Bibliografías temáticas / Motion picture in education

Literatura académica sobre el tema "Motion picture in education"

Autor: Grafiati
Publicado: 25 de julio de 2024

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Artículos de revistas sobre el tema "Motion picture in education"

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Cemelelioğlu Altın, Nur y Hami Onur Bingöl. "Place of flip book animation technique in communication design education". Journal of Human Sciences 15, n.º 2 (22 de mayo de 2018): 943. http://dx.doi.org/10.14687/jhs.v15i2.5346.

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Due to the interdisciplinary nature of design education, it has a very broad spectrum ranging from motion picture to informative design methods. Animation techniques are also one of the important parts of this wide variety of work. Today, almost every institution is involved in animation techniques in design education. Animation with various application methods is the field where the most creative examples of motion pictures are revealed. The purpose of this research is to discuss the place of flip book animation in design education and to investigate its contributions to design education, which is one of the creative animation techniques.It is considerably significant that students experience how the form of motion pictures is created through one of the methods at a beginning level and understand the nature of motion picture in design education process. Flip book animation, is a method by which students will be able to grasp the logic of creating motion pictures using static drawing or photography. Flip book animation is one of the first animation techniques to be achieved by combining successive still images processed with different surfaces. It may be considered as an old and outdated motion pictures technique for that reason, yet there are still flip book festivals and it is used as an effective method in teaching animation process.
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Fovet, Frederic. "120 BPM [Motion Picture]". Journal of Homosexuality 66, n.º 11 (18 de octubre de 2018): 1626–28. http://dx.doi.org/10.1080/00918369.2018.1517498.

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Hanna, Debra R. "Using Motion Picture Films to Teach Nursing Theory in Graduate Nursing Education". Nursing Education Perspectives 40, n.º 4 (2019): 259–60. http://dx.doi.org/10.1097/01.nep.0000000000000355.

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Ichihashi, Tsunetomo, Yutaka Hirabayashi y Miyuki Nagahara. "Potential Utility of a 4K Consumer Camera for Surgical Education in Ophthalmology". Journal of Ophthalmology 2017 (2017): 1–5. http://dx.doi.org/10.1155/2017/4374521.

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Purpose. We evaluated the potential utility of a cost-effective 4K consumer video system for surgical education in ophthalmology. Setting. Tokai University Hachioji Hospital, Tokyo, Japan. Design. Experimental study. Methods. The eyes that underwent cataract surgery, glaucoma surgery, vitreoretinal surgery, or oculoplastic surgery between February 2016 and April 2016 were recorded with 17.2 million pixels using a high-definition digital video camera (LUMIX DMC-GH4, Panasonic, Japan) and with 0.41 million pixels using a conventional analog video camera (MKC-501, Ikegami, Japan). Motion pictures of two cases for each surgery type were evaluated and classified as having poor, normal, or excellent visibility. Results. The 4K video system was easily installed by reading the instructions without technical expertise. The details of the surgical picture in the 4K system were highly improved over those of the conventional pictures, and the visual effects for surgical education were significantly improved. Motion pictures were stored for approximately 11 h with 512 GB SD memory. The total price of this system was USD 8000, which is a very low price compared with a commercial system. Conclusion. This 4K consumer camera was able to record and play back with high-definition surgical field visibility on the 4K monitor and is a low-cost, high-performing alternative for surgical facilities.
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Vimal, Vrince. "Mixture of Gaussian Blur Kernel Representation for Blind Image Restoration". Turkish Journal of Computer and Mathematics Education (TURCOMAT) 10, n.º 1 (10 de abril de 2019): 589–95. http://dx.doi.org/10.17762/turcomat.v10i1.13553.

