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Статті в журналах з теми "Cursor movement"
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Mishra, Abhishek Raj, Komal Kumari, Komal Sinha, and Sakshi Kumari. "Cursor Movement by Hand Gesture." International Journal of Research Publication and Reviews 4, no. 11 (2023): 2579–83. http://dx.doi.org/10.55248/gengpi.4.1123.113139.
Повний текст джерела
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Kasuga, Shoko, and Daichi Nozaki. "Cross talk in implicit assignment of error information during bimanual visuomotor learning." Journal of Neurophysiology 106, no. 3 (2011): 1218–26. http://dx.doi.org/10.1152/jn.00278.2011.
Повний текст джерелаАнотація:
When a neural movement controller, called an “internal model,” is adapted to a novel environment, the movement error needs to be appropriately associated with the controller. However, their association is not necessarily guaranteed for bimanual movements in which two controllers—one for each hand—result in two movement errors. Considering the implicit nature of the adaptation process, the movement error of one hand can be erroneously associated with the controller of the other hand. Here, we investigated this credit-assignment problem in bimanual movement by having participants perform bimanual, symmetric back-and-forth movements while displaying the position of the right hand only with a cursor. In the training session, the cursor position was gradually rotated clockwise, such that the participants were unaware of the rotation. The movement of the right hand gradually rotated counterclockwise as a consequence of adaptation. Although the participants knew that the cursor reflected the movement of the right hand, such gradual adaptation was also observed for the invisible left hand, especially when the cursor was presented on the left side of the display. Thus the movement error of the right hand was implicitly assigned to the left-hand controller. Such cross talk in credit assignment might influence motor adaptation performance, even when two cursors are presented; the adaptation was impaired when the rotations imposed on the cursors were opposite compared with when they were in the same direction. These results indicate the inherent presence of cross talk in the process of associating action with consequence in bimanual movement.
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Liu, Xuguang, Edwin Robertson, and R. Christopher Miall. "Neuronal Activity Related to the Visual Representation of Arm Movements in the Lateral Cerebellar Cortex." Journal of Neurophysiology 89, no. 3 (2003): 1223–37. http://dx.doi.org/10.1152/jn.00817.2002.
Повний текст джерелаАнотація:
Testing the hypothesis that the lateral cerebellum forms a sensory representation of arm movements, we investigated cortical neuronal activity in two monkeys performing visually guided step-tracking movements with a manipulandum. A virtual target and cursor image were viewed co-planar with the manipulandum. In the normal task, manipulandum and cursor moved in the same direction; in the mirror task, the cursor was left-right reversed. In one monkey, 70- and 200-ms time delays were introduced on cursor movement. Significant task-related activity was recorded in 31 cells in one animal and 142 cells in the second: 10.2% increased activity before arm movements onset, 77.1% during arm movement, and 12.7% after the new position was reached. To test for neural representation of the visual outcome of movement, firing rate modulation was compared in normal and mirror step-tracking. Most task-related neurons (68%) showed no significant directional modulation. Of 70 directionally sensitive cells, almost one-half ( n = 34, 48%) modulated firing with a consistent cursor movement direction, many fewer responding to the manipulandum direction ( n = 9, 13%). For those “cursor-related” cells tested with delayed cursor movement, increased activity onset was time-locked to arm movement and not cursor movement, but activation duration was extended by an amount similar to the applied delay. Hence, activity returned to baseline about when the delayed cursor reached the target. We conclude that many cells in the lateral cerebellar cortex signaled the direction of cursor movement during active step-tracking. Such a predictive representation of the arm movement could be used in the guidance of visuo-motor actions.
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B., Jyothi, SMITHA G., VENKATESHWAR P., and SRIVASTAVA M. "Eye Ball Cursor Movement." International Journal of Innovative Science and Research Technology 8, no. 1 (2023): 48–51. https://doi.org/10.5281/zenodo.7537987.
Повний текст джерелаАнотація:
Some people cannot operate computers because of some diseases. The idea of eye control is very useful not only for the future of natural input but especially for the handicapped and disabled. In addition, the implementation of the control system allows them to control the computers without the help of another person. This gadget is most useful for a person who can control the cursor by eye movement. In this project, the camera is used to capture the eye movement image. First, it detects the center position of the pupil. Then a different change in the position of the pupil causes a different movement of the cursor. The implementation process for pupil detection is done using the OpenCV library in python, which is an open-source library for computer vision and image processing. It can be used to process images and videos to identify objects, faces, etc. In this project, we instruct the mouse cursor to change its location based on the movement of the eyeball, connect to the webcam, and then extract each image from the webcam. and pass it to OpenCV to detect the position of the eyeball. Once the position of the eyeball is detected, we extract the x and y coordinates of the eyeball from OPENCV and then instruct the mouse to change its current position to the given X and Y coordinates of the eyeball
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Mosier, Kristine M., Robert A. Scheidt, Santiago Acosta, and Ferdinando A. Mussa-Ivaldi. "Remapping Hand Movements in a Novel Geometrical Environment." Journal of Neurophysiology 94, no. 6 (2005): 4362–72. http://dx.doi.org/10.1152/jn.00380.2005.
Повний текст джерелаАнотація:
The issue of how the Euclidean properties of space are represented in the nervous system is a main focus in the study of visual perception, but is equally relevant to motor learning. The goal of our experiments was to investigate how the properties of space guide the remapping of motor coordination. Subjects wore an instrumented data glove that recorded the finger motions. Signals generated by the glove operated a remotely controlled endpoint: a cursor on a computer monitor. The subjects were instructed to execute movements of this endpoint with controlled motions of the fingers. This required inverting a highly redundant map from fingers to cursor motions. We found that 1) after training with visual feedback of the final error (but not of the ongoing cursor motion), subjects learned to map cursor locations into configurations of the fingers; 2) extended practice of movement led to more rectilinear cursor movement, a trend facilitated by training under continuous visual feedback of cursor motions; 3) with practice, subjects reduced motion in the degrees of freedom that did not contribute to the movements of the cursor; 4) with practice, subjects reduced variability of both cursor and hand movements; and 5) the reduction of errors and the increase in linearity generalized beyond the set of movements used for training. These findings suggest that subjects not only learned to produce novel coordinated movement to control the placement of the cursor, but they also developed a representation of the Euclidean space on which hand movements were remapped.
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Debats, Nienke B., and Herbert Heuer. "Exploring the time window for causal inference and the multisensory integration of actions and their visual effects." Royal Society Open Science 7, no. 8 (2020): 192056. http://dx.doi.org/10.1098/rsos.192056.
