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Professional development and in-service training are often used as synonymous terms. However, for the purposes of this study it is useful to stipulate differences. From my experience as science consultant, inservice training has been a short term plan the objective of which is to ask teachers to change their practices after information has been presented to them. Inservice training seems to assume that teachers possess forms of professional knowledge that may lead to changes in their classroom practices. In contrast, professional development maybe defined as a long term support for teachers who seek additional knowledge to guide their classroom practices. If teachers do not possess knowledge that will assist them in classroom practices, and they wish to do so, then the opportunity to acquire this knowledge should be provided. Providing professional development opportunities to teachers in remote schools is a challenge. There are few people offering professional development opportunities and remote schools suffer when in competition with their urban counterparts. Even if experienced personnel were available, the cost of getting teachers to a central site or the presenter to remote schools is more costly than most school divisions can afford. This study explored video technology as a tool to overcome professional development problems of distance, cost and shortage of presenters involved in professional development. Central to understanding how video technology may be used to overcome professional development problems is describing how teachers respond to video technology. Video technology has the capability of presenting actual classroom practices demonstrated in vignettes. The vignettes used in this study demonstrated how teachers engage students in manipulating materials to discover scientific principles. A qualitative design was used to collect data on how teachers responded to these vignettes. The data were collected from four teachers in three phases. These phases were initial interview, classroom observation and follow up interview. During the initial interview each teacher viewed the vignettes and was interviewed. Data were also collected during a classroom visit and follow up interview. Once the data were collected and transcribed they were placed on cards and categorized by topic. The data from one teacher were cross referenced by juxtaposition the data with other data collected from that teacher. Data collected from each teacher were then cross referenced with the other teachers' data using triangulation. The data were then reported using a case study format which allowed this researcher to include his interpretations. Three teachers reported that the vignettes were idealistic, and none of the teachers discussed the main message of the vignettes. Instead the teachers used knowledge suggestive of knowledge categories constructed by Shulman (1987) to interpret the videotaped vignettes. Further, teachers framed problems with their classroom practice after viewing the vignettes. Three teachers framed problems with grouping their students for science and explored aspects of their framed problem. The notion that teachers frame problems and explore different aspects of their problem suggests that teachers engage in a complex mental process called reflection-on-action by Schon (1983, 1987). Since vignettes prompt teachers to critically examine their practices and provide information that is useful to them in solving problems with their practice, vignettes maybe used as a professional development tool in remote schools.

Research conducted during the 1990s revealed that video games increasingly represent the medium through which children are first exposed to technology, that early gaming can enhance future technological literacy, and that girls tend to play video games less frequently than boys. These findings preceded efforts by feminist entrepreneurs, followed by established video game producers, to develop ‘girl games.’ Such ‘girl-centred,’ ‘girl-friendly,’ and girl-targeted video games now represent a lucrative branch of the contemporary video game industry. In this project, I utilized a multi-method approach to explore how ‘the ideal teen girl’ is re/constructed in three tween-airned ‘girl games.’ My discourse analysis of the ‘dominant’ messages in the games includes an examination of various available feminine subject positions, and how ‘race,’ class, and (hetero)sexuality are implicated in these positions. My analysis of semi-structured interviews that I conducted with eight tween girls provides insight into their everyday readings of the ‘girl games.’ Unlike earlier research that framed girls as passive recipients of ‘damaging’ messages included in gendered texts, my findings suggest that the girls in my study engaged in active and diverse readings of the interactive texts. The multiple ways in which the girls recognized, identified with, resisted, and/or reworked elements of the feminine subject positions demonstrated their management of such contradictory images of ideal girlhood. According to my analysis, while several girls engaged in sceptical readings, none of the girls ultimately rejected the video game messages, or linked them to the wider social order in which they are produced, and which they work to re/produce. My research also revealed that the girls’ identification of and with the subject positions was shaped and augmented by knowledge they had gained from previous exposure to associated transmediated representations (television, movies, music, and fashion products). My research suggests that while ‘the ideal teen girl’ re/constructed for tween garners reflects contemporary notions of girlhood, as she is active and capable, she reaffirms Western standards of hegemonic femininity. The rules of play, beauty ideals, behaviours, and priorities of consumption included in the games work to re/construct White, middle class, heterogendered ‘teen femininity’ as normal and ideal.