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The use of blind image restoration, sharpness of edges may frequently be restored using previous information from a picture. De-blurring is the technique of taking out blurring flaws of the steady photographs, including motion or defocus aberration-related blur. the appearance of fast-moving the appearance of fast-moving entities flashing in still images flashing in a still photograph is known as motion blur. When an image is blurred using a Gaussian function, the result is a Gaussian blur. The employment of different sparse priors, either for the implicit photos or the motion blur kernels, contributes to the success of contemporary single-image approaches. De-blurring is the technique of taking out blurring flaws of the steady photographs, including motion or defocus aberration-related blur. The apparent flashing of quickly moving item in a static photograph is known as motion blur. When a picture is blurred utilizing a Gaussian function, the result is a Gaussian blur. The employment of different sparse priors, either for the latent photos or the motion blur kernels, contributes to the success of contemporary single-image approaches. On digital datasets, KSR also discovers effective kernel matrix approximation to hasten blurring and provide effective de-blur performances. The licence plate, which serves as the vehicle's distinctive identifier, is an important indicator of speeding or hit-and-run cars. However, the image of a fast-moving car taken by a security camera is usually blurred and not even humanly discernible.These observed plate pictures are frequently poor resolution and have significant edge information lost, which presents a significant challenge to the current blind deblurring techniques. The blur kernel may be thought of as a linear uniform convolution and parametrically modelled with angle and length for licence plate picture blurring brought on by rapid movement. This research suggests unique technique for locating the blur kernel based on sparse representation. We determine the angle of the kernel by looking at the sparse representation coefficients of the restored picture because the retrieved photo has the highest sparse representation when the kernel angle coincides with the real motion angle. Afterwards, using Radon transform in Fourier domain, we estimate the size of the motion kernel. Even when the licence plate is impossible for a person to read, our system handles big motion blur rather effectively. We assess our method using actual photographs and contrast it with a number of well-known cutting-edge blind image deblurring techniques. Experimental findings show that our suggested technique is superior in terms of efficiency and resilience.
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Borghe, Prof Siddharth. "The Motion-Activated Picture Capture, Animal Detection, and Alert System". International Journal for Research in Applied Science and Engineering Technology 12, n.º 5 (31 de mayo de 2024): 3950–53. http://dx.doi.org/10.22214/ijraset.2024.62070.

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Abstract: The Motion-Activated Picture Capture, Animal Detection, and Alert System is an advanced wildlife monitoring project employing motion sensors and high- resolution cameras. When motion is detected, the system captures images and utilizes sophisticated algorithms for accurate animal detection and classification. Trained on diverse datasets, the machine learning algorithms continuously improve detection accuracy, adapting to various environmental conditions. The system includes a realtime alert mechanism, notifying authorities or conservationists when rare or endangered species are identified, enabling swift response to potential threats or conservation opportunities. Beyond conservation, the project has applications in research, education, and ecotourism, offering valuable data for biodiversity studies, educational engagement, and immersive wildlife experiences for visitors. This comprehensive solution leverages cutting-edge technologies to contribute significantly to wildlife protectionand ecosystem preservation.
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Iosifian, S. A. y V. A. Petrovskii. "Motion Pictures". Russian Education & Society 37, n.º 10 (octubre de 1995): 11–22. http://dx.doi.org/10.2753/res1060-9393371011.

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Holbrook, Morris B. "Reflections on jazz training and marketing education". Marketing Theory 16, n.º 4 (31 de julio de 2016): 429–44. http://dx.doi.org/10.1177/1470593116652672.

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In recent years, numerous marketing and organizational theorists have called attention to the analogy between jazz and management strategy. From the perspective of this jazz metaphor, key questions concern the implications of jazz training for marketing education. Too often—say, in motion pictures or television dramas—jazz is portrayed as an innocent folk music whose performance requires more feeling than knowledge. This inaccurate stereotype colors the treatment of music instruction found in the film Mr. Holland’s Opus (1995). A contrasting view of jazz as a technically demanding art form appears in the movie Whiplash (2014). These two films also represent diametrically opposed teaching styles—the first nurturing and customer-oriented, the second sadistic and product-oriented. A third motion picture entitled Keep On Keepin’ On (2014) presents a resolution of this dialectic in the form of a marketing-oriented instructor whose method of teaching combines kindness (the customer-oriented thesis) with rigor (the product-oriented antithesis) to achieve a balanced reconciliation (the marketing-oriented synthesis). From this perspective, like jazz training, marketing education is itself embarked on a marketing project that benefits from a rapprochement of customer-oriented and product-oriented impulses to attain a marketing-oriented synthesis. Thus, insights about jazz training become relevant to the challenges of marketing education—as illustrated by various examples from the author’s own experiences.
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Khavronina, Serafima A. y Kasim Emrak. "Teaching Russian verbs of motion to Turkish students, considering national linguistic picture of the worlds". Russian Language Studies 19, n.º 3 (28 de septiembre de 2021): 313–30. http://dx.doi.org/10.22363/2618-8163-2021-19-3-313-330.

