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Lemon, Nicole E. "Previsualization in Computer Animated Filmmaking." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1345569188.
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Reed, Brandon Ian. "Computer generated 3D animated holographic stereograms." Master's thesis, University of Cape Town, 1997. http://hdl.handle.net/11427/16122.
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This thesis describes the process of creating and displaying a computer generated 3D animated holographic stereogram. The objective of the project was to create a computer generated 3-dimensional model and animate it to perform some action using an animation program. This animated object would then be transferred to holographic film in the form of incremental component views of that object, resulting in a holographic stereogram that displays both parallax as well as animation.
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Ferdman, Alejandro José. "Robotics techniques for controlling computer animated figures." Thesis, Massachusetts Institute of Technology, 1986. http://hdl.handle.net/1721.1/73755.
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Thesis (M.S.V.S.)--Massachusetts Institute of Technology, Dept. of Architecture, 1986.<br>MICROFICHE COPY AVAILABLE IN ARCHIVES AND ROTCH.<br>Bibliography: leaves 88-92.<br>by Alejandro José Ferdman.<br>M.S.V.S.
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Velho, Luiz. "SCRIPTS : on the description of computer animated images." Thesis, Massachusetts Institute of Technology, 1985. http://hdl.handle.net/1721.1/78061.
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Thesis (M.S.V.S.)--Massachusetts Institute of Technology, Dept. of Architecture, 1985.<br>MICROFICHE COPY AVAILABLE IN ARCHIVES AND ROTCH.<br>Includes bibliographical references (leaves 65-70).<br>The problem of specification of temporal transformations for Computer Animation production is investigated. Based on this analysis, an interactive animation language is developed which supports both procedural and key-frame animation. It is a flexible software environment for the design and prototyping of animation programs and interfaces. The language is implemented in C within the UNIX operating system, and consists of C-like expressions, built-in functions, script and track constructs. There is also an escape mechanism to run UNIX commands. C-like expressions are the regular arithmetical, logical and control of flow operations. Built-in functions are C functions incorporated in the language. Scripts are time programs that are executed in parallel to generate animation. Tracks are time variables used to define dynamic animation parameters. A small set of animation tools is also developed to exemplify the system's utilization. These include a three dimensional geometry model interface library, a spline library, and simple mechanics, collision detection and inverse kinematics functions.<br>by Luiz Velho.<br>M.S.V.S.
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Britton, Brent Cabot James. "Enhancing computer-human interaction with animated facial expressions." Thesis, Massachusetts Institute of Technology, 1991. http://hdl.handle.net/1721.1/64856.
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Lee, Soon Hin. "Animated AGVS simulation package for the personal computer." Ohio University / OhioLINK, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1183048619.
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Wang, Andrew (Andrew Fuh-Hwa). "Physically animated desktop computer for ergonomic & affective movement." Thesis, Massachusetts Institute of Technology, 2006. http://hdl.handle.net/1721.1/37087.
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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2006.<br>Includes bibliographical references (leaves 83-84).<br>For better or worse, more people are spending their days in front of computers. With this increase in computer use, more people are complaining of back and neck pain. The simple act of changing your posture, however, can dramatically reduce the risk of back or neck injury from prolonged computer use. RoCo, the robotic computer, can encourage computer users to change posture by moving its screen to different positions. Having introduced motion, RoCo can now also begin to build a social relationship with the user and affect his affective state. This thesis describes the workings of RoCo and the results of an initial user study to produce affective movement.<br>by Andrew Wang.<br>M.Eng.
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Shin, Hyungho. "'Hey, Brother' thesis report / by Hyungho Shin." Online version of thesis, 2009. http://hdl.handle.net/1850/11206.
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Qin, Hong. "Multi-level behavioral self-organization in computer-animated lifelike synthetic agents." HKBU Institutional Repository, 1999. http://repository.hkbu.edu.hk/etd_ra/189.
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Moore, R. G. "Investigating three-dimensional perception of molecular structures using animated computer graphics." Thesis, University of East Anglia, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.356609.
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Su, Jiunnfu. "Co co nut /." Online version of thesis, 2009. http://hdl.handle.net/1850/10126.
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Dunn, Christine. "Victorian organ /." Online version of thesis, 2008. http://hdl.handle.net/1850/7901.
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Kurtz, Stephen. "Animator : an object-oriented approach to the creation and direction of computer animated actors /." Online version of thesis, 1987. http://hdl.handle.net/1850/10345.
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Webb, Ian Andrew. "An extension to optic flow analysis for the generation of computer animated images." Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/12526.
