Video Enhancement and Dynamic Range Control of HDR Sequences for Automotive Applications

CMOS video cameras with high dynamic range (HDR) output are particularly suitable for driving assistance applications, where lighting conditions can strongly vary, going from direct sunlight to dark areas in tunnels. However, common visualization devices can only handle a low dynamic range, and thus a dynamic range reduction is needed. Many algorithms have been proposed in the literature to reduce the dynamic range of still pictures. Anyway, extending the available methods to video is not straightforward, due to the peculiar nature of video data. We propose an algorithm for both reducing the dynamic range of video sequences and enhancing its appearance, thus improving visual quality and reducing temporal artifacts. We also provide an optimized version of our algorithm for a viable hardware implementation on an FPGA. The feasibility of this implementation is demonstrated by means of a case study

Virtual human modelling and animation for real-time sign language visualisation

>Magister Scientiae - MScThis thesis investigates the modelling and animation of virtual humans for real-time sign language visualisation. Sign languages are fully developed natural languages used by Deaf communities all over the world. These languages are communicated in a visual-gestural modality by the use of manual and non-manual gestures and are completely di erent from spoken languages. Manual gestures include the use of hand shapes, hand movements, hand locations and orientations of the palm in space. Non-manual gestures include the use of facial expressions, eye-gazes, head and upper body movements. Both manual and nonmanual gestures must be performed for sign languages to be correctly understood and interpreted. To e ectively visualise sign languages, a virtual human system must have models of adequate quality and be able to perform both manual and non-manual gesture animations in real-time. Our goal was to develop a methodology and establish an open framework by using various standards and open technologies to model and animate virtual humans of adequate quality to e ectively visualise sign languages. This open framework is to be used in a Machine Translation system that translates from a verbal language such as English to any sign language. Standards and technologies we employed include H-Anim, MakeHuman, Blender, Python and SignWriting. We found it necessary to adapt and extend H-Anim to e ectively visualise sign languages. The adaptations and extensions we made to H-Anim include imposing joint rotational limits, developing exible hands and the addition of facial bones based on the MPEG-4 Facial De nition Parameters facial feature points for facial animation. By using these standards and technologies, we found that we could circumvent a few di cult problems, such as: modelling high quality virtual humans; adapting and extending H-Anim; creating a sign language animation action vocabulary; blending between animations in an action vocabulary; sharing animation action data between our virtual humans; and e ectively visualising South African Sign Language.South Afric

Facial Modelling and animation trends in the new millennium : a survey

M.Sc (Computer Science)Facial modelling and animation is considered one of the most challenging areas in the animation world. Since Parke and Waters’s (1996) comprehensive book, no major work encompassing the entire field of facial animation has been published. This thesis covers Parke and Waters’s work, while also providing a survey of the developments in the field since 1996. The thesis describes, analyses, and compares (where applicable) the existing techniques and practices used to produce the facial animation. Where applicable, the related techniques are grouped in the same chapter and described in a chronological fashion, outlining their differences, as well as their advantages and disadvantages. The thesis is concluded by exploratory work towards a talking head for Northern Sotho. Facial animation and lip synchronisation of a fragment of Northern Sotho is done by using software tools primarily designed for English.Computin

The relationship between research data management and virtual research environments