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The article deals with Russian prefixed verbs of motion in the reflection of the Turkish language. The topic is relevant due to the fact that in recent years the role of Russian language learning in Turkey is increasing because of the expansion of economic and cultural relations between the two countries. The aim of the study is to create a linguodidactic basis for developing methodological recommendations for teaching Russian prefixed verbs of motion to Turkish students. Different methods have been used to realize the goal. The article is based on the dissertations, textbooks and manuals on the Russian language for foreigners, scientific works comparing the Russian and Turkish languages. The study of verbs of motion in the practical course of the Russian language for Turkish students has a special place. Russian and Turkish language speakers perceive the world and their identity differently. The differences between the pictures of the world are reflected in culture and language, its vocabulary and grammatical categories. Thus, while there are universals in the verb systems of the Russian and Turkish languages, there are also significant differences in the idea of action, state, change, movement, denoted by verb units in the two languages. Russian prefixed verbs of motion do not have exact equivalents in Turkish and are translated by means of verbs with different root or translation transformations. The results of the comparative description of Russian prefixed verbs of motion and transferring their meanings in Turkish, and the identified differences served as the basis for developing methodological recommendations for teaching Russian prefixed verbs of motion to Turkish students, taking into account their native language. Basing on the research, a system of teaching prefixed verbs of motion to Turkish students, including methods of verb presentation and consolidation in oral and written speech, was developed. The prospects of this work are to create a nationally-oriented textbook on the topic Russian prefix verbs of motion.
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Wirtz, Bernd W., Marina Mermann y Peter Daiser. "Competencies and success of motion picture actors: a resource-based and competence-based empirical analysis". Journal of Media Practice 17, n.º 1 (2 de enero de 2016): 98–116. http://dx.doi.org/10.1080/14682753.2016.1159452.

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Tesis sobre el tema "Motion picture in education"

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Lee, Tain-dow. "Reforming film study at the level of higher education in Taiwan, the Republic of China /". The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487265143147137.

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Gazetas, Aristides. "Imagining selves : the politics of representation, film narratives and adult education". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq25053.pdf.

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Petrocelli, Heather Oriana. "Portland's "Refugee from Occupied Hollywood": Andries Deinum, his Center for the Moving Image, and Film Education in the United States". PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/608.

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Two years after Dutch émigré Andries Deinum was fired from the University of Southern California in 1955 for refusing to cooperate with the House Un-American Activities Committee, he moved to Portland, Oregon to teach film courses through the Portland Extension Center. By 1969 he had become integral to the local film community and had formed Portland State University's Center for the Moving Image (CMI), where he and Tom Taylor taught film history, criticism, and production for the next thirteen years. Although CMI was eliminated in 1981 as part of PSU's financial exigency, CMI's teachers and students have been a vital part of the thriving film community in Portland since its foundation. A key former student and figure in Portland's film community, Dr. Brooke Jacobson credits Deinum, Taylor, and CMI for laying the foundation for the Northwest Film Center (co-founded by Jacobson in 1971 as the Northwest Film Study Center). Through archival research and oral history methodology, this thesis pieces together Andries Deinum's role in the development of film education in the United States and the mark he left on Portland's cultural landscape, specifically the city's vital and thriving cinematic community.
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Khazaal, Natalie Michaylova. "Sectarianism, language, and language education in Lebanese theater, television, and film". Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1467886891&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Li, Jian. "Film Dialogue Translation And The Intonation Unit : Towards Equivalent Effect In English And Chinese". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1480.