Повний текст джерелаАнотація:
Successful computer use requires the operator to link the movement of the cursor to that of his or her hand. Previous studies suggest that the brain establishes this perceptual link through multisensory integration, whereby the causality evidence that drives the integration is provided by the correlated hand and cursor movement trajectories. Here, we explored the temporal window during which this causality evidence is effective. We used a basic cursor-control task, in which participants performed out-and-back reaching movements with their hand on a digitizer tablet. A corresponding cursor movement could be shown on a monitor, yet slightly rotated by an angle that varied from trial to trial. Upon completion of the backward movement, participants judged the endpoint of the outward hand or cursor movement. The mutually biased judgements that typically result reflect the integration of the proprioceptive information on hand endpoint with the visual information on cursor endpoint. We here manipulated the time period during which the cursor was visible, thereby selectively providing causality evidence either before or after sensory information regarding the to-be-judged movement endpoint was available. Specifically, the cursor was visible either during the outward or backward hand movement (conditions Out and Back , respectively). Our data revealed reduced integration in the condition Back compared with the condition Out , suggesting that causality evidence available before the to-be-judged movement endpoint is more powerful than later evidence in determining how strongly the brain integrates the endpoint information. This finding further suggests that sensory integration is not delayed until a judgement is requested.
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Sravan Kumar, G., Gardas Mythri, G. Tejaswini, Kakarla Ayesha Bhanu, and Kusa Vaishnavi. "EYE BALL CURSOR MOVEMENT USING OPENCV." YMER Digital 21, no. 05 (2022): 534–39. http://dx.doi.org/10.37896/ymer21.05/60.
Повний текст джерелаАнотація:
In this study, a specific human computer interaction system using eyeball movement is presented. Conventionally, computer system uses mouse as one of the data input devices. But in this system, we use eyes instead of mouse which provides a unique way of operating the computer with the help of eyeball movements. The implementation work underlying this system for pupil identification uses OPENCV library to control the cursor of the personal computer and moreover Eye Aspect Ratio technique is ascertained along with Dlib to detect the pupil. This system tracks the eye movements of the user with an IP cam (Internet Protocol camera) and simulates the eye movements into mouse cursor movements on screen and also detects user’s eye staring on icon and will translate it into click operation on screen. The main aim of this system is to help the user to control the cursor without the use of hands and is of great use especially for the people with disability.
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Mutha, Pratik K., and Robert L. Sainburg. "Shared Bimanual Tasks Elicit Bimanual Reflexes During Movement." Journal of Neurophysiology 102, no. 6 (2009): 3142–55. http://dx.doi.org/10.1152/jn.91335.2008.
Повний текст джерелаАнотація:
Previous research has suggested distinct predictive and reactive control mechanisms for bimanual movements compared with unimanual motion. Recent studies have extended these findings by demonstrating that movement corrections during bimanual movements might differ depending on whether or not the task is shared between the arms. We hypothesized that corrective responses during shared bimanual tasks recruit bilateral rapid feedback mechanisms such as reflexes. We tested this hypothesis by perturbing one arm as subjects performed uni- and bimanual movements. Movements were made in a virtual-reality environment in which hand position was displayed as a cursor on a screen. During bimanual motion, we provided cursor feedback either independently for each arm (independent-cursor) or such that one cursor was placed at the average location between the arms (shared-cursor). On random trials, we applied a 40 N force pulse to the right arm 100 ms after movement onset. Our results show that while reflex responses were rapidly elicited in the perturbed arm, electromyographic activity remained close to baseline levels in the unperturbed arm during the independent-cursor trials. In contrast, when the cursor was shared between the arms, reflex responses were reduced in the perturbed arm and were rapidly elicited in the unperturbed arm. Our results thus suggest that when both arms contribute to achieving the task goal, reflex responses are bilaterally elicited in response to unilateral perturbations. These results agree with and extend recent suggestions that bimanual feedback control might be modified depending on task context.
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Kashish, Shaikh Adiba, Nidhi Ghodele, Hashmi Syed Waquas, and Nabeela Tanzeel. "Cursor Control through Eye movement." International Journal of Computer Sciences and Engineering 10, no. 2 (2022): 41–44. http://dx.doi.org/10.26438/ijcse/v10i2.4144.
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Shiina, Kenpei. "Cursor movement in Likert ratings." Proceedings of the Annual Convention of the Japanese Psychological Association 82 (September 25, 2018): 3EV—046–3EV—046. http://dx.doi.org/10.4992/pacjpa.82.0_3ev-046.
Повний текст джерелаДисертації з теми "Cursor movement"
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Oehmichen, Kim Joachim. "The effect of orientation-neutral cursors on movement time, positioning performance, and stimulus-response (S-R) compatibility." CONNECT TO THIS TITLE ONLINE, 2007. http://etd.lib.umt.edu/theses/available/etd-03022007-154911/.
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Zancanella, Yolanda 1956. "Cursos superiores universitários = formação de educadores do campo." [s.n.], 2011. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251093.