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Bibliography: leaves 148-151.<br>This dissertation seeks to develop image based animation methods using the technique of optic flow analysis developed for a moving planar object. Image based rendering is presented as a class of algorithm using two dimensional shortcuts to the problem of three dimensional animation. The optic flow field is used to develop an image based algorithm based on its use as a description of the diffences between consecutive frames of an animation. A Taylor analysis of the optic flow field is the underlying tool used, breaking the field up into a hierarchy of terms. For a moving planar object, we have considerably simplified the second order Taylor terms into a basis of just two independent terms, which can be related closely to a perspective transformation between frames. Perspective transformations capture exactly the optic flow of a moving planar object. Using the simplified decomposition of the flow field for a moving plane, we decompose the frame to frame transformation into a hierarchy of terms of increasing accuracy and cost. Depending on their accuracy we may choose any of these as transformation on an image between frames, instead of rerendering. The errors in the approximation can be tracked via the Taylor series. This dissertation develops the theory and presents an animation algorithm based on optic flow, and then presents the results of various tests of the algorithm in a variety of simple scenes. The results demonstrate the effectiveness of the algorithm and the time saving achieved in animation.
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Case, Desmond Robert. "An animated pedagogical agent for assisting novice programmers within a desktop computer environment." Thesis, Staffordshire University, 2012. http://eprints.staffs.ac.uk/1979/.
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Learning to program for the first time can be a daunting process, fraught with difficulty and setback. The novice learner is faced with learning two skills at the same time each that depends on the other; they are how a program needs to be constructed to solve a problem and how the structures of a program work towards solving a problem. In addition the learner has to develop practical skills such as how to design a solution, how to use the programming development environment, how to recognise errors, how to diagnose their cause and how to successfully correct them. The nature of learning how to program a computer can cause frustration to many and some to disengage before they have a chance to progress. Numerous authorities have observed that novice programmers make the same mistakes and encounter the same problems when learning their first programming language. The learner errors are usually from a fixed set of misconceptions that are easily corrected by experience and with appropriate guidance. This thesis demonstrates how a virtual animated pedagogical agent, called MRCHIPS, can extend the Beliefs-Desires-Intentions model of agency to provide mentoring and coaching support to novice programmers learning their first programming language, Python. The Cognitive Apprenticeship pedagogy provides the theoretical underpinning of the agent mentoring strategy. Case-Based Reasoning is also used to support MRCHIPS reasoning, coaching and interacting with the learner. The results indicate that in a small controlled study when novice learners are assisted by MRCHIPS they are more productive than those working without the assistance, and are better at problem solving exercises, there are also manifestations of higher of degree of engagement and learning of the language syntax.
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Holliday, Christopher David. "From the Light of Luxo : the new worlds of the computer-animated film." Thesis, King's College London (University of London), 2014. https://kclpure.kcl.ac.uk/portal/en/theses/from-the-light-of-luxo(b871b59b-e72d-47fc-8053-755313c182c1).html.
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Emerging at the intersection of feature-length animated cinema with computer-generated imagery (CGI), and preceded by a cycle of preparatory shorts released during the 1980s, the computer-animated film has become the dominant form of mainstream animation. But while the field of animation studies has expanded dramatically in the last twenty years, reflective of increased levels of academic interest in the subject, the computer-animated film as an example of feature-length narrative cinema remains rarely investigated. This research argues that computer-animated films, including their continued evolution and mutation, can be critically evaluated through the rubric of genre. An approach is developed which elaborates upon their unique visual currencies and formal attributes, reconceptualised and organised as a generic framework that supports the study of computer-animated films as a new genre of contemporary cinema. This thesis is therefore centred on locating where the features of this genre may reside, individuated across three chapters concerned with issues of fictional world creation, performance and animated acting, and comedy. These subjects have been identified for their significant, and often highly problematic, relationship to traditions of animated filmmaking. Each chapter sets out to situate the computer-animated film within these traditions, before pursuing fresh lines of enquiry that target directly it’s determining generic codes, narrative conventions and common aesthetic tropes. Informed throughout by focused textual analysis of individual computer-animated films, the genre is discussed and debated through its relevant connections to a variety of topics. These include cinephilia and intertextuality, anthropomorphism, junk art, puppetry and the Western tradition of performing objects, film sound theory, narrative literary theory, and seventeenth-century Mannerist art. Animatedness is a term that is developed across the thesis, invoked to promote the key specificities of this new digital cinema and the richness, energy and vigour of its film worlds. This thesis is framed by the question of the particular ‘animatedness’ of computer-animated films, and my research reveals the distinct terms and novel perspectives through which this otherwise undiscovered genre of contemporary film can be examined.
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Justice, Lorraine M. "The effect and affect of animated visual cues within a computer-based learning program /." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488188894441286.
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Bergstrom, Ander. "Lockers /." Online version of thesis, 2008. http://hdl.handle.net/1850/7791.
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Jin, Rui. "Memoir of a marionette /." Online version of thesis, 2008. http://hdl.handle.net/1850/8039.
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Lee, Pei-Cheng. "Longshi /." Online version of thesis, 2009. http://hdl.handle.net/1850/8744.
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Giles, Zachary. "Do you hear what I hear /." Online version of thesis, 2009. http://hdl.handle.net/1850/8827.
