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Zeitschriftenartikel zum Thema „Computer graphics“

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Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 21. September 2024

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1

Turlyun, L. N. „COMPUTER GRAPHICS AS A FORM OF COMPUTER VISUAL ART“. Arts education and science 2, Nr. 31 (2022): 122–27. http://dx.doi.org/10.36871/hon.202202016.

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The article is devoted to computer graphics as the main type of computer visual art. It gives a historical review of the origin of computer graphics. The first artists in computer graphics are: Ben Laposki, Herbert Franke, Michael Noll, Friederich Nake, Charles Xuri, Harold Cohen. The concepts of pencil, charcoal, computer graphics, computer art, engraving, etching, linocut are covered. A comparative analysis of traditional graphic art and computer graphics is conducted. The article provides a brief historical overview of graphite, Italian and lead pencils and focuses on the imitation of traditional graphic tools in graphic editors. It is emphasized that hatchings modelling plays a special role in imitation of pencil drawing technique by means of computer graphics, as well as in traditional drawing. The shading modelling methods developed by software artists Cortez, Yamamoto, Herzmann, Litvinovich, Shiraishi, and Yamaguchi are described. The popularity of engravings in illustrating books and periodicals is noted. A classification of printed graphics by type and production technique is carried out. The article provides an overview of the main imitation filters for all types of engraving. In particular, such filters as "Engraver", "Cutline" Linocut are considered.

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2

Ataeva, Gulsina Isroilovna, und Lola Dzhalolovna Yodgorova. „METHODS AND ALGORITHMS OF COMPUTER GRAPHICS“. Scientific Reports of Bukhara State University 4, Nr. 1 (26.02.2020): 43–47. http://dx.doi.org/10.52297/2181-1466/2020/4/1/3.

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Methods and algorithms of computer graphics are considered in the article. Implementation of transformation of graphic objects by means of operations of transfer, scaling, rotation, the types of geometric models are considered. Methods of computer graphics include methods of converting graphic objects, representing (scanning) lines in raster form, selecting a window, removing hidden lines, projecting, painting images.

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3

Карпюк, Л. В., und Н. О. Давіденко. „Computer practice in engineering graphics“. ВІСНИК СХІДНОУКРАЇНСЬКОГО НАЦІОНАЛЬНОГО УНІВЕРСИТЕТУ імені Володимира Даля, Nr. 4(260) (10.03.2020): 29–33. http://dx.doi.org/10.33216/1998-7927-2020-260-4-29-33.

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The article discusses the problems of teaching students engineering and computer graphics in a single course based on a computer-aided design (CAD) system. Examples of training tasks for acquiring knowledge, skills and abilities in the environment of the drawing and graphic editor of the AutoCAD system are given. They are necessary when performing drawings on engineering graphics, as well as the graphic part of course projects for students of mechanical specialties. Examples of exercises for self-study of the material are considered for a deeper study of the drawing-graphic module structure of the system and the acquisition of skills to work with its tools. The article also discusses several topics for studying the graphical editor AutoCAD, it reveals their contents and provides methods for completing practical tasks. A comprehensive training program extends the ability of teachers to submit material, increases students' interest in graphic disciplines, so it can achieve better results in their development. However, there are a number of problems with this approach. Different levels of basic knowledge of students in the field of computer technology require greater individualization in the organization of the educational process. An additional burden for the teacher is to check the electronic drawings and to control the independence of students' work when performing graphic works using CAD. Combining engineering and computer graphics requires more intensive work from students. It is noted that the implementation of the proposed set of tasks is only the first stage of training students in computer technologies for creating design documentation. The acquired knowledge, skills and working skills in the environment of the AutoCAD system will be in demand when studying modern means of three-dimensional modeling. The execution of drawings using computer tools is undoubtedly more attractive to students, compared to traditional drawing. It is also important to create conditions for actualizing the intellectual potential of students, as well as the formation of positive motivation. Enthusiastic students independently master the functions of the system that are not intended for study by the curriculum. They participate with pleasure in Olympiads in engineering and computer graphics. Ways of improving the verification of graphic works by a teacher are developped. A partial solution to the problem of checking the graphic part of course projects using preliminary drawings in a draft version and intermediate printouts of their electronic versions are proposed.

