Protecting Real-time Video Chat against Fake Facial Videos Generated by Face Reenactment

2020 ◽  
Author(s):  
Jiacheng Shang ◽  
Jie Wu
Keyword(s):  
Real Time ◽  
Video Chat

The Future of Real Time Communications Technologies in E-Learning

2008 ◽  
pp. 283-293
Author(s):  
Richard Caladine
Keyword(s):  
Real Time ◽  
New Technology ◽  
Discussion Forums ◽  
Theoretical Approaches ◽  
Communications Technologies ◽  
Video Chat ◽  
E Learning ◽  
Computer Based ◽  
Access Grid ◽  
Video And Audio

In the previous chapters three real time communications technologies (RTCs) have been discussed. Videoconferences have been used for real time communications in distance learning for many years. In recent years many institutions have used videoconferences in addition to the text-based communications tools in learning management systems: discussion forums and chat. Video chat is a new technology. It is computer based and inexpensive after the purchase of the computer as software is often free and the basic audio and video equipment is inexpensive. Video chat facilitates two-way video and audio communications and thus it is likely to displace videoconference from its place in the market. The Access Grid is also gaining use in education as a teaching tool due to the richness of the experience of multiple video streams, and additional tools that allow true collaboration. How these technologies are used in educational settings has a direct impact on the effectiveness and efficiency of the educational experience and theoretical guides to their use have been discussed earlier in this book. One of the early theoretical approaches was that put forward by Michael Moore.

Videoconference, Audioconference, and Video Chat

2008 ◽  
pp. 210-233 ◽  
Author(s):  
Richard Caladine
Keyword(s):  
Distance Education ◽  
Real Time ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Educational Technologies ◽  
Communications Technologies ◽  
Video Chat

Videoconference and audioconference have been used for communications in businesses for many years. In teaching and learning videoconference has been used for at least the last 15 years and possibly longer. Videoconference and audioconference technologies have been used in education, especially in distance education where students and teachers are in different locations. Like all educational technologies, videoconference and audioconference are suited to some and not all teaching and learning activities. Before these established real time communications technologies (RTCs) and the newer technology video chat are explored they need to be carefully defined to eliminate or minimize confusion.

Integrating International Video Chat into the Foreign Language Curriculum

2015 ◽  
Vol 5 (2) ◽  
pp. 72-84 ◽  
Author(s):  
Tasha N. Lewis ◽  
Holly Schneider
Keyword(s):  
Foreign Language ◽  
Real Time ◽  
Language Curriculum ◽  
Face To Face ◽  
Exchange Program ◽  
Foreign Language Curriculum ◽  
Video Chat ◽  
University Level ◽  
Second Year ◽  
The University

This article is a description of face-to-face real-time international virtual language exchanges that have been integrated into first and second year Spanish courses at the university level. The focus of this article is to explain the origins of the virtual language exchange, its implementation into the program-wide curriculum, its effect on students, and to explain in detail how a session operates. The success of the virtual language exchange program is evident based on an analysis of video captured dialogues, coordinator and facilitator observations of the program, as well as participant feedback about the experience. The content and methodology of this article are adaptable to any second/foreign language course.

Teaching with Real Time Communications Technologies

2008 ◽  
pp. 196-209
Author(s):  
Richard Caladine
Keyword(s):  
Real Time ◽  
Approaches To Teaching ◽  
The Real ◽  
Face To Face ◽  
Text Chat ◽  
Rich Media ◽  
Communications Technologies ◽  
Video Chat ◽  
Access Grid ◽  
Definition Of

Real time communications technologies are just that: technologies that facilitate real time or synchronous communications. An example that springs rapidly to mind is the telephone. The real time communications technologies (RTCs) that are commonly found in educational contexts include text-based examples such as text chat, and rich media examples such as video chat, videoconference, and Access Grid. Teaching with RTCs is not the same as face-to-face teaching due to the imposition the technology makes on the learning, thus limiting some activities. Full definitions of videoconference and video chat and recommendations for teaching with videoconference and video chat are discussed in detail in Chapter XIII. Likewise, teaching with Access Grid plus a description and a definition of it are provided in Chapter XIV. In this chapter some general approaches to teaching that are common to all RTCs are discussed and contrasts are drawn between other approaches that clearly highlight the differences in the RTCs.

Virtual groups: An analysis of new forms of connection

2020 ◽  
Vol 19 (4) ◽  
pp. 493-501 ◽  
Author(s):  
Elijah Smith
Keyword(s):  
Real Time ◽  
Cellular Networks ◽  
High Velocity ◽  
Two Dimensions ◽  
The Internet ◽  
Virtual Groups ◽  
Video Chat ◽  
The Future ◽  
Slow Velocity

In this probe, I seek to analyse the characteristics and tendencies of virtual groups, which I define as any group of people that are connected in a decentralized and persistent manner, via the internet or cellular networks. By analysing two dimensions that shape virtual groups – their size and their velocity of communication – we can understand some intrinsic environments that are formed, by nature of the medium itself. The velocity of a platform can be understood as how quickly ideas are transferred and a response is expected – consider reading a forum post versus participating in a video chat. Slow-velocity mediums, by nature of the eye, tend to promote an individualistic view and refined thoughts. High-velocity mediums, corresponding to the ear and occurring in real time, promote more unity and collective views. The second dimension (the size or openness of a platform) is determined both by how many members are in the group, but also by how access is controlled. Small and private groups, like a close-knit tribe, function as a whole and promote familial harmony. Large or public groups struggle to maintain a collective vision but benefit from a wide variety of view points. By analysing these dimensions together and looking at specific examples, we can strive to understand deep-seated issues within virtual groups and make predictions for what the future of decentralized gatherings will look like.