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Mastoropoulou, Georgia. "The effect of audio on the visual perception of high-fidelity animated 3D computer graphics." Thesis, University of Bristol, 2007. http://hdl.handle.net/1983/e46acff9-3150-4f20-a148-86d5ee9be852.
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Sound is often an integral part of interactive animated scenarios, such as VR applications, games and realistic simulations. Up to now, research has focussed on how visual stimuli can affect the user's perceived quality of the rendered graphics. Although there is a plethora of evidence coming from the psychology field about crossmodal interactions between visual and auditory stimuli, graphics researchers have not yet considered exploiting sound in order to affect the perceived quality of the 3D visual environment. Furthermore, although it is well known that sound is attention grabbing, researchers until now have not considered using sound to direct gaze to specific objects/areas in the visual environment, in order to allow for the selective rendering of the scene: only the sound emitting objects at high quality, while the reduced quality of the rest of the 3D scene goes unnoticed by the observers. This gap we are trying to fill with our research in the influence of auditory stimuli on the perceived visual quality (rendering quality and frame rate) of computer generated animated imagery. To gain a better understanding of the crossmodal interactions between the auditory and visual sensory modalities and identify whether such interactions could lead to a new generation of perceptually-adaptive graphics techniques, that would take into account not only the visual stimuli but also the auditory background of a 3D scene, 292 subjects participated in five experiments. Temporal and visual display quality perceptions were investigated by manipulating the frame rate and the rendering quality (number of rays shot per pixel of the image), separately, and by considering different auditory backgrounds. Our experimental studies verified that we can affect the viewer's perception of delivered frame rate with the use of audio. Further results show that the viewers do fixate to sources of sound effects in a scene- even when engaged in a demanding visual task- allowing us to render the corresponding pixels to high quality and significantly drop the quality for the rest of the scene, without any noticeable difference to the observer. In both cases, we save processing resources and/or significant computational time.
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Legwaila, Karabo. "Thokolosi /." Online version of thesis, 2008. http://hdl.handle.net/1850/8015.
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Gochoco, Michael. "Variations /." Online version of thesis, 2008. http://hdl.handle.net/1850/7796.
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Liu, Ting. "The lantern /." Online version of thesis, 2009. http://hdl.handle.net/1850/9550.
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Kim, Hye-won. "Effects of animated graphics of plate tectonics on students' performance and attitudes in multimedia computer instruction /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.
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Cone, Jonathan. "Chinchi and Eleanor /." Online version of thesis, 2010. http://hdl.handle.net/1850/11978.
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Kim, Yumi. "Chasing the moon /." Online version of thesis, 2009. http://hdl.handle.net/1850/8691.
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Harvey, Louise, and n/a. "The Best of Both Worlds: The Application of Traditional Animation Principles in 3D Animation Software." Griffith University. Griffith Film School, 2007. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20070810.105026.
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This research assesses the skills and knowledge necessary for the creation of animation in the 3D computer medium. It responds to the argument that students of this new form of animation must learn to apply principles and theories of animation that had their genesis in the early years of traditional, hand-drawn animation (Kroyer, 2002). Many industry notables argue for the use of traditional animation principles in 3D computer animation. John Lasseter, executive vice president at Pixar studios in the United States, represents one such example. He states that 'These principles were developed to make animation, especially character animation, more realistic and entertaining. These principles can and should be applied to 3D computer animation' (Lasseter 1987). The importance of animation principles in all animation mediums is stressed by Oscar-winning traditional animator Gene Deitch. He states that 'Every animated film made today uses those same basic principles developed at the Walt Disney studios during the 1930s. They still apply, no matter which technology is used' (2001). This research report examines the validity of this argument and identifies the tools, principles, and procedures that professional 3D animators are using. Central to this research is the dynamic of the contemporary relevance of traditional animation as an aesthetic, craft and economic entity. Most importantly this research considers how that dynamic might translate into the teaching of 3D animation courses. It is claimed that the findings of this research benefits 3D animation teachers, students, and those who employ them. To conduct on-site research with professional animators, this study enlisted the participation of a small number of animation studios in south-east Queensland, Australia by ensuring the protection of their Intellectual Property. Close observation of their working practices was made and numerous secondary sources of information (3D animation tutorials, books, DVDs, software manuals etc.) examined in order to locate the tools, processes, and principles that CG animators engaged. The findings were applied and critically assessed by means of a practical project (a seven-minute 3D-animated film) which was created concurrently with the research. Recommendations were formulated as to the most useful tools, processes, and principles for the student of computer animation by way of a revision of the existing Queensland College of Art syllabus for teaching computing animation. What follows is an account of the development and context of the project, the research methods applied, and critical analyses of the findings. The research concludes that it is necessary and advantageous to apply traditional animation skills to 3D computer work.
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Rogers, Douglas E. "Self fish /." Online version of thesis, 2010. http://hdl.handle.net/1850/11675.