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4

Yagou, Artemis. „Grafică făra Computer (Graphics without Computers)“. Design Journal 18, Nr. 4 (02.10.2015): 613–20. http://dx.doi.org/10.1080/14606925.2015.1109213.

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5

Exline, A. „Computer graphics“. IEEE Potentials 9, Nr. 2 (April 1990): 43–45. http://dx.doi.org/10.1109/45.53000.

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6

Westman, Hans. „Computer graphics“. ACM SIGGRAPH Computer Graphics 39, Nr. 2 (Mai 2005): 4. http://dx.doi.org/10.1145/1080376.1080380.

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7

Blandford, A. E. „Computer graphics“. Computers & Education 11, Nr. 4 (Januar 1987): 313–15. http://dx.doi.org/10.1016/0360-1315(87)90034-0.

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8

Hill, Francis S., und Dr James C. Miller. „Computer graphics“. Computers & Graphics 16, Nr. 4 (Dezember 1992): 451–52. http://dx.doi.org/10.1016/0097-8493(92)90036-u.

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9

Blount, G. N. „Computer graphics“. Computer-Aided Design 22, Nr. 3 (April 1990): 192. http://dx.doi.org/10.1016/0010-4485(90)90080-v.

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10

YAMAGUCHI, Fujio. „Computer Graphics“. Journal of the Society of Mechanical Engineers 90, Nr. 823 (1987): 750–51. http://dx.doi.org/10.1299/jsmemag.90.823_750.

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11

Hitchner, Lew, Steve Cunningham, Scott Grissom und Rosalee Wolfe. „Computer graphics“. ACM SIGCSE Bulletin 31, Nr. 1 (März 1999): 341–42. http://dx.doi.org/10.1145/384266.299801.

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12

Westman, Hans. „Computer graphics“. ACM SIGGRAPH Computer Graphics 37, Nr. 4 (November 2003): 3. http://dx.doi.org/10.1145/961261.961265.

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13

Li, Xingping. „Visualization Display System of Gannan Hakka Paper-Cut Works Based on Computer Graphics Algorithm“. Computational Intelligence and Neuroscience 2022 (24.03.2022): 1–10. http://dx.doi.org/10.1155/2022/2419689.

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Today, computer graphics and graphic image processing techniques have been widely used in daily life and industrial production. Due to the development of computers, computer graphics has brought more convenience to our daily life. In order to give full play to the value of computers, this paper takes the Hakka paper-cut art with local characteristics as the starting point, first of all its development history, artistic characteristics, compositional forms, expression techniques, cultural connotations, Hakka paper-cut patterns, and the symbolic meaning of folk customs, and then we design a visualization system for the paper-cut works of Gannan Hakka based on computer graphics. In addition, the system provides a solution for the integration of Gannan Hakka paper-cut art and Jiangxi native product packaging design and provides a reference for the theory and practice of modern native product packaging design.

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14

Velilyaeva, Z. R., und L. Z. Tarkhan. „GRAPH LITERACY OF A VOCATIONAL EDUCATION TEACHER“. INSIGHT, Nr. 3(6) (2021): 92–102. http://dx.doi.org/10.17853/2686-8970-2021-3-92-102.

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The concepts of “literacy”, “graphical information”, “computer graphics”, “graph literacy”, “pedagogical literacy” are considered. Graph literacy is considered in the context of vocational education teacher training. The role of computer graphics in graphic and pedagogical activities is described. The article describes the trends in the use of information and communication and computer technologies both in the process of learning graphic disciplines and in the pedagogical process as a whole. The definition of graph literacy of a vocational education teacher is given, which is described as a complex multicomponent personal education, characterized by the presence of knowledge, skills and abilities to create, transform and perform mental operation with visual images, figures and blueprints, the ability to transmit visual information accurately and quickly with the use of graphic aids, including digital ones, in teaching activities.

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15

Verkhoturova, E. „THE APPLICATION OF COMPUTER GEOMETRIC MODELING FOR TRAINING AND APPLIED ENGINEERING AND CONSTRUCTION“. Bulletin of South Ural State University series "Construction Engineering and Architecture" 23, Nr. 1 (2023): 65–74. http://dx.doi.org/10.14529/build230108.