scholarly journals Toddler word learning from contingent screens with and without human presence

2020 ◽  
Author(s):  
Sho Tsuji ◽  
Anne-Caroline Fievet ◽  
Alejandrina Cristia
Keyword(s):  
Real Time ◽  
Digital Media ◽  
Word Learning ◽  
The Other ◽  
Virtual Agent ◽  
Human Presence ◽  
Screen Media ◽  
Video Chat ◽  
Agent Group

While previous studies have documented that toddlers learn less well from passive screens than from live interaction, the rise of interactive, digital screen media opens new perspectives, since some work has shown that toddlers can learn similarly well from a human present via video chat as from live exposure. The present study aimed to disentangle the role of human presence from other aspects of social interactions on learning advantages in contingent screen settings. We assessed 16-month-old toddlers’ fast mapping of novel words from screen in three conditions: in-person , video chat, and virtual agent. All conditions built on the same controlled and scripted interaction. In the in-person condition, toddlers learned two novel word-object associations from an experimenter present in the same room and reacting contingently to infants’ gaze direction. In the video chat condition,tthe toddler saw the experimenter in real time on screen, while the experimenter only had access to the toddler’s real-time gaze position as captured by an eyetracker. This setup allowed contingent reactivity to the toddler’s gaze while controlling for any cues beyond these instructions. The virtual agent condition was programmed to follow the infant's gaze, smile, and name the object with the same parameters as the experimenter in the other conditions. After the learning phase, all toddlers were tested on their word recognition in a looking-while-listening paradigm. Comparisons against chance revealed that toddlers showed above-chance word learning in the in-person group only. Toddlers in the virtual agent group showed significantly worse performance than those in the in-person group, while performance in the video chat group overlapped with the other two groups. These results confirm that in-person interaction leads to best learning outcomes even in the absence of rich social cues They also elucidate that contingency is not sufficient either, and that in order for toddlers to learn from interactive digital media, more cues to social agency are required.

Some Recent Results in Quiescent Prominence Spectrometry

1979 ◽  
Vol 44 ◽  
pp. 41-47
Author(s):  
Donald A. Landman
Keyword(s):  
Real Time ◽  
Computer System ◽  
Spectral Response ◽  
Absolute Intensity ◽  
Solar Observatory ◽  
Target Size ◽  
Small Target ◽  
Signal Averaging ◽  
Quiescent Prominence

This paper describes some recent results of our quiescent prominence spectrometry program at the Mees Solar Observatory on Haleakala. The observations were made with the 25 cm coronagraph/coudé spectrograph system using a silicon vidicon detector. This detector consists of 500 contiguous channels covering approximately 6 or 80 Å, depending on the grating used. The instrument is interfaced to the Observatory’s PDP 11/45 computer system, and has the important advantages of wide spectral response, linearity and signal-averaging with real-time display. Its principal drawback is the relatively small target size. For the present work, the aperture was about 3″ × 5″. Absolute intensity calibrations were made by measuring quiet regions near sun center.

Video real-time imaging of artificial membranes during freeze-drying by cryo-electron microscopy

1988 ◽  
Vol 46 ◽  
pp. 16-17
Author(s):  
Alan S. Rudolph ◽  
Ronald R. Price
Keyword(s):  
Real Time ◽  
Self Assembly ◽  
Freeze Drying ◽  
Video Capture ◽  
Drying Process ◽  
Artificial Membranes ◽  
The Past ◽  
Cryo Electron Microscopy ◽  
Spherical Structures ◽  
Capture Techniques

We have employed cryoelectron microscopy to visualize events that occur during the freeze-drying of artificial membranes by employing real time video capture techniques. Artificial membranes or liposomes which are spherical structures within internal aqueous space are stabilized by water which provides the driving force for spontaneous self-assembly of these structures. Previous assays of damage to these structures which are induced by freeze drying reveal that the two principal deleterious events that occur are 1) fusion of liposomes and 2) leakage of contents trapped within the liposome [1]. In the past the only way to access these events was to examine the liposomes following the dehydration event. This technique allows the event to be monitored in real time as the liposomes destabilize and as water is sublimed at cryo temperatures in the vacuum of the microscope. The method by which liposomes are compromised by freeze-drying are largely unknown. This technique has shown that cryo-protectants such as glycerol and carbohydrates are able to maintain liposomal structure throughout the drying process.

An Interactive Minicomputer Program for the Indexing and Simulation of Electron Diffraction Patterns

1976 ◽  
Vol 34 ◽  
pp. 542-543
Author(s):  
R.P. Goehner ◽  
W.T. Hatfield ◽  
Prakash Rao
Keyword(s):  
Electron Diffraction ◽  
Real Time ◽  
Pattern Analysis ◽  
Flow Diagram ◽  
Hard Copy ◽  
Time Analysis ◽  
Real Time Analysis ◽  
Transmission Electron ◽  
One Step ◽  
Diffraction Patterns

Computer programs are now available in various laboratories for the indexing and simulation of transmission electron diffraction patterns. Although these programs address themselves to the solution of various aspects of the indexing and simulation process, the ultimate goal is to perform real time diffraction pattern analysis directly off of the imaging screen of the transmission electron microscope. The program to be described in this paper represents one step prior to real time analysis. It involves the combination of two programs, described in an earlier paper(l), into a single program for use on an interactive basis with a minicomputer. In our case, the minicomputer is an INTERDATA 70 equipped with a Tektronix 4010-1 graphical display terminal and hard copy unit.A simplified flow diagram of the combined program, written in Fortran IV, is shown in Figure 1. It consists of two programs INDEX and TEDP which index and simulate electron diffraction patterns respectively. The user has the option of choosing either the indexing or simulating aspects of the combined program.

Sign in / Sign up

Export Citation Format

Share Document