Opportunistic Routing for Multi-flow Video Dissemination over Flying Ad-Hoc Networks

A reliable and robust routing service for Flying Ad-Hoc Networks (FANETs) must be able to adapt to topology changes. User experience on watching live video sequences must also be satisfactory even in scenarios with buffer overflow and high packet loss ratio. In this paper, we introduce a Cross-layer Link quality and Geographical-aware beaconless opportunistic routing protocol (XLinGO). It enhances the transmission of simultaneous multiple video flows over FANETs by creating and keeping reliable persistent multi-hop routes. XLinGO considers a set of cross-layer and human-related information for routing decisions, as performance metrics and Quality of Experience (QoE). Performance evaluation shows that XLinGO achieves multimedia dissemination with QoE support and robustness in a multi-hop, multi-flow, and mobile network environments.

Individual Video Training iVT and Annotating Academic Videos AAV: two complementing technologies

Individual Video Training iVT and Annotating Academic Videos AAV: two complementing technologies 1. Recording communication skills training sessions and reviewing them by oneself, with peers, and with tutors has become standard in medical education. Increasing numbers of students paired with restrictions of financial and human resources create a big obstacle to this important teaching method. 2. Everybody who wants to increase efficiency and effectiveness of communication training can get new ideas from our technical solution. 3. Our goal was to increase the effectiveness of communication skills training by supporting self, peer and tutor assessment over the Internet. Two technologies of SWITCH, the national foundation to support IT solutions for Swiss universities, came handy for our project. The first is the authentication and authorization infrastructure providing all Swiss students with a nationwide single login. The second is SWITCHcast which allows automated recording, upload and publication of videos in the Internet. Students start the recording system by entering their single login. This automatically links the video with their password. Within a few hours, they find their video password protected on the Internet. They now can give access to peers and tutors. Additionally, an annotation interface was developed. This software has free text as well as checklist annotations capabilities. Tutors as well as students can create checklists. Tutor’s checklists are not editable by students. Annotations are linked to tracks. Tracks can be private or public. Public means visible to all who have access to the video. Annotation data can be exported for statistical evaluation. 4. The system was well received by students and tutors. Big numbers of videos were processed simultaneously without any problems. 5. iVT http://www.switch.ch/aaa/projects/detail/UNIBE.7 AAV http://www.switch.ch/aaa/projects/detail/ETHZ.9

Teaching video neuroimages: Beevor sign: when the umbilicus is pointing to neurologic disease

A 57-year-old man with genetically proven facioscapulohumeral muscular dystrophy (FSHMD 1A) demonstrated Beevor sign (video on the Neurology Web site at www.neurology.org). The upward movement of the umbilicus in a supine patient flexing the neck or sitting up is named after the British neurologist Charles Edward Beevor (1854-1908). He described a "marked elevation of the umbilicus in the act of sitting up" due to a paralyzed infraumbilical part of the rectus abdominis muscle, indicating a lesion of the spinal cord between the segments T10 and T12 or its nerve roots.(1) Beevor sign may also be present, as in our patient, in myopathies affecting the abdominal muscles, particularly in FSHMD, in which predominant involvement of the lower part of the rectus abdominis muscle is typical.(2).

Coreleased orexin and glutamate evoke nonredundant spike outputs and computations in histamine neurons.

Stable wakefulness requires orexin/hypocretin neurons (OHNs) and OHR2 receptors. OHNs sense diverse environmental cues and control arousal accordingly. For unknown reasons, OHNs contain multiple excitatory transmitters, including OH peptides and glutamate. To analyze their cotransmission within computational frameworks for control, we optogenetically stimulated OHNs and examined resulting outputs (spike patterns) in a downstream arousal regulator, the histamine neurons (HANs). OHR2s were essential for sustained HAN outputs. OHR2-dependent HAN output increased linearly during constant OHN input, suggesting that the OHN→HAN(OHR2) module may function as an integral controller. OHN stimulation evoked OHR2-dependent slow postsynaptic currents, similar to midnanomolar OH concentrations. Conversely, glutamate-dependent output transiently communicated OHN input onset, peaking rapidly then decaying alongside OHN→HAN glutamate currents. Blocking glutamate-driven spiking did not affect OH-driven spiking and vice versa, suggesting isolation (low cross-modulation) of outputs. Therefore, in arousal regulators, cotransmitters may translate distinct features of OHN activity into parallel, nonredundant control signals for downstream effectors.

