Personalised placement in networked video

Personalised video can be achieved by inserting objects into a video play-out according to the viewer's profile. Content which has been authored and produced for general broadcast can take on additional commercial service features when personalised either for individual viewers or for groups of viewers participating in entertainment, training, gaming or informational activities. Although several scenarios and use-cases can be envisaged, we are focussed on the application of personalised product placement. Targeted advertising and product placement are currently garnering intense interest in the commercial networked media industries. Personalisation of product placement is a relevant and timely service for next generation online marketing and advertising and for many other revenue generating interactive services. This paper discusses the acquisition and insertion of media objects into a TV video play-out stream where the objects are determined by the profile of the viewer. The technology is based on MPEG-4 standards using object based video and MPEG-7 for metadata. No proprietary technology or protocol is proposed. To trade the objects into the video play-out, a Software-as-a-Service brokerage platform based on intelligent agent technology is adopted. Agencies, libraries and service providers are represented in a commercial negotiation to facilitate the contractual selection and usage of objects to be inserted into the video play-out.

A improvisação ao órgão no desenvolvimento da leitura à primeira vista

Resumo I (Prática Pedagógica) - A Secção I - Prática Pedagógica - refere-se ao Estágio que a mestranda realizou no Conservatório de Música de Ourém e Fátima durante o ano lectivo 2013-2014. No âmbito das suas funções de docente, a mestranda realizou o estágio com um aluno do I Grau – 5º ano do Regime Articulado, e com um aluno do III Grau - 7º ano do Regime Articulado e assistiu, ainda, às aulas de um aluno do V Grau - 9º ano do Regime Articulado, sob a orientação da professora cooperante, docente de órgão dessa mesma escola. Nesta secção é feita uma breve caracterização da escola onde se realizou o estágio bem como dos alunos envolvidos no estágio. Por último, são mencionadas as práticas educativas desenvolvidas, os objectivos gerais para o ano lectivo, os métodos utilizados, os objectivos pedagógicos implícitos para cada período e, a finalizar, é apresentada uma análise crítica da actividade docente.

Oxidovanadium complexes with tridentate aroylhydrazone as catalyst precursors for solvent-free microwave-assisted oxidation of alcohols

Aroylhydrazone oxidovanadium compounds, viz, the oxidoethoxidovanadium(V) [VO(OEt)L1] (1) (H2L =salicylaldehyde-2-hydroxybenzoylhydrazone), the salt like dioxidovanadium(V) (NH3CH2CH2OH)(+) [VO2L](-) (2), the mixed-ligand oxidovanadium(V) [VO(hq)L](Hhq = 8-hydroxyquinoline) (3) and the vanadium(IV) [VO(phen)L] (phen=1,10-phenanthroline) (4) complexes (3 and 4 obtained by the first time), have been tested as catalysts for solvent-free microwave-assisted oxidation of aromatic and alicyclic secondary alcohols with tert-butylhydroperoxide. A facile, efficient and selective solvent-free synthesis of ketones was achieved with yields up to 99% (TON= 497, TOF= 993 h(-1) for 3) and 58% (TON =291, TOF= 581 h(-1) for 2) for acetophenone and cyclohexanone, respectively, after 30 min under low power (25W) microwave irradiation. (C) 2015 Elsevier B.V. All rights reserved.

Solvent-free microwave-assisted peroxidative oxidation of alcohols catalyzed by Iron(III)-TEMPO catalytic systems