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Holmes, Glen A. "Two computer-graphics variations (animated vs still) and their impact on the knowledge and performance of cognitive-behavioral skills: fire-safety training." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/37750.
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Fifty-six fourth-grade children served as participants in this study. Three training procedures (behavioral, animated-graphics, and still-graphics) were assessed for relative effectiveness in the acquisition of fire emergency skills and attainment of knowledge, Each of the training groups was compared to a no-treatment control group. Performance on dependent measures was assessed prior to and immediately following training. Hypotheses predicted that the behavioral and animated graphics conditions would produce the greatest level of skill and knowledge acquisition. Results demonstrated a significantly higher level of fire emergency skill acquisition and knowledge attainment for both the behavioral and animated graphics groups relative to the still graphics and no-training groups. The value of using animated versus static images in computerized instruction for fire-safety skills training was demonstrated.<br>Ed. D.
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Wang, Justin Wen-Lo. "Sometimes I feel the space between people (voices) in terms of tempos-- : a work for percussion duo with computer animated notational interface /." May be available electronically:, 2008. http://proquest.umi.com/login?COPT=REJTPTU1MTUmSU5UPTAmVkVSPTI=&clientId=12498.
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D.M.A. final project--Department of Music, Stanford University, 2008.<br>Includes performance instructions (p. 16-18). "This piece will employ novel notation and scoring techniques using custom-designed software for animated notation, real-time composition and performance based interactivity."--p. iv. Accompanying CD-ROM contains computer-animated software. Includes bibliographical references (p. 20).
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Ståhl, Fanny, and Hanna Holmgren. "Animated vs. Static graphics in a video game : How does animated and static graphics affect the user experience in a game?" Thesis, Linköpings universitet, Institutionen för datavetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-132313.
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Animation in video game graphics is in some cases a necessity for the game’s mechanics to beproperly communicated to the player. In other cases, it is purely an addition to the game’s expression.In the cases where gameplay is not dependant on animation, how exactly does the animationaffect the gameplay experience? This study examines whether or not there are differencesin user experience when static and animated graphic are compared to one another. To do this,30 test participants played two versions of the same game - one with almost exclusively staticgraphic, and one including more animated graphical elements. The test persons were observedduring the test, and answered questionnaires which examined their emotions using the PANAS-Xquestionnaire and levels of immersion using the Immersive Experience Questionnaire. Wealso included a demographic questionnaire to collect data on the participants’ backgrounds, incase it had any impact on the tests and the overall results. The results of the test showed thatthe two versions did not differ much in how they were perceived - not in emotional responsenor feelings of immersion. Despite this, the preference of the users were weighed towards theanimated version. The reason for this can not be concluded with help of the data collected.
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Ahikpa, James N'guessan. "THE EFFECTIVENESS OF STILL VS. ANIMATED CARTOON PICTURES ON LEARNING SECOND LANGUAGE VOCABULARY." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/theses/546.
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The present study investigated whether the teaching of L2 vocabulary with still cartoon pictures and animated cartoon pictures would result in a significant difference in second language learners' receptive and productive knowledge of the target words. Also, the effect of test type (receptive vs. productive) on participants' retention of the target words was examined. Finally, the study tried to find out whether the semantic category of vocabulary words influences the rate of successful vocabulary retention across picture types. For the purpose, a group of 17 ESL students from a Midwestern University participated in both treatments with still and animated pictures, followed by vocabulary tests. The results showed that over 80% of the target words were successfully retrieved on the receptive knowledge tests vs. only about 40% successful retrieval on the productive knowledge tests. Yet, the results did not reveal significant differences in vocabulary gain due to picture type as both treatments showed similar success rate of retention of the target words, especially in view of receptive knowledge. Also, neither of the two types of pictures was effective in facilitating productive knowledge of the target words. In addition, the study found that some semantic categories of vocabulary words may be easier to recall than others.
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Jaques, Patricia Augustin. "Using an animated pedagogical agent to interact affectively with the student." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2004. http://hdl.handle.net/10183/5886.
