Indiana University-Purdue University Indianapolis (IUPUI) / Surveillance videos are recorded continually and the retrieval of such videos currently still relies on human operators. Automatic retrieval has not reached a satisfactory accuracy. As an intermediate representation, this work develops multiple original temporal profiles of video to convey accurate temporal information in the video while keeping certain spatial characteristics. These are effective methods to visualizes surveillance video contents efficiently in a 2D temporal image, suitable for indexing and retrieving a large video database. We are aiming to provide a compact index that is intuitive and preserves most of the information in the video in order to avoid browsing extensive video clips frame by frame. By considering some of the properties of static surveillance videos, we aim at accentuating the temporal dimension in our visualization. We have introduced our framework as three unique methods that visualize different aspects of a surveillance video, plus an extension to non-static surveillance videos. In our first method "Localized Temporal Profile", by knowing that most surveillance videos are monitoring specific locations, we try to emphasize the other dimension, time, in our solution. we focus on describing all the events only in critical locations of the video. In our next method "Multi-Position Temporal Profile", we generate an all-inclusive profile that covers all the events in the video field of view. In our last method "Motion Temporal Profile" we perform in-depth analysis of scene motion and try to handle targets with non-uniform, non-translational motion in our temporal profile. We then further extend our framework by loosening the constraint that the video is static and including cameras with smooth panning motion as such videos are widely used in practice. By performing motion analysis on the camera, we stabilize the camera to create a panorama-like effect for the video, allowing us to utilize all of the aforementioned methods. The resulting profiles allows temporal indexing to each video frame, and contains all spatial information in a continuous manner. It also shows the actions and progress of events in the temporal profile. Flexible browsing and effective manipulation of videos can be achieved using the resulting video profiles.

With the recent commercial availability of the television tape recorder has come a great increase in the use of audiovisual feedback in psychotherapy and counseling (Danet, 1968; Alger, I969) • The advantages of television tape over other means of feedback are readily apparent. Recording and playback can be done under normal unobtrusive lighting conditions, and playback can follow recording with a delay of only a few secondr ; with sound film f bright studio lighting for recording and a darkened rcom for playback are required, and a number of days must be allowed between recording and playback for developing the film* The added consideration of cost favors television recording once the original investment in basic equipment has been made, since television tape can be re-used indefinately if no permanent record is to be kept of recorded sessions, while film can only be used once and costs money to develop for viewing*

Video and body cameras are increasingly used by operational personnel, such as first responders, to improve situational awareness and safety of operations. However, to attain the full potential of video applications in this domain, operators need support to find the relevant information in the multiple video streams sent from the accident site. Needed are flexible applications that can handle multiple video streams and augment relevant parts of the video to support the operator. In this thesis, we present a video application, with virtual object augmentation and overlay functionality. The system handles a set of video streams and augments them using Unreal Engine and Gstreamer. Current modern software frameworks for video streaming and augmentation were examined as part of the development.  The performance of the application was evaluated using a simulated set of video streams and augmentation requests. Frames per second were measured to ensure a reliable and functional application. The study suggests that Unreal Engine, together with Gstreamer, is a suitable framework combination for the development of this application. Unreal Engine provides nDisplay, which is a powerful feature for multi-display setups. It supports synchronized presentation on displays, even in a cluster of multiple computers, with easy setup in a nDisplay editor. Furthermore, extending Unreal using C++ facilitates the integration with Gstreamer that enables integration with other applications with its native C++ support and external APIs for accessing media data. The performance measurements of the final application show adequate performance with respect to the defined use cases.

This study applies theories of texts and technologies to examine ways in which fan culture and mainstream entertainment media can shape and be shaped by each other through digital interactions and negotiations. Further, it considers ways in which these interactions have potential to foster community building and advocacy efforts beyond the limitations of the screen. The analysis focuses, in particular, on the subject of asexuality as it is represented in BBC's 2010 television series, Sherlock, tracing the multiple ways in which the traditional boundaries between fans and entertainment professionals have been breached as each group works to engage the other while pursuing their separate objectives, including social change, personal and professional acceptance and/or acclaim, and commercial profit. The dissertation traces four distinct but interconnected types/sites of interface among fans, advocates, mainstream media, showrunners, and celebrities, including 1) mainstream media articles related to Sherlock and those officially associated with it; 2) social media; 3) single-owner or small group-operated fan websites; and 4) fan fiction and associated comments. This interdisciplinary project draws on the work of fandom/digital culture scholarship (e.g., Henry Jenkins, Matthew Hills, Paul Boothe) within a broader framework informed by scholars of digital culture and queer and feminist ideologies (e.g., Donna Haraway, Lee Edelmen, Lauren Berlant), as well as emerging scholarship on asexuality, which is informed by queer and feminist perspectives (e.g., Brenda Chu, Julia Decker, Jacinthe Flore).

This study examines one type of parent training—Video Modeling (VM)—and how intense the training needs to be for a parent to learn this intervention effectively. The researchers observed three types of training: self-training, didactic training through a pre-recorded lesson, and one-on-one training. A repeated acquisition single case design across participants was used along with a control group. The participants included nine parents from the surrounding areas of Brigham Young University who were randomly selected for either the intervention group or the control group. Four of the five participants in the intervention or treatment group achieved mastery once they received didactic training. One participant in the intervention group required one-on-one feedback before achieving mastery. These results support previous studies’ findings: parents can successfully create video models and implement the interventions with high fidelity; and the training necessary can be minimal in comparison to other types of parent training. This suggests that didactic training may be an alternative to the often-costly expense of professional training given to parents. Recommendations for future research are also included in this paper.

The value of video games in education has been displayed in more than one field (Gee, 2007; Devlin, 2011). The possible effects of using video games as a learning tool have been studied in numerous academic situations: with young students ranging from elementary to secondary levels (Barab et al., 2009; Cipollone, 2015; Kellert, 2018; Seidel et al., 2019; Sherry et al., 2019; Tüzün et al., 2019), with postsecondary students (Mahood & Hanus, 2017; Smith et al., 2020; Vásquez & Ovalle, 2019), and with educators employing video games in the classroom (Bell & Gresalfi, 2017). The purpose of this study was to investigate how adult gamers perceive their learning when playing video games for enjoyment. To conduct this study, Barbara Rogoff's interpretation of sociocultural theory (2003) was adopted, which offers a closer look on the influences of cultural communities. This study recruited a sample size of 6 adult gamers and adopted a narrative inquiry model, allowing participants to share their lived experiences about video game play and everything related to it. The results indicate that what participants were learning during their video game play could fall under one or more of these four themes: wellbeing, problem-solving, transferable skills, and multimedia literacy. By understanding how video games function as an inherent learning tool, this study helps create a foundation for future research in the field.

No description available.

The purpose of the current study was to evaluate the use of a video prompting intervention to teach a full meal preparation task to emerging adults with developmental disabilities. The study also sought to identify whether cooking skills generalized across people and settings. 10participants ranging across 20-25 years participated in the study. Participants were required to understand and speak English, be able to attend to a video for at least 30seconds, follow 2-step directions, and be able to stop and start a video on an iPad. Results of the study indicate rapid acquisition from baseline to intervention for a majority of participants. Cooking skills were maintained beyond the treatment setting and person. Further, participants reported the video prompting procedure was an acceptable approach for teaching cooking skills. The results of this study provide further evidence for the use of video prompting to teach cooking skills, and to expand to use to full meal preparation for emerging adults with developmental disabilities.

No description available.

No description available.