recording audio, it is important to consider the space for booms, record as clean and flat as possible while monitoring, and re-shoot if needed. Using clappers and consistent microphone placement and techniques are essential for continuity.
The document outlines the requirements and assessment criteria for two assignments for a drama production module. The first assignment involves producing a production schedule with evidence of planning and collaboration from group members. The second assignment requires an individual analysis of suitability for different drama production roles and consideration of strengths and weaknesses. Both assignments are due in December 2009 and January 2010 respectively and make up 50% of the module grade.
This document discusses several aspects of globalization and Latin music. It addresses how Latin music became more influential in the late 1990s due to artists like Jennifer Lopez and Ricky Martin. It also discusses how salsa music negotiates issues of identity and how media can help preserve traditions but also lead to innovation and formation of new identities. The document provides context on the French rap group NTM and how rap was adapted in France to address issues of inequality, racism, and imperialism through rebellious discourses.
The document provides a history of early camera technology, beginning with toys and magic in the pre-history era. It then discusses the concept of persistence of vision and revisits the myth of how it relates to motion pictures. The document also references Marcel Duchamp's 1912 painting "Nude Descending a Staircase, No. 2" as part of the history.
This document outlines the content and assessments for a course on the history of camera technologies. The course will cover the development of still and moving image cameras from early toys and magic lanterns to modern electronic cameras. Students will work in groups to produce a short film using a vintage 35mm camera and give a presentation reflecting on the technical and creative aspects. Assessments include an individual or paired flip book exercise in the first week and the group film production and presentations in later weeks.
The document provides potential topics and ideas for presentations on media and broadcasting. Some suggested topics include the history of institutions like the BBC and their modern importance; the impact of technologies like Sky+ on audiences and industries; regulation of broadcasting and whether bodies like Ofcom are effective; scandals in broadcasting and lessons that can be learned; and the role and funding of public service broadcasting. For each topic, the document emphasizes analyzing meanings, impacts and implications rather than just listing facts or events. Presentations should consider topics in-depth rather than being superficial summaries.
This document provides information about an "Audio Culture" module taken over two semesters. It outlines the learning outcomes, which involve skills in digital audio production and dissemination as well as understanding debates around audio's role in culture. There are two assessments: a portfolio of audio analyses worth 50% and an audio production project worth 50%. The portfolio involves analyzing four audio pieces in terms of production, audience and context. The production project involves creating a significant audio work negotiated with tutors. The module will examine sound in the contexts of radio, music, film/TV and new media.
The document discusses elements that help define media genres including characters, tone, locations, sound, editing, framing, and exposition. It provides examples of how these elements are used in different genres like news, game shows, children's programming, and documentaries to help produce and sell media products by explaining them to audiences and forming contracts with expectations.
PowerPoint - Genre Theory to Genre PracticePaul8989
The document discusses genre theory and its application to media production. It explains that genre helps describe, produce, and sell media products by forming contracts with audiences. It then lists and provides examples of various elements that comprise genres, including characters, tone, locations, sound, editing, framing/shots, and others. These elements help shape audience expectations for different types of media.
The document discusses the history of sound in film from the 1890s experiments linking sound and image to the introduction of talking pictures in the late 1920s. It addresses some myths, noting that while silent films did not have synchronized sound, they were often accompanied by live music or lectures. Early sound-film experiments had issues with synchronization and amplification. The Jazz Singer in 1927, which featured both silent and spoken sequences, is considered the first "talkie." Warner Brothers helped drive the transition to sound by partnering with Western Electric on the Vitaphone sound-on-disc system due to losing small town audiences to automobiles. Technical challenges included noisy cameras, insensitive microphones, and ensuring smooth 24 fps projection without jerkiness.
This document provides guidance on pitching documentary ideas. It emphasizes that a pitch must grab the commissioning editor's attention with a great story and succinct presentation. Developing a strong pitch takes research on the audience, style, subject matter, and institution. The pitch should be tailored to the expected audience and genre conventions. Thorough research is important to justify creative and production decisions. A good pitch concludes with an elevator pitch that summarizes what the viewer will get from the documentary in 30 seconds or less. Practice pitching and receiving feedback are important skills. The document then lists groups and tutorial timeslots for providing pitch feedback.