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This thesis proposes a new approach to film dialogue translation (FDT) with special reference to the translation process and quality of English-to-Chinese dubbing. In response to the persistent translation failures that led to widespread criticism of dubbed films and TV plays in China for their artificial 'translation talk', this study provides a pragmatic methodology derived from the integration of the theories and analytical systems of information flow in the tradition of the functionalist approach to speech and writing with the relevant theoretical and empirical findings from TS and other related branches of linguistics. It has developed and validated a translation model (FITNIATS) which makes the intonation unit (IU) the central unit of film dialogue translation. Arguing that any translation which treats dubbing as a simple script-to-script process, without transferring the prosodic properties of the spoken words into the commensurate functions of TL, is incomplete, the thesis demonstrates that, in order to reduce confusion and loss of meaning/rhythm, the SL dialogue should be rendered in the IUs with the stressed syllables well-timed in TL to keep the corresponding information foci in sync with the visual message. It shows that adhering to the sentence-to-sentence formula as the translation metastrategy with the information structure of the original film dialogue permuted can result in serious stylistic as well as communicative problems. Five key theoretical issues in TS are addressed in the context of FDT, viz., the relations between micro-structure and macro-structure translation perspectives, foreignizing vs. domesticating translation, the unit of translation, the levels of translation equivalence and the criteria for evaluating translation quality. lf equivalent effect is to be achieved in all relevant dimensions, it is argued that 'FITness criteria' need to be met in film translation assessment, and four such criteria arc proposed. This study demonstrates that prosody and word order, as sensitive indices of the information flow which occurs in film dialogue through the creation and perception of meaning, can provide a basis for minimizing cross-linguistic discrepancies and compensating for loss of the FIT functions, especially where conflicts arise between the syntactic and/or medium constraints and the adequate transfer of cultural-specific content and style. The implications of the model for subtitling arc also made explicit.
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Butler, Faith J. "Hollywood films, reflective practice, and social change in teacher education : a Bahamian illustration". Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36880.

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This qualitative inquiry explores the use of Hollywood films depicting teachers (teacher-films) as an approach to reflective practice and social change with 60 undergraduate students in a teacher education programme in the Bahamas. In order to facilitate critical reflection on the preservice teachers' perceptions of teaching, on themselves as teachers, and on their teaching experience, a module comprised of five teacher-films (To Sir With Love, Blackboard Jungle, Stand and Deliver, The Prime of Miss Jean Brodie, and SARAFINA!) is designed and employed. The depictions of teaching are deconstructed as a means of introducing the complexity of teaching as well as unveiling the relevance of issues such as class, race, gender, and the politics of power and position to the life of a teacher. Central to the study is exploring how prospective teachers "read" these films and what insights prospective teachers gain from the films.
The study generates four main data sources: (1) transcriptions of audio-taped group discussions with the preservice teachers, (2) the preservice teachers' written responses to questionnaires relating to the teacher-films, (3) reflective journals kept by the preservice teachers, and (4) the preservice teachers' written responses to the entire teacher-film module. The analysis of the data is presented in two parts. First, the preservice teachers' overall response to the teacher-film module is detailed. Next, their close reading of teaching and learning as portrayed in two of the films, The Prime of Miss Jean Brodie and SARAFINA!, is discussed. A number of themes that emerge within the data such as the role, influence, and power of teachers are explored.
This inquiry has revealed how teacher-films can be utilized within teacher education to prompt neophyte teachers to examine their identity as teachers, to scrutinize their perceptions and assumptions, as well as to stimulate questions with regard to the perplexities of teaching. Film pedagogy also has potential to heighten awareness of vital issues of teaching such as race, class, and gender, to provoke self-study, and prompt social change. In addition, educators and researchers can learn much by examining preservice teachers' responses to popular screen images of teachers as well as other popular culture images of teachers. This information can be used to design teacher education curricula that more adequately prepare neophyte teachers for the challenges of teaching.
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Hilliard, James Patrick. "The elements of filmmaking". CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3014.

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Presents an educational multimedia development project created to teach novice learners about the various elements of the film making process. The multimedia web site designed for this project was created using Macromedia Flash 8. The process involved surveying people to determine learner needs and alpha and beta testing the final project to gather data regarding functionality and learner satisfaction.
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Johnson, Nicholas. "Eighty years on : representations of teachers and schools in British films, from 1930 to 2010". Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/3007/.