This research achieves two main goals: First it proposes a set of extensions to the existing Opencast Matterhorn lecture video capture system, which should enhance its effectiveness and enable the collection of fine-grained datasets for further research. These extensions allow users to quickly and easily create, find, tag, annotate, and share `clipshows' of their video recorded classes both publicly and privately. Second, the tracking data generated when users create or view the clipshows using these extensions are used to analyze the efficacy of the system.

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Multiple description coding (MDC) has received a lot of attention recently, and has been studied widely and extended to many demanding applications such as speech and video. MDC is a coding technique that generates correlated descriptions of the source stream for transmitting over a diversity system with several channels. The objective of this diversity system is to overcome channel impairments and provide more reliability. In the context of lossy source coding and quantization, a multiple description quantization system usually consists of multiple channels, side encoders to quantize the source samples and send over different channels, and side and central decoders to reconstruct the source. We propose two multiple description quantization schemes in order to design the codebooks and partitions of side and central quantizers of a multiple description system with two channels. The applied framework originated in the multiple description quantization via Gram-Schmidt orthogonalization approach. The basic idea of our proposed schemes is to minimize a Lagrangian cost function by an iterative technique which jointly designs side codebooks and partitions. Our proposed methods perform very closely to the optimum MD quantizer with considerably less complexity. We also propose a multiple description video coding technique motivated by human visual perception. We employ two simple parameters as a measure of the perceptual tolerance of discrete cosine transform (DCT) blocks against visual distortion. We duplicate the essential information such as motion vectors and some low-frequency DCT coefficients of prediction errors into each description, and split the remaining high-frequency DCT coefficients according to the calculated perceptual tolerance parameter. Our proposed technique has very low complexity and achieves superior performance compared to other similar techniques which do not consider perceptual distortion in the design problem. / Thesis (Master, Electrical & Computer Engineering) -- Queen's University, 2007-08-19 03:33:10.451

Traditional peripheral displays rely on drawing the user's attention and gaze through alerts. These displays function best when the central task does not require the user's constant attention. For tasks that require a user to always maintain focus, alert-based displays are not appropriate. We assert that conveying information to a user without drawing his gaze, allows the user to maintain constant focus on his primary task while still receiving additional information. In this thesis we use video games to examine streaming peripheral displays as a means of presenting information without drawing gaze. The results of our experiments showed no significant difference between user performance using our display encoded for peripheral viewing versus an unencoded display. Additionally, we found that players were successfully able to perceive information shown on a streaming peripheral display, however, as game difficulty increased the effectiveness of the streaming peripheral display decreased. Finally, we show that as game level increases, users adopt risk-tolerant strategies. Drawing from these results, we have suggested some additional heuristics pertaining to streaming peripheral displays. Moreover, we have suggested further situations where streaming peripheral displays may be useful. / Thesis (Master, Computing) -- Queen's University, 2009-01-28 10:41:41.602

Multimedia services have become one of the major demands in wireless systems. As a result of growing demands for media services, traffic in wireless networks are increasing. Hence, optimization of multimedia delivery systems to efficiently consume the valuable transmission resources in wireless networks has gained a lot of interest. Raptor codes, with linear encoding and decoding time complexity are one branch of fountain codes (also known as rateless codes) which have found their ways in many recent communication standards as application layer forward error correcting (FEC) codes. Various attempts have been made in order to adapt these codes to wireless channels with their time varying nature. When multimedia delivery is targeted, some other issues such as delay should also be considered. Moreover, in multicast solutions, the system has to address demands of multiple clients. In this thesis, we investigate some optimization scenarios for wireless multimedia multicast systems wherein clients with heterogeneous channels and media quality demands subscribe to a video program. The video program is assumed as a multilayer source with possible spatial, temporal and fidelity layers. The point of optimization under various systems is to provide the clients of different quality constraints with their demanded services while imposing the minimum network/client cost (e.g. delay, power consumption, outage probability) or maximize the provided utility to the clients while considering their heterogeneous capabilities. To achieve these tasks, we study outage probability which serves as a measure to quantify the reliability of a service in a client's side. Packetized rateless multimedia multicast (PRMM) with few optimization criteria regarding the experienced delay in clients are studied and analytical solutions are obtained. A new optimization framework for rateless multimedia multicast is proposed in which, the provided utility to heterogeneous clients are maximized with respect to the clients channel and their quality demands. Application of this optimization in a rateless multimedia multicast system wherein the utility is defined based on perceptual quality experience of clients is also investigated. / Thesis (Master, Electrical & Computer Engineering) -- Queen's University, 2011-12-23 14:11:26.378

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