Experiencing (from) the inside – Mediated perspectives in kindergartens

This paper presents a case study of preservice kindergarten teachers’ use of new form of digital imagery. The paper introduces spherical cameras and digital microscopes and discusses their affordances when introduced in practical use in in teacher education and in kindergartens. The use in kindergartens was introduced through a class of 34 teacher students in kindergarten education. The students were special­izing in Arts and design at Western Norway University of Applied Sciences. The use of images from spherical cameras and digital microscopes is discussed and analysed, based on data from student responses through two questionnaires, group presentations and discussions in class, and an analysis of various media material produced by students.

Supplemental Material: Bedrock gorge incision via anthropogenic meander cutoff

Expanded methods for discharge and grain size estimation; access information for digital imagery and elevation data; precipitation and discharge data; and field data collected during this study.

Supplemental Material: Bedrock gorge incision via anthropogenic meander cutoff

Expanded methods for discharge and grain size estimation; access information for digital imagery and elevation data; precipitation and discharge data; and field data collected during this study.

Digital Ontology and Appreciation

This chapter takes up the aesthetic implications of images belonging to digital schemes. I consider how the most basic feature of digital scheme types—namely, their inherent replicability—properly conditions appreciation of digital artworks. Returning to the art examples from chapter 1, I show that the inherent replicability of digital imagery does not guarantee the multiple instantiability of digital image-based works. In the digital age artists face a choice as to whether to limit their works to a particular exhibition space, or make their works universally available on the screens of networked computers. I explore the interpretive significance of this choice and the way such significance rests on recognition of the underlying digital structure of an artwork.

Young people’s sharing of sexualized digital imagery

The ubiquity of smartphones and social media has introduced new ways of being connected and engaged in digitally mediated spaces, including the possibilities of exchanging private sexualized digital imagery – a practice known as ‘sexting’. In this paper, we study the ways in which young people’s engagement in both consensual and non-consensual sexting practices is facilitated – and sometimes even accelerated – by technology. Our study is based on focus group interviews with young people aged 16-21, 6 months of digital ethnography on social and digital media, and posts concerning sexting written by young people on Danish counselling websites. We draw on perspectives from postphenomenology and new materialism in order to focus on human-technology interactions and how digital technologies shape social processes and interactions when young people exchange sexualized digital images and videos. We attend to the ways the affordances of social media (e.g., spreadability, ephemerality and persistence) facilitate and mediate young people’s sharing of sexualized imagery and how the affects emerging through these processes produce intensities, fantasies and intimacies, which both motivate and accelerate these practices. Our analyses seek to refine current understandings of young people’s production and sharing of sexualized digital imagery. Moreover, we argue that there is a need for further development of psychological concepts and analyses that can adequately grasp the nuances of the complex digital and visual intimate, social, sexual processes of young people’s lives and advance the research field of sexting among young people.

Digital Forensic Management System using Facial Recognition for Student's Participation and Registration on School Activities

Face recognition technology is widely used in applications. But in some activities it may be too difficult to install the device and the registration boot. That requires both manpower and time, such as enrolling students to attend university activities. If you will use the face scanning system, one by one will waste a lot of time. The other method. It may be easy to falsify. Using digital imagery in student participation to solve problems by developing a system that can detect participants' faces in digital photographs obtained by taking still images and videos from several photographers. And collecting detailed pictures and videos throughout the event it is a digital proof to find the participants to verify their faces match with any student in the database. Who participate in that activity, the system will have Finding and comparing data of pre-recorded students' photographs and the algorithm would checks for duplicate data and records the activity in the database. Where users can specify category or activity name for later inspection