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Journal articles on the topic 'Digital video'

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Published: 4 June 2021
Last updated: 2 March 2023

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1

Bartolomé-Pina, Antonio-Ramón. "Digital video." Comunicar 11, no. 21 (October 1, 2003): 39–47. http://dx.doi.org/10.3916/c21-2003-06.

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The author of this paper thinks that educational technology has to face year after year new resolves and proposals from new technologies. Nowadays, the new challenge is called digital video which perhaps for most people is just a new technique for a traditional process. But a lot of persons, including the author, think that this new technology must be studied in depth in order to find out some of its applications in the educational environment. La tecnología educativa, en tanto que preocupada por el uso de los medios tecnológicos en educación, debe enfrentarse cada año a nuevas soluciones y recursos basados en la tecnología. Desde hace unos pocos años se ha comenzado a hablar de vídeo digital. Para algunos es sólo un proceso técnico que se aplica a un medio conocido, para otros es algo más. Este artículo trata de profundizar en algunas ideas clave en relación al vídeo digital así como mostrar algunas aplicaciones que muestran su potencial de uso educativo.
2

Johnson, Don, and Mike Johnson. "Digital Video." Clinical Orthopaedics and Related Research 421 (April 2004): 17–24. http://dx.doi.org/10.1097/01.blo.0000126868.90079.61.

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3

Abate, Joseph A., and Terry Reynolds. "Digital Video." Journal of Diagnostic Medical Sonography 10, no. 5 (September 1994): 253–56. http://dx.doi.org/10.1177/875647939401000502.

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4

Jurgen, R. K. "Digital video." IEEE Spectrum 29, no. 3 (March 1992): 24–30. http://dx.doi.org/10.1109/6.123322.

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5

Maddux, Brian N., and David E. Riley. "Digital Video." Movement Disorders 18, no. 5 (April 24, 2003): 602. http://dx.doi.org/10.1002/mds.10373.

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6

Yu, Xinguo, Wan Ding, Zhizhong Zeng, and Hon Wai Leong. "Reading Digital Video Clocks." International Journal of Pattern Recognition and Artificial Intelligence 29, no. 04 (May 20, 2015): 1555006. http://dx.doi.org/10.1142/s021800141555006x.

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This paper presents an algorithm for reading digital video clocks reliably and quickly. Reading digital clocks from videos is difficult due to the challenges such as color variety, font diversity, noise, and low resolution. The proposed algorithm overcomes these challenges by using the novel methods derived from the domain knowledge. This algorithm first localizes the digits of a digital video clock and then recognizes the digits representing the time of digital video clock. It is a robust three-step algorithm. The first step is an efficient procedure that directly identifies the region of the second digit at a very low computational cost, which replaces the traditional tedious image processing procedure of identifying the second digit region. The success of the first step mainly leverages on the novel second-pixel periodicity method. Using the acquired second digit region as input, the second step is a clock digit localization procedure. It first acquires the colors of the digits of the digital video clock and performs the color conversion. Then it localizes the remaining clock digits. Finally, the last step is a clock digit recognition procedure. It first employs an enhanced digit-sequence recognition method to robustly recognize the digits on the second; it then adopts a deep learning procedure to recognize the remaining digits. The proposed algorithm is tested on a prepared benchmark of 1000 videos that is publicly available and the experimental results show that it can read digital video clocks with a 100% accuracy at a low computational cost.
7

Tiernan, Peter. "Exploring Digital Literacy: How Do Undergraduate Students Evaluate Digital Video for Inclusion in Assignment Work?" Digital Education Review, no. 40 (December 27, 2021): 110–21. http://dx.doi.org/10.1344/der.2021.40.110-121.

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This paper investigates how students evaluate online video for use in assignment work, in order to understand digital literacy with online video in practice. Students sourced content for a written assignment using a customised video retrieval system (VRS), and reflected on their choice of videos. The study examines the key areas influencing the use and evaluation of online video for assignments such as digital literacy, the learning value of video, strategies for integrating video, and the key features of VRSs. This paper examines students' experiences using online video for assignment work and pays particular attention to their evolution of video content and their reasons for selecting videos. Findings show that students select video based on its relevance to their existing knowledge, ability to develop their arguments, and on the source and quality of content. Students display key elements of digital literacy when provided with an authentic task, and the appropriate tools and content to accomplish this. The work also presents a series of recommendations and considerations for future work in the area.
8

Wang, Wei Hua. "The Design and Implementation of a Video Image Acquisition System Based on VFW." Applied Mechanics and Materials 380-384 (August 2013): 3787–90. http://dx.doi.org/10.4028/www.scientific.net/amm.380-384.3787.

