Fusion and Perspective Correction of Multiple Networked Video Sensors

A network of adaptive processing elements has been developed that transforms and fuses video captured from multiple sensors. Unlike systems that rely on end-systems to process data, this system distributes the computation throughout the network in order to reduce overall network bandwidth. The network architecture is scalable because it uses a hierarchy of processing engines to perform signal processing. Nodes within the network can be dynamically reprogrammed in order to compose video from multiple sources, digitally transform camera perspectives, and adapt the video format to meet the needs of specific applications. A prototype has been developed using reconfigurable hardware that collects and processes real-time, streaming video of an urban environment. Multiple video cameras gather data from different perspectives and fuse that data into a unified, top-down view. The hardware exploits both the spatial and temporal parallelism of the video streams and the regular processing when applying the transforms. Recon-figurable hardware allows for the functions at nodes to be reprogrammed for dynamic changes in topology. Hardware-based video processors also consume less power than high frequency software-based solutions. Performance and scalability are compared to a distributed software-based implementation. The reconfigurable hardware design is coded in VHDL and prototyped using Washington University’s Field Programmable Port Extender (FPX) platform. The transform engine circuit utilizes approximately 34 percent of the resources of a Xilinx Virtex 2000E FPGA, and can be clocked at frequencies up to 48 MHz. The com-position engine circuit utilizes approximately 39 percent of the resources of a Xilinx Virtex 2000E FPGA, and can be clocked at frequencies up to 45 MHz

A Modular Approach to Adaptive Reactive Streaming Systems

The latest generations of FPGA devices offer large resource counts that provide the headroom to implement large-scale and complex systems. However, there are increasing challenges for the designer, not just because of pure size and complexity, but also in harnessing effectively the flexibility and programmability of the FPGA. A central issue is the need to integrate modules from diverse sources to promote modular design and reuse. Further, the capability to perform dynamic partial reconfiguration (DPR) of FPGA devices means that implemented systems can be made reconfigurable, allowing components to be changed during operation. However, use of DPR typically requires low-level planning of the system implementation, adding to the design challenge. This dissertation presents ReShape: a high-level approach for designing systems by interconnecting modules, which gives a ‘plug and play’ look and feel to the designer, is supported by tools that carry out implementation and verification functions, and is carried through to support system reconfiguration during operation. The emphasis is on the inter-module connections and abstracting the communication patterns that are typical between modules – for example, the streaming of data that is common in many FPGA-based systems, or the reading and writing of data to and from memory modules. ShapeUp is also presented as the static precursor to ReShape. In both, the details of wiring and signaling are hidden from view, via metadata associated with individual modules. ReShape allows system reconfiguration at the module level, by supporting type checking of replacement modules and by managing the overall system implementation, via metadata associated with its FPGA floorplan. The methodology and tools have been implemented in a prototype for a broad domain-specific setting – networking systems – and have been validated on real telecommunications design projects

E-Learning

E-learning enables students to pace their studies according to their needs, making learning accessible to (1) people who do not have enough free time for studying - they can program their lessons according to their available schedule; (2) those far from a school (geographical issues), or the ones unable to attend classes due to some physical or medical restriction. Therefore, cultural, geographical and physical obstructions can be removed, making it possible for students to select their path and time for the learning course. Students are then allowed to choose the main objectives they are suitable to fulfill. This book regards E-learning challenges, opening a way to understand and discuss questions related to long-distance and lifelong learning, E-learning for people with special needs and, lastly, presenting case study about the relationship between the quality of interaction and the quality of learning achieved in experiences of E-learning formation