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Este trabalho propõe um agente pedagógico animado que possui o objetivo de fornecer suporte emocional ao aluno: motivando-o e encorajando-o, fazendo-o acreditar em suas próprias habilidades e promovendo um estado de espírito positivo no aluno, que é melhor para o seu aprendizado. Este suporte cuidadoso do agente, suas táticas afetivas, é expresso através de comportamentos emotivos e mensagens de encorajamento do personagem animado. Devido à tendência social humana de antropomorfizar software, nós acreditamos que um agente de software pode realizar esse papel afetivo. Para escolher as táticas afetivas adequadas, o agente deve conhecer as emoções do aluno. O agente proposto infere as seguintes emoções do aluno: alegria/tristeza, satisfação/frustração, raiva/gratidão e vergonha a partir do comportamento observável do aluno, isto é, as ações do aluno na interface do sistema educacional. A inferência das emoções é fundamentada psicologicamente na teoria cognitiva das emoções. Mais especificamente, nós usamos o modelo OCC o qual é baseado na abordagem cognitivista das emoções e é possível de ser implementado computacionalmente. Devido a natureza dinâmica da informação sobre o estado afetivo do aluno, nós adotamos uma abordagem BDI para implementar o modelo afetivo do usuário e o diagnóstico afetivo. Além disso, em nosso trabalho nós nos beneficiamos da capacidade de raciocínio do BDI para o agente deduzir o appraisal do aluno, que lhe permite inferir as emoções do aluno. Como um caso de estudo, o agente proposto é implementado como o Agente Mediador de MACES: um ambiente para ensino colaborativo à distância modelado com uma arquitetura multiagente e baseado psicologicamente na abordagem Sociocultural de Vygotsky.<br>This work proposes an animated pedagogical agent that has the role of providing emotional support to the student: motivating and encouraging him, making him believe in his self-ability, and promoting a positive mood in him, which fosters learning. This careful support of the agent, its affective tactics, is expressed through emotional behaviour and encouragement messages of the lifelike character. Due to human social tendency of anthropomorphising software, we believe that a software agent can accomplish this affective role. In order to choose the adequate affective tactics, the agent should also know the student’s emotions. The proposed agent recognises the student’s emotions: joy/distress, satisfaction/disappointment, anger/gratitude, and shame, from the student’s observable behaviour, i. e. his actions in the interface of the educational system. The inference of emotions is psychologically grounded on the cognitive theory of emotions. More specifically, we use the OCC model which is based on the cognitive approach of emotion and can be computationally implemented. Due to the dynamic nature of the student’s affective information, we adopted a BDI approach to implement the affective user model and the affective diagnosis. Besides, in our work we profit from the reasoning capacity of the BDI approach in order for the agent to deduce the student’s appraisal, which allows it to infer the student’s emotions. As a case study, the proposed agent is implemented as the Mediating Agent of MACES: an educational collaborative environment modelled as a multi-agent system and pedagogically based on the sociocultural theory of Vygotsky.
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Henry, Anne L. "Animated electronic painting /." Online version of thesis, 1992. http://hdl.handle.net/1850/12240.
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Fisher, Matt 1966. "Animated writing." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=28047.
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Accompanying materials housed with archival copy.<br>Using an animation program on a Macintosh computer, I have animated poems, song lyrics and expressions in an experimental way to investigate alternatives to the restrictive poetics of the static medium of paper. Animated Writing is thus the process of enacting, in a visually rich and compelling fashion, the various semantic possibilities of text presented on a screen. While a CD-ROM or Web site would flawlessly display the pristine digital content of the animations which comprise the Creative Writing Master's Thesis, for ease of distribution the thesis is presented on analog VHS videotape. An animated text offers many subtle nuances, doubling of meaning and delicate complexity which are wholly impossible to achieve on paper. This technique of animating words provides for an exciting and intriguing enrichment of both original poetry created specifically for the form, and prose, lyrics or other found text adapted for use.
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Voigt, Matthias. "Entwicklung von bioinformatischen Visualisierungswerkzeugen für Metabolitdaten von Nährstoffmangelsituationen bei Arabidopsis thaliana." Master's thesis, Universität Potsdam, 2009. http://opus.kobv.de/ubp/volltexte/2009/3304/.
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Diese Arbeit umfasst die Archivierung, Visualisierung anhand bioinformatischer Methoden und Interpretation eines vorhandenen Messdatensatz (Element [ICP-MS]-, Ionen [IC]- und Metabolitdaten [RP-HPLC und GC/TOF-MS]) der Pflanze Arabidopsis thaliana getrennt in Blätter und Wurzeln. Die Pflanzen wurden den sechs Mangelsituationen der Nährstoffe Eisen, Kalium, Magnesium, Stickstoff, Phosphor und Schwefel ausgesetzt und zu neun Messzeitpunkten [0.5-, 1-, 2-, 3-, 4-, 5-, 6-, 7-in Tagen und „resupply“ (vier Stunden nach dem vierten Tag)] analysiert. Es erfolgte die Integration der Messdaten in eine SQlite-Datenbank. Die Veranschaulichung erfolgte mit Hilfe der Programmiersprache R. Anhand einiger Pakete zur Erweiterung des Funktionsumfangs von R wurde erstens eine Schnittstelle zur SQLite- Datenbank hergestellt, was ein Abfragen an diese ermöglichte und zweitens verhalfen sie zu der Erstellung einer Reihe zusätzlicher Darstellungsformen (Heatmap, Wireframe, PCA). Selbstgeschriebene Skripte erlaubten den Datenzugriff und die grafische Ausgabe als z. B. Heatmaps. In der Entstehung dieser Arbeit sind weiterhin zwei weitere Visualisierungsformen von PCA-Daten entwickelt worden: Das Abstandsdiagramm und die animierte PCA. Beides sind hilfreiche Werkzeuge zur Interpretation von PCA-Plots eines zeitlichen Verlaufes.