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Along with the development of technologies on computer, electronic and communication, there are more and more applications of digital image acquisition and processing technology used in computer and portable systems, such as videophone, digital cameras, digital television, video monitoring, camera phones and video conferencing etc. Digitized image makes image digital transmit with high quality, which facilitates image retrieval, analysis, processing and storage. In applications such as video conferencing, it is a crucial premise to capture videos. So, in this paper, we mainly introduce the video capture technology by exploiting the VFM video services library developed by Microsoft. Software based on VFW can directly capture digital videos or digitize the traditional analog videos and then clipping them.
9

Lessick, Susan. "SURA/ViDe Digital Video Workshop: A Summary." Library Hi Tech News 21, no. 5 (June 2004): 12–13. http://dx.doi.org/10.1108/07419050410546338.

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10

Slater, David H. "Digital Video Archive." Anthropology News 58, no. 5 (September 2017): e286-e291. http://dx.doi.org/10.1111/an.596.

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11

Jun Xin, Chia-Wen Lin, and Ming-Ting Sun. "Digital Video Transcoding." Proceedings of the IEEE 93, no. 1 (January 2005): 84–97. http://dx.doi.org/10.1109/jproc.2004.839620.

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12

Kashishian, Neil, and Grant Dickson. "Digital Video Surveying." Journal of Maps 3, no. 1 (January 2007): 46–54. http://dx.doi.org/10.1080/jom.2007.9710826.

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13

Yesselman, Jay. "Digital Interactive Video." Information Strategy: The Executive's Journal 13, no. 3 (March 1997): 40–46. http://dx.doi.org/10.1080/07438613.1997.10744568.

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14

Langendorf, Richard. "Interactive digital video." Computers, Environment and Urban Systems 15, no. 1-2 (January 1991): 84. http://dx.doi.org/10.1016/0198-9715(91)90089-v.

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15

Reimers, U. "Digital video broadcasting." IEEE Communications Magazine 36, no. 6 (June 1998): 104–10. http://dx.doi.org/10.1109/35.685371.

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16

Chaudhury, Santanu, Gaurav Garg, and Pramod Kumar Sharma. "Digital Video Revisited." IETE Technical Review 20, no. 4 (July 2003): 309–18. http://dx.doi.org/10.1080/02564602.2003.11417088.

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17

Umemoto, M., Y. Eto, and T. Fukinuki. "Digital video recording." Proceedings of the IEEE 83, no. 7 (July 1995): 1044–54. http://dx.doi.org/10.1109/5.390122.

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18

Uytterhoeven, G. "Digital video processing." Journal of Computational and Applied Mathematics 66, no. 1-2 (January 1996): N5—N6. http://dx.doi.org/10.1016/0377-0427(96)80474-2.

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19

Saugmann Andersen, Rune. "Video, algorithms and security: How digital video platforms produce post-sovereign security articulations." Security Dialogue 48, no. 4 (July 10, 2017): 354–72. http://dx.doi.org/10.1177/0967010617709875.

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Digital videos increasingly sustain new and older imagined communities (and enmities), and make battlefields, unfolding terror plots and emergencies public. Yet digital videos mediate security articulations following logics that are radically different from those of journalistically edited media, with consequences for how we should think of security articulation in new visual media. This article analyses how, in digital video, the combination of visible facts and the remediation logics of algorithmically governed video platforms – such as YouTube and Facebook – allow for new types of security articulations. It argues that digital video can be understood as a semiotic composite where the material semiotics of media technologies, calculated publics and spectators combines with the political semiotics of audio-visual media to condition how video articulations work as political agency. A powerful video-mediated security articulation, the #neda videos from the 2009 Iranian post-election crisis, illustrates how security articulation in digital video is not tied to the authority of a speaker and does not contain the promise of an immediate, illocutionary security effect. Drawing on securitization theory and Butler’s critique of speech act theory, this article understands such video articulations as post-sovereign security articulations.
20

Julianingsih, Denok, and Endang Krisnawati. "Efektivitas Video Digital Storytelling terhadap Hasil Belajar Siswa Kelas X Materi Trigonometri." Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang 4, no. 1 (January 20, 2020): 129. http://dx.doi.org/10.31331/medivesveteran.v4i1.975.