The aim of the study was to compile a conceptual model of a Virtual Research Environment (VRE) that indicates the relationship between Research Data Management (RDM) and VREs. The outcome of this study was that VREs are ideal platforms for the management of research data. In the first part of the study, a literature review was conducted by focusing on four themes: VREs and other concepts related to VREs; VRE components and tools; RDM; and the relationship between VREs and RDM. The first theme included a discussion of definitions of concepts, approaches to VREs, their development, aims, characteristics, similarities and differences of concepts, an overview of the e-Research approaches followed in this study, as well as an overview of concepts used in this study. The second theme consisted of an overview of developments of VREs in four countries (United Kingdom, USA, The Netherlands, and Germany), an indication of the differences and similarities of these programmes, and a discussion on the concept of research lifecycles, as well as VRE components. These components were then matched with possible tools, as well as to research lifecycle stages, which led to the development of a first conceptual VRE framework. The third theme included an overview of the definitions of the concepts ‘data’ and ‘research data’, as well as RDM and related concepts, an investigation of international developments with regards to RDM, an overview of the differences and similarities of approaches followed internationally, and a discussion of RDM developments in South Africa. This was followed by a discussion of the concept ‘research data lifecycles’, their various stages, corresponding processes and the roles various stakeholders can play in each stage. The fourth theme consisted of a discussion of the relationship between research lifecycles and research data lifecycles, a discussion on the role of RDM as a component within a VRE, the management of research data by means of a VRE, as well as the presentation of a possible conceptual model for the management of research data by means of a VRE. This literature review was conducted as a background and basis for this study. In the second part of the study, the research methodology was outlined. The chosen methodology entailed a non-empirical part consisting of a literature study, and an empirical part consisting of two case studies from a South African University. The two case studies were specifically chosen because each used different methods in conducting research. The one case study used natural science oriented data and laboratory/experimental methods, and the other, human orientated data and survey instruments. The proposed conceptual model derived from the literature study was assessed through these case studies and feedback received was used to modify and/or enhance the conceptual model. The contribution of this study lies primarily in the presentation of a conceptual VRE model with distinct component layers and generic components, which can be used as technological and collaborative frameworks for the successful management of research data.Thesis (DPhil)--University of Pretoria, 2018.National Research FoundationInformation ScienceDPhilUnrestricte

VRBridge: a Constructivist Approach to Supporting Interaction Design and End-User Authoring in Virtual Reality

For any technology to become widely-used and accepted, it must support end-user authoring and customisation. This means making the technology accessible by enabling understanding of its design issues and reducing its technical barriers. Our interest is in enabling end-users to author dynamic virtual environments (VEs), specifically their interactions: player interactions with objects and the environment; and object interactions with each other and the environment. This thesis describes a method to create tools and design aids which enable end-users to design and implement interactions in a VE and assist them in building the requisite domain knowledge, while reducing the costs of learning a new set of skills. Our design method is based in constructivism, which is a theory that examines the acquisition and use of knowledge. It provides principles for managing complexity in knowledge acquisition: multiplicity of representations and perspectives; simplicity of basic components; encouragement of exploration; support for deep reflection; and providing users with control of their process as much as possible. We derived two main design aids from these principles: multiple, interactive and synchronised domain-specific representations of the design; and multiple forms of non-invasive and user-adaptable scaffolding. The method began with extensive research into representations and scaffolding, followed by investigation of the design strategies of experts, the needs of novices and how best to support them with software, and the requirements of the VR domain. We also conducted a classroom observation of the practices of non-programmers in VR design, to discover their specific problems with effectively conceptualising and communicating interactions in VR. Based on our findings in this research and our constructivist guidelines, we developed VRBridge, an interaction authoring tool. This contained a simple event-action interface for creating interactions using trigger-condition-action triads or Triggersets. We conducted two experimental evaluations during the design of VRBridge, to test the effectiveness of our design aids and the basic tool. The first tested the effectiveness of the Triggersets and additional representations: a Floorplan, a Sequence Diagram and Timelines. We used observation, interviews and task success to evaluate how effectively end-users could analyse and debug interactions created with VRBridge. We found that the Triggersets were effective and usable by novices to analyse an interaction design, and that the representations significantly improved end-user work and experience. The second experiment was large-scale (124 participants) and conducted over two weeks. Participants worked on authoring tasks which embodied typical interactions and complexities in the domain. We used a task exploration metric, questionnaires and computer logging to evaluate aspects of task performance: how effectively end-users could create interactions with VRBridge; how effectively they worked in the domain of VR authoring; how much enjoyment or satisfaction they experienced during the process; and how well they learned over time. This experiment tested the entire system and the effects of the scaffolding and representations. We found that all users were able to complete authoring tasks using VRBridge after very little experience with the system and domain; all users improved and felt more satisfaction over time; users with representations or scaffolding as a design aid completed the task more expertly, explored more effectively, felt more satisfaction and learned better than those without design aids; users with representations explored more effectively and felt more satisfaction than those with scaffolding; and users with both design aids learned better but did not improve in any other way over users with a single design aid. We also gained evidence about how the scaffolding, representations and basic tool were used during the evaluation. The contributions of this thesis are: an effective and efficient theory-based design method; a case study in the use of constructivism to structure a design process and deliver effective tools; a proof-of-concept prototype with which novices can create interactions in VR without traditional programming; evidence about the problems that novices face when designing interactions and dealing with unfamiliar programming concepts; empirical evidence about the relative effectiveness of additional representations and scaffolding as support for designing interactions; guidelines for supporting end-user authoring in general; and guidelines for the design of effective interaction authoring systems in general