Anhand der Darstellungen der Element- und Ionendaten ließen sich die Nährstoffmangelsituationen durch Abnahme der entsprechenden Totalelemente und Ionen nachweisen. Weiterhin sind starke Ähnlichkeiten der durch RP-HPLC bestimmten Metaboliten unter Eisen-, Kalium und Magnesiummangel erkannt worden. Allerdings gibt es nur eine geringe Anzahl an Interkationen der Metabolitgehalte, da der Großteil der Metabolitlevel im Vergleich zur Kontrolle unverändert blieb.
Der Literaturvergleich mit zwei Publikationen, die den Phosphat- und Schwefelmangel in Arabidopsis thaliana untersuchten, zeigte ein durchwachsenes Ergebnis. Einerseits gab es eine gleiche Tendenz der verglichenen Aminosäuren zu verzeichen, aber andererseits wiesen die Visualisierungen auch Gegensätzlichkeiten auf.
Der Vergleich der mit RP-HPLC und GC/TOF-MS gemessenen Metaboliten erbrachte ein sehr kontroverses Ergebnis. Zum einen wurden Übereinstimmungen der gleichen Metaboliten durch gemeinsame Cluster in den Heatmaps beobachtet, zum anderen auch Widersprüche, exemplarisch in den Abstandsdiagrammen der Blätterdaten jedes Verfahrens, in welchen unterschiedliche Abstandshöhepunkte erkennbar sind.<br>This manuscript deals with archiving, visualization with bioinformatic methods and the interpretation of an existing measuring dataset (element [ICP-MS]-, ions [IC]- and metabolit data [RP-HPLC and GC/TOF-MS]) of the plant Arabidopsis thaliana – for either its leaves and roots. These plants have been subjected to six situations of deficiency according to the nutrients iron, potassium, magnesium, nitrate, phosphor, and sulfur. They have been analyzed for nine time-points of measurement [0.5-, 1-, 2-, 3-, 4-, 5-, 6-, 7- in days and “resupply” (four hours after the fourth day). While the measuring data has been integrated in a SQLite-database, its illustration has been carried out with the help of the programming language R. In order to extend the functional range of R, first, an interface to the SQLite-database has been established, which offered the query to this and, secondly, it helped to create a row of additional display formats (heatmaps, wireframe, PCA). Self-written scripts allowed the access to the data and the graphical output, for example as heatmaps. Additionally two more visualization formats for the PCA-data have been designed in the development of this manuscript: the distance-diagram and the animated PCA. Both are useful tools to interpret PCA-plots during a specific course of time.
Based on the illustration of element and ion data the situations of deficiency for several nutrients could be detected by the decrease of the corresponding total-elements and ions. Furthermore, obvious similarities between the metabolits, which were measured through RP-HPLC, have been examined under iron-, potassium- and magnesium-deficit. There are certainly only a low number of interactions regarding to the content of metabolits because most of the metabolit level did not change in comparison to the control.
The comparative study of specialist literature – in this case of two particular publications –, which analyzed the deficit of phosphate and sulfate in Arabidopsis thaliana, presented an intermingled result. On the one hand a similar tendency of the compared amino acid could be observed, but on the other hand the visualizations showed opposites, too.
The comparison of the metabolits measured by RP-HPLC and GC/TOF-MS effected a very controversial result. Although there are analogies between the same metabolits through common clusters in the heatmaps, contradictory elements can also be found – for example in the distance-diagram of the data of the leaves for each procedure in which different distance-peaks are recognizable.
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Jiang, Yuanyuan. "Full-body joint action in pedestrian road crossing virtual environments." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6441.
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The recent leaps in virtual reality (VR) technology have unleashed revolutionary potential for applications in a wide variety of areas, including education, training, psychological-therapy, etc. As part of the effort on understanding how users interact with VR, I focused on studying full-body joint action using a road crossing task which involves perception, decision-making, action, and joint action.
I have been heavily involved in the design, implementation, and construction of two large-screen, room-like stereoscopic virtual environment (VE) simulators. Using this system, I developed a three-part research plan with a series of studies to examine how people engage in full-body joint-action with a partner under three scenarios: 1. two people who are physically present in a co-occupied virtual environment; 2. one person who shares a virtual environment with a computer-generated agent (CG agent); 3. two people who share the same virtual environment remotely in physically separate places where each person is motion tracked and presented in the environment as a graphic avatar. The behaviors of participants were recorded and processed through a customized pipeline that captures important performance metrics, such as how participants pick crossable gaps and time their movements. The VE system, user study designs, and findings are introduced in this dissertation.
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Liu, Yunjun 1977. "Creating animated mosaic videos." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84053.