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Penelitian ini bertujuan untuk mengetahui: 1) perbedaan hasil belajar siswa yang diajar menggunakan video Digital Storytelling dengan siswa yang diajar tanpa menggunakan video Digital Storytelling, 2) efektivitas penggunaan video Digital Storytelling terhadap hasil belajar siswa. Penelitian ini dilakukan di SMA Muhammadiyah 4 pada siswa kelas X. Penelitian ini merupakan penelitian eksperimen dengan teknik probability sampling. Desain pada penelitian ini menggunakan model pretest - posttest control group design. Pengumpulan data dengan menggunakan soal pretest dan posttest menggunakan skor pretest dan skor posttest. Teknik analisa data yang digunakan menggunakan analisis deskriptif dan analisis inferensial. Hasil penelitian menunjukkan ada perbedaan rata-rata hasil belajar siswa yang diajar menggunakan video Digital Storytelling dengan siswa yang diajar tanpa menggunakan video Digital Storytelling. Perbedaan rata-rata hasil belajar antara post-test eksperimen dengan post-test kontrol dari hasil uji Independent Sample Test tersebut adalah 8.67778 sehingga media Digital Storytelling efektif digunakan dalam pembelajaran trigonometri. Penggunaan video Digital Storytellling terbukti efektif digunakan pada pembelajaran trigonometri karena berdasarkan hasil uji independent sample test menunjukkan dapat meningkatkan hasil belajar siswa. Kata kunci: media pembelajaran, video digital storytelling, hasil belajar. ABSTRACT This study aims to determine: 1) differences in student learning outcomes taught using Digital Storytelling videos and students taught without using Digital Storytelling videos, 2) the effectiveness of using Digital Storytelling videos on student learning outcomes. This research was conducted at Muhammadiyah 4 High School in class X students. This study was an experimental study with sampling using probability sampling techniques. The design in this study used a pretest - posttest control group design model. Data collection using pretest scores and posttest scores. The data analysis technique used is descriptive analysis and inferential analysis. The results showed there were differences in the average learning outcomes of students who were taught using Digital Storytelling videos with students who were taught without using Digital Storytelling videos. The difference in average learning outcomes is 8.67778 so that the Digital Storytelling media is effectively used in trigonometric learning. Keywords: learning media, digital video storytelling, learning outcomes.
21

Ohipeni, Edwin Angmor Kofi. "A Survey of Video Steganography Algorithms." Advances in Multidisciplinary and scientific Research Journal Publication 10, no. 4 (November 30, 2022): 61–64. http://dx.doi.org/10.22624/aims/digital/v10n4p8.

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The need for data encryption has become more important than ever since the appearance of the covid-19 virus which has led to the rate at which cybercrimes are committed to triple. Data is generally in the form of text, audio, video, and image. Over the years researchers have found a way to hide specific information to intended destinations in these data forms. The is called steganography and hiding secret information in video is known as video steganography. In this paper, a survey on some video steganography algorithms have been presented. Recommendations and direction for future works are also discussed in this paper. Keywords: Steganography, cover image, secret data, steganalysis, least significant bit (LSB), motion picture expart group (MPEG), high embedding efficiency, embedding payload
22

Chen, H. H., Chia-Kai Liang, Yu-Chun Peng, and Hung-An Chang. "Integration of Digital Stabilizer With Video Codec for Digital Video Cameras." IEEE Transactions on Circuits and Systems for Video Technology 17, no. 7 (July 2007): 801–13. http://dx.doi.org/10.1109/tcsvt.2007.897113.