Повний текст джерелаАнотація:
Orientador: Maria da Glória Marcondes Gohn<br>Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação<br>Made available in DSpace on 2018-08-19T09:29:33Z (GMT). No. of bitstreams: 1
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Previous issue date: 2011<br>Resumo: O objetivo central da tese é compreender o significado da formação superior universitária para integrantes de movimentos sociais do campo a partir das características atribuídas, por eles, a essa formação. Para tanto, analisa a relação dos movimentos sociais e a universidade e o modo como os alunos advindos de movimentos sociais se relacionam com produção do conhecimento na universidade. A tese apresenta um panorama do quadro de oferta deste tipo cursos de cursos no Brasil na atualidade e faz um estudo de caso sobre o Curso de Pedagogia para Educadores do Campo da Universidade Estadual do Oeste do Paraná Unioeste/Incra/MST. O processo de investigação identificou um aumento na oferta de cursos de Pedagogia para Educadores e Licenciaturas para a Educação do Campo, como parte das alterações no ensino superior universitário na última década. Atualmente, treze universidades públicas nacionais oferecem esses cursos. Eles buscam as especificidades da cultura do campo, constituem uma renovação pedagógica frente à Educação Rural até então preconizada e mantida pelo Estado. Os novos cursos propõem experiências que recriam o conhecimento considerando os saberes construídos coletivamente pelos movimentos sociais. O objetivo final deles é formar professores para atuarem em escolas de áreas rurais, especialmente em assentamentos beneficiários da reforma agrária, criados via longos processos de luta pela terra. Nos novos cursos as atividades acadêmicas são desenvolvidas com calendários escolares específicos, que leva em conta a realidade de origem dos alunos, entre outras, época de plantio e de colheita. No estudo de caso realizado foram entrevistados 10 (dez) egressos do Curso de Pedagogia para Educadores do Campo, da Unioeste, Campus de Francisco Beltrão, e 31 (trinta e um) graduandos que frequentam o Curso de Pedagogia para Educadores do Campo, na mesma Universidade, no Campus de Cascavel, Paraná, no período de março de 2009 a abril de 2010. As análises da investigação levaram a conclusão de que os alunos têm consciência da necessidade da formação superior universitária como instrumento fundamental para a melhoria das condições de sobrevivência nos acampamentos, assentamentos, bem com a ampliação da capacidade de gerir suas próprias vidas.<br>Abstract: The central goal of the thesis is to understand the significance of university higher education for members of social movements of the field from the characteristics assigned by them to this training. For both, examines the relationship of social movements and universities and how pupils from social movements relate to production of knowledge at the University. The thesis presents an overview of the framework for such courses offering courses in Brazil today and makes a case study on the course of Pedagogy for educators in the field of Universidade Estadual do Oeste do Paraná-Unioeste/Incra/MST. The process of investigation identified an increase in offering courses in Pedagogy for educators and Undergraduate education field, as part of the changes in higher education University in the last decade. Currently, thirteen national universities offer these courses. They seek the specificities of culture of the field, constitute a pedagogical renewal front to Rural Education advocated hitherto and maintained by the State. The new courses proposed trials which recreate the knowledge considering knowledge built collectively by social movements. The ultimate goal of them is to train teachers to act on schools of rural areas, especially in agrarian reform beneficiaries settlements, created via long processes of struggle for land. In the new courses are academic activities developed with specific school calendars, which takes into account the reality of origin of students, among others, the time of planting and harvesting. In the case study conducted were interviewed 10 (ten) graduates of the course of Pedagogy for educators in the field, Unioeste, Campus de Francisco Beltrão, and 31 (thirty-one) undergraduates who attend the course in Pedagogy for educators in the field, in the same University, on the Campus of Cascavel, Paraná, in the period March 2009 to April 2010. The analyses of research led to the conclusion that the student is aware of the need of university higher education as a fundamental instrument for the improvement of living conditions in camps, settlements, and with the expansion of the ability to manage their own lives.<br>Doutorado<br>Politicas, Administração e Sistemas Educacionais<br>Doutor em Educação
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Nascimento, Alexandre do. "Movimentos sociais, educação e cidadania: um estudo sobre os Cursos Pré-vestibulares populares." Universidade do Estado do Rio de Janeiro, 1999. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=5188.
Повний текст джерелаАнотація:
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>Este estudo, que constitui minha Dissertação de Mestrado em Educação, descreve e analisa a história, as concepções e as práticas político-pedagógicas dos Cursos Pré-Vestibulares Populares, tomando como base os dados colhidos através de análise de documentos, observação e depoimentos das principais lideranças do Movimento Pré-Vestibular para Negros e Carentes (PVNC), movimento criado em 1993 na Baixada Fluminense, Rio de Janeiro. O texto parte da discussão sobre a educação no atual contexto sócio-político, identifica questões a serem aprofundadas sobre a relação entre movimentos sociais, educação e projeto político-pedagógico, examina as idéias de democracia e cidadania, incorporando os conceitos de autonomia, identidade e interculturalismo, descreve a história dos Cursos Pré-Vestibulares Populares no Estado do Rio de Janeiro, os princípios e as práticas presentes no Pré-Vestibular para Negros e Carentes. O objetivo principal do estudo foi analisar a relação entre Movimentos Sociais, Cidadania e Educação, investigando a prática político-pedagógica dos cursos Pré-Vestibulares Populares, especificamente do Pré-Vestibular para Negros e Carentes. Além disso, e estudo tenta verificar as possibilidades dos Cursos Pré-Vestibulares Populares como movimento de construção de relações educacionais democráticas.<br>This study, which constitutes my Master's Thesis in Education, describes and analyzes the history, concepts and practices of political-educational college preparatory courses rated, based on data collected through document analysis, observation and interviews of the main leaders of the Movement for Pre-Vestibular para Negros e Carentes (PVNC), a movement created in 1993 at Baixada Fluminense, Rio de Janeiro. The text of the discussion about educationin the current socio-political context, identifies issues to be further on the relationship between social movements, education and political-pedagogical project, examines the ideas of democracy and citizenship, incorporating the concepts of autonomy, identity and interculturalism, describes the history of college preparatory courses rated in the State of Rio de Janeiro, the principles and practices present in the Pre-Vestibular para Negros e Carentes. The main objective of the study was to analyze the relationship between Social Movements and Citizenship Education, investigating the practice of political-educational college preparatory courses rated specifically for the Pre-Vestibular para Negros e Carentes. Moreover, attempts to verify and study the possibilities of college preparatory coursesrated as a movement of democratic educational building relationships.
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Costa, Gelson Kruk da. "Uma análise dos projetos políticos pedagógicos dos cursos de Licenciatura em Educação do Campo no Estado do Paraná." Universidade Estadual do Oeste do Paraná, 2013. http://tede.unioeste.br/handle/tede/3620.