The iron(III) complexes [H(EtOH)][FeCl2(L)(2)] (1), [H(2)bipy](1/2)[FeCl2(L)(2)].DMF (2) and [FeCl2(L)(2,2'-bipy)] (3) (L = 3-amino-2-pyrazinecarboxylate; H(2)bipy = doubly protonated 4,4'-bipyridine; 2,2'-bipy = 2,2'-bipyridine, DMF = dimethylformamide) have been synthesized and fully characterized by IR, elemental and single-crystal X-ray diffraction analyses, as well as by electrochemical methods. Complexes 1 and 2 have similar mononuclear structures containing different guest molecules (protonated ethanol for 1 and doubly protonated 4,4'-bipyridine for 2) in their lattices, whereas the complex 3 has one 3-amino-2-pyrazinecarboxylate and a 2,2'-bipyridine ligand. They show a high catalytic activity for the low power (10 W) solvent-free microwave assisted peroxidative oxidation of 1-phenylethanol, leading, in the presence of TEMPO, to quantitative yields of acetophenone [TOFs up to 8.1 x 10(3) h(-1), (3)] after 1 h. Moreover, the catalysts are of easy recovery and reused, at least for four consecutive cycles, maintaining 83 % of the initial activity and concomitant rather high selectivity. 3-Amino-2-pyrazinecarboxylic acid is used to synthesize three new iron(III) complexes which act as heterogeneous catalysts for the solvent-free microwave-assisted peroxidative oxidation of 1-phenylethanol.

TV Recommendation and Personalization Systems: Integrating Broadcast and Video On-demand Services

he expansion of Digital Television and the convergence between conventional broadcasting and television over IP contributed to the gradual increase of the number of available channels and on demand video content. Moreover, the dissemination of the use of mobile devices like laptops, smartphones and tablets on everyday activities resulted in a shift of the traditional television viewing paradigm from the couch to everywhere, anytime from any device. Although this new scenario enables a great improvement in viewing experiences, it also brings new challenges given the overload of information that the viewer faces. Recommendation systems stand out as a possible solution to help a watcher on the selection of the content that best fits his/her preferences. This paper describes a web based system that helps the user navigating on broadcasted and online television content by implementing recommendations based on collaborative and content based filtering. The algorithms developed estimate the similarity between items and users and predict the rating that a user would assign to a particular item (television program, movie, etc.). To enable interoperability between different systems, programs characteristics (title, genre, actors, etc.) are stored according to the TV-Anytime standard. The set of recommendations produced are presented through a Web Application that allows the user to interact with the system based on the obtained recommendations.

Cloud-assisted Wireless Body Area Networks

Wireless Body Area Networks (WBANs) have emerged as a promising technology for medical and non-medical applications. WBANs consist of a number of miniaturized, portable, and autonomous sensor nodes that are used for long-term health monitoring of patients. These sensor nodes continuously collect information of patients, which are used for ubiquitous health monitoring. In addition, WBANs may be used for managing catastrophic events and increasing the effectiveness and performance of rescue forces. The huge amount of data collected by WBAN nodes demands scalable, on-demand, powerful, and secure storage and processing infrastructure. Cloud computing is expected to play a significant role in achieving the aforementioned objectives. The cloud computing environment links different devices ranging from miniaturized sensor nodes to high-performance supercomputers for delivering people-centric and context-centric services to the individuals and industries. The possible integration of WBANs with cloud computing (WBAN-cloud) will introduce viable and hybrid platform that must be able to process the huge amount of data collected from multiple WBANs. This WBAN-cloud will enable users (including physicians and nurses) to globally access the processing and storage infrastructure at competitive costs. Because WBANs forward useful and life-critical information to the cloud – which may operate in distributed and hostile environments, novel security mechanisms are required to prevent malicious interactions to the storage infrastructure. Both the cloud providers and the users must take strong security measures to protect the storage infrastructure.

Mn-II and Cu-II complexes with arylhydrazones of active methylene compounds as effective heterogeneous catalysts for solvent- and additive-free microwave-assisted peroxidative oxidation of alcohols