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23

Hendriks, Benno H. W., Jean J. H. B. Schleipen, and Marco A. J. van As. "Single Digital Video Recording/Digital Versatile Disk objective and plastic Digital Video Recording objective." Japanese Journal of Applied Physics 41, Part 1, No. 3B (March 30, 2002): 1791–97. http://dx.doi.org/10.1143/jjap.41.1791.

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24

Regis, Carlos D. M., Raissa B. Rocha, Mylene C. Q. Farias, and Marcelo S. Alencar. "Objective and Subjective Evaluation of Spatially Transcoded Videos for Mobile Receivers." Journal of Communications Software and Systems 6, no. 2 (June 21, 2010): 49. http://dx.doi.org/10.24138/jcomss.v6i2.189.

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Digital television produces video signals with different bit rates, encoding formats, and spatial resolutions. To deliver video to users with different receivers, the content needs to be dynamically adapted. Transcoding devices convert video from one format into another. The reception of digital videos using mobile receivers, implies that the spatial resolution of the video must be adjusted to fit the small display. This paper presents subjective and objective quality analysis of spatially transcoded videos. Transcoding algorithms that downsample the video frames using the moving average, median, mode, weighted average and sigma filters are considered.
25

Alfian, Alfiansyah Imanda Putra, Rusydi Umar, and Abdul Fadlil. "Penerapan Metode Localization Tampering dan Hashing untuk Deteksi Rekayasa Video Digital." Jurnal RESTI (Rekayasa Sistem dan Teknologi Informasi) 5, no. 2 (April 29, 2021): 400–406. http://dx.doi.org/10.29207/resti.v5i2.3015.

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The development of digital video technology which is increasingly advanced makes digital video engineering crimes prone to occur. The change in digital video has changed information communication, and it is easy to use in digital crime. One way to solve this digital crime case is to use the NIST (National Institute of Standards and Technology) method for video forensics. The initial stage is carried out by collecting data and carrying out the process of extracting the collected results. A local hash and noise algorithm can then be used to analyze the resulting results, which will detect any digital video interference or manipulation at each video frame, and perform hash analysis to detect the authenticity of the video. In digital video engineering, histogram analysis can be performed by calculating the histogram value metric, which is used to compare the histogram values ​​of the original video and video noise and make graphical comparisons. The results of the difference in frame analysis show that the results of the video show that the 2nd to 7th frames experience an attack while the histogram calculation of the original video centroid value and video tampering results in different values ​​in the third frame, namely with a value of 124.318 and the 7th frame of the video experiencing a difference in the value of 105,966 videos. tampering and 107,456 in the original video. Hash analysis on video tampering results in an invalid SHA-1 hash, this can prove that the video has been manipulated.
26

Nazar, Rahma, and Shahd Abdulrhman Hasso. "A Review for Video Authentication and Integrity." Technium: Romanian Journal of Applied Sciences and Technology 4, no. 8 (August 24, 2022): 18–22. http://dx.doi.org/10.47577/technium.v4i8.7210.

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In daily life, digital video authentication is a crucial problem. Digital videos may be recorded or captured by many different devices, and these can all be sent through the internet and other unsecured means. Due to the advancement of video editing tools, there is an issue with the editing or changing of digital video without authorization. There are many different methods and techniques, which are suggested for overcoming these problems. Digital video is the fundamental of surveillance system. However, it is easy to be modified by threats that may decrease drastically the trust of surveillance system. The techniques used for video authentication by various authors are discussed in this study.
27

Noerwidi, Sofwan. "Video Digital Untuk Arkeologi." Berkala Arkeologi 26, no. 2 (November 11, 2006): 13–26. http://dx.doi.org/10.30883/jba.v26i2.931.

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Dokumen penelitian berupa audio-visual sebagai salah satu bentuk dokumentasi penelitian, sampai saat ini belum banyak mendapat perhatian yang serius. Padahal sumber-sumber tersebut merupakan bahan yang sangat potensial untuk mempublikasikan arkeologi kepada masyarakat luas. Tulisan ini secara khusus akan membahas dokumen audio-visual beserta keluarannya dalam bentuk video digital documenter kearkeologian. Pada instansi Balai Arkeologi Yogyakarta, bentuk publikasi semacam ini merupakan produk yang keluarannya diusahakan secara rutin pada setiap akhir penelitian serta pada peristiwa-peristiwa penting lainnya yang berkenaan dengan sumberdaya arkeologi.
28

Snyder, M. S. "Serial digital video boards." IEEE Potentials 18, no. 2 (1999): 20–23. http://dx.doi.org/10.1109/45.755848.