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Teachers are required to be reflective practitioners: that is, they must constantly assess and evaluate their performance, and its effectiveness. In addition, of course, they come under external scrutiny from government and parents. However, what of the way the public look at teachers? Teachers and schools may be read about in newspapers, comics and journals, discussed on television and the radio; they may even fall foul of social networking sites on the Internet. Popular films may be regarded as ninety-minute essays, presented dramatically for the entertainment of their audiences; the teacher or school film has been a staple of popular cinema in this country for almost eighty years. Moreover, the representations of teachers in British films have tended to retain a continuity of message despite the many changes that have taken place in education over this period. This thesis looks at those representations, and changes in education, and attempts to make connections, backed up with a philosophical approach that seeks to explain the visual turn in terms of successive orders of simulation. My hope is that new generations of teachers may reflect on the cultural heritage of which they, and their chosen profession, are very much a part.
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Lourenço, Cileine I. de. "Negotiating Africanness in national identity : studies in Brazilian and Cuban cinema /". The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu148794983620659.

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Martin, Michelle H. Trites Roberta Seelinger. "Periods, parody, and polyphony ideology and heteroglossia in menstrual education /". Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9819894.

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Thesis (Ph. D.)--Illinois State University, 1997.
Title from title page screen, viewed June 29, 2006. Dissertation Committee: Roberta Seelinger Trites (chair), Jan Susina, Bruce W. Hawkins. Includes bibliographical references (leaves 170-177) and abstract. Also available in print.
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Libros sobre el tema "Motion picture in education"

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O'Connor, Teresa. Shakespeare in love: Film Education study guide. London: Film Education, 1999.

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Barboni, Laurette. Cinéma d'aujourd'hui: Images de cinéma : images de société. Sèvres: Centre international d'études pédagogiques de Sèvres, 1986.

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Barboni, Laurette. Cinéma d'aujourd'hui: Images de cinéma, images de société. Sèvres, France: Centre international d'études pédagogiques de Sèvres, 1986.

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Good, Howard. The theory of Oz: Rediscovering the aims of education. Lanham, Md: Rowman & Littlefield Education, 2005.

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Ellen, Summerfield. Seeing the big picture: Exploring American cultures on film. Yarmouth, Me: Intercultural Press, 2001.

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Wright, Fiona. Star wars: Media education pack for primary schools. London: BFI Education, 1990.

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Lamberts-Piel, Christa. Filmmusik und ihre Bedeutung für die Musikpädagogik. Augsburg: Wissner, 2005.

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Hollywood films about schools: Where race, politics, and education intersect. New York: Palgrave Macmillan, 2006.

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Sandra, Lee, ed. Seeing the big picture: A cinematic approach to understanding cultures in America. [Ann Arbor]: University of Michigan Press, 2006.

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Espelt, Ramón. Jonás cumplió los 25: La educación formal en el cine de ficción, 1975-2000. Barcelona: Editorial Laertes, 2001.

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Capítulos de libros sobre el tema "Motion picture in education"

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Jacob, Dodd. "Motion picture cameras". En 16mm and 8mm Filmmaking, 13–38. London; New York: Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003000334-3.

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Kokaram, Anil C. "Introduction". En Motion Picture Restoration, 1–11. London: Springer London, 1998. http://dx.doi.org/10.1007/978-1-4471-3485-5_1.

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Kokaram, Anil C. "Noise Reduction for Image Sequences". En Motion Picture Restoration, 241–60. London: Springer London, 1998. http://dx.doi.org/10.1007/978-1-4471-3485-5_10.

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Kokaram, Anil C. "Using Colour". En Motion Picture Restoration, 261–67. London: Springer London, 1998. http://dx.doi.org/10.1007/978-1-4471-3485-5_11.

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Kokaram, Anil C. "Parting Remarks". En Motion Picture Restoration, 269–72. London: Springer London, 1998. http://dx.doi.org/10.1007/978-1-4471-3485-5_12.

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Kokaram, Anil C. "Motion Estimation for Image Sequence Processing: An Overview". En Motion Picture Restoration, 13–46. London: Springer London, 1998. http://dx.doi.org/10.1007/978-1-4471-3485-5_2.

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Kokaram, Anil C. "Three Dimensional Autoregressive Modelling for Image Sequences". En Motion Picture Restoration, 47–83. London: Springer London, 1998. http://dx.doi.org/10.1007/978-1-4471-3485-5_3.

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Kokaram, Anil C. "Image Sequence Restoration: A Review". En Motion Picture Restoration, 85–97. London: Springer London, 1998. http://dx.doi.org/10.1007/978-1-4471-3485-5_4.