A Comparative Analysis of Beaconless Opportunistic Routing Protocols for Video Dissemination over Flying Ad-Hoc Networks

A reliable and robust routing service for Flying Ad-Hoc Networks (FANETs) must be able to adapt to topology changes, and also to recover the quality level of the delivered multiple video flows under dynamic network topologies. The user experience on watching live videos must also be satisfactory even in scenarios with network congestion, buffer overflow, and packet loss ratio, as experienced in many FANET multimedia applications. In this paper, we perform a comparative simulation study to assess the robustness, reliability, and quality level of videos transmitted via well-known beaconless opportunistic routing protocols. Simulation results shows that our developed protocol XLinGO achieves multimedia dissemination with Quality of Experience (QoE) support and robustness in a multi-hop, multi-flow, and mobile networks, as required in many multimedia FANET scenarios.

Growth Codes: Intermediate Performance Analysis and Application to Video

Growth codes are a subclass of Rateless codes that have found interesting applications in data dissemination problems. Compared to other Rateless and conventional channel codes, Growth codes show improved intermediate performance which is particularly useful in applications where partial data presents some utility. In this paper, we investigate the asymptotic performance of Growth codes using the Wormald method, which was proposed for studying the Peeling Decoder of LDPC and LDGM codes. Compared to previous works, the Wormald differential equations are set on nodes' perspective which enables a numerical solution to the computation of the expected asymptotic decoding performance of Growth codes. Our framework is appropriate for any class of Rateless codes that does not include a precoding step. We further study the performance of Growth codes with moderate and large size codeblocks through simulations and we use the generalized logistic function to model the decoding probability. We then exploit the decoding probability model in an illustrative application of Growth codes to error resilient video transmission. The video transmission problem is cast as a joint source and channel rate allocation problem that is shown to be convex with respect to the channel rate. This illustrative application permits to highlight the main advantage of Growth codes, namely improved performance in the intermediate loss region.

Interactive free viewpoint video streaming using prioritized network coding

In free viewpoint applications, the images are captured by an array of cameras that acquire a scene of interest from different perspectives. Any intermediate viewpoint not included in the camera array can be virtually synthesized by the decoder, at a quality that depends on the distance between the virtual view and the camera views available at decoder. Hence, it is beneficial for any user to receive camera views that are close to each other for synthesis. This is however not always feasible in bandwidth-limited overlay networks, where every node may ask for different camera views. In this work, we propose an optimized delivery strategy for free viewpoint streaming over overlay networks. We introduce the concept of layered quality-of-experience (QoE), which describes the level of interactivity offered to clients. Based on these levels of QoE, camera views are organized into layered subsets. These subsets are then delivered to clients through a prioritized network coding streaming scheme, which accommodates for the network and clients heterogeneity and effectively exploit the resources of the overlay network. Simulation results show that, in a scenario with limited bandwidth or channel reliability, the proposed method outperforms baseline network coding approaches, where the different levels of QoE are not taken into account in the delivery strategy optimization.

Context-aware Adaptation Mechanism for Video Dissemination over Flying Ad-Hoc Networks

The user experience on watching live video se- quences transmitted over a Flying Ad-Hoc Networks (FANETs) must be considered to drop packets in overloaded queues, in scenarios with high buffer overflow and packet loss rate. In this paper, we introduce a context-aware adaptation mechanism to manage overloaded buffers. More specifically, we propose a utility function to compute the dropping probability of each packet in overloaded queues based on video context information, such as frame importance, packet deadline, and sensing relevance. In this way, the proposed mechanism drops the packet that adds the minimum video distortion. Simulation evaluation shows that the proposed adaptation mechanism provides real-time multimedia dissemination with QoE support in a multi-hop, multi-flow, and mobile network environments.