A one-pot template reaction of sodium 2-(2-(dicyanomethylene) hydrazinyl) benzenesulfonate (NaHL1) with water and manganese(II) acetate tetrahydrate led to the mononuclear complex [Mn(H2O)(6)](HL1a)(2)center dot 4H(2)O (1), where (HL1a) -= 2-(SO3-)C6H4(NH)=N=C(C N) (CONH2) is the carboxamide species derived from nucleophilic attack of water on a cyano group of (HL1) . The copper tetramer [Cu-4(H2O)(10)(-) (1 kappa N: kappa O-2: kappa O, 2 kappa N: k(O)-L-2)(2)]center dot 2H(2)O (2) was obtained from reaction of Cu(NO3)(2)center dot 2.5H(2)O with sodium 5-(2( 4,4-dimethyl-2,6-dioxocyclohexylidene) hydrazinyl)-4-hydroxybenzene-1,3-disulfonate (Na2H2L2). Both complexes were characterized by elemental analysis, IR spectroscopy, ESI-MS and single crystal X-ray diffraction. They exhibit a high catalytic activity for the solvent-and additive-free microwave (MW) assisted oxidation of primary and secondary alcohols with tert-butylhydroperoxide, leading to yields of the oxidized products up to 85.5% and TOFs up to 1.90 x 103 h(-1) after 1 h under low power (5-10 W) MW irradiation. Moreover, the heterogeneous catalysts are easily recovered and reused, at least for three consecutive cycles, maintaining 89% of the initial activity and a high selectivity.

Living and growing within a museum: re-creating video art for conservation

Dissertação apresentada na Faculdade de Ciências e Tecnologia da Universidade Nova de Lisboa para obtenção do grau de Mestre em Conservação e Restauro

Behind video lectures in a MOOC

The year 2012 was the “boom year” in MOOC and all its outstanding growth until now, made us move forward in designing the first MOOC in our Institution (and the third in our country, Portugal). Most MOOC are video lectured based and the learning analytic process to these ones is just taking its first steps. Designing a video-lecture seems, at a first glance, very easy: one can just record a live lesson or lecture and turn it, directly, into a video-lecture (even here one may experience some “sound” and “camera” problems); but developing some engaging, appealing video-lecture, that motivates students to embrace knowledge and that really contributes to the teaching/learning process, it is not an easy task. Therefore questions like: “What kind of information can induce knowledge construction, in a video-lecture?”, “How can a professor interact in a video-lecture when he is not really there?”, “What are the video-lectures attributes that contribute the most to viewer’s engagement?”, “What seems to be the maximum “time-resistance” of a viewer?”, and many others, raised in our minds when designing video-lectures to a Mathematics MOOC from the scratch. We believe this technological resource can be a powerful tool to enhance students' learning process. Students that were born in digital/image era, respond and react slightly different to outside stimulus, than their teachers/professors ever did or do. In this article we will describe just how we have tried to overcome some of the difficulties and challenges we tackled when producing our own video-math-lectures and in what way, we feel, videos can contribute to the teaching and learning process at higher education level.

Profissões : sinergias entre o video interactivo e o 3D estereoscópico

Trabalho de Projecto apresentado para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Novos Media e Práticas Web

Video-­‐monitorization system for a realistic driving simulator

Nos últimos anos, o ISEP em colaboração com a FEUP e outras Universidades, criou um simulador realista de condução chamado DRIS, que tem como objectivo ajudar em trabalhos de investigação de diferentes áreas, como engenharia civil, computação gráfica, psicologia, educação, etc. O resultado deste trabalho pretende ajudar os profissionais a analisarem os dados recolhidos em cada experiência de condução, a fim de permitir o estudo das reações do motorista em diferentes obstáculos durante um percurso. O simulador DRIS é constituído por uma tela branca, onde os ambientes de simulação são projetados; um carro real, onde é feita a experiência de condução e quatro câmaras colocadas no carro. Destas quatro câmaras, três estão dentro do carro e uma fora do carro. Cada câmara está focada estrategicamente, em partes críticas da condução: a estrada, o motorista, os pedais e os controles (mudança de marcha, volante, os comandos do limpador, etc). Cada uma das câmaras grava um vídeo, que é guardado em um computador colocado em uma das salas de controlo, dentro do Laboratório de Análise de Tráfego na FEUP. Além disso, um arquivo de texto é guardado no mesmo computador. Este arquivo de texto contém algumas informações sobre a experiência do motorista, como as coordenadas do carro, a velocidade do carro, o tempo, etc O trabalho desta Tese surge com a finalidade de melhorar a forma de os profissionais analisar e interpretar os dados recolhidos a partir de uma experiência de condução no DRIS. Para o efeito, foi criado um sistema de vídeo-­‐monitorização, que consiste em uma aplicação de vídeo, que permite a visualização de quatro vídeos simultaneamente, e ler um arquivo de texto, que contém todos os dados recolhidos na experiência. Ambos (vídeo e texto) têm de estar sincronizados com o mesmo tempo de forma a permitir ao utilizador, navegar backward e forward com a ajuda de um cursor. Além disso, como qualquer reprodutor de vídeo básico, contém alguns botões para controlar o status do vídeo (Play, Stop, Pause) e permiti que os profissionais analisem com detalhe os dados dos quatro vídeos. Aproveitando os avanços no desenvolvimento de software, a aplicação foi feita em C++ usando a biblioteca Qt, em ambiente de desenvolvimento integrado do Qt Creator, o que tornou mais fácil a implementação. No fim deste relatório (capítulo 4) é anexado um manual do usuário, a fim de explicar e ajudar os profissionais a usar a aplicação.

