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Azad oğlu Aslanov, Rəşid. "Management of animation in tourism." SCIENTIFIC WORK 65, no. 04 (April 21, 2021): 151–53. http://dx.doi.org/10.36719/2663-4619/65/151-153.
Animation is a Latin word meaning animation in our language. It is taken from the French word "Anime" and is located in our language. In French, the word "anime" means animation. Animation generally involves all animation systems. Even the animation of an animal by a group of actors on the stage is a form of animation. Computer-generated cartoons, etc. animations are also called animations. Today such animations are used for television and cinema. If we want to look for animation as a paragraph, we should look for it in the section "Entertainment services in tourism". In order to ensure that tourists have a good time and increase the demand for work, great efforts are made to use all the animations as a result. Any entertainment, to present an interesting program, is a set of all activities aimed at activating guests, that is, all animation activities. "Animator" is used in the sense of a person who animates, performs and moves. Animation has emerged as a social phenomenon. Since primitive communities, animations have been used in various ceremonies. Animations made using face painting, masks and accessories are still very common. It has become an indispensable element of gatherings and events. Although it has undergone certain changes over time, animation is a social activity that retains all the animating power it seeks to convey to people. Key words: animation, animation in tourism, tourism, management
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Stith, Bradley J. "Use of Animation in Teaching Cell Biology." Cell Biology Education 3, no. 3 (September 2004): 181–88. http://dx.doi.org/10.1187/cbe.03-10-0018.
To address the different learning styles of students, and because students can access animation from off-campus computers, the use of digital animation in teaching cell biology has become increasingly popular. Sample processes from cell biology that are more clearly presented in animation than in static illustrations are identified. The value of animation is evaluated on whether the process being taught involves motion, cellular location, or sequential order of numerous events. Computer programs for developing animation and animations associated with cell biology textbooks are reviewed, and links to specific examples of animation are given. Finally, future teaching tools for all fields of biology will increasingly benefit from an expansion of animation to the use of simulation. One purpose of this review is to encourage the widespread use of animations in biology teaching by discussing the nature of digital animation.
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Shakir, Samia, and Ali Al-Azza. "Facial Modelling and Animation: An Overview of The State-of-The Art." Iraqi Journal for Electrical and Electronic Engineering 18, no. 1 (November 24, 2021): 28–37. http://dx.doi.org/10.37917/ijeee.18.1.4.
Animating human face presents interesting challenges because of its familiarity as the face is the part utilized to recognize individuals. This paper reviewed the approaches used in facial modeling and animation and described their strengths and weaknesses. Realistic face animation of computer graphic models of human faces can be hard to achieve as a result of the many details that should be approximated in producing realistic facial expressions. Many methods have been researched to create more and more accurate animations that can efficiently represent human faces. We described the techniques that have been utilized to produce realistic facial animation. In this survey, we roughly categorized the facial modeling and animation approach into the following classes: blendshape or shape interpolation, parameterizations, facial action coding system-based approaches, moving pictures experts group-4 facial animation, physics-based muscle modeling, performance driven facial animation, visual speech animation.
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Hutcheson, Tracy D., Richard F. Dillon, Chris M. Herdman, and Jo Wood. "To Animate or Not to Animate, that is the Question." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 41, no. 1 (October 1997): 345–49. http://dx.doi.org/10.1177/107118139704100177.
Animation presented together with voice narration in a computer presented tutorial did not facilitate learning when compared with a text and static graphics tutorial. The tutorials were the same except for the addition of simple animations and voice narration. Although there were no statistically significant differences there was a difference of 5 percent correct on quiz questions in favor of the animation group. Beyond statistical significance, is this 5 percent increase good justification for animations in computer-based training? The questions of how, when, and if, we should use animations becomes more important when we consider the resources that go into creating animations vs. traditional graphics. This 5 percent difference may be important when we consider that this difference was realized under a 20 minute computer tutorial There has been a lot of focus on animation in software development and training over the last decade and this study raises more questions for further research about animation in training.
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Magnenat Thalmann, Nadia, and Daniel Thalmann. "Computer animation." ACM Computing Surveys 28, no. 1 (March 1996): 161–63. http://dx.doi.org/10.1145/234313.234381.
Ersan, Merve Åženoymak. "Visual rhetoric in educational animations; An analysis on TED education Lessons." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 1 (February 19, 2016): 602–8. http://dx.doi.org/10.18844/prosoc.v2i1.924.
Today, developments in the field of computer technology have facilitated the application of animations in computer environment and also led to the widespread use of animation in the scope of computer-aided education. Educational animations engage the learners of all ages and make the learning experience enjoyable in many areas such as physics, chemistry, biology and social sciences. Thanks to the possibilities of animation, many concepts that might be difficult to learn with static images can be described very attractively and catchy. At this point, rhetorical figures can be applied to animations in order to increase the effectiveness of the messages. TED Education Lessons can be given as a successful example of educational animations in this field. TED (Technology, Entertainment, Design) Education is a set of lessons run by a private non-profit foundation, under "Lessons worth sharing" slogan. These lessons are 3-10 minutes of educational and enjoyable animations, which are created with the collaboration of professional educators and animators. There are various animations on Ted Education webpage aim at learners starting from the age of primary school and higher. Through TED Education lessons, this research examines how education takes the advantage of animation and how animations benefit from the rhetorical figures.Keywords: Animation, visual rhetoric, rhetorical figures, educational animations, TED Education.Â
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Wolfe, Rosalee, Peter Cook, John C. McDonald, and Jerry Schnepp. "Linguistics as structure in computer animation." Nonmanuals in Sign Language 14, no. 1 (August 11, 2011): 179–99. http://dx.doi.org/10.1075/sll.14.1.09wol.