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29

Laven, Philip. "Digital Video Broadcasting Project." International Journal of Digital Television 4, no. 3 (September 1, 2013): 331–39. http://dx.doi.org/10.1386/jdtv.4.3.331_7.

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30

Wood, David. "Digital Video Broadcasting Report." SMPTE Motion Imaging Journal 124, no. 6 (September 2015): 42–45. http://dx.doi.org/10.5594/j18592.

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31

Bernosky, Philip J., and Paul G. Salazar. "Digital Video Signal Transcoding." SMPTE Journal 99, no. 7 (July 1990): 554–58. http://dx.doi.org/10.5594/j03834.

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32

Finck, Konrad. "Testing Digital Video Signals." SMPTE Journal 105, no. 2 (February 1996): 77–82. http://dx.doi.org/10.5594/j04668.

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33

Smith, Todd, Anthony Ruocco, and Bernard Jansen. "Digital video in education." ACM SIGCSE Bulletin 31, no. 1 (March 1999): 122–26. http://dx.doi.org/10.1145/384266.299715.

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34

Christel, M., T. Kanade, M. Mauldin, R. Reddy, M. Sirbu, S. Stevens, and H. Wactlar. "Informedia Digital Video Library." Communications of the ACM 38, no. 4 (April 1995): 57–58. http://dx.doi.org/10.1145/205323.205337.

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35

Hamalainen, J. "Video recording goes digital." IEEE Spectrum 32, no. 4 (April 1995): 76–79. http://dx.doi.org/10.1109/6.376006.

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36

Akhtar, Naheed, Mubbashar Saddique, Khurshid Asghar, Usama Ijaz Bajwa, Muhammad Hussain, and Zulfiqar Habib. "Digital Video Tampering Detection and Localization: Review, Representations, Challenges and Algorithm." Mathematics 10, no. 2 (January 6, 2022): 168. http://dx.doi.org/10.3390/math10020168.

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Digital videos are now low-cost, easy to capture and easy to share on social media due to the common feature of video recording in smart phones and digital devices. However, with the advancement of video editing tools, videos can be tampered (forged) easily for propaganda or to gain illegal advantages—ultimately, the authenticity of videos shared on social media cannot be taken for granted. Over the years, significant research has been devoted to developing new techniques for detecting different types of video tampering. In this paper, we offer a detailed review of existing passive video tampering detection techniques in a systematic way. The answers to research questions prepared for this study are also elaborated. The state-of-the-art research work is analyzed extensively, highlighting the pros and cons and commonly used datasets. Limitations of existing video forensic algorithms are discussed, and we conclude with research challenges and future directions.
37

Nishida, Yukihiro. "Digital Interface. (9). Digital Video Interface. (1)." Journal of the Institute of Image Information and Television Engineers 51, no. 9 (1997): 1397–403. http://dx.doi.org/10.3169/itej.51.1397.

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38

Nakada, Yasumasa, and Tsutomu Shimizu. "Digital Interface. (10). Digital Video Interface. (2)." Journal of the Institute of Image Information and Television Engineers 51, no. 10 (1997): 1626–34. http://dx.doi.org/10.3169/itej.51.1626.

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39

Wijanarko, Anas Aditya, Ridwan Ridwan, and Aliyth Prakarsa. "Peran Digital Forensik dalam Pembuktian Tempus Delicti Sebagai Upaya Pertanggungjawaban Pidana Pelaku Pembuat Video Pornografi." PAMPAS: Journal of Criminal Law 2, no. 2 (October 22, 2021): 68–88. http://dx.doi.org/10.22437/pampas.v2i2.14771.