Developing critical thinking in auditing students through technology-based educational interventions : a conceptual framework

Although the development of critical thinking in students is not an easy task, it is becoming increasingly more vital. Students need to be able to think critically to thrive in the 21st century workplace. The auditor of the future must adapt to a fast-changing, technologydriven world where critical thinking capabilities provide the ability to solve unstructured problems, analyse and interpret information, make informed decisions and interrogate information. With claims that the auditing profession is not delivering entry-level chartered accountants with the necessary skills and competencies to truly add value to auditing clients, the onus is on educators to develop critical thinking in their students. As critical thinking is a complex concept with multiple dimensions, imparting this skill to students is an intricate process. Technology-based educational interventions which include simulations, virtual reality and games can provide effective platforms for developing critical thinking. However, educators are often hesitant to use these technologies and uncertain how to instill critical thinking in students. It is therefore clear that educators need guidance and require a robust, holistic framework for critical thinking development through technology-based educational interventions. The primary objective of this study was to propose such a conceptual framework that would provide guidance to educators in addressing the growing need for auditors with welldeveloped critical thinking capabilities. To arrive at this conceptual framework, more insights into the conceptualisation and development of critical thinking were required. These insights set the foundation for a preliminary, literature-based, conceptual framework. To validate the concepts and relationships proposed in this preliminary framework and to provide insights into additional concepts and relationships, the perspectives of three groups of participants were obtained using an Interactive Qualitative Analysis (IQA) design. Concepts in the final conceptual framework included studentrelated factors, educator-related factors, design and development considerations, technology-based enabling tools, collaboration among stakeholders and disciplines, the learning process, ethics, globalisation, auditing content, critical thinking and other learning outcomes associated with critical thinking, constructivism and characteristics of critical thinking instruction. The end product is a novel, integrated and robust conceptual framework aimed at the development of critical thinking in auditing students through technology-based educational interventions. This framework provides a structure to the complex nature of critical thinking development. The acquisition of critical thinking capabilities is, however, not a once-off, linear event. The framework and its individual concepts and relationships should thus be seen as part of a continuous process of critical thinking growth.Hoe moeilik dit ook al mag wees om studente te leer om krities te dink, dit word toenemend noodsaaklik. In die 21e eeu vereis die werkplek immers kritiese denke van studente. Die aspirantouditeur moet by ʼn snel veranderende, tegnologies gedrewe wêreld kan aanpas deur krities te dink om ongestruktureerde probleme op