The Effect of Wavelet Families on Watermarking

With the advance of technologies such as the Internet, Wi-Fi Internet availability and mobile access, it is becoming harder than ever to safeguard intellectual property in a digital form. Digital watermarking is a steganographic technique that is used to protect creative content. Copyrighted work can be accessed from many different computing platforms; the same image can exist on a handheld personal digital assistant, as well as a laptop and desktop server computer. For those who want to pirate, it is simple to copy, modify and redistribute digital media. Because this impacts business profits adversely, this is a highly researched field in recent years. This paper examines a technique for digital watermarking which utilizes properties of the Discrete Wavelet Transform (DWT). The digital watermarking algorithm is explained. This algorithm uses a database of 40 images that are of different types. These images, including greyscale, black and white, and color, were chosen for their diverse characteristics. Eight families of wavelets, both orthogonal and biorthogonal, are compared for their effectiveness. Three distinct watermarks are tested. Since compressing an image is a common occurrence, the images are compacted to determine the significance of such an action. Different types of noise are also added. The PSNR for each image and each wavelet family is used to measure the efficacy of the algorithm. This objective measure is also used to determine the influence of the mother wavelet. The paper asks the question: “Is the wavelet family chosen to implement the algorithm of consequence?” In summary, the results support the concept that the simpler wavelet transforms, e.g. the Haar wavelet, consistently outperform the more complex ones when using a non-colored watermark

Implementing Cutting-Edge Devices To Make Programming Course “Fun” For STEM Students

Although the field of computing is growing at a rapid rate, the number of students who successfully complete coursework and enter the field is not keeping pace. In fact, research has indicated that students find programming courses so difficult, many change their majors to avoid these courses. The purpose of this study in progress was to integrate cutting-edge devices in an intermediate programming course to impact students’ perceptions of programming and to increase motivation. Our preliminary findings indicate that the students ascribed an element of “fun” to these devices and that their beliefs on how “fun” plays a role in their programming skills were impacted by the use of these devices in class. We present interview data and survey results to further inform other educators on ways in which curriculum can be modified to target students’ motivation and self-efficacy by appealing to the theme of “fun” in learning

Augmented Reality Chemistry: Transforming 2-D Molecular Representations into Interactive 3-D Structures

Spatial reasoning is defined as the ability to generate, retain, and manipulate abstract visual images. In chemistry, spatial reasoning skills are typically taught using 2-D paper-based models, 3-D handheld models, and computerized models. These models are designed to aid student learning by integrating information from the macroscopic, microscopic, and symbolic domains of chemistry. Research has shown that increased spatial reasoning abilities translate directly to improved content knowledge. The recent explosion in the popularity of smartphones and the development of augmented reality apps for them provide, a yet to be explored, way of teaching spatial reasoning skills to chemistry students. Augmented reality apps can use the camera on a smartphone to turn 2-D paper-based molecular models into 3-D models the user can manipulate. This paper will discuss the development, implementation, and assessment of an augmented reality app that transforms 2-D molecular representations into interactive 3-D structures

Augmented Reality Chemistry: Transforming 2D Molecular Representations into Interactive 3D Structures

Spatial reasoning is defined as the ability to generate, retain, and manipulate abstract visual images. In chemistry, spatial reasoning skills are typically taught using 2-D paper-based models, 3-D handheld models, and computerized models. Research has shown that increased spatial reasoning abilities translate directly to improved content knowledge. The recent explosion in the popularity of smartphones and the development of augmented reality apps for them provide, a yet to be explored, way of teaching spatial reasoning skills to chemistry students. Augmented reality apps utilize the camera on a smartphone to turn 2D paper-based molecular models into 3D models the user can manipulate. This presentation will discuss our development of an augmented reality app that transforms 2D molecular representations into interactive 3D structures. Attendees will participate in a series of interactive activities to demonstrate the use of the app in the collegiate chemistry classroom

Using the Discrete Wavelet Transform to Haar\u27d Code a Blind Digital Watermark

Safeguarding creative content in a digital form has become increasingly difficult. It is progressively easier to copy, modify and redistribute digital media, which causes great declines in business profits. For example, the International Federation of the Phonographic Industry estimates that in 2001 the worldwide sales of pirated music CDs were 475 million US dollars. While a large amount of time and money is committed to creating intellectual property, legal means have not proven to be sufficient for the protection of this property. Digital watermarking is a steganographic technique that has been proposed as a possible solution to this problem. A digital watermark hides embedded information about the origin, status, owner and/or destination of the data, often without the knowledge of the viewer or user. This dissertation examines a technique for digital watermarking which utilizes properties of the Discrete Wavelet Transform (DWT). Research has been done in this field, but which wavelet family is superior is not adequately addressed. This dissertation studies the influence of the wavelet family when using a blind, nonvisible watermark in digital media. The digital watermarking algorithm uses a database of multiple images with diverse properties. Various watermarks are embedded. Eight different families of wavelets with dissimilar properties are compared. How effective is each wavelet? To objectively measure the success of the algorithm, the influence of the mother wavelet, the imperceptibility of the embedded watermark and the readability of the extracted watermark, the Peak Signal-to-Noise Ratio and the Image Quality Index for each wavelet family and image are obtained. Two common categories of digital watermarking attacks are removing the watermark and rendering the watermark undetectable. To simulate and examine the effect of attacks on the images, noise is added to the image data. Also, to test the effect of reducing an image in size, each image containing the embedded watermark is compressed. The dissertation asks the questions: “Is the wavelet family chosen to implement the algorithm for a blind, nonvisible watermark in digital images of consequence? If so, which family is superior?” This dissertation conclusively shows that the Haar transform is the best for blind, non-visible digital watermarking

Watermarking with wavelets: Simplicity leads to robustness"in

Abstrac

Investigating the Impact of Cutting Edge Devices on Perseverance in Intermediate Programming

Entering our 2nd year of this study, we attempt to continue integrating cutting-edge devices in an intermediate programming course to impact student retention in the computing field, which is growing at a rapid rate. Past research states that students believe programming courses to be difficult and, as a result, many switch majors to avoid these courses. Our first year was focused on investigating motivation. This year, we explored the concepts of perseverance and grit among our students and how these factors related to the students’ perceptions of the cutting-edge devices used in class. Our preliminary findings indicate that the students with all levels of perseverance ascribed an element of fun and enjoyment to these devices and that a high number of students believed these devices were relevant to their future goals/career. Students’ level of perseverance seemed to relate to goal-setting. We present interview data and survey results to help inform educators on ways in which curriculum can be modified to harness students’ perseverance by appealing to students\u27 affective connections in learning. We also discuss the modifications made during the 2nd year of the project and how the implementation of a device-based teaching intervention was impacted by these modifications