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This article aims to discuss the role of digital forensics in proving tempus delicti as an effort to criminal liability for the makers of pornographic video (case study: vina garut video. The role of digital forensics is used in the recent case of pornographic content, namely the Vina Garut video case. This case is a case of immoral videos showing pornographic scenes between several men and a woman, there are at least two videos of Vina Garut that are spread on social media and this makes the Garut Resort Police immediately move to investigate this case. This type of research is empirical juridical. The result of this study lead to the conclusion that based on the results of digital forensic tests, criminal liability should be imposed on the perpetrator of pornographic videos in this Vina Garut video case, namely against female perpetrators in this case with the initials PA can be categorized as victims while against other perpetrators with initials W and D are subject to Article 37 in conjunction with Article 11 of the Pornography Law, this is because the digital forensic results of the PA can still be categorized as victims. ABSTRAK Penelitian ini bertujuan untuk untuk membahas tentang peran digital forensik dalam pembuktian tempus delicti sebagai upaya pertanggungjawaban pidana pelaku pembuat video pornografi (studi kasus: video vina garut). Peran digital forensic digunakan dalam kasus konten pornografi yang belum lama ini terjadi yaitu kasus video Vina Garut. Kasus ini merupakan kasus video asusila yang memperlihatkan adegan bermuatan pornografi antara beberapa pria dengan seorang wanita, setidaknya terdapat dua video Vina Garut yang tersebar di media sosial dan hal tersebut membuat Kepolisian Resor Garut langsung bergerak menyelidiki kasus ini. Tipe penelitian ini adalah penelitian yuridis empiris. Hasil Penelitian ini menghasilkan kesimpulan bahwa berdasarkan hasil uji digital forensik maka seharusnya pertanggungjawaban pidana yang dikenakan terhadap para pelaku pembuat video pornografi dalam kasus video Vina Garut ini yaitu terhadap pelaku wanita dalam kasus ini dengan inisial PA dapat dikategorikan sebagai korban sedangkan terhadap para pelaku lain dengan inisial W dan D dikenakan Pasal 37 juncto Pasal 11 Undang-Undang Pornografi hal ini dikarenakan berdasarkan hasil digital forensik PA masih dapat dikategorikan sebagai korban.
40

Patterson, Nicholas, Madeleine Schultz, Guy Wood-Bradley, Elicia Lanham, and Chie Adachi. "Going digital to enhance the learning of undergraduate students." Journal of University Teaching and Learning Practice 17, no. 3 (July 1, 2020): 70–85. http://dx.doi.org/10.53761/1.17.3.6.

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The aim of this study was to investigate which of three types of video resources, and which additional resources, were preferred by Information Technology (IT) students for learning and exam preparation. We offered three types of video learning resources to support the delivery of a first year undergraduate IT course. We collated quantitative data on engagement with each video resource through the Learning Management System, drew further insights from an online survey of the students and combined this with data obtained from an institutional student evaluation survey. Whilst there has been much research conducted about the use of video lectures and other online resources, there has been little research conducted specifically with IT students to determine their preferences when selecting learning resources. We report the preferences of IT undergraduate students when provided with a selection of video learning materials, how the resources were used and their perceived learning value. This study not only offers a set of considerations and recommendations for the design of learning materials for IT students, but also for digital learning in higher-education more generally. Short premium videos were watched many more times than full lectures, and 85% of students agreed that short premium videos were more beneficial and effective than longer, lower quality lecture recordings for their learning. The students’ self-assessed video attention span varied greatly, with a mean of 10 minutes. Students perceived that short premium videos helped them to retain knowledge. However, the perceived most useful resource overall was the lecture slides.
41

Soedarso, Nick. "Mengolah Data Video Analog Menjadi Video Digital Sederhana." Humaniora 1, no. 2 (October 31, 2010): 569. http://dx.doi.org/10.21512/humaniora.v1i2.2897.

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Nowadays, editing technology has entered the digital age. Technology will demonstrate the evidence of processing analog to digital data has become simpler since editing technology has been integrated in the society in all aspects. Understanding the technique of processing analog to digital data is important in producing a video. To utilize this technology, the introduction of equipments is fundamental to understand the features. The next phase is the capturing process that supports the preparation in editing process from scene to scene; therefore, it will become a watchable video.
42

Vucetic, C., D. Milovanovic, B. Dulic, I. Dimitrijevic, N. Kalezic, and G. Tulic. "Primena digitalne video tehnike u ortopediji." Acta chirurgica Iugoslavica 53, no. 4 (2006): 99–104. http://dx.doi.org/10.2298/aci0604099v.