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This work develops an algorithm for solving computational and graphical work from a cycle of constructive problems of engineering and construction design (construction graphics) using CAD, based on the transition from the traditional method of solving this problem (building a 2D drawing manually) to the method of computer geometric modeling. The application of geometric 3D modeling as a useful CAD tool for solving educational and applied problems is considered. The algorithmization of the solution from the cycle of graphic works on the training course “engineering and computer graphics”, which is the basis for solving problems of engineering and construction design, is shown. A comparison is made between the classical method of solving an engineering problem and using CAD. The use of computer graphic modeling methods using CAD systems facilitates solving the problem, calculating the necessary data, visualizing the results, and contributing to the mastery of universal and professional competencies for students. Their use is expedient in solving applied problems on the training course “engineering and computer graphics” for students of engineering and construction.

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16

Wilson, Stephen, und Herbert W. Franke. „Computer Graphics: Computer Art“. Leonardo 19, Nr. 4 (1986): 348. http://dx.doi.org/10.2307/1578386.

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17

Kunii, Tosiyasu L., und Herbert W. Franke. „Computer graphics — Computer art“. Visual Computer 2, Nr. 3 (Juli 1986): 131–33. http://dx.doi.org/10.1007/bf01900322.

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18

ETIENNE, F. „The Impact of Modern Graphics Tools on Science, and their Limitations“. International Journal of Modern Physics C 02, Nr. 01 (März 1991): 58–65. http://dx.doi.org/10.1142/s012918319100007x.

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Within the last few years the range of scientific applications for which computer graphics is used has become extremely large. However, not all scientists require the same level of computing power. Until recently the software interface to graphics display systems has been provided by the manufacturers of the hardware. This generated interest in the possibility of using graphics standards. Another important issue is related to the deluge of data generated by super-computers and high-volume data sources which make it impossible for users to have an overall knowledge of either the data structures or the application programs. Partial solutions can be found in emerging products providing an interactive computational environment for scientific visualization. Some of the characteristics required for graphics hardware are presented. From a hardware perspective, graphics computing involves the use of a graphical computer system with sufficient power and functionality that the user can manipulate and interact with displayed objects. To achieve such a level of performance computers are usually designed as networked workstations with access to local graphics capabilities. Finally, it is made clear that the main computer graphics applications are scientific activities. From high energy physics experiments with wireframe event displays up to medical imaging with interactive volume rendering, scientific visualization is not simply displaying data from data intensive sources. Fields of computer graphics like image processing, computer aided design, signal processing and user interfaces provide tools helping researchers to understand and steer scientific computation.

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19

Kakizawa, Yukinari, und Kazuhiro Hongo. „Computer Graphics and Fiber Dissection“. Japanese Journal of Neurosurgery 24, Nr. 1 (2015): 19–25. http://dx.doi.org/10.7887/jcns.24.19.

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20

Romanyuk, O. N., S. V. Pavlov, O. L. Bobko, E. K. Zavalnyuk und O. O. Reshetnik. „Analysis of big data in computer graphics“. Optoelectronic Information-Power Technologies 47, Nr. 1 (27.06.2024): 50–57. http://dx.doi.org/10.31649/1681-7893-2024-47-1-50-57.

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In this article, an overview of the aspects of big data analysis and representation in computer graphics is presented, creating new prospects for the development and improvement of applications for processing graphic information, visualization, and simulation. Thanks to advancements in data processing and analysis technologies, computer graphics can become even more realistic, interactive, and efficient. Data can come from various sources, including 3D scanning, modeling, sensors, video cameras, games, and simulations. Storing large volumes of graphic data requires effective solutions such as distributed file systems, databases, and cloud services. The review analysis covers the processing of big data, including machine learning, image recognition algorithms, parallel computing, and resource optimization. Special attention is paid to the challenges and prospects of using big data in computer graphics, which includes improving the quality of graphic data analysis, optimizing the rendering of extremely large images, and integration with third-party systems.

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21

Wang, Ting. „Graphic Art Design Based on Computer Graphics Software“. Journal of Physics: Conference Series 1533 (April 2020): 032019. http://dx.doi.org/10.1088/1742-6596/1533/3/032019.