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Kokaram, Anil C. "Line Registration for Jittered Video". En Motion Picture Restoration, 99–118. London: Springer London, 1998. http://dx.doi.org/10.1007/978-1-4471-3485-5_5.

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Kokaram, Anil C. "Heuristics for Reconstructing Missing Data". En Motion Picture Restoration, 119–50. London: Springer London, 1998. http://dx.doi.org/10.1007/978-1-4471-3485-5_6.

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Actas de conferencias sobre el tema "Motion picture in education"

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Scholl, Victoria M., Megan M. Iafrati, David L. Long y Joseph J. Pow. "Motion picture science: A fully integrated fine Arts/STEM degree program". En 2014 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2014. http://dx.doi.org/10.1109/isecon.2014.6891049.

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Stanescu, Monica y Marius Stoicescu. "NEW COMPETENCIES FOR PHYSICAL EDUCATION AND SPORT TEACHERS: USING SOFTWARE FOR MOTION ANALYSYS". En eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-090.

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ICT development has determined in the latest decades important changes in all the activity fields, including education. These changes are also reflected in the curriculum assigned to teachers’ initial and continuing training. Disciplines such as IT and computer-assisted instruction, specific to the initial training, or purposely designed programs for the continuing training come to meet this exigency of our contemporary society. In the above-mentioned context, this paper aims at highlighting the professionals’ opinion about the opportunity of using ICT in teaching, as well as the characteristics of one of the ICT main applications to the instruction in physical education and sports field, namely to support the motor action assessment process. Starting from the data provided by the survey conducted on 126 physical education teachers and coaches participating in the training program “ICT applications to physical education and sports teaching” (developed within the POSDRU grant 19/1.3/G/13096, Professionalization of teaching career in physical education and sports from the perspective of continuing learning), the paper emphasizes the specialists’ interest in objectifying the assessment of motor actions by means of specialized software, as well as the main functionalities of the software programs for the motion graphical analysis (measuring the motion angles, biomechanical analysis of motions, frame-by-frame motion analysis, measuring the action times and distances, comparing two motor performances, information saving and storage, importing pictures and movies, processing possibilities). The advantages and limitations of practically using such software in our field are also emphasized. Conclusions synthesize the main competencies acquired by the specialists using these tools and which represent the basis for some proposals meant to optimize the training process.
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Kobus, Chris J. "Utilizing Motion Pictures in Engineering Education: An Example in Radiation Heat Transfer". En ASME 2012 Heat Transfer Summer Conference collocated with the ASME 2012 Fluids Engineering Division Summer Meeting and the ASME 2012 10th International Conference on Nanochannels, Microchannels, and M. ASME, 2012. http://dx.doi.org/10.1115/ht2012-58616.

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Mathias, Yehoshua. "USING MOTION PICTURES TO FOSTER HISTORICAL THINKING: A PROPOSAL FOR HISTORY TEACHERS' EDUCATION". En 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.1817.

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Hwang, Bao-tyan y Shang-feng Chiu. "The Effect of a Computer Instructional Model in Bringing about a Conceptual Change in Students’ Understanding of Particulate Concepts of Gas". En InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2816.

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This study explores students’ misconceptions with the particulate concept of matter in gaseous state. Then, based on promoting students’ learning and understanding from a constructivist perspective, the effectiveness of instructional activities by presenting a demonstration with computer simulation was investigated. Students were expected to benefit from computer monitored instruction in a number of ways: by becoming more interested in physical phenomena and therefore more motivated; by acquiring a concrete example of a abstract concept that will aid them in reasoning; and by being able to evaluate their predictions of a future physical event using their current conceptual framework and the new concept being presented in the teaching activity. A systematic study of students’ ideas on particulate concepts was carried out first with the participation of 296 subjects in Grade 5-8 (age 11-12 through 14-15) in Taiwan. An open-ended questionnaire and picture drawing question was administered to the subjects. The responses were categorized according to the level of sophistication of the answer and the drawing of the picture. The instruments used both in the pretest and posttest were designed in a format of a two-tier test. Teaching is conducted by a computer demonstration that was specifically designed from implications regarding students’ cognitive conflict. The research findings indicated that students had some misconceptions about the gaseous particles concerning the size, weight, motion and kinetic distribution in space. After teaching, there was a comparison of students’ learning outcomes between the pretest and posttest. A significant difference statistically revealed that teaching activity in this research by the computer-simulated demonstration could obviously benefit students’ conceptual change in learning of particulate theory.
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6

Alnafjan, Abeer. "Math Game for Elementary School Children Using Leap Motion Controller". En Intelligent Human Systems Integration (IHSI 2024) Integrating People and Intelligent Systems. AHFE International, 2024. http://dx.doi.org/10.54941/ahfe1004605.