The document outlines the content and assessments for a course on the history of camera technologies. Students will learn about the development of still and movie cameras from early toys and magic lanterns to modern electronic cameras. They will demonstrate their understanding by producing a short film using a vintage 35mm film camera and presenting critically on the film. The course will cover topics like fixing and moving images as well as hearing and color images over time. It discusses approaches to studying history and assessing inventions, and that the first session will be at 9:30am starting next week. Students are asked to produce a basic flip book as an introductory exercise.
This document provides a history of broadcasting in the UK from the early 1900s to present day. It discusses the development of radio broadcasting by the Marconi Company and the BBC in the 1920s. The BBC was established to provide programming to serve all audiences. In the 1950s, commercial television was introduced in the UK, led by ITV, which was primarily advertiser funded. Today, both the BBC and ITV have public service broadcasting remits but utilize different funding models, with the BBC receiving funds from television licenses and ITV generating revenue from advertising.
This document discusses different forms of regulation for media including legal, official, cultural, self, and economic regulation. It provides examples of media regulatory bodies in the UK such as Ofcom, ASA, BBC Trust, BBFC, and PCC. It also summarizes a case study about a Heinz deli meat advertisement that received complaints but was never officially banned or pulled in the UK.
- The BBC had a monopoly on broadcasting in the UK pre-WW2 and through most of the 1940s, focusing mainly on radio. Commercial television was introduced in the 1950s through the new Independent Television Authority (ITA) to provide competition to the BBC and allow advertising-funded broadcasts.
- The Pilkington Committee in the 1960s recommended that ITV should be reorganized and the BBC given a third channel, leading to the launch of BBC 2 in 1964. Further reports looked at introducing more channels, resulting in the launch of Channel 4 in 1982 and satellite broadcasting by BSB and Sky in the late 1980s/early 1990s.
This document discusses genre theory and how genres are used to classify and analyze media texts. Some key points:
- Genre refers to types or categories of media texts that share common conventions, themes, and patterns.
- Genres act as signifying systems that provide paradigms or templates that media texts can draw from. This allows for a "contract" between producers and audiences about what to expect.
- Individual texts may demonstrate generic elements while also differing from other texts in that genre through hybridity or innovation.
- Genres are not static but rather develop and change over time through combinations with other genres or becoming obsolete. They frame audience understanding and require cultural knowledge to recognize.
The document outlines the learning outcomes and assessments for a module on media institutions, which will use lectures and seminars to explore issues affecting the contemporary media landscape such as ownership, globalization, and technological changes, assessing students through group presentations and individual podcast/video productions.
This document outlines an introductory lecture for a media production course. It introduces the instructors and has the students do a quick icebreaker exercise. It then discusses the learning outcomes, which focus on developing critical analysis skills and understanding the relationship between theory and practice. It emphasizes that theory is important for production work and should not be seen as just reading. It explores what constitutes media texts and the importance of analysis. It also discusses aesthetics, media literacy, and where producers draw their influences from such as literature, art, and other media. It stresses the importance of having breadth beyond just technology.
- This document outlines the goals and requirements for the first part of a two-part production project module, which focuses on planning a major creative project.
- The aims are to develop research, time management, and self-assessment skills through practical work and to produce an individual work.
- Assessments include a 25% pitch due November 1st describing the project plan, and a 75% treatment due December 13th providing details of the planned production. The treatment must also include a sample of the planned work.
Sound is omnidirectional and omnipresent, with qualities like timbre, level, and continuity that must be considered when recording. Unlike light, sound dissipates quickly on a logarithmic scale. While background noise, echo/reverb, and distortion cannot be removed in post-production, effects like additional background noise, echo/reverb, music, foley, and sound effects can be added. When recording audio, it is important to consider the space for booms, record as clean and flat as possible while monitoring, and re-shoot if needed. Using clappers and consistent microphone placement and techniques are essential for continuity.
The document outlines the requirements and assessment criteria for two assignments for a drama production module. The first assignment involves producing a production schedule with evidence of planning and collaboration from group members. The second assignment requires an individual analysis of suitability for different drama production roles and consideration of strengths and weaknesses. Both assignments are due in December 2009 and January 2010 respectively and make up 50% of the module grade.
This document discusses several aspects of globalization and Latin music. It addresses how Latin music became more influential in the late 1990s due to artists like Jennifer Lopez and Ricky Martin. It also discusses how salsa music negotiates issues of identity and how media can help preserve traditions but also lead to innovation and formation of new identities. The document provides context on the French rap group NTM and how rap was adapted in France to address issues of inequality, racism, and imperialism through rebellious discourses.