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22

Li, Ying, und Ye Tang. „Design on Intelligent Feature Graphics Based on Convolution Operation“. Mathematics 10, Nr. 3 (26.01.2022): 384. http://dx.doi.org/10.3390/math10030384.

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With the development and application of artificial intelligence, the technical methods of intelligent image processing and graphic design need to be explored to realize the intelligent graphic design based on traditional graphics such as pottery engraving graphics. An optimized method is aimed to be explored to extract the image features from traditional engraving graphics on historical relics and apply them into intelligent graphic design. For this purpose, an image feature extracted model based on convolution operation is proposed. Parametric test and effectiveness research are conducted to evaluate the performance of the proposed model. Theoretical and practical research shows that the image-extracted model has a significant effect on the extraction of image features from traditional engraving graphics because the image brightness processing greatly simplifies the process of image feature extraction, and the convolution operation improves the accuracy. Based on the brightness feature map output from the proposed model, the design algorithm of intelligent feature graphic is presented to create the feature graphics, which can be directly applied to design the intelligent graphical interface. Taking some pottery engraving graphics from the Neolithic Age as an example, we conduct the practice on image feature extraction and feature graphic design, the results of which further verify the effectiveness of the proposed method. This paper provides a theoretical basis for the application of traditional engraving graphics in intelligent graphical interface design for AI products such as smart tourism products, smart museums, and so on.

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23

Fan, Mingming, und Yunsong Li. „The application of computer graphics processing in visual communication design“. Journal of Intelligent & Fuzzy Systems 39, Nr. 4 (21.10.2020): 5183–91. http://dx.doi.org/10.3233/jifs-189003.

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The purpose of this paper is to improve the existing computer graphics image processing technology, so that designers can produce more inspiration, improve the author’s ability to innovate. Based on the information in the field of graphics visual communication as the research object, through the elaboration of graphical information characteristics, development course, and the visual communication of computer graphical related, such as cognitive psychology, semiology theory research, analyzes the computer graphics into a kind of economic and effective way of conveying information, the significance of interface design for mobile media. Experiments demonstrate the unique advantages of graphics in the process of information transmission. In 2022, the market size of computer graphics and vision will expand to 755.5 million RMB. It can be known that the communication mode integrating information and graphics, as the future development trend, will also be applied to more fields and play a greater role.

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24

Machover, Carl, und Sherry Keowan. „Computer graphics pioneers“. ACM SIGGRAPH Computer Graphics 31, Nr. 3 (August 1997): 14. http://dx.doi.org/10.1145/262171.262176.

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25

Lake, Adam. „Computer graphics: introduction“. XRDS: Crossroads, The ACM Magazine for Students 3, Nr. 4 (Mai 1997): 2. http://dx.doi.org/10.1145/270955.332121.

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26

Machover, Carl, und Sherry Keowan. „Computer graphics pioneers“. ACM SIGGRAPH Computer Graphics 31, Nr. 2 (Mai 1997): 10–11. http://dx.doi.org/10.1145/271283.564619.

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27

Owen, G. Scott, María M. Larrondo-Petrie und Cary Laxer. „Computer graphics curriculum“. ACM SIGGRAPH Computer Graphics 28, Nr. 3 (August 1994): 183–85. http://dx.doi.org/10.1145/186376.186379.

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28

Machover, Carl. „Computer graphics pioneers“. ACM SIGGRAPH Computer Graphics 33, Nr. 1 (Februar 1999): 36–38. http://dx.doi.org/10.1145/563666.563677.

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29

Machover, Carl. „Computer graphics pioneers“. ACM SIGGRAPH Computer Graphics 35, Nr. 4 (November 2001): 12–16. http://dx.doi.org/10.1145/563710.563713.

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30

Machover, Carl. „Computer graphics pioneers“. ACM SIGGRAPH Computer Graphics 34, Nr. 1 (Februar 2000): 30–32. http://dx.doi.org/10.1145/563788.563797.

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31

McDermott, Robert J. „Computer graphics laboratories“. ACM SIGGRAPH Computer Graphics 32, Nr. 3 (August 1998): 70. http://dx.doi.org/10.1145/281278.281351.