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Animated mosaics are a traditional form of stop-motion animation created by arranging and rearranging small objects or tiles from frame to frame. While this animation style is uniquely compelling, the traditional process of manually placing and then moving tiles in each frame is time-consuming and laborious. Recent work has proposed algorithms for static mosaics, but generating temporally coherent mosaic animations has remained open. This thesis presents several contributions to the animated mosaic problem in the context of a larger system for creating mosaic animations. Specifically, this thesis describes contributions for enabling an animator to relatively quickly and easily specify the desired animation using Scalable Vector Graphics (SVG), as well as an initial exploration of 3D packing for mosaic animations based on a successful 2D packing approach.
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Thornton, Andrew. "Ces't la vie : an animated film /." Online version of thesis, 1993. http://hdl.handle.net/1850/11773.
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Gierszewski, Stefanie [Verfasser], and Klaudia [Gutachter] Witte. "Virtual fish for real science - Investigating the role of public information content for mate-choice copying in the sailfin molly (Poecilia latipinna) using live fish and computer-animated fish stimuli / Stefanie Gierszewski ; Gutachter: Klaudia Witte." Siegen : Universitätsbibliothek der Universität Siegen, 2020. http://d-nb.info/1216332231/34.
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Boris, Dale Frances. "Interactive animated children's story /." Online version of thesis, 1989. http://hdl.handle.net/1850/11503.
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Szarowicz, Adam. "Artificial intelligence for animated autonomous agents." Thesis, Kingston University, 2004. http://eprints.kingston.ac.uk/20735/.
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Automatic creation of animated crowd scenes involving multiple interacting characters is currently a field of extensive research. This is because automatic generation of animation finds immediate applications in film post-production and special effects, computer games or event simulation in crowded areas. The work presented here addresses the problem of inadequate application of AI techniques in current animation research. The thesis presents a survey of different industrial and academic approaches and a number of lacking features are identified. After extensive research in existing systems an agent-based system and an animation framework are chosen for extension and the cognitive architecture FreeWill is proposed. The architecture further extends its underlying principles and combines software agent solutions with typical animation elements. It also allows for easy integration with existing tools. Another important contribution of FreeWill is a proposal of an algorithm for automatic generation of high-level actions using reinforcement learning. The chosen learning technique lends itself well to the animation task, as reinforcement learning allows for easy definition of the learning task - only the ultimate goal of the learning agent must be defined. The process of defining and conducting the learning task is explained in detail. The learning module allows for further automation of the process of animation generation, shortens the task of creating crowd scenes and also reduces the production costs. Newly learnt actions can be applied to increase the quality of the generated sequences. The learning module can be used in both deterministic and non-deterministic environments. Experiments in both modes are presented, and conclusions are drawn. Two modes of control - inverse and forward kinematics are also compared and a number of experiments are demonstrated. Learning with inverse kinematics control was found to converge faster for the same task. A working prototype of the architecture is presented and the learnt motion is compared with human motion. The results of the comparison demonstrate that the learning scheme could be used to imitate human motion in crowd scenes. Finally a number of metrics are defined which allow for easy selection of most relevant actions from the learnt set, again helping to automate the process. The work concludes with pointing out further directions of research based on this work and suggests possible extensions and applications.
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Wang, Liqun. "Animated exploring of huge software systems." Thesis, University of Ottawa (Canada), 2003. http://hdl.handle.net/10393/26410.
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There are many software visualization tools available today to help software engineers to explore software systems. However, when a system is huge, some of these tools do not satisfy the exploration requirements. The big problem is that the techniques the tools use do not provide an effective display and access mechanism to handle huge information spaces within the limitations imposed by available screen space.
To alleviate the problem, this thesis describes methods that help users to explore huge software systems. In particular, we apply dynamic browsing incorporating such details as an extra result box mechanism, plus pattern based searching to help users to handle large query results. Then the thesis introduces the algorithms we apply to generate the layouts. We propose the radial angle model to visualize the internal structures of rooted trees. Also we apply the spring model to visualize the external structures among rooted trees. Next, the thesis describes various animation methods we use to smooth the transitions, track the focus of exploration, clarify unexpected results, and illustrate complex operations. In addition, we modify traditional camera animation, and propose an animation timing scheme 'slow-in fast-out' to exaggerate the reality. Next, the thesis describes a series of experiments we conducted to assess the effectiveness of the browsing, layout algorithm and animation techniques we implemented. Finally the thesis describes how we use the analysis of the experiment results to guide our future research.
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Majid, Raja. "Dynamic and Static Approaches for Glyph-Based Visualization of Software Metrics." Thesis, Växjö University, School of Mathematics and Systems Engineering, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-2443.
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<p>This project presents the research on software visualization techniques. We will introduce the concepts of software visualization, software metrics and our proposed visualization techniques: Static Visualization (glyphs object with static texture) and Dynamic Visualization (glyphs object with moving object). Our intent to study the existing visualization techniques for visualization of software</p><p>metrics and then proposed the new visualization approach that is more time efficient and easy to perceive by viewer. In this project, we focus on the practical aspects of visualization of multivariate dataset. This project also gives an implementation of proposed visualization techniques of software metrics. In this research based work, we have to compare practically the proposed visualization approaches. We will discuss the software development life cycle of our proposed visualization system, and we will also describe the complete software implementation of implemented software.</p>
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Nilsson, Anders, and Fredrik Pilo. "Animerad film som undervisning : En analys av tre tidstypiska animerade undervisningsfilmer." Thesis, University West, Department of Economics and IT, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-2536.