Individual Video Training - Entwicklung einer nationalen Infrastruktur für Video-unterstütztes Lernen

Video-basiertes Lernen ist besonders effektiv, wo es um Fertigkeiten und Verhalten geht. Videoaufzeichnungen von Gesprächen, Unterrichtssituationen oder der Durchführung praktischer Tätigkeiten wie dem Nähen einer Wunde erlauben es den Ausführenden, ihren Peers und ihren Tutoren, die Qualität der Leistung zu beurteilen und Anregungen zur Verbesserung zu formulieren. Wissend um den grossen didaktischen Wert von Videoaufzeichnungen haben sich vier Pädagogische Hochschulen (Zürich, Freiburg, Thurgau, Luzern) und zwei Medizinische Fakultäten (Bern, Lausanne) zusammen getan, um eine nationale Infrastruktur für Video-unterstütztes Lernen anzustossen. Ziel was es, ein System zu entwickeln, das einfach zu bedienen ist, bei dem viele Arbeitsschritte automatisiert sind und das die Videos im Internet bereit stellt. Zusammen mit SWITCH, der nationalen IT-Support-Organisation der Schweizer Hochschulen, wurde basierend auf den vorbestehenden Technologien AAI und SWITCHcast das Programm iVT (Individual Video Training) entwickelt. Die Integration des nationalen Single Logon System AAI (Authentification and Authorization Infrastructure) erlaubt es, die Videos mit dem jeweiligen User eindeutig zu verknüpfen, so dass die Videos nur für diesen User im Internet zugänglich sind. Mit dem Podcast-System SWITCHcast können Videos automatisch ins Internet hochgeladen und bereit gestellt werden. Es wurden je ein Plugin für die Learning Management Systeme ILIAS (PH Zürich, Uni Bern) und Moodle (Uni Lausanne) entwickelt. Dank dieser Plugins werden die Videos in den jeweiligen LMS verfügbar gemacht. Der Einsatz von iVT ist beim Kommunikationstraining unserer Medizinstudierenden in Bern inzwischen Standard. Das Login gilt gleichzeitig als Beleg für das Testat. Studierende, die keine Videoaufzeichnung wünschen, können diese nach dem Login stoppen. Bis anhin ist das Betrachten der Videos freiwillig. Szenarios mit Peer Feedback sind geplant. Eine entsprechende Erweiterung des Systems um gegenseitige Annotationsmöglichkeiten besteht bereits und wird fortlaufend weiterentwickelt.

Individual Video Training iVT - Development of a National Infrastructure for Video-Supported Learning

Introduction: Video‐Supported Learning is particularly effective when it comes to skills and behaviors. Video registration of patient‐physician interviews, class room instruction or practical skills allow it to learners themselves, their peers, and their tutors to assess the quality of the learner's performance, to give specific feedback, and to make suggestions for improvement. Methods: In Switzerland, four pedagogical universities and two medical faculties joined to initiate the development of a national infrastructure for Video Supported Learning. The goal was to have a system that is simple to use, has most steps automated, provides the videos over the Internet, and has a sophisticated access control. Together with SWITCH, the national IT‐Support‐Organisation for Swiss Universities, the program iVT (Individual Video Training) was developed by integrating two preexisting technologies. The first technology is SWITCHcast, a podcast system. With SWITCHcast, videos are automatically uploaded to a server as soon as the registration is over. There the videos are processed and converted to different formats. The second technology is the national Single Logon System AAI (Authentification and Authorization Infrastructure) that enables iVT to link each video with the corresponding learner. The learner starts the registration with his Single Logon. Thus, the video can unambiguously be assigned. Via his institution's Learning Management System (LMS), the learner can access his video and give access to his video to peers and tutors. Results: iVT is now used at all involved institutions. The system works flawlessly. In Bern, we use iVT for the communications skills training in the forth and sixth year. Since students meet with patient actors alone, iVT is also used to certify attendance. Students are encouraged to watch the videos of the interview and the feedback of the patient actor. The offer to discuss a video with a tutor was not used by the students. Discussion: We plan to expand the use of iVT by making peer assessment compulsory. To support this, annotation capabilities are currently added to iVT. We also want to use iVT in training of practical skills, again for self as well as for peer assessment.  At present, we use iVT for quality control of patient actor's performance.