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Education holds significant importance in society as it provides individuals with essential knowledge, skills, and critical thinking abilities. However, traditional educational approaches may not always engage children effectively. To address this, innovative methods are needed to make education more interesting and captivating for children. By incorporating interactive elements such as educational games, multimedia resources, and creative teaching techniques, we can create a learning environment that fosters curiosity, exploration, and active participation. This approach enhances learning outcomes and fosters a lifelong passion for learning in children. In recent years, the advancement of technology has transformed the educational landscape, offering a wide array of resources to enhance learning experiences. Educational games have emerged as a promising tool, particularly in fostering children's interest and engagement in various subject areas. There has been a significant increase in the number of studies, projects, and research efforts dedicated to designing guidelines and frameworks for integrating technology and educational games in the field of education. This increased focus demonstrates the acknowledgment of the significant potential of educational games as effective tools for improving learning outcomes. To ensure the effectiveness of these games, researchers and developers have identified essential features that contribute to their educational value. These features include the ability to stimulate critical thinking, minimize the reliance on textual content, provide user-friendly interfaces, and promote interactivity. By incorporating these elements into game design, educators can create engaging learning experiences that foster deeper understanding and knowledge acquisition among learners. The focus on these crucial features demonstrates the commitment to designing educational games that effectively support learning goals and engage students in meaningful ways. Our project’s primary aim is to design and develop an educational game employing hand movements using the Leap Motion Controller (LMC) as an interactive input device. The game aims to enhance children's understanding of arithmetic operations, specifically addition and subtraction, in an enjoyable and captivating manner. The use of LMC enables the recognition of children's gestures representing numbers, thereby providing an interactive learning experience. The objectives of the project include acquiring relevant background knowledge, establishing functional requirements and computational constraints, designing and developing a math game incorporating elements such as 3D animations and pictures, and validating the game's effectiveness in achieving its intended benefits for both children and their teachers.The paper is organized into five sections. Section 1 introduces the problem and outlines the aim and objectives of the project. Section 2 reviews related works in the field. Section 3 presents the system design. Section 4 describes the challenges anticipated during and after implementation. Finally, Section 5 concludes with a summary of our findings, future work, and design considerations.
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7

Ogorodnov, D. M., S. A. Evdokimov y Yu D. Kropotov. "The research of neuroplasticity by the Visual Continuous Performance Tasks in teaching by the method of complex music and vocal education". En VIII Vserossijskaja konferencija s mezhdunarodnym uchastiem «Mediko-fiziologicheskie problemy jekologii cheloveka». Publishing center of Ulyanovsk State University, 2021. http://dx.doi.org/10.34014/mpphe.2021-156-159.

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The Methodology of Comprehensive Music and Vocal Education (CMVE) is a powerful pedagogical instrument which helps a person's to improve its voice and musicality. Because several zones, such is auditory, somatosensory, motor (mainly due to the inclusion of hands and speech motor apparatus) and visual are actively involved, which is active contributes to a change in the picture of the dominant centers of the cortex, stimulates and develops such cognitive functions as attention, speech, memory, praxis. Neuroplasticity is closely related to music education, as indicated, for example, by such work as G. Schlaug, which explains some of the sensorimotor and cognitive improvements associated with music education. This allows us to assume and test the effects of neuroplasticity when working according to the CMVE method, which also uses different modalities. To investigate event-related potentials, the authors use a two-stimulus selective attention test (VCPT Go / NoGo test). Key words: EEG, ERP, VCPT-task, musical-vocal education by D.E. Ogorodnov.
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Bayraktar, Şule y Zeynep Kuvvet. "PRESCHOOL CHILDREN’S IDEAS ABOUT LIVING THINGS". En Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.15.