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Digital video technologies are new and powerful tools with wide applications in orthopedic. Already integral to several common medical devices, digital images can be used for case documentation and presentation as well for diagnostic and surgical patient care information. Digital technologies allow easy manipulation of photographic, video and graphic materials in ways that were impossible with conventional techniques. Educational presentation has been transformed by use of computers and digital projectors. Understanding the basic foundations of digital imaging technology is important for effectively creating digital images, videos and presentations. In this review, we are going to discuss some of the issues that are raised by digital imaging in orthopedics, digital image processing, as well as, we are giving some recommendations for good quality of pre-, post- and intra-operative photographs in clinical use.
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Shah, Chirag. "Mining Contextual Information for Ephemeral Digital Video Preservation." International Journal of Digital Curation 4, no. 1 (June 29, 2009): 175–92. http://dx.doi.org/10.2218/ijdc.v4i1.87.

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For centuries the archival community has understood and practiced the art of adding contextual information while preserving an artifact. The question now is how these practices can be transferred to the digital domain. With the growing expansion of production and consumption of digital objects (documents, audio, video, etc.) it has become essential to identify and study issues related to their representation. A cura­tor in the digital realm may be said to have the same responsibilities as one in a traditional archival domain. However, with the mass production and spread of digital objects, it may be difficult to do all the work manually. In the present article this problem is considered in the area of digital video preservation. We show how this problem can be formulated and propose a framework for capturing contextual infor­mation for ephemeral digital video preservation. This proposal is realized in a system called ContextMiner, which allows us to cater to a digital curator's needs with its four components: digital video curation, collection visualization, browsing interfaces, and video harvesting and monitoring. While the issues and systems described here are geared toward digital videos, they can easily be applied to other kinds of digital objects.
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Sailor, Scott R., David C. Berry, and Michael G. Miller. "Digital Video Technology in Athletic Training, Part 2: Creating an Instructional Digital Video." Athletic Therapy Today 11, no. 3 (May 2006): 26–29. http://dx.doi.org/10.1123/att.11.3.26.

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Sumardi, Sumardi, Rohmatul ‘Adzima, and Andik Nur Wijaya. "Digital Video Project: An Authentic Assessment to Assess Students’ Speaking Skills." Indonesian Journal of EFL and Linguistics 5, no. 1 (May 28, 2020): 57. http://dx.doi.org/10.21462/ijefl.v5i1.217.

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This study was conducted to explore the use of digital video projects and to describe students' perceptions towards digital video project in the speaking assessment. The recorded students' speaking performances were assessed based on a speaking rubric that was adopted and modified to meet the requirements in authentic assessment using digital video projects. The criteria focused on three aspects, they are content, delivery, and creativity. This research involved 25 private university students from non-English departments who joined the English course at Universitas Slamet Riyadi Surakarta. The study utilized a content analysis method with a qualitative approach. The data were collected through the analysis of students' speaking rubric to explore the use of digital video project in speaking assessment and open-ended questionnaire to know the students' perception towards digital video project in the speaking assessment. In completing the project, the students follow four steps: starting the project, developing the project, reporting to the class, and assessing the project. The findings showed that digital video project helps learners to improve their ability to create a right introduction, keep their voice volume and expression, and promote their creativity to make interesting videos. The implication of the research is by employing the digital video project they create, students learn to speak and explore their ideas.
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Sinaga, Anita Sindar R. M. "Seleksi Wajah Digital Menggunakan Algoritma Camshift." JISKA (Jurnal Informatika Sunan Kalijaga) 5, no. 1 (May 19, 2020): 1. http://dx.doi.org/10.14421/jiska.2020.51-01.