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Previous issue date: 2013-06-12<br>This study aims to investigate and analyze the Pedagogical Political Projects (PPPs) formulated with view to implementation of Degree Courses in Rural Education in the State of Paraná, highlighting its characteristics and peculiarities. Thus, the central issue revolves around the analysis of these projects, ensuring that they fulfill the criteria proposed in the formulation of policies of higher education for the people of the countryside, that is, initial training for educators of the field according to the discussion accumulated in the rural social movements, respecting the principles and process developed in this perspective. Therefore, this research considered the PPPs of the four Higher Education Institutions of the State of Parana - EIS, who offered or offer courses. Also in the process the Federal and State Universities, in case the State University of West of Paraná - UNIOESTE State University and the Center - West of Paraná - UNICENTRO the Federal Technological University of Paraná - UTFPR and the Federal University of South Border - UFFS, whose offer of Degree Courses in Rural Education, is realized through public announcements or as a permanent course in the case of UFFS. Universities that offer the course in a non- permanent elaborate projects and raise funds for the Support Programme in Higher Education Degree in Rural Education - PROCAMPO. The analysis of the PPP sought to identify the courses, subjects involved, justifications to offer, goals and curriculum organization, tangential to the political conceptions and pedagogical methodologies. The dissertation is structured into three central chapters of discussion, a discussion that goes permeating the emergence of the bourgeois state, the genesis of social policy, social and political context of the Brazilian countryside, the Field Education in Social Movements forged, PROCAMPO the program, through the PPPs for each HEI to the final debate of an educational policy proposals in political Pedagogical Projects courses. In the final considerations resumed the discussion with the appropriate conclusions emphasizing that public policy proposals have been built by the people of the country, through their organizations and class struggle. The bourgeois state in this context is strained by social movements to legally claim basic rights such as education. The degree courses in Education Field expressing the result as a public policy of this tension.<br>Essa dissertação tem como objetivo investigar e analisar os Projetos Políticos Pedagógicos (PPPs) formulados com vistas à implantação dos Cursos de Licenciatura em Educação do Campo no Estado do Paraná, destacando suas especificidades e particularidades. Com isso, a problemática central gira em torno da análise destes projetos, verificando se os mesmos cumprem os critérios propostos na formulação de políticas de educação superior para os povos do campo, ou seja, de formação inicial para educadores do campo de acordo com o debate acumulado nos movimentos sociais do campo, respeitando os princípios e o processo desenvolvido nessa perspectiva. Para tanto, a presente pesquisa considerou os PPPs das quatro Instituições de Ensino Superior do Estado do Paraná – IES, que ofertaram ou ofertam os cursos. Destacam-se neste processo as Universidades Estaduais e Federais, no caso, a Universidade Estadual do Oeste do Paraná - UNIOESTE e Universidade Estadual do Centro-Oeste do Paraná - UNICENTRO, a Universidade Tecnológica Federal do Paraná - UTFPR e a Universidade Federal da Fronteira Sul - UFFS, cujos oferta dos Cursos de Licenciatura em Educação do Campo, se concretiza por meio de editais ou como curso permanente, no caso da UFFS. As Universidades que ofertam o curso de forma não permanente elaboram projetos e captam recursos pelo Programa de Apoio à Formação Superior em Licenciatura em Educação do Campo - PROCAMPO. A análise dos PPPs buscou a identificação dos cursos, sujeitos envolvidos, justificativas para oferta, objetivos e organização curricular, tangenciando as metodologias e concepções políticas pedagógicas. A dissertação é estruturada em três capítulos centrais de discussão, permeando uma discussão que passa pela emergência do Estado burguês, gênese da política social, contexto social e político do campo brasileiro, a Educação do Campo forjada nos Movimentos Sociais, o programa PROCAMPO, passando pelos PPPs de cada IES até o debate final de uma política educacional propostas nos Projetos Políticos Pedagógicos dos cursos. Nas considerações finais é retomada a discussão com as devidas conclusões ressaltando que as propostas de políticas públicas vêm sendo construídas pelos povos do campo, por meio de suas organizações de classe e de luta. O Estado burguês nesse contexto é tensionado pelos movimentos sociais para reivindicar legalmente direitos básicos como o da educação. Os cursos de licenciatura em Educação do Campo expressam o resultado como política pública dessa tensão.
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Schreiber, Juliana Meregalli. "Jogos de linguagem e educação matemática: um estudo sobre o curso de tecnologia em gestão de cooperativas, São Leopoldo - RS." Universidade do Vale do Rio dos Sinos, 2012. http://www.repositorio.jesuita.org.br/handle/UNISINOS/3381.
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Previous issue date: 2012<br>CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>A presente dissertação é uma pesquisa que teve como objetivo analisar as semelhanças de família entre os jogos de linguagem matemáticos praticados no Curso Tecnologia em Gestão de Cooperativas e os desenvolvidos na Gestão de uma Cooperativa Sem Terra do Rio Grande do Sul. O material foi composto por entrevistas gravadas e, posteriormente, transcritas com alunos, professores e coordenadores do Curso de Tecnologia em Gestão de Cooperativas (Curso TGC); diário de campo de observações de aulas de administração e economia financeira; diário de campo de visitas a uma cooperativa. A investigação teve como sustentação teórica o campo da Etnomatemática em seus entrecruzamentos com teorizações de Michel Foucault e ideias de Ludwig Wittgenstein apresentadas em sua obra Investigações Filosóficas. A análise do material de pesquisa permitiu inferir que: a) Os jogos de linguagem matemáticos praticados nos processos de gestão de uma cooperativa apresentam semelhança de família com aqueles praticados no Curso TGC. Essa semelhança foi estabelecida via formalismo e exatidão; b) Os jogos de linguagem matemáticos praticados no setor de produção de cooperativas camponesas se caracterizam por processos de aproximação; c) Portanto, há um tensionamento entre os jogos de linguagem matemáticos praticados no Curso TGC e na gestão da cooperativa estudada e aqueles desenvolvidos no setor produtivo camponês de cooperativas.<br>This Master Degree workpresents a study that aimed to analyze the family resemblances between the mathematical language games practiced in the Course Technology Management of Cooperatives and those practiced in the management of a Cooperative Landless (MST) in Rio Grande do Sul. The research material consisted of interviews, recorded and transcribed, with students, teachers and the School of Technology Management Cooperative, notes of classroom observations of administration and financial economics; notes taking in visits to a cooperative. The research is theoretical support to Ethnomatematics, in their intersections with the theories of Michel Foucault and the ideas of Ludwig Wittgensteins mature work presented in Philosophical Investigations. The analytical exercise performed on the research material produced allowed us to infer that: a) the mathematical language games practiced in management of a cooperative exhibit family resemblance to those committed in the course TGC. This similarity was established by checking the formalism and accuracy; b) the mathematical language games practiced in the production sector of peasant cooperatives are characterized by processes of approximation; c) Therefore, there is a tension between the language games in mathematical charged TGC Course and Management of the cooperative study and those charged in the peasant productive sector cooperatives.
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Lima, Flainer Rosa de. "Curso de Madureza: matemática pela televisão - décadas de 1960 e 1970." Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/10903.
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Previous issue date: 2011-12-06<br>The aim of the present research is to study the Curso de Madureza that was
prepared to be broadcast on TV Cultura with the support of Secretaria de Educação
do Estado de São Paulo, of Ministério da Educação e Cultura MEC. It was
developed due to a law that stimulated the TV Educativa. The aim of this study is to
understand how a TV-broadcast course can be characterized as a school with or
without a teacher, being that the first courses has happened since 1965 with a team
of teachers who used to teach in traditional schools. Teacher Marília Antunes Alves,
coordinator of this project and representative of Serviço de Educação e Formação
pelo Rádio e Televisão SEFORT, gathered resources to improve this course and
from 1970 on it had a new format with actors and a team of experts on TV. The
teacher Maria Lúcia Smith organized the content of the discipline of Math, which is
the focus of this thesis, of the TV-broadcast classes and the available fascicles to the
students. These were very similar to one another, being the written material used as
the script for the TV-broadcast courses. One of the differences among these scripts
is the insertion of the exercises in the written materials, an opportunity to the students
put into practice what they have learned. The topics of this course are like the
Sugestões para um Roteiro de Programa para a Cadeira de Matemática, published
in 1965 on Diário Oficial and seem to be an example to be followed by the schools of
that time. The GEEM participants prepared this proposal as well as the Assuntos
Mínimos in 1962 and showed clear traces of the influence of Modern Math in the
settings of Madureza. Another sign of this is the participation of the teachers
Sangiorgi and Liberman in the first TV-broadcast courses<br>A presente pesquisa tem como objetivo estudar o Curso de Madureza, que foi
elaborado para ser transmitido pela televisão, com apoio da Secretaria de Educação
do Estado de São Paulo, do Ministério da Educação e Cultura MEC e com emissão
da TV Cultura. Foi desenvolvido a partir de uma lei que impulsionou a TV Educativa.
