scholarly journals Tratado de Imágenes (for trio and video track)

2011 ◽  
Author(s):  
Iñigo Giner Miranda
Keyword(s):  
Video Track

A New 8-Bit PCM Audio Recording Technique Using an Extension of the Video Track

1982 ◽  
Vol CE-28 (3) ◽  
pp. 241-249 ◽  
Author(s):  
K. Nakano ◽  
H. Moriwaki ◽  
T. Takahashi ◽  
K. Akagiri ◽  
M. Morio
Keyword(s):  
Audio Recording ◽  
Recording Technique ◽  
Video Track

Target Tracking Technology Basing on Pedestrian Video

2013 ◽  
Vol 416-417 ◽  
pp. 1187-1191
Author(s):  
Hao Shen ◽  
Hean Liu
Keyword(s):  
Pedestrian Detection ◽  
Video Tracking ◽  
Moving Target ◽  
High Complexity ◽  
Tracking Method ◽  
Detection Technology ◽  
Complexity Problem ◽  
Target Detecting ◽  
Video Track ◽  
Tracking Technology

In order to solve some high-complexity problem including traditional video tracking method, pedestrian movement shelter and calculation, target pedestrian detection technology basing on the video track is proposed. By collecting prospect of video and picture dealing technology, detecting and tracking moving target, detecting and analyzing the data of video, the result shows that this way is more accurate than traditional way and it can clearly draw the moving track of pedestrian.

scholarly journals Effects of Technology Modes on Ratings of Learner Recordings

2013 ◽  
Vol 43 (2) ◽  
pp. 1-27
Author(s):  
Elizabeth (Betsy) Lavolette
Keyword(s):  
Formative Assessment ◽  
Repeated Measures ◽  
Audio Recordings ◽  
Video Track

While research has investigated the effect of visuals in tests of listeningcomprehension (e.g., Suvorov, 2009; Wagner, 2008, 2010), studentrecordedvideo for oral formative assessment is relatively unexplored.In this study, I examined 15 teachers’ ratings of speech recorded by 39ESL learners to see if teachers assess speech differently depending onwhether it is presented with visuals. The learners recorded 4 speechsamples: 2 with webcams, 2 with microphones only. A third speechcondition was created by removing the video track from the webcamrecordings, resulting in 3 conditions and 6 samples for each individual.The teachers rated all 6 samples. I used repeated-measures ANOVAs todetermine whether the teachers assigned significantly different scoresbased on the speech conditions. The results showed that the teachersrated the audio stripped from the video significantly higher than thevideo/audio recordings (p = .004, d = .38). This suggests that teachersmay be biased in favor of audio-only recordings and that teachersshould not give students an option of making either an audio or videorecording for a given formative assessment. Further analyses examinedhow the students’ and teachers’ preferences for audio-only or videorecordings were related to the ratings.

scholarly journals The TREC2001 Video Track: Information Retrieval on Digital Video Information

2002 ◽  
pp. 266-275 ◽  
Author(s):  
Alan F. Smeaton ◽  
Paul Over ◽  
Cash J. Costello ◽  
Arjen P. de Vries ◽  
David Doermann ◽  
...  
Keyword(s):  
Information Retrieval ◽  
Digital Video ◽  
Video Information ◽  
Video Track
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