te los, inligting te ontleed, te vertolk en te betwyfel, en om ingeligte besluite te neem. Aangesien ouditeursfirmas kla dat jong geoktrooieerde rekenmeesters nie oor die nodige vaardighede beskik nie, het opvoeders die verantwoordelikheid om studente krities te leer dink. Omrede kritiese denke ʼn komplekse konsep met veelvuldige fasette is, is dit ʼn heel ingewikkelde proses om studente daarmee toe te rus. Tegnologiese onderrigintervensies deur onder meer nabootsings, virtuele werklikhede en speletjies kan hierin van groot nut wees. Opvoeders aarsel egter om hierdie tegnologieë aan te wend, en daarby is hulle onseker hoe om kritiese denke by studente in te skerp. Opvoeders het ongetwyfeld leiding hierin nodig, en ʼn stewige, holististiese raamwerk vir die ontwikkeling van kritiese denke deur middel van tegnologiese onderrigintervensies is duidelik nodig. Die doel van hierdie navorsing is om met so ʼn konseptuele raamwerk te kom wat leiding kan gee aan opvoeders wat aspirantouditeurs moet oplei om krities te dink. Hiervoor moes groter insig in die konseptualisering en ontwikkeling van kritiese denke verkry word. Hierdie insigte het die grondslag gelê vir ʼn voorlopige konseptuele raamwerk wat op die literatuur berus. Drie groepe deelnemers is gebruik om die geldigheid van die addisionele konsepte en verbande in die voorlopige raamwerk te toets en insigte in addisionele konsepte en verbande te verkry. ʼn Interaktiewe kwalitatiewe analise (IKA) is gedoen. Die konsepte in die finale konseptuele raamwerk is onder meer studentfaktore, opvoederfaktore, oorwegings soos ontwerp en ontwikkeling, tegnologiese instrumente, samewerking tussen belanghebbers en dissiplines, die leerproses, etiek, globalisering, die ouditkunde-inhoud, kritiese denke en ander leeruitkomste wat met kritiese denke gepaard gaan, konstruktivisme en die kenmerke van onderrig in kritiese denke. Die eindproduk is ʼn nuwe, geïntegreerde en stewige konseptuele raamwerk waarmee ouditkundestudente met tegnologiese onderrigintervensies opgelei kan word om krities te dink. Hierdie raamwerk verleen struktuur aan die komplekse aard van opleiding in kritiese denke. Die verwerwing van die vermoë om krities te dink is egter nie eenmalig en lineêr nie. Hierdie raamwerk met sy afsonderlike konsepte en verbande moet beskou word as ʼn onderdeel van ʼn deurlopende proses om kritiese denke te ontwikkel.Nakuba ukuthuthukiswa kokucabanga sakuhlaziya kubafundi kungesiwo umsebenzi olula, kuya ngokuya kubaluleka kakhulu. Abafundi kumele bakwazi ukucabanga sakuhlaziya ukuze baphumelele emsebenzini kwikhuluminyaka lama21. Umcwaningimabhuku wesikhathi esizayo kufanele ajwayele isimo sezwe elishintsha masinya, esiholwa ubuchwepheshe nokuyilapho ukukwazi ukucabanga sakuhlaziya kuhlinzeka ikhono lokusombulula izinkinga ezingahlelekile, ukuhlaziya nokuhumusha imininingwane, ukuthatha izinqumo ezikahle nokuphenyisisa imininingwane. Njengoba kuthiwa umkhakha wezocwaningomabhuku awukhiqizi abagcinimabhuku bezinga lomhlaba abasaqala abanamakhono nokuqonda okufanele ukwenza umehluko kumakhasimende ocwaningomabhuku, kungumsebenzi wabafundisayo ukusungula ukucabanga sakuhlaziya kubafundi babo. Njengoba ukucabanga sakuhlaziya kungumqondo olukhuni ozigabaningi, ukudlulisela leli khono kubafundi kungumsebenzi oxakayo. Ukusebenzisa izindlela zokufunda ezincike kubuchwepheshe, ezifaka kuzo ukulinganisa, okwenzeka ngempela