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32

Sloan, Gary D., Joshua Cohen und Jay Syverson. „Animated Computer Graphics“. Proceedings of the Human Factors and Ergonomics Society Annual Meeting 57, Nr. 1 (September 2013): 605–9. http://dx.doi.org/10.1177/1541931213571129.

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33

Machover, Carl. „COMPUTER GRAPHICS PIONEERS“. ACM SIGGRAPH Computer Graphics 34, Nr. 4 (November 2000): 19–20. http://dx.doi.org/10.1145/369215.564931.

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34

Machover, Carl. „Computer graphics pioneers“. ACM SIGGRAPH Computer Graphics 31, Nr. 1 (Februar 1997): 7–8. http://dx.doi.org/10.1145/248307.252654.

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35

Cambridge Computer Graphics. „Cambridge computer graphics“. Computer-Aided Design 20, Nr. 5 (Juni 1988): 302. http://dx.doi.org/10.1016/0010-4485(88)90102-9.

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36

Amanatides, J. „Computer graphics '87“. Computer-Aided Design 20, Nr. 6 (Juli 1988): 362. http://dx.doi.org/10.1016/0010-4485(88)90125-x.

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37

Staudhammer, J. „Computer graphics hardware“. IEEE Computer Graphics and Applications 11, Nr. 1 (Januar 1991): 42–44. http://dx.doi.org/10.1109/38.67698.

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38

Constantian, M. B., und George S. Pap. „Interactive computer graphics“. Plastic and Reconstructive Surgery 82, Nr. 6 (Dezember 1988): 1109. http://dx.doi.org/10.1097/00006534-198812000-00060.

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39

Glassner, A. „Everyday computer graphics“. IEEE Computer Graphics and Applications 23, Nr. 6 (November 2003): 76–82. http://dx.doi.org/10.1109/mcg.2003.1242385.

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40

Phenix, Katharine, und Jorg R. Jemelka. „Computer graphics glossary“. Journal of the American Society for Information Science 38, Nr. 3 (Mai 1987): 218–19. http://dx.doi.org/10.1002/(sici)1097-4571(198705)38:3<218::aid-asi16>3.0.co;2-5.

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41

D’Ambrosio, Donato, Giuseppe Filippone, Rocco Rongo, William Spataro und Giuseppe A. Trunfio. „Cellular Automata and GPGPU“. International Journal of Grid and High Performance Computing 4, Nr. 3 (Juli 2012): 30–47. http://dx.doi.org/10.4018/jghpc.2012070102.

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This paper presents an efficient implementation of the SCIARA Cellular Automata computational model for simulating lava flows using the Compute Unified Device Architecture (CUDA) interface developed by NVIDIA and carried out on Graphical Processing Units (GPU). GPUs are specifically designated for efficiently processing graphic data sets. However, they are also recently being exploited for achieving excellent computational results for applications non-directly connected with Computer Graphics. The authors show an implementation of SCIARA and present results referred to a Tesla GPU computing processor, a NVIDIA device specifically designed for High Performance Computing, and a Geforce GT 330M commodity graphic card. Their carried out experiments show that significant performance improvements are achieved, over a factor of 100, depending on the problem size and type of performed memory optimization. Experiments have confirmed the effectiveness and validity of adopting graphics hardware as an alternative to expensive hardware solutions, such as cluster or multi-core machines, for the implementation of Cellular Automata models.

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Hevko, Ihor. „Illustrative and cognitive functions of computer graphics in the educational process“. Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 66, Nr. 3 (2019): 59–65. http://dx.doi.org/10.33310/2518-7813-2019-66-3-59-65.