A finalidade deste estudo é entender como um curso pela televisão, pode se
caracterizar como escola com ou sem professor. Sendo que os primeiros cursos
realizados a partir de 1965 contavam com uma equipe de professores que
ministravam aulas em escolas tradicionais. A professora Marília Antunes Alves
coordenadora do mesmo e representante Serviço de Educação e Formação pelo
Rádio e Televisão SEFORT conseguiu recursos para aprimorar este curso. E a
partir de 1970, este apresentou um novo formato, com atores e equipe especializada
em televisão. A professora Maria Lúcia Smith elaborou o conteúdo da disciplina de
matemática, que é o foco desta tese, das teleaulas e dos fascículos disponibilizados
aos alunos. Estes eram muito semelhantes, sendo que o material escrito
representava o roteiro para o curso televisionado. Uma das diferenças entre esses
scripts é a inclusão de exercícios nos materiais escritos, uma oportunidade para os
alunos aplicarem o que tinham aprendido. Os tópicos deste curso se assemelham
com as Sugestões para um Roteiro de Programa para a Cadeira de Matemática,
publicado em 1965, no Diário Oficial, o que parece ser um exemplo a ser seguido
pelas escolas da época. Os participantes do GEEM elaboraram esta proposta, bem
como os Assuntos Mínimos em 1962. O que demonstrou vestígios evidentes da
influência da Matemática Moderna na configuração do Madureza. Outro sinal foi a
participação dos professores Sangiorgi e Liberman nos primeiros cursos
televisionados
7
Coelho, Leyse Mayara Santos. "Formação de educadores do campo proposta pelo curso de Pedagogia da Terra PRONERA/UFMA." Universidade Federal do Maranhão, 2015. http://tedebc.ufma.br:8080/jspui/handle/tede/112.
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Previous issue date: 2015-09-30<br>This research deals with the proposal for a teacher training course held by the social peasant movements, identifying the theoretical and methodological frameworks that support the Rural Education. The research subject is the political-pedagogical proposal contemplated the course of degree in Pedagogia da Terra (Field Pedagogy) developed by the Universidade Federal do Maranhão (UFMA) through the Programa Nacional de Educação na Reforma Agrária (National Program of Education on Agrarian Reform) (PRONERA), revealing the principles and conceptions guiding the formation of the land educator. This research has qualitative character, carrying out through documentary and bibliographic intepretative analysis. To better understand, was used also semi-structured interviews with the subjects who participated in the operation of the course of Pedagogia da Terra PRONERA-UFMA. Bibliographical research allowed us to understand the forms of organization and control strategies outlined by the movements of the field throughout the history of Brazil, and understand the construction process of the educational project for the peasants people. The educational practice of the movements of the field are ways to pressure the Government to implement public policies aimed at land reform, education and other rights. The investigation showed the existence of different projects of education and teacher training: one designed in accordance with the neoliberal ideas and other produced throught the mobilization of individuals who lived and work in the field. Among the most important achievements station the Diretrizes Operacionais para a Educação Básica nas Escolas do Campo (Operational Guidelines for Basic Education in Rural Schools), in addition to PRONERA, where to systematize various educational projects. The authors that supported this research are: ARROYO (1999, 2010); LDB (1996); Diretrizes Operacionais para a Educação Básica nas Escolas do Campo (2001); CALDART (2004, 2009, 2000, 2008); COUTINHO (2009); DAMASCENO (1996, 1993); DELGADA (2005, 2010); FERNANDES (2004, 2005, 2001); MOLINA (1992, 2004); RIBEIRO (2010) Complementing the understanding of the educational project of social movements, the documentary analysis of the training proposal of the Pedagogia da Terra Course (UFMA) and education legislation enabled the identification of intentions and formative principles the oppose the hegemonic conception of education, which devalues country culture. However, the proposal of said course introduces innovative educational alternatives the recognize the specificities belonging to peasant populations.<br>Esta pesquisa aborda a proposta de formação de educadores do campo defendida pelos movimentos sociais camponeses, identificando os referenciais teórico-metodológicos que fundamentam a Educação do Campo. O objeto de pesquisa trata da proposta político-pedagógica contemplada no curso de Licenciatura em Pedagogia da Terra desenvolvido pela Universidade Federal do Maranhão através do Programa Nacional de Educação na Reforma Agrária (PRONERA), evidenciando os princípios e concepções orientadoras da formação do pedagogo da terra. Esta pesquisa possui caráter qualitativo, realizando-se por meio da análise interpretativa documental e bibliográfica. Visando uma melhor compreensão, utilizou-se, ainda, entrevistas semiestruturadas com os sujeitos que participaram da operacionalização do curso de Pedagogia da Terra PRONERA/UFMA. A pesquisa bibliográfica permitiu-nos perceber as formas de organização e as estratégias de lutas traçadas pelos movimentos populares do campo ao longo da história do Brasil, bem como compreender o processo de construção do projeto educativo para os povos camponeses. A prática educativa dos movimentos do campo são meios de pressionar o Estado para a implementação de políticas públicas voltadas a reforma agrária, educação e outros direitos. A investigação demonstrou a existência de projetos distintos de educação e formação de professores: um concebido em concordância com o ideário neoliberal e outro produzido através das mobilizações dos sujeitos que vivem e trabalham no campo. Entre as conquistas mais importantes estão as Diretrizes Operacionais para a Educação Básica nas Escolas do Campo, além do PRONERA, onde se sistematizam vários projetos educativos. Os autores que embasaram esta pesquisa são: ARROYO (1999, 2010); LDB (1996); Diretrizes Operacionais para a Educação Básica nas Escolas do Campo (2001); CALDART (2004, 2009, 2000, 2008); COUTINHO (2009); DAMASCENO (1996, 1993); DELGADA (2005, 2010); FERNANDES (2004, 2005, 2001); MOLINA (1992, 2004); RIBEIRO (2010). Complementando o entendimento sobre o projeto educativo dos movimentos sociais, a análise documental da proposta de formação do Curso de Pedagogia da Terra da UFMA e da legislação educacional possibilitou a identificação das intencionalidades e princípios formativos que se contrapõem à concepção hegemônica de educação, que desvaloriza a cultura do campo. Contudo, a proposta do referido curso apresenta alternativas inovadoras de educação que reconhece as especificidades pertencentes às populações camponesas.
