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<p>Video traffic is growing rapidly in wireless networks. Different from ordinary data traffic, video streams have higher data rates and tighter delay constraints. The ever-varying throughput of wireless links, however, cannot support continuous video playback if the video data rate is kept at a high level. To this end, adaptive video transmission techniques are employed to reduce the risk of playback interruptions by dynamically matching the video data rate to the varying channel throughput. In this dissertation, I develop new models to capture viewers' quality of experience (QoE) and design adaptive transmission algorithms to optimize the QoE. The contributions of this dissertation are threefold. </p><p> First, I develop a new model for the viewers' QoE in rate-switching systems in which the video source rate is adapted every several seconds. The model is developed to predict an important aspect of QoE, the time-varying subjective quality (TVSQ), i.e., the up-to-the-moment subjective quality of a video as it is played. I first build a video database of rate-switching videos and measure TVSQs via a subjective study. Then, I parameterize and validate the TVSQ model using the measured TVSQs. Finally, based on the TVSQ model, I design an adaptive rate-switching algorithm that optimizes the time-averaged TVSQs of wireless video users. </p><p> Second, I propose an adaptive video transmission algorithm to optimize the Overall Quality (OQ) of rate-switching videos, i.e., the viewers' judgement on the quality of the whole video. Through the subjective study, I find that the OQ is strongly correlated with the empirical cumulative distribution function (eCDF) of the video quality perceived by viewers. Based on this observation, I develop an adaptive video transmission algorithm that maximizes the number of video users who satisfy given constraints on the eCDF of perceived video qualities. </p><p> Third, I propose an adaptive transmission algorithm for scalable videos. Different from the rate-switching systems, scalable videos support rate adaptation for each video frame. The proposed adaptive transmission algorithm maximizes the time-averaged video quality while maintaining continuous video playback. When the channel throughput is high, the algorithm increases the video data rate to improve video quality. Otherwise, the algorithm decreases the video data rate to buffer more videos and to reduce the risk of playback interruption. Simulation results show that the performance of the proposed algorithm is close to a performance upper bound. </p>

<p> Shifts in social attitudes towards American Christianity have resulted in a changed representation of Christ figures, specifically in their representation on television. Traditional Christ figures, those who believed in unconditional love and self-sacrifice for the greater good, clung to the church view and were figures of virtue and innocence. Modern Christ figures have become what I call "Common Christs"&mdash;people who are less likely to be the image of sinless perfection and more often violent and profane saviors. These modern stand-ins are usually from blue-collar or lower class backgrounds; they are the Christs of the common man. Generally, these Common Christs are in opposition with the dogmatic authority of the Christian church. The storylines that have Common Christs as their heroes often depict the organized religion of the church as an enemy, a negative institution trying to prevent the salvation of the common man by the common man. The purpose of my dissertation is to examine Common Christs as they appear in cult television shows that embrace and make strong use of Christian mythology without being considered Christian television, specifically <i>The X-Files, Buffy, the Vampire Slayer,</i> and <i>Supernatural,</i> to show how this changed image works as evidence of what I call the development of a textual religion. Ultimately, I hope that my discussion of Common Christs and textual religion will lead into a larger discussion between the academic camps of religious studies, pop culture studies and literary criticism about the importance of cross-disciplinary focus.</p>

This project created a multi-media work that combined music and visual images in a video format to culminate my graduate studies. I explored computer graphics and video technology while drawing from a multi-faceted background in art. This project attempts to communicate through visual expression the innate qualities of music and sound, while reflecting my interests as an artist. I intend this work to be viewed as either a live performance piece to be accompanied by the piano duet, Sonata for Two Pianos, or as a recording on a computer monitor or television. / Department of Art

This thesis identifies and explores the types of communication modes that exist in video games. Different types of communication are identified and discussed based on Frye's audience centered theory of modes. The inferior communication mode, the mimetic communication mode, the leader-centered communication mode, the romantic communication mode, and the mythical communication mode are all explained. A convenience sample of six video game players were interviewed about video games. An analysis of their self-identification statements revealed that players seek a high level of romantic communication when playing video games. The romantic communication mode makes the video game world an idealized place where the players are able to manipulate their circumstances or show more intelligence than the user in reality. Uses of the communication modes are also explained. / Department of Telecommunications