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This paper discusses the use of computer graphics and computer modeling systems in the field of education, as well as the cognitive function of computer graphics, its role in the educational process. Computer graphics is the leading component of education of a modern specialist. In many cases, graphics needs can be supplied with various existing graphic libraries and systems. In addition, it should be noted that even the qualified use of existing graphics tools requires knowledge of the theoretical foundations of computer graphics. The article presents the characteristics of illustrative and congruent functions of computer graphics. Computer graphics, as well as computer science in general, must be assessed from the standpoint of further practical use of the knowledge and skills acquired in the learning process in the future productive activities of an independent specialist. The use of computer graphics in educational systems not only increases the speed of student perception of information and increases its level of understanding, but also contributes to the development of such important for a specialist of any industry qualities as intuition, imaginative and logical thinking. Achievements in the field of ICT actualize the issues of training specialists in the field of computer technologies, presenting information in the form of graphic images of drawings, diagrams, drawings, sketches, presentations, visualizations, animated videos, virtual worlds and the like. It is the cognitive function of computer graphics that is of primary importance in the educational process, it is computer models that allow you to change the initial conditions of experiments, allows you to perform numerous virtual experiments. Professional training of future specialists in the field of computer graphics should be focused on training a competitive specialist demanded by the labor market in the context of increasing rates of informatization of education, creating a unified information environment and the formation of relevant professional competencies in a rapidly developing ICT software and solutions. The article is accented that students study the basics of computer graphics has its specificity compared to traditional types of learning activities. In this connection, the development and improvement of an effective technology for teaching computer graphics, taking into account the specifics of future professional orientation, becomes relevant. The work highlights and describes the characteristic features of illustrative and cognitive functions of computer graphics. The effect of ICT on the intensity of obtaining new knowledge, the ability to mental perception and processing external information is analyzed.

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Iskierka, Iwona. „Techniki grafiki komputerowej w reklamie“. Dydaktyka Informatyki 15 (2020): 151–61. http://dx.doi.org/10.15584/di.2020.15.11.

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The work concerns the possibility of using computer graphics techniques in an advertising message. Issues related to computer graphics and creation of graphic advertising projects were presented. Selected principles of graphic design are discussed. Attention was paid to legal aspects related to the functioning of advertising elements and trademarks.

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Kiselyov, A. V., und O. N. Smetanina. „Application of the computer graphics technology for the visualization of lungs“. Vestnik UGATU 27, Nr. 4(102) (2023): 109–22. http://dx.doi.org/10.54708/19926502_2023_274102109.

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Currently, the field of application of computer graphics is becomingwider. Over the past half century, the computer graphics technology has come a long way from a nascent field to a technology without which not a single area in the modern world can do. The rapid spread has led to research aimed at improving the process ofcreating graphic images. Computer graphics found application in medicine in three-dimensional visualization of computed tomography in the middle of the second half of the twentieth century. Since then, it has become an important part of almost every aspect of the field, from teaching anatomy to helping with diagnosis. However, the specificity of this area and a number of requirements that it imposes have led to the fact that the number of technologies and computer graphics methods used is limited. But despite the limited scope of application, there are still a large number of different implementations of methods used in medicine. Therefore, when developing a new application in the medical field that requires an imaging module, software developers have difficulty choosing the most prefera-ble method to implement. This article analyzes the possibilities of using computer graphics technologies in the field of medicine using the example of lung imaging in the conditions of limited data. Also, based on the analysis, a classification of visualization methods is given and the most preferred methods for a particular technology are justified

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Torres, J. C., und B. Clares. „Graphic Objects: A Mathematical Abstract Model for Computer Graphics“. Computer Graphics Forum 12, Nr. 5 (Dezember 1993): 311–27. http://dx.doi.org/10.1111/1467-8659.1250311.

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46

Jiang, Yangyang. „Application of Computer Graphics Processing Technology in Graphic Analysis“. Journal of Physics: Conference Series 1574 (Juni 2020): 012059. http://dx.doi.org/10.1088/1742-6596/1574/1/012059.

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Den, Ding Sheng. „The Application of Computer Graphics Technology in Resource Management“. Applied Mechanics and Materials 687-691 (November 2014): 4914–17. http://dx.doi.org/10.4028/www.scientific.net/amm.687-691.4914.

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With the development of computer technology , computer graphics technology has been widely used. In particular, the success of object-oriented technology and multimedia technology has made , making computer graphics software has become an indispensable part of the system . Thus , the theory and application of computer graphics technology has become an important topic in the field of computers , computer graphics technology in various fields has become increasingly widespread . In recent years, with the development of society and economy, especially in the current rapid development of information technology .