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Brito, Rosa Maria de Jesus. "Formação superior de educadores do campo: análise das propostas pedagógicas dos cursos do PRONERA da UFPB." Universidade Federal da Paraíba, 2011. http://tede.biblioteca.ufpb.br:8080/handle/tede/4644.
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Previous issue date: 2011-10-14<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>In the context in which they discuss the programs and policies for training in higher education, developed by public universities, targeting the rural social groups with a view to consolidate research in Rural Education. We present our study on higher education courses in Education, History and Agricultural Sciences offered to farmers in agricultural reform implemented at the Federal University of Paraíba (UFPB), in partnership between social movements and UFPB, through an agreement with the National Institute Colonization and Agrarian Reform / Paraíba (INCRA / PB) and the Ministry of Agrarian Development (MDA), through the National Programme for Education in Agrarian Reform (prone). The training courses are experiences of higher education teachers to work in schools in the field, starting from the reflection and the needs of social movements and joint national "Education For a Field" in the context of affirmative action policies in response the struggles of social movements for a quality education, in context with its peculiarities. Thus, this study sought to analyze the above courses from their pedagogical proposals seeking to establish the relationship between these and the fundamentals of field education, and so have a look for the training of educators seeking to investigate and understand that teaching model higher for the field being worked by UFPB courses targeted to farmers and peasants. It is a qualitative survey carried out from the documentary analysis of the Pedagogical Political Project (PPP) of Pedagogy, History and Agricultural Sciences, as well as conducting interviews with the coordinators of these courses, which are directly involved in the preparation in the organization and implementing them.<br>No contexto em que se discutem os programas e as políticas públicas de formação em Educação Superior, desenvolvidas pelas universidades públicas, direcionados aos grupos sociais rurais, na perspectiva de consolidar a pesquisa em Educação do Campo. Apresentamos nosso estudo sobre os Cursos de Pedagogia, História e Ciências Agrárias oferecidos para os camponeses assentados da reforma agrária implementados na Universidade Federal da Paraíba (UFPB), em parceria entre os movimentos sociais e a UFPB, através de convênio com o Instituto Nacional de Colonização e Reforma Agrária/Paraíba (INCRA/PB) e com o Ministério do Desenvolvimento Agrário (MDA), por meio do Programa Nacional de Educação na Reforma Agrária (PRONERA). Os Cursos são experiências de formação superior de educadores para atuação nas escolas do campo, que partem da reflexão e das necessidades dos movimentos sociais e da articulação nacional Por uma Educação do Campo no contexto das políticas públicas de ações afirmativas, em resposta às lutas dos movimentos sociais por uma educação de qualidade, contextualizada com as suas peculiaridades. Assim, buscamos nesta pesquisa analisar as propostas pedagógicas os Cursos supracitados procurando estabelecer a relação existente entre esses e fundamentos da Educação do Campo, e assim lançar um olhar para a formação de educadores e educadoras buscando investigar e compreender como a formação superior para o campo está sendo trabalhada pelos cursos da UFPB, direcionados aos camponeses e camponesas. Trata-se de uma pesquisa qualitativa realizada a partir da análise documental dos Projetos Políticos Pedagógicos (PPP‟s) dos cursos de Pedagogia, História e Ciências Agrárias, bem como da realização de entrevistas semi-estruturadas com os coordenadores desses, os quais se envolveram diretamente na elaboração, organização e execução dos mesmos.
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Veras, Clédia Inês Matos. "O curso prolongado do movimento dos trabalhadores rurais Sem Terra no Ceará e o processo de formação política da juventude." Universidade Federal da Paraíba, 2007. http://tede.biblioteca.ufpb.br:8080/handle/tede/4860.
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Previous issue date: 2007-12-14<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>The present dissertation examines the educational practices for the political
education of the young people developed in the Long-run Course in the Landless
Movement of Rural Workers (MST) of the state of Ceará. With the objective of
investigating the educational process of the mentioned course in its politicalpedagogic
principles and its relation to the Popular Education in a praxis
dimension, the research, from the qualitative data survey by the means of projects
analyses and life reports, tried to evaluate how the access to education and the
political formation contributed to the change of the conception of world the
adolescents of the MST have. The identification of these subjects demanded an
understanding of their historical conditioning, having as a starting point the history
of the right of land and the necessary practices and knowledge to stay there. The
course of the rural struggles which generated the Landless Movement led to the
necessity of a specific education to the technical and socio-cultural conditions of
the rural area. In the political formation of the Landless people who compose the
Landless Movement, their speech mention the Long-run Course as a fundamental
moment to every way of political participation, inside or outside the movement. It
happens according to the proposal the movement presents to aggregate reflection
and action, theory and practice, in a way to develop an epistemological curiosity to
the elaboration of a critical knowledge of the rural workers.<br>A presente dissertação examina as práticas educativas de formação política de
jovens do Movimento dos Trabalhadores Rurais Sem Terra no estado do Ceará
desenvolvidas no Curso Prolongado. Com o objetivo de investigar os processos
de escolarização do referido curso em seus princípios político-pedagógicos e a
sua relação com a Educação Popular em uma dimensão de práxis, a pesquisa, a
partir do levantamento de dados qualitativos através de entrevistas, análise de
projetos e relatos de vida, buscou avaliar como o acesso à escolarização e a
formação política contribui na mudança da concepção de mundo de jovens do
MST. A identificação desses sujeitos demandou uma compreensão de seus
condicionamentos históricos, tendo como ponto de partida a história do direito à
terra e às práticas e saberes necessários à permanência nela. O decorrer das
lutas camponesas que geraram o Movimento Sem Terra gestou a necessidade de
uma educação específica para as condições técnicas e sócio-culturais do campo.
Na formação política dos sujeitos Sem Terra que compõem o MST, as suas falas
registram o curso Prolongado como um momento fundamental para toda e
qualquer forma de participação política, seja ela dentro ou fora do movimento.
Isso ocorre de acordo com a proposta que o movimento apresenta de agregar
reflexão e ação, teoria e prática, de maneira a desenvolver uma curiosidade
epistemológica para a elaboração de um saber crítico dos trabalhadores rurais.
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Britto, Luciana Patrocínio de. "Scipione di Pierro Neto e sua proposta para o ensino da geometria na Coleção Curso Colegial Moderno." Pontifícia Universidade Católica de São Paulo, 2008. https://tede2.pucsp.br/handle/handle/11324.
