77,601 research outputs found
How people find videos
At present very little is known about how people locate and view videos 'in the wild'. This study draws a rich picture of everyday video seeking strategies and video information needs, based on an ethnographic study of New Zealand university students. These insights into the participants' activities and motivations suggest potentially useful facilities for a video digital library
Finding video on the web
At present very little is known about how people locate and view videos. This study draws a rich picture of everyday video seeking strategies and video information needs, based on an ethnographic study of New Zealand university students. These insights into the participantsâ activities and motivations suggest potentially useful facilities for a video digital library
3D video coding and transmission
The capture, transmission, and display of
3D content has gained a lot of attention in the last few
years. 3D multimedia content is no longer con fined to
cinema theatres but is being transmitted using stereoscopic
video over satellite, shared on Blu-RayTMdisks,
or sent over Internet technologies. Stereoscopic displays
are needed at the receiving end and the viewer needs to
wear special glasses to present the two versions of the
video to the human vision system that then generates
the 3D illusion. To be more e ffective and improve the
immersive experience, more views are acquired from a
larger number of cameras and presented on di fferent displays,
such as autostereoscopic and light field displays.
These multiple views, combined with depth data, also
allow enhanced user experiences and new forms of interaction
with the 3D content from virtual viewpoints.
This type of audiovisual information is represented by a
huge amount of data that needs to be compressed and
transmitted over bandwidth-limited channels. Part of
the COST Action IC1105 \3D Content Creation, Coding
and Transmission over Future Media Networks" (3DConTourNet)
focuses on this research challenge.peer-reviewe
What's New? Reaching Working Adults with English for Speakers of Other Languages (ESOL) Instruction, A Best Practices Report
In July 2001 the Center for Impact Research (CIR) completed a needs assessment, Barriers to English Language Learners in the Chicago Metropolitan Area, which detailed the needs of immigrant working adults for English instruction and determined the barriers they faced in learning English. CIR's 2001 report documented the fact that many of these employed immigrants take advantage of overtime, hold down two jobs, and are often subject to changing or rotating work schedules that make attendance at regularly scheduled classes difficult. Evening English for Speakers of Other Languages (ESOL) classes that occur twice a week lasting between one-and-a-half to three hours also present difficulties, because they interfere with parenting and family duties; fatigue of the attendees after a long day's work also makes learning problematic. Some Friday evening and Saturday morning classes are available, but seldom are there any classes on Sundays. ESOL providers report that they are unable to schedule weekend classes because of the lack of trained and qualified teachers who are willing to work on Saturdays and Sundays. Volunteer tutors could assist ESOL learners, but they too are reluctant to make commitments for weekend hours. The metropolitan Chicago ESOL system faces an additional problem in that it cannot meet the needs of those immigrants who are interested in, and able to attend ESOL classes. CIR's analysis of demographic data finds an estimated total population of potential English Language Learners 18 years of age or older in the Chicago metropolitan area in 2000 at 277,700. According to the Illinois Community College Board, in Fiscal Year 2001 68,815 adults in the Chicago metropolitan area received some ESOL instruction through programs funded by the Board, meaning that only about one-quarter of the need was able to be met. Sixty-two percent of these learners were in beginning ESOL classes. Many area ESOL providers report long waiting lists for ESOL classes, and some say they are implementing lotteries for classroom places. How then, can ESOL learning be reorganized to enable adult learners who are employed to upgrade their English language skills? Can ESOL services be offered along a continuum, with systems providing various services, geared to immigrants with differing levels of commitment to learning English, as well as changing or rotating schedules and time limitations? How can effective learning opportunities be offered in the home, at the workplace, and in accessible community locations, such as shopping centers and churches
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