Система стабилизации видеокамеры

Выпускная квалификационная работа 95 страниц, 8 рисунков, 12 таблиц, 23 источника, 9 приложений. Объектом исследования является: способы стабилизации видеокамер. Цель работы: разработка системы стабилизации видеокамеры. В процессе исследования проводились: аналитический обзор информации; анализ принципов работы систем стабилизации; изучение схем стабилизации. В результате исследования проведен анализ принципов работы систем стабилизации и изучены схемы стабилизации; выбрана схема стабилизации и спроектирован стабилизатор для «экшн» камеры. Стабилизатор будет полезен для видеосъемки при занятии экстремальными видами спорта, а также при съемке с различных подвижных объектов.As a result of research the principles of stabilization systems were analyzed and the schemes of stabilization were studied; the scheme of stabilization was chosen and the stabilizer for the action camera was constructed. The stabilizer will be useful for video filming during extreme sports, as well as for shooting from various moving objects

Mixed methods and triangulation in history education research: Introduction

This special edition of HERJ (number 16.1) sprang from an international symposium in Salzburg, Austria on 11 and 12 May 2017, called Triangulation in History Education Research (H-Soz-Kult, 2019). It includes 12 articles on mixed-methods research and triangulation in history education research from seven different countries: Australia, Austria, Germany, the Netherlands, Portugal, Switzerland and the United Kingdom

Task complexity in history textbooks: A multidisciplinary case study on triangulation in history education research

The purpose of history education in Austria has changed over at least the last decade. While the focus used to be to give students a master narrative of the national past based on positivist knowledge, the current objective of history education is to foster historical thinking processes that enable students to form transferable skills in the self-reflected handling and creation of history. A key factor in fostering historical thinking is the appropriation of learning tasks. This case study measures the complexity of learning tasks in Austrian history textbooks as one important aspect of their quality. It makes use of three different approaches to complexity to triangulate the notion: general task complexity (GTC), general linguistic complexity (GLC), and domain-specific task complexity (DTC). The question is which findings can be offered by the specific strengths and limitations of the different methodological approaches to give new insights into the study of task complexity in the domain of history education research. By pursuing multidisciplinary approaches in a triangulating way, the case study opens up new prospects for this field. Besides offering new insights on measuring the complexity of learning tasks, the study illustrates the need for further research in this field – not only related to the development of analytical frameworks, but also regarding the notion of complexity in the context of historical learning itself