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Previous issue date: 2008-09-05<br>Secretaria da Educação do Estado de São Paulo<br>The present research is aimed to study Coleção Curso Colegial
Moderno , by the professor Scipione Di Pierro Neto with Ruy Madsen Barbosa and
Luiz Mauro Rocha as partners, has come out during Modern Mathematics. This
collection was considered as a reference at this period for being one of the first to
be published at that time. Scipione Di Pierro Neto´s documents were consulted
such as: his doctorate thesis and some interviews related to Modern Mathematics
Movement in Brazil. These document analysis were based on Le Goff´s theory,
that analyzes the many different ways of history production, and on the book
collection in Choppin´s text (2000), that considers the ideological and cultural
critics from books and its contents according to a epistemological or educational
perspective. The Geometry teaching tendencies, at Modern Mathematics
Movement, were to geometric changings, vectorials studies of spaces and also
axioms Euclides´s changings. This research is aimed to analyze which of these
tendencies were followed according to Coleção Curso Colegial Moderno . It was
known that the authors followed some of its tendencies such as the use of the
language set to introduce plane geometry at the first volume, and the geometric
information at the second volume. It was also noticed that the books had a
different look from the educational ones at that period; they used to have many
well designed and illustrative pictures as well as very clear explanations with an
easy language that could be understood by any student<br>O presente trabalho teve como objetivo estudar a Coleção Curso Colegial
Moderno, de autoria do professor Scipione Di Pierro Neto em parceria com Ruy
Madsen Barbosa e Luiz Mauro Rocha, publicada em tempos de Matemática
Moderna. Essa coleção foi considerada como referência na época por ser uma
das primeiras publicadas neste período. Foram consultados documentos do
professor Scipione Di Pierro Neto, tais como: sua tese de doutorado e entrevistas
relacionadas ao período da Matemática Moderna no Brasil. As análises dos
documentos foram baseadas na teoria de Le Goff (1992), que analisa as
diferentes formas de produção da história, e a análise da Coleção de livros no
texto de Choppin (2000), que considera a crítica ideológica e cultural de livros e
seus conteúdos segundo uma perspectiva epistemológica ou didática. As
tendências para o ensino da Geometria, no Movimento da Matemática Moderna,
eram voltadas para as transformações geométricas, estudos dos espaços
vetoriais e modificações nos axiomas de Euclides. Essa pesquisa visa analisar
quais dessas tendências foram seguidas na Coleção Curso Colegial Moderno. E
foi constatado que os autores acompanharam algumas tendências do Movimento,
como a utilização da linguagem dos conjuntos para introdução da geometria plana
no primeiro volume, e as transformações geométricas no segundo volume. Notouse
também que os livros tinham um visual diferente dos livros didáticos da época,
pois apresentavam muitas figuras ilustrativas bem feitas e textos explicativos
muito bem escritos, com uma linguagem acessível aos alunos
Книги з теми "Cursor movement"
1
Wapnick, Kenneth. Un Curso de milagros y el cristianismo: Un diálogo. Foundation for a Course in Miracles, 1995.
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2
Machado, Ilma Ferreira. Escola e movimento social: Experiências em curso no campo brasileiro. Editora Expressão Popular, 2011.
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3
Scott, Niall, and Steve Shakespeare, eds. Helvete 2. punctum books, 2015. https://doi.org/10.21983/p3.0102.1.00.
Повний текст джерелаАнотація:
Not to be confused with metal studies, music criticism, ethnography, or sociology, Helvete: A Journal of Black Metal Theory is a speculative and creative endeavor, one which seeks ways of thinking that count as Black Metal events — and indeed, to see how Black Metal might count as thinking. Theory of Black Metal, and Black Metal of theory. Mutual blackening. Therefore, we eschew any approach that treats theory and Metal discretely, preferring to take the left-hand path by insisting on “some kind of connaturality between the two, a shared capacity for nigredo.” Issue 2 focuses on the theme of Inversions in Black Metal. Nailed at the heart of many a logo, suspended from the neck, held out in Satanic blessing: the inverted cross is one of black metal’s anti-icons. The antithesis of a revelation of light, it signifies an originary blasphemy. Forsaking ascension and mining a path towards the centre of the earth, black metal finds a satanic stain lodged at the core of being. However, the significance of this movement is not bound by a simple reversal. The inverted cross hangs above a swarming logic of inversion: the overturning of Christianity, but also a mimesis of Christian self-desecration; the rejection of certain forms of religion, but also of modernity’s pallid enlightenment; the invocation of strange gods of the earth, even as the earth is cursed. When thought becomes poison, it is no longer so easy to determine which way is up and which way is down. To throw down one’s head, to push oneself into the cursed earth, to occupy the place of the inverted crucified: is this to think-by-not-thinking an unconditioned rapture beyond negation and affirmation?
4
Keene, Michael. Folklore and legends of Rochester: The Mystery of Hoodoo Corner & Other Tales. The History Press, 2011.
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5
Crane, Matthew F. Screen updating and cursor movement control: An APSE package. 1987.
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6
Artist as Curator: Collaborative Initiatives in the International Zero Movement, 1957-1967. Merz, 2015.
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7
Curso y discurso del movimiento plebeyo, 1849-1854. Instituto de Estudios Políticos y Relaciones Internacionales, 1995.
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8
Filgueiras, Alberto, Luciana Ferreira Angelo, Thabata Castelo Branco Telles, et al. Curso de Psicologia aplicada à Educação Física. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-517-0.
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Physical Education and Psychology have been sister sciences from a long time. Although body and mind seem yet distant concepts, there is enough evidence that those two instances of human existence actually are complementary parts of a single unity: the human being. Professionals from either fields tend to collaborate in the effort to build strong bridges between the psychological and the physical knowledge, however, few books tried to develop a pedagogical strategy to teach Psychology for Physical Education students. This work is the sum of the effort of several Brazilian researchers in both areas who wanted to provide a novel, yet relevant, source of information and to create a stronger connection between the science of movement and the science of mind.
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Davis, Steffon. The Rise of the Curator Class. ABC-CLIO, LLC, 2019. http://dx.doi.org/10.5040/9798216009214.
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Pairing "big ideas" in marketing with the popular activity of content curation, The Rise of the Curator Class positions curation as a "humanization" movement that is restructuring the internet. Curation is set to overturn the $2.2 trillion global creative industry, revolutionizing how we create, market, and discover content. In the era of content overload and fake news, in which everything to buy, listen to, read, or watch is available online, there is one group of people who have learned to thrive in this climate of superabundance: the curator class, whose influence and power grows as more people look to them as guides. This new curator class is rewriting traditional curation, tackling the overload and making sense of it for others. In the past, curation was available to an elite few. Now, internet platforms such as Pinterest, Spotify, and Twitter empower hundreds of millions of people to curate their ideas for anyone who may be interested, revolutionizing how content is marketed and sold. The Rise of the Curator Class explains how curation is disrupting internet commerce as consumer trust moves farther away from traditional brands and closer to the curators who lead tastes, and it equips readers to think critically about how curation can work for them.