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<p>Syftet med arbetet är att identifiera och lyfta fram ett antal riktlinjer för den visuella designen av animerad bild som används i utbildningssammanhang. Vi ämnar också att identifiera vilka stilelement inom animerad undervisningsfilm som står sig över tid och olika medium. Att belysa de nya kvaliteter och möjligheter som framkommer i och med det digitala mediet. Vi kommer också att titta på hur målgrupp och mottagarkontext påverkar formens uttryck och innehåll.</p><p>Vi har med en gemensam analysmodell gjort en kvalitativ analys av tre tidstypiska animerade undervisningsfilmer, <em>Camouflage</em> (1943),<em> Den Vidunderliga Världshistorien</em> (1993) och <em>Gutten og Torsken</em> (2007) som alla använder sig av humor som en förstärkning av lärandet.</p><p>Genom analysen har vi kunnat identifiera stilelement så som användandet av stereotyper och metaforer, konstaterat hur innehåll och uttryck till stor del påverkats av målgrupp och mottagarkontext men även av gällande distribution och tekniska möjligheter.</p><br><p>The purpose of this work is to identify and highlight a couple of guidelines for the visual design of an animated film to be used in an educational context. We also seek to identify style elements in animated educational film that persist through time and different medium. Also to highlight new qualities and opportunities that come with the digital medium. Finally we will also look at how the audience and reception context effects and shape the expression and content of an educational movie.</p><p>With a fixed analytical model we have made a comparative qualitative analysis of three period-characteristic animated educational films, <em>Camouflage</em> (1943), <em>Den Vidunderliga Världshistorien</em> (1993) and <em>Gutten og Torsken</em> (2007) which all use humor to enhance the learning.</p><p>Through this analysis we have been able to identify style elements such as the use of stereotypes and metaphors, noted how the content and expression is largely influenced by the audience and receiver context but also of the distribution and technical capabilities.</p>
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Hwang, Guan-Jong. "Animated drawing guide for basic art education." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2355.
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Lane, James. "Comparison of layered surface visualization through animated particles and rocking." Doctoral thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/6409.
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Includes abstract.<br>Includes bibliographical references (p. [197]-205).<br>Visualizations that show the shape of and spatial relationships between layers of surfaces are useful to oceanographers studying water masses or oncologists planning radiation treatments. The shape of and distances between layers is effectively visualized by displaying the surfaces semi-transparently and sparsely covered with opaque markings. However, it becomes difficult to distinguish the shapes and differentiate between the markings when showing more than two surfaces. Further, finding optimal sizes and numbers of markings for the different layers, so as to best display the surfaces, requires tedious manual effort. This dissertation firstly investigates animation of the opaque markings as a means of enhancing these visualizations. Such a Kinetic Visualization approach has several potential benefits: the perceptual grouping effect of similar motion helps distinguish between markings on separate layers, occlusions are modulated as the markings move, allowing a viewer to assemble an integrated mental image of otherwise partially obscured surfaces, and markings that follow certain trajectories such as surface curvatures, contribute to a better understanding of shape. Markings are also spread out in relation to the view point, reducing complete occlusions.Secondly, a computational model of human perception of a single surface is extended to layered surfaces by modelling processes of perceptual grouping and surface completion, incorporating relatability criteria. This model is intended to mimic a person’s perception of layered surfaces, and is used to measure the effectiveness of our visualizations, within an optimization framework, allowing optimal visualization settings to be automatically determined. Visualization enhancements through animation were evaluated through a user experiment comparing pendulum-style rocking, static renderings and Kinetic Visualization on sets of two surfaces. This showed that rocking alone results in more accurate depth judgements, indicating that the “Kinetic Depth Effect” is not induced by Kinetic Visualization. A follow-up experiment revealed that a combination of rocking and Kinetic Visualization is more useful than rocking alone for feature identification tasks when displaying four layers. Our perceptual model was evaluated, in an experiment, in which sets of layered surfaces were displayed using a range of different visualization settings. Respondents recreated surfaces matching their perception. Comparing our model’s evaluation of the different visualizations showed a weak linear correlation to the accuracy of the participant’s perception of the surfaces. This research shows that modelling perception of layered surfaces is a grand challenge and highlights the foundational problem of predicting significant variation that may arise between non-homogenous participants.
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Deng, Yuwen. "Animated vehicle turning path simulation system on an Internet/Intranet browser." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2091.
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The animated vehicle turning path simulation system on Internet/Intranet web browser presented in this project is intended to provide civil engineers with an easy-to-use, all functional simulation system that could help them with highway and street design.