Computer-generated three-dimensional animation holds great promise for synthesizing utterances in American Sign Language (ASL) that are not only grammatical, but well-tolerated by members of the Deaf community. Unfortunately, animation poses several challenges stemming from the necessity of grappling with massive amounts of data. However, the linguistics of ASL may aid in surmounting the challenge by providing structure and rules for organizing animation data. An exploration of the linguistic and extralinguistic behavior of the brows from an animator’s viewpoint yields a new approach for synthesizing nonmanuals that differs from the conventional animation of anatomy and instead offers a different approach for animating the effects of interacting levels of linguistic function. Results of formal testing with Deaf users have indicated that this is a promising approach.
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Senoymak, Merve Ersan. "Visual rhetoric in educational animations: An analysis on TED Education Lessons." Global Journal of Arts Education 7, no. 1 (June 12, 2017): 19–25. http://dx.doi.org/10.18844/gjae.v7i1.1831.
Abstract
Today, developments in the field of computer technology have facilitated the application of animations in computer environment and also led to the widespread use of animation in the scope of computer-aided education. Educational animations engage the learners of all ages and make the learning experience enjoyable in many areas such as physics, chemistry, biology and social sciences. Thanks to the possibilities of animation, many concepts that might be difficult to learn with static images can be described very attractively and in a catchy way. At this point, rhetorical figures can be applied to animations in order to increase the effectiveness of the messages. TED Education Lessons can be given as a successful example of educational animations in this field. TED (Technology, Entertainment, Design) Education is a series of lessons run by a private non-profit foundation, under "Lessons worth Sharing" slogan. These lessons are 3-10 minutes of educational and enjoyable animations, which are created with the collaboration of professional educators and animators. There are various animations on TED Education webpage that aim learners starting from the age of primary school and higher. Through TED Education lessons, this research examines how education takes the advantage of animation and how animations benefit from the rhetorical figures.
Keywords: Animation, visual rhetoric, rhetorical figures, educational animations, TED Education.
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Cole, Martin H., Deborah P. Rosenthal, and Michael J. Sanger. "Two studies comparing students’ explanations of an oxidation–reduction reaction after viewing a single computer animation: the effect of varying the complexity of visual images and depicting water molecules." Chemistry Education Research and Practice 20, no. 4 (2019): 738–59. http://dx.doi.org/10.1039/c9rp00065h.
This paper describes two studies comparing students’ explanations of an oxidation–reduction reaction after viewing the chemical demonstration and one of two different particulate-level computer animations. In the first study, the two animations differed primarily in the complexity of the visual images. Students viewing the more simplified animation provided more correct explanations regarding the identity of water and nitrate ions in the animations, the absence of ion pairs, the correct ratios of silver to nitrate ions and silver ions to copper atoms, the electron transfer process, size changes in the atoms and ions as the reaction occurred, the source of blue colour in solution, and the driving force for the reaction. Students viewing the more simplified animation also wrote more correct balanced chemical equations for the reaction compared to students viewing the more complex animation. Students in the first study also noted that the more simplified animation did not depict extraneous information (camera angle changes, the overabundance of water molecules), and did depict relevant information (atom and ion charges, the number of electrons transferred, the source of the blue colour). In the second study, the two animations differed only by whether water molecules were shown or omitted from the animation. Students’ explanations for most concepts were similar for these two groups of students; however, students viewing the animation with water molecules omitted were better able to identify nitrate ions in the animation. The only difference the students in the second study noticed between the two animations is the presence or absence of water molecules, but these student did not agree as to whether showing or omitting water molecules was more beneficial. The results of the two studies together suggest that showing or omitting water molecules in the animations had a limited effect on students’ explanations of the oxidation–reduction process.
Montanari, Lucia. "Frattali e computer animation." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2017. http://amslaurea.unibo.it/14685/.
Stainback, Pamela Barth. "Computer animation : the animation capabilities of the Genigraphics 100C /." Online version of thesis, 1990. http://hdl.handle.net/1850/11460.
Trout, Terry Thoke. "Design of computer animation languages /." Title page, contents and abstract only, 1990. http://web4.library.adelaide.edu.au/theses/09SM/09smt861.pdf.
A discussion of the theory and methodology for creating believable quadrupedal
locomotion for computer animation applications. The study focuses on a variety of
issues related to producing realistic animal gait animations and includes a case study for
rigging and animating the various gaits of a horse. Visualization of unnatural gaits for
the horse will also be discussed and animated. The process of rigging involves setting
up the character control system in a high-end 3d computer animation program such as
Maya which is used extensively by the computer graphics industry.