10
The revolution before the revolution: Late authoritarianism and student protest in Portugal. Berghahn Books, 2016.
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1
Lakshmi Patibandla, R. S. M., Madupalli Manoj, Vantharam Sai Sushmitha Patnaik, Alapati Jagadeesh, and Bathina Sasidhar. "Face Cursor Movement Using OpenCV." In Lecture Notes in Electrical Engineering. Springer Nature Singapore, 2024. https://doi.org/10.1007/978-981-97-7356-5_31.
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Ma, Zhongwei, Xiaorong Gao, and Shangkai Gao. "Enhanced P300-Based Cursor Movement Control." In Foundations of Augmented Cognition. Springer Berlin Heidelberg, 2007. http://dx.doi.org/10.1007/978-3-540-73216-7_14.
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Knězík, Jan, and Martin Drahanský. "Simple EEG Driven Mouse Cursor Movement." In Advances in Soft Computing. Springer Berlin Heidelberg, 2007. http://dx.doi.org/10.1007/978-3-540-75175-5_66.
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Santoshi, G., Pritee Parwekar, G. Gowri Pushpa, and T. Kranthi. "Multiple Hand Gestures for Cursor Movement Using Convolution Neural Networks." In Advances in Intelligent Systems and Computing. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5400-1_77.
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Tanusha, G., P. Havirbhavi, and K. Ashwini. "Enabling Cursor Control Through Eye Movement Using Hidden Markov Model." In Lecture Notes in Networks and Systems. Springer Nature Singapore, 2025. https://doi.org/10.1007/978-981-97-8336-6_7.
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Saurav, Shubham, Debashis Das Chakladar, Pragnyaa Shaw, Sanjay Chakraborty, and Animesh Kairi. "Multi-target-Based Cursor Movement in Brain-Computer Interface Using CLIQUE Clustering." In Advances in Intelligent Systems and Computing. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1544-2_34.
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Nakatsuji, Tomohiro, Keiko Yamamoto, Itaru Kuramoto, and Yoshihiro Tsujino. "Airway Cursor: A Pointing Technique Based on Direction of Mouse Movement Towards a Targets." In Human-Computer Interaction: Design and Evaluation. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-20901-2_37.
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Nalinipriya, G., T. Aishwarya, V. S. Nandinisree, K. N. K. Amarnaath Alias Sekkappan, S. Gokul Anand, and S. Shiva Shankar. "An Innovative Rapid Cursor Control System Using Eye Movement for a Physically Challenged Person." In Studies in Computational Intelligence. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-96634-8_22.
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Capilouto, Gilson J. "Movement Variability and Speed of Performance Using a Head-Operated Device and Expanded Membrane Cursor Keys." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-27817-7_121.
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Graupner, Sven-Thomas, and Sebastian Pannasch. "Continuous Gaze Cursor Feedback in Various Tasks: Influence on Eye Movement Behavior, Task Performance and Subjective Distraction." In HCI International 2014 - Posters’ Extended Abstracts. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07857-1_57.
Повний текст джерелаТези доповідей конференцій з теми "Cursor movement"
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Mygapula, Srujan Prabhu Kumar, Madan Lal Saini, Chinni Sai Raj Dheeraj, Sneha Maji, and Divya Gupta. "Controlling Mouse Cursor through Eye Movement." In 2024 International Conference on Signal Processing and Advance Research in Computing (SPARC). IEEE, 2024. https://doi.org/10.1109/sparc61891.2024.10828631.
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Padma, R., Suchitra T. Yadav, R. J. Keerthana, U. S. Tejeshwari, and Amulya Kenche. "Detecting the Eye Movement to Control the Cursor Movement of the system." In 2024 4th International Conference on Data Engineering and Communication Systems (ICDECS). IEEE, 2024. http://dx.doi.org/10.1109/icdecs59733.2023.10659744.
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Hariharan, V. J., S. Karthiga, and A. M. Abirami. "EyeGaze Control: Enhancing Mouse Cursor Precision Through Eyeball Movements." In 2024 IEEE Students Conference on Engineering and Systems (SCES). IEEE, 2024. http://dx.doi.org/10.1109/sces61914.2024.10652549.
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Sivasangari., A., D. Deepa., T. Anandhi., Anitha Ponraj, and M. S. Roobini. "Eyeball based Cursor Movement Control." In 2020 International Conference on Communication and Signal Processing (ICCSP). IEEE, 2020. http://dx.doi.org/10.1109/iccsp48568.2020.9182296.
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Diaz, Fernando, Qi Guo, and Ryen W. White. "Search Result Prefetching Using Cursor Movement." In SIGIR '16: The 39th International ACM SIGIR conference on research and development in Information Retrieval. ACM, 2016. http://dx.doi.org/10.1145/2911451.2911516.
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Khare, Vandana, S. Gopala Krishna, and Sai Kalyan Sanisetty. "Cursor Control Using Eye Ball Movement." In 2019 Fifth International Conference on Science Technology Engineering and Mathematics (ICONSTEM). IEEE, 2019. http://dx.doi.org/10.1109/iconstem.2019.8918780.
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Fontoura, Marcus, Vanja Josifovski, Eugene Shekita, and Beverly Yang. "Optimizing cursor movement in holistic twig joins." In the 14th ACM international conference. ACM Press, 2005. http://dx.doi.org/10.1145/1099554.1099741.
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J, Dhanasekar, Guru Aravindh K B, Kiren A S, and Faizal Ahamath A. "System Cursor Control Using Human Eyeball Movement." In 2023 3rd International Conference on Advance Computing and Innovative Technologies in Engineering (ICACITE). IEEE, 2023. http://dx.doi.org/10.1109/icacite57410.2023.10182782.
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Uma, Monisha J, Shanmugapriya S. D, Vasundhara A. V, and Venuka B. "Visual Cursor Movement for Physically Disabled Person." In 2022 1st International Conference on Computational Science and Technology (ICCST). IEEE, 2022. http://dx.doi.org/10.1109/iccst55948.2022.10040378.
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Aydemir, Onder, and Temel Kayikcioglu. "Classification of electroencephalogram signals based on cursor movement imagery." In 2014 22nd Signal Processing and Communications Applications Conference (SIU). IEEE, 2014. http://dx.doi.org/10.1109/siu.2014.6830365.
Повний текст джерелаЗвіти організацій з теми "Cursor movement"
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Basile, Stephen D. Cursor Positioning Performance as a Function of Delay between Trackmarble Movement and Cursor Motion. Defense Technical Information Center, 1990. http://dx.doi.org/10.21236/ada228182.
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