A Computer Assisted Learning (CAL) approach was developed to enhance course material for an undergraduate Hydrology and Water Management course, through the use of multimedia courseware. The courseware can be installed under 32bit versions of Windows' operating systems. CD-ROM's were used as the courseware distribution media. A LAN version, which uses NetBEUI protocol to access Windows' workgroups, has also been activated. / Course material was first digitized and then placed in a Windows' Graphic User Interface (GUI) using Microsoft Visual Basic versions 4--5. Multimedia files, including images, sound, and movies were then added to enhance visualization. Students can navigate through the courseware in a non-linear fashion akin to multimedia hyperlink technology. The courseware contains all of the conventional course material in text format with multimedia additions so that students can follow class material on computers. Simulation and prediction tools were also added in order to aid students in problem visualization and solving. / The course instructor can update material by uploading material through an ActiveX web site. The courseware is then automatically updated when an active TCP/IP connection is detected on the client side using a similar ActiveX control. / Program performance is optimized through the use of a high-speed CD-ROM drive and at least 32 megabytes of RAM. The network version performs substantially slower than its CD-ROM equivalent since a Network bandwidth bottleneck occurs.

Affective haptic research is a rapidly growing field. Today, more smart haptic clothes are being studied and implemented which are aimed to effect its users emotionally. However, they have some limitations. This research intends to improve the existing literature and contribute by involving consumers directly in the design of a smart haptic jacket by adding heat, vibration actuators, and by enhancing portability. In this thesis, we are interested in six basic emotions: love, joy, surprise, anger, sadness, and fear. An online survey was designed and conducted on 92 respondents that gave feedback of what it is expected from an affective haptic jacket. The results of this survey assisted in the general design, and the feedback helped to build a prototype. 86% of the respondents expressed interest in the system and are willing to try it when it is ready. A detailed design architecture is provided along with details on the hardware and software used for the implementation. Finally, the prototype was evaluated on 14 participants using the actual prototype haptic jacket based on a QoE comparison between the absence and the presence of haptic actuation. The proposed system showed improvement over a similar system that is designed for the same purpose.

Theories of learning from multimedia suggest that when media include two modal forms (e.g., visual and auditory), learning is improved by activating modally segregated working memory subsystems, thereby expanding the total cognitive resource available for learning (Mayer, 2001; Sweller, 1999). However, a recent meta-analysis suggests that the typical modality effect (use of narrations and diagrams [i.e., multimodal] leads to better learning than use of text and diagrams [i.e., unimodal]) might be limited to situations in which presentations are matched to the time it takes for the narration to play (Ginns, 2005). This caveat can be accounted for by the differences in ways that people process unimodal and multimodal information, but not by the expansion of working memory explanation for modality effects (Tabbers, 2002). In this paper, I propose a framework for conceptualizing how people interact with multimedia instructional materials. According to this approach, learning from multimedia requires (1) creating mental codes to represent to-be-learned information and (2) forming a network of associations among these mental codes to characterize how this information is related. The present research confirms, in two between-subjects experiments, predictions from this model when presentation pace and verbal presentation modality are manipulated to accompany static (Experiment 1) and animated (Experiment 2) diagrams. That is, the data suggest that learning from unimodal presentations improved as presentation pace was slowed, whereas learning from multimodal presentations did not change as presentation pace was slowed. A third experiment also confirmed predicted patterns of eye movement behavior, demonstrating patterns of increasing dwell time on pictures and switches between media as pace was slowed for unimodal presentations but not multimodal presentations. It is concluded that the parallel patterns of learning outcomes and eye-movement behavior support the proposed model and are not predicted by other models of learning from multimedia instructions. This improvement in predictions of the effects of manipulating design elements (e.g., presentation pace and verbal presentation modality) on learning can help designers as they consider what combination of resources (e.g., classroom time or equipment for multimodal presentation) to devote to instructional design.