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Hawkins, Stuart Philip. "Video replay in computer animation." Thesis, University of Cambridge, 1990. https://www.repository.cam.ac.uk/handle/1810/250977.
Pullen, Andrew Mark. "Motion development for computer animation." Thesis, University of Cambridge, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278403.
Fukuchi, Yoshihiko. "Animation for computer integrated construction." Thesis, Massachusetts Institute of Technology, 1994. http://hdl.handle.net/1721.1/12101.
Krasnovyd, Vanessa. "Information visualization using computer animation." Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/15315.
Ashikhmin, Michael. "Computer Animation." In Fundamentals of Computer Graphics, 405–35. Fourth edition. | Boca Raton: CRC Press, Taylor & Francis Group, [2016]: A K Peters/CRC Press, 2018. http://dx.doi.org/10.1201/9781315372198-16.
Ashikhmin, Michael. "Computer Animation." In Fundamentals of Computer Graphics, 429–60. 5th ed. Boca Raton: A K Peters/CRC Press, 2021. http://dx.doi.org/10.1201/9781003050339-16.
Salomon, David. "Computer Animation." In Computer Graphics and Geometric Modeling, 575–608. New York, NY: Springer New York, 1999. http://dx.doi.org/10.1007/978-1-4612-1504-2_8.
Govil-Pai, Shalini, and Rajesh Pai. "Animation." In Learning Computer Graphics, 51–79. New York, NY: Springer New York, 1998. http://dx.doi.org/10.1007/978-1-4613-8503-5_3.
Тези доповідей конференцій з теми "Computer animation":
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Joel, William J., and Abe Echevarria. "Computer animation education." In ACM SIGGRAPH 2004 Posters. New York, New York, USA: ACM Press, 2004. http://dx.doi.org/10.1145/1186415.1186494.
Branagan, Linda. "Introduction---computer animation festival." In ACM SIGGRAPH 96 Visual Proceedings: The art and interdisciplinary programs of SIGGRAPH '96. New York, New York, USA: ACM Press, 1996. http://dx.doi.org/10.1145/253607.253910.
Lu, Ji, Hock Soon Seah, and Feng Tian. "Computer-assisted cel animation." In the 1st international conference. New York, New York, USA: ACM Press, 2003. http://dx.doi.org/10.1145/604471.604477.
Goto, Daisuke, and Junichi Hoshino. "Computer generated clay animation." In ACM SIGGRAPH 2002 conference abstracts and applications. New York, New York, USA: ACM Press, 2002. http://dx.doi.org/10.1145/1242073.1242171.
Grant, Darin. "Computer animation festival trailer." In ACM SIGGRAPH 2003 video review on Electronic theater program. New York, New York, USA: ACM Press, 2003. http://dx.doi.org/10.1145/1006032.1006055.
"Updating computer animation (panel)." In the 20th annual conference, Chair Jane Veeder. New York, New York, USA: ACM Press, 1993. http://dx.doi.org/10.1145/166117.166166.
Carpenter, Patricia A., and Marcel A. Just. Understanding Mechanical Systems Through Computer Animation and Kinematic Imagery. Fort Belvoir, VA: Defense Technical Information Center, April 1992. http://dx.doi.org/10.21236/ada251556.
Carpenter, Patricia A., and Marcel A. Just. Understanding Mechanical Systems Through Computer Animation and Kinematic Imagery. Fort Belvoir, VA: Defense Technical Information Center, April 1992. http://dx.doi.org/10.21236/ada251861.
Kiv, Arnold E., Vladyslav V. Bilous, Dmytro M. Bodnenko, Dmytro V. Horbatovskyi, Oksana S. Lytvyn, and Volodymyr V. Proshkin. The development and use of mobile app AR Physics in physics teaching at the university. [б. в.], July 2021. http://dx.doi.org/10.31812/123456789/4629.
This paper outlines the importance of using Augmented Reality (AR) in physics education at the university as a valuable tool for visualization and increasing the attention and motivation of students to study, solving educational problems related to future professional activities, improving the interaction of teachers and students. Provided an analysis of the types of AR technology and software for developing AR apps. The sequences of actions for developing the mobile application AR Physics in the study of topics: “Direct electronic current”, “Fundamentals of the theory of electronic circuits”. The software tools for mobile application development (Android Studio, SDK, NDK, Google Sceneform, 3Ds MAX, Core Animation, Asset Media Recorder, Ashampoo Music Studio, Google Translate Plugin) are described. The bank of 3D models of elements of electrical circuits (sources of current, consumers, measuring devices, conductors) is created. Because of the students’ and teachers’ surveys, the advantages and disadvantages of using AR in the teaching process are discussed. Mann-Whitney U-test proved the effectiveness of the use of AR for laboratory works in physics by students majoring in “Mathematics”, “Computer Science”, and “Cybersecurity”.
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Kirose, Getachew. Animating a Human Body Mesh with Maya for Doppler Signature Computer Modeling. Fort Belvoir, VA: Defense Technical Information Center, June 2009. http://dx.doi.org/10.21236/ada500578.