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Kin, Taichi, Hirofumi Nakatomi, Masaaki Shojima, Minoru Tanaka, Kenji Ino, Harushi Mori, Akira Kunimatsu, Hiroshi Oyama und Nobuhito Saito. „A new strategic neurosurgical planning tool for brainstem cavernous malformations using interactive computer graphics with multimodal fusion images“. Journal of Neurosurgery 117, Nr. 1 (Juli 2012): 78–88. http://dx.doi.org/10.3171/2012.3.jns111541.

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Object In this study, the authors used preoperative simulation employing 3D computer graphics (interactive computer graphics) to fuse all imaging data for brainstem cavernous malformations. The authors evaluated whether interactive computer graphics or 2D imaging correlated better with the actual operative field, particularly in identifying a developmental venous anomaly (DVA). Methods The study population consisted of 10 patients scheduled for surgical treatment of brainstem cavernous malformations. Data from preoperative imaging (MRI, CT, and 3D rotational angiography) were automatically fused using a normalized mutual information method, and then reconstructed by a hybrid method combining surface rendering and volume rendering methods. With surface rendering, multimodality and multithreshold techniques for 1 tissue were applied. The completed interactive computer graphics were used for simulation of surgical approaches and assumed surgical fields. Preoperative diagnostic rates for a DVA associated with brainstem cavernous malformation were compared between conventional 2D imaging and interactive computer graphics employing receiver operating characteristic (ROC) analysis. Results The time required for reconstruction of 3D images was 3–6 hours for interactive computer graphics. Observation in interactive mode required approximately 15 minutes. Detailed anatomical information for operative procedures, from the craniotomy to microsurgical operations, could be visualized and simulated three-dimensionally as 1 computer graphic using interactive computer graphics. Virtual surgical views were consistent with actual operative views. This technique was very useful for examining various surgical approaches. Mean (± SEM) area under the ROC curve for rate of DVA diagnosis was significantly better for interactive computer graphics (1.000 ± 0.000) than for 2D imaging (0.766 ± 0.091; p < 0.001, Mann-Whitney U-test). Conclusions The authors report a new method for automatic registration of preoperative imaging data from CT, MRI, and 3D rotational angiography for reconstruction into 1 computer graphic. The diagnostic rate of DVA associated with brainstem cavernous malformation was significantly better using interactive computer graphics than with 2D images. Interactive computer graphics was also useful in helping to plan the surgical access corridor.

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Reed, Richard G. „Computer graphics programming — G.K.S. The graphics standard“. Advances in Engineering Software (1978) 7, Nr. 1 (Januar 1985): 55. http://dx.doi.org/10.1016/0141-1195(85)90139-1.

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Shokirovna, Nazarova Shakhnoza. „EXAMPLES OF INNOVATIVE METHODS OF TEACHING COMPUTER GRAPHICS SUBJECTS (RESULTS AND DISCUSSION)“. International Journal of Advance Scientific Research 03, Nr. 06 (01.06.2023): 320–25. http://dx.doi.org/10.37547/ijasr-03-06-52.

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This article presents examples, results, and discussion of innovative methods for teaching computer graphics topics. The article examines teaching methods in the field of computer graphics and offers reflections on their innovative approaches. The article begins with the importance of virtual developments in the teaching of computer graphics subjects. Virtual technologies, such as Virtual Reality (VR) and Augmented Reality (AR), allow providing interactive and immersive ways to study computer graphics. Examples show results and discussions of VR in teaching for different fields. In the next part, the article reviews the available techniques of interactive teaching. For example, in interactive graphic design classes, students participate in the creation process of computer graphics programs and work with them to solve basic problems in programming and creation. This method helps you get results according to the schedule and guided counseling during the student creation process. In the next part of the article, innovative aspects of collaborative learning are presented. Examples show how to develop computer graphics projects collaboratively and ensure better learning outcomes through pooled resources. In doing so, students can use them to manage their work, enjoy it, and evaluate their work. In the last part of the article, attention is paid to the presentation of innovative methods of distance education in the field of computer graphics. Distance learning enables students to learn through video conferencing, webinars, and online platforms. This method is a modern way of learning computer graphics and allows students to learn with a constant volunteer.

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