nemidlalo, kunganikeza izinkundla ezisebenza ngempumelelo ukuthuthukisa ukucabanga sakuhlaziya. Nakuba kunjalo, othisha bavame ukuba manqikanqika ukusebenzisa lobu buchwepheshe futhi abanasiqiniseko sokuthi bangakufaka kanjani ukucabanga sakuhlaziya kubafundi. Ngakho-ke kusobala ukuthi othisha badinga ukwelulekwa kanye nohlaka olunamandla olufaka konke maqondana nokuthuthukiswa kokucabanga sakuhlaziya ngokusebenzisa izindlela zokufunda ezincike kubuchwepheshe. Injongo enkulu yalolu cwaningo ngukuhlongoza uhlaka lomqondo oluzohlinzeka umhlahlandlela kothisha ukubhekana nesidingo esikhulayo sabacwaningimabhuku abanamakhono athuthukile okucabanga sakuhlaziya. Ukuze kufinyelelwe kulolu hlaka, kwadingeka ulwazi olwengeziwe ekucabangeni nasekusungulweni kokucabanga sakuhlaziya. Lolu lwazi lwaba yisisekelo sohlaka lomqondo lokuqala olugxile emibhalweni. Ukuze kuqinisekiswe imiqondo nobudlelwano obuhlongozwayo kulolu hlaka lokuqala futhi kuhlinzekwe ulwazi emicabangweni nasebudlelwaneni obengeziwe, imibono yamaqoqo amathathu ababambiqhaza yatholakala ngokusetshenziswa komklamo ongukuHlaziya Izingahle Ngokusebenzisana owaziwa ngokuthi yi-Interactive Qualitative Analysis (i-IQA). Imiqondo esohlakeni lomqondo lokugcina yayibandakanya okuphathelene nabafundi, okuphathelene nothisha, okumayelana nomklamo nentuthuko, amathuluzi okusiza ancike kubuchwepheshe, ukuhlanganyela phakathi kwabathintekayo nemikhakha, indlela yokufunda, okuphathelene nokulunga, ukusabalalisa umhlaba wonke, ukucwaninga imininingwane yokuqukethwe, ukucabanga sakuhlaziya kanye neminye imiphumela yokufunda ehambisana nokucabanga sakuhlaziya, nobunjalo bendlela yokufunda ukucabanga sakuhlaziya. Umkhiqizo ovela ekugcineni kuba yinoveli nohlaka lomqondo olunamandla okuhloswe ngalo ukuba kuthuthukiswe ukucabanga sakuhlaziya kubafundi bezocwaningomabhuku ngokusebenzisa izindlela zokufunda ezincike kubuchwepheshe. Lolu hlaka luhlinzeka umumo esimweni esingaqondakali sokuthuthukiswa kokucabanga sakuhlaziya. Kodwa-ke, ukutholakala kwamakhono okucabanga sakuhlaziya, akusiyo into eyenzeka kanye, ngendlela efanayo. Ngakho-ke, uhlaka kanye nemiqondo yalo ngaminye nobudlelwano bayo kumele kubonakale njengengxenye yomsebenzi oqhubekayo wokukhula kokucabanga sakuhlaziya.TaxationD. Phil. (Accounting Sciences

Aplicación de la tecnología 3D a las técnicas de documentación, conservación y restauración de bienes culturales

Las nuevas tecnologías se encuentran cada vez más inmersas en la vida cotidiana de los seres humanos. De este modo, la tecnología 3D forma hoy parte de su entorno y como no podía ser de otro modo, el ámbito patrimonial también se hace eco de los avances que esta supone. Sin embargo, precisamente por ser tan reciente, los estudios llevados a cabo hasta la fecha sobre las aplicaciones que estas tecnologías presentan en las tareas enfocadas a salvaguardar el patrimonio, son aún escasos. Por ello, la presente tesis doctoral contempla paliar este déficit de información, centrándose en el estudio, puesta en valor y justificación de la tecnología 3D aplicada a las tareas de documentación, conservación y restauración de los bienes culturales. Explicar dichas aplicaciones, que se comprenda su utilidad por parte del lector y desarrollar diferentes metodologías de trabajo que constituyan pautas de actuación para obras de características similares, constituyen los objetivos de la presente tesis doctoral..