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The purpose of this research is to examine pre-school children’s ideas about living and non-living things. Children were asked to determine whether particular objects in the pictures shown to them are living or non-living and asked to explain why they think so. The results of the research showed that majority of children can classify living and non-living things correctly and know that motion is a characteristic of a living thing. However, they held some alternative conceptions on the subject. Keywords: living things, alternative conceptions, pre-school children, science education.
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Tok, Michael, Volker Eiselein y Thomas Sikora. "Motion modeling for motion vector coding in HEVC". En 2015 Picture Coding Symposium (PCS). IEEE, 2015. http://dx.doi.org/10.1109/pcs.2015.7170066.

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10

Tok, M., A. Krutz, A. Glantz y T. Sikora. "Lossy parametric motion model compression for global motion temporal filtering". En 2012 Picture Coding Symposium (PCS). IEEE, 2012. http://dx.doi.org/10.1109/pcs.2012.6213354.

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Informes sobre el tema "Motion picture in education"

1

Smith, J. A Uniform Resource Name (URN) Namespace for the Motion Picture Experts Group (MPEG). RFC Editor, septiembre de 2003. http://dx.doi.org/10.17487/rfc3614.

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2

Hanson, Gordon y Chong Xiang. Testing the Melitz Model of Trade: An Application to U.S. Motion Picture Exports. Cambridge, MA: National Bureau of Economic Research, octubre de 2008. http://dx.doi.org/10.3386/w14461.

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3

Gharai, L., C. Perkins, G. Goncher y A. Mankin. RTP Payload Format for Society of Motion Picture and Television Engineers (SMPTE) 292M Video. RFC Editor, marzo de 2003. http://dx.doi.org/10.17487/rfc3497.

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4

Labosier, James. Motion Picture Exhibition and the Development of a Middle-class Clientele: Portland, Oregon, 1894-1915. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.6828.

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5

Edwards, T. A Uniform Resource Name (URN) Namespace for the Society of Motion Picture and Television Engineers (SMPTE). RFC Editor, febrero de 2008. http://dx.doi.org/10.17487/rfc5119.

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6

Downs, J. y J. Arbeiter, eds. RTP Payload Format for Society of Motion Picture and Television Engineers (SMPTE) ST 336 Encoded Data. RFC Editor, abril de 2012. http://dx.doi.org/10.17487/rfc6597.

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7

Edwards, T. RTP Payload for Society of Motion Picture and Television Engineers (SMPTE) ST 291-1 Ancillary Data. RFC Editor, febrero de 2018. http://dx.doi.org/10.17487/rfc8331.

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8

Edwards, T. Media Type Registration for the Society of Motion Picture and Television Engineers (SMPTE) Material Exchange Format (MXF). RFC Editor, mayo de 2006. http://dx.doi.org/10.17487/rfc4539.

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9

Valverde, Gilbert y Emma Näslund-Hadley. The State of Numeracy Education in Latin America and the Caribbean. Inter-American Development Bank, noviembre de 2010. http://dx.doi.org/10.18235/0008690.

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Through this review we have sought to further understanding of the state of preprimary, primary, and secondary numeracy education in Latin America and the Caribbean (LAC). Research on the opportunities available to students in the region presents a troubling picture. Young people are not being properly prepared for the numeracy requirements of an increasingly interconnected world economy. Culprits include weak curricula, inadequate learning materials, and teachers¿ lack of proficiency in mathematics and the natural sciences.
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Lustosa Rosario, Ana Carolina, Bar Ben Yaacov, Cecilia Franco Segura, Elena Arias Ortiz, Elena Hedero, Juanita Botero, Patrick Brothers, Thiago Payva y Maria Spies. Open configuration options Higher Education Digital Transformation in Latin America and the Caribbean. Inter-American Development Bank, diciembre de 2021. http://dx.doi.org/10.18235/0003829.

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This report presents findings from a study into digital transformation in higher education across Latin America and the Caribbean and provides early insights into how institutions are considering their future in light of the impacts of COVID-19. The research, which involved almost 100 institutions across 14 countries, serves as a 'temperature check' for digital transformation in higher education in the region, including the key challenges, capabilities, approaches and needs. These insights contribute to a global picture of the strategic shifts in higher education and how institutions are planning for their future.
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