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Real time for digital face database selection using camshift algorithm] Education taken 4-5 years affects physical development. This study uses student digital video data. The recording results are used to identify certain characteristics possessed by a student later stored in the digital file database catalog. The stages of the study consisted of identification, recognition and matching of faces. It starts from converting .mp4 videos to .AVI format. The CAMShift algorithm uses basic HSV colors for tracking face position (tracking) and faces recognition. 1-2 seconds video produces 45-200 frames PNG file. The face matching test results were carried out on several video play, the success of detection: 100% selected, 45%-60%, 80-90%, concluded around 50%-100% successful. Face movements will be caught by the centroid bounding box, if the color of the face is dominant in Hue.
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Kellam, Hugh, Colla J. MacDonald, Douglas Archibald, and Derek Puddester. "Designing Digital Video to Support Learner Outcomes." International Journal of Online Pedagogy and Course Design 2, no. 3 (July 2012): 45–66. http://dx.doi.org/10.4018/ijopcd.2012070104.

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This pragmatic, mixed methods study explored how the design and implementation of digital video resources in an online educational environment affected learning outcomes. Forty-five health professionals and students evaluated the digital videos incorporated into ePhysicianHealth.com, the world’s first comprehensive online resource on health and wellness for physicians and medical students. Specifically the participants were to evaluate how digital videos impacted their learning experiences. Quantitative and qualitative data were collected from two sources: surveys and interviews. The findings of the study clearly indicated that the majority of the participants found the digital videos a valuable addition to ePhysicianHealth.com. There were numerous practical conclusions from this study that provided recommendations for the future design and delivery of digital videos in pedagogical settings. They included: the use of personal testimonials and stories; the use of problem-solving scenarios involving modeling and demonstrations; and tailoring modeling scenarios to the specific needs of learners.
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Herry Arianto, I Gede Pitana, Agung Suryawan Wiranatha, and Made Budiarsa. "THE EFFECTIVENESS OF BALI TOURISM PROMOTION THROUGH OUT DIGITAL MARKETING VIDEOS." International Journal of Social Science 1, no. 5 (February 1, 2022): 553–62. http://dx.doi.org/10.53625/ijss.v1i5.1294.

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The advances in science and technology have also influenced the development of Bali tourism promotion strategies. In digital era 4.0, social media platforms and video-forming elements that can arouse consumers' emotions and desire to visit must be considered, so that messages and promotional objectives can be conveyed properly to consumers. This study aimed at analyzing the potential of Bali tourism promotion through digital video marketing so that it can be used as a strategy that is suitable for the current digital era.This research using qualitative and quantitative methods (mixed methods) in which the data were collected through interviews and questionnaires. The effectiveness of the video was calculated using CRI (Customer Response Index) by implementing AISAS concept. Incidental quota sampling was done to determine the research sample. The research was done on Facebook. The collected data were analyzed using digital marketing theories, AISAS, and the theories of tourism promotional video. The results showed that the five among six selected videos were uploaded to Facebook are considered effective in conveying the promotional messages. There was a video with a high value of CRI AIS in which it will directly affect the videos' virality because of the high numbers of shares. The videos' virality will boost the videos' popularity that has a significant relationship to the destination's popularity. A popular video is powerful enough to arouse the desire of consumers to visit a destination. This study found a relationship between the CRI AIS value with the level of motivation and consumer desire to visit. The higher the CRI AIS value, the higher the level of motivation to visit.
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Jacobson, Jeffery. "Digital Dome Versus Desktop Display." International Journal of Virtual and Personal Learning Environments 4, no. 3 (July 2013): 51–65. http://dx.doi.org/10.4018/jvple.2013070104.

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In previous publications, the author reported that students learned about Egyptian architecture and society by playing an educational game based on a virtual representation of a temple. Students played the game in a digital dome or on a standard desktop computer, and (each) then recorded a video tour of the temple. Those who had used the dome recited more facts in their videos (P < 0.05). In this study, the author reports reanalysis of the video tours by two expert Egyptologists, who found an even stronger main effect for conceptual learning (P = 0.000) and better integration between the abstract concepts and the visuals (P < 0.002). The author describes the experiment in the context of digital domes for education, surveying the field and discussing relevant theory.
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Kunisa, A., S. Takahashi, and N. Itoh. "Digital modulation method for recordable digital video disc." IEEE Transactions on Consumer Electronics 42, no. 3 (1996): 820–25. http://dx.doi.org/10.1109/30.536191.

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