Social Media Integration in Video Games: A Social Overlay for Desktop Games

Simpósio de Informática (INForum 2015), Covilhã, Portugal. Notes: Best paper award nominee.

Designing video lectures for MOOC

Educational videos differ from other teaching and learning technologies as they allow the benefit of using visual perception. Video lectures are not new to education, however with the use of innovative video technologies they can improve academic outcomes and extend the reach of education. They may offer extraordinary new experiences for higher education institutions (HEI). Through them lecturers can provide information and contents to students, and if used creatively, video lectures can become a powerful technological tool in education, inside and outside classrooms. Inside a classroom it can motivate students and improve topics’ debate and outside it is a good support for students’ self- learning. In some cases they can be used to work some subjects standing behind, but needed to support actual courses contents, that students do not remember (or were not even taught), opening an “in front to the past door” that backs students self-study. The student-educator dynamic is changing. Students are expecting exceptional instruction and educators are expecting students to be more and more well informed about subjects from online viewing.This article explores some of the potential benefits and challenges associated with the use of video lectures in the teaching and learning process at higher education. We will also discuss some thoughts and examples for the use of teaching materials to enhance student’s learning and try to understand how video can act as powerful and innovative to enlighten teaching and learning (note that unfortunately, sometimes, the opposite is happening).

Vision-Based Assisted Teleoperation for Inspection Tasks with a Small ROV

It is well-known that ROVs require human intervention to guarantee the success of their assignment, as well as the equipment safety. However, as its teleoperation is quite complex to perform, there is a need for assisted teleoperation. This study aims to take on this challenge by developing vision-based assisted teleoperation maneuvers, since a standard camera is present in any ROV. The proposed approach is a visual servoing solution, that allows the user to select between several standard image processing methods and is applied to a 3-DOF ROV. The most interesting characteristic of the presented system is the exclusive use of the camera data to improve the teleoperation of an underactuated ROV. It is demonstrated through the comparison and evaluation of standard implementations of different vision methods and the execution of simple maneuvers to acquire experimental results, that the teleoperation of a small ROV can be drastically improved without the need to install additional sensors.

Bioelectrochemically-assisted reductive dechlorination of 1,2-dichloroethane by a Dehalococcoides-enriched microbial culture

The aim of this study was to verify the possibility to use a polarized graphite electrode as an electron donor for the reductive dechlorination of 1,2-dichloroethane, an ubiquitous groundwater contaminant. The rate of 1,2-DCA dechlorination almost linearly increased by decreasing the set cathode potential over a broad range of set cathode potentials (i.e., from −300 mV to −900 mV vs. the standard hydrogen electrode). This process was primarily dependent on electrolytic H2 generation. On the other hand, reductive dechlorination proceeded (although quite slowly) with a very high Coulombic efficiency (near 70%) at a set cathode potential of −300 mV, where no H2 production occurred. Under this condition, reductive dechlorination was likely driven by direct electron uptake from the surface of the polarized electrode. Taken as a whole, this study further extends the range of chlorinated contaminants which can be treated with bioelectrochemical systems.