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An introduction on social media and social networking.
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Introduction on how to be social
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An introduction on social media and social networking.
Introduction on how to be social
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Jason Kelly
Statby school 2555_m3_1057012007
Statby school 2555_m3_1057012007
Princess Chulabhorn's College, Chiang Rai Thailand
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There is no standard software interface in the eye-tracking industry, making it difficult for developers to integrate eye-gaze into their applications. The combination of high cost eye-trackers and lack of applications has resulted in a slow adoption of the technology. To expand the adoption of eye-gaze in everyday applications, we present an eye-gaze specific application programming interface that is platform and language neutral, based on open standards, easily used and extended and free of cost.
Hennessey An Open Source Eye Gaze Interface Expanding The Adoption Of Eye Gaz...
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We present a novel method for the measurement of the similarity between aggregates of scanpaths. This may be thought of as a solution to the “average scanpath” problem. As a by-product of this method, we derive a classifier for groups of scanpaths drawn from various classes. This capability is empirically demonstrated using data gathered from an experiment in an attempt to automatically determine expert/novice classification for a set of visual tasks.
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We conducted eye tracking experiments on naturalistic stereo images presented through a haploscope, and found that fixated luminance contrast and luminance gradient were generally higher than randomly selected luminance contrast and luminance gradient, which agrees with previous literature. However we also found that the fixated disparity contrast and disparity gradient were generally lower than randomly selected disparity contrast and disparity gradient. We discuss the implications of this remarkable result.
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There is no standard software interface in the eye-tracking industry, making it difficult for developers to integrate eye-gaze into their applications. The combination of high cost eye-trackers and lack of applications has resulted in a slow adoption of the technology. To expand the adoption of eye-gaze in everyday applications, we present an eye-gaze specific application programming interface that is platform and language neutral, based on open standards, easily used and extended and free of cost.
Hennessey An Open Source Eye Gaze Interface Expanding The Adoption Of Eye Gaz...
Hennessey An Open Source Eye Gaze Interface Expanding The Adoption Of Eye Gaz...
Kalle
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haimkarel
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We present a novel method for the measurement of the similarity between aggregates of scanpaths. This may be thought of as a solution to the “average scanpath” problem. As a by-product of this method, we derive a classifier for groups of scanpaths drawn from various classes. This capability is empirically demonstrated using data gathered from an experiment in an attempt to automatically determine expert/novice classification for a set of visual tasks.
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We conducted eye tracking experiments on naturalistic stereo images presented through a haploscope, and found that fixated luminance contrast and luminance gradient were generally higher than randomly selected luminance contrast and luminance gradient, which agrees with previous literature. However we also found that the fixated disparity contrast and disparity gradient were generally lower than randomly selected disparity contrast and disparity gradient. We discuss the implications of this remarkable result.
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Educators all over the world are examining the methods, and tools required to develop the 21st century skills our students need to succeed in their schools, workplaces and civic lives. One device many educators are already using in their classrooms with great results in the iPod. Teachers are using iPod to support second language learners, address the needs of diverse learners, motivate struggling readers, as well as to support their own professional development. And, because the iPod is mobile, teachers and students can learn where and when they want. With the entrance of the iPod into popular culture over the last few years there has been an increased interest in the use of the devices in education. It is becoming apparent to educators that the combination of iTunes and iPod and with the advent of Podcasting this potential is now a reality. This article explores the educational uses for teachers and pupils of the iPod – iTunes combination in the classroom.
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In this webinar, members learned the ABCs of keeping books for a nonprofit organization. Some of the key takeaways were: - What is accounting and how does it work? - How do you read a financial statement? - What are the three things that nonprofits are required to track? -And more
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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.
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EDFN 302 Tech Tool Jenny Martineza
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Livescribe Pen Jenny
Martinez EDFN 302 March 28, 2010
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