Introductory Tutorial on SVG-ANIMATION
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Microsoft Powerpoint
Development of Multimedia WebApp on Tizen Platform 1. HTML Multimedia 2. Multimedia Playing with HTML5 Tags (1) HTML5 Video (2) HTML5 Audio (3) HTML Pulg-ins (4) HTML YouTube (5) Accessing Media Streams and Playing (6) Multimedia Contents Mgmt (7) Capturing Images 3. Multimedia Processing Web Device API Multimedia WepApp on Tizen - 1 - 1. HTML Multimedia • What is Multimedia ? − Multimedia comes in many different formats. It can be almost anything you can hear or see. − Examples : Pictures, music, sound, videos, records, films, animations, and more. − Web pages often contain multimedia elements of different types and formats. • Multimedia Formats − Multimedia elements (like sounds or videos) are stored in media files. − The most common way to discover the type of a file, is to look at the file extension. ⇔ When a browser sees the file extension .htm or .html, it will treat the file as an HTML file. ⇔ The .xml extension indicates an XML file, and the .css extension indicates a style sheet file. ⇔ Pictures are recognized by extensions like .gif, .png and .jpg. − Multimedia files also have their own formats and different extensions like: .swf, .wav, .mp3, .mp4, .mpg, .wmv, and .avi. Multimedia WepApp on Tizen - 2 - 2. Multimedia Playing with HTML5 Tags (1) HTML5 Video • Some of the popular video container formats include the following: Audio Video Interleave (.avi) Flash Video (.flv) MPEG 4 (.mp4) Matroska (.mkv) Ogg (.ogv) • Browser Support Multimedia WepApp on Tizen - 3 - • Common Video Format Format File Description .mpg MPEG. Developed by the Moving Pictures Expert Group. The first popular video format on the MPEG .mpeg web. -
What Is Augmented Reality
Code Catalyst: Designing and Implementing Augmented Reality Curriculum in Art and Visual Culture Education Item Type text; Electronic Thesis Authors Rodriguez, Andie (Samantha) Citation Rodriguez, Andie (Samantha). (2020). Code Catalyst: Designing and Implementing Augmented Reality Curriculum in Art and Visual Culture Education (Master's thesis, University of Arizona, Tucson, USA). Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction, presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 23/09/2021 13:14:44 Link to Item http://hdl.handle.net/10150/656764 CODE CATALYST: DESIGNING AND IMPLEMENTING AUGMENTED REALITY CURRICULUM IN ART AND VISUAL CULTURE EDUCATION by Samantha Rodriguez ______________________________ Copyright © Samantha Rodriguez 2020 A Thesis Submitted to the Faculty of the SCHOOL OF ART In Partial Fulfillment of the Requirements For the Degree of MASTER OF ARTS In the Graduate College THE UNIVERSITY OF ARIZONA 2020 THE UNIVERSITY OF ARIZONA GRADUATE COLLEGE As members of the Master’s Committee, we certify that we have read the thesis prepared by: Andie (Samantha) Rodriguez titled: Code Catalyst: Designing and Implementing Augmented Reality Curriculum in Art and Visual Culture Education and recommend that it be accepted as fulfilling the thesis requirement for the Master’s Degree. Ryan Shin _________________________________________________________________ Date: ____________Jan 4, 2021 Ryan Shin Carissa DiCindio _________________________________________________________________ Date: ____________Jan 4, 2021 Carissa DiCindio _________________________________________________________________ Date: ____________Jan 4, 2021 Michael Griffith Final approval and acceptance of this thesis is contingent upon the candidate’s submission of the final copies of the thesis to the Graduate College. -
Catalogue Anglais Version Finale (2018-09-26)
Montréal Campus 416, boul. de Maisonneuve West, suite 700 Montréal (Québec) H3A 1L2 514-849-1234 Laval Campus 3, Place Laval, suite 400 Laval (Québec) H7N 1A2 450-662-9090 Longueuil Campus 1111, rue Saint-Charles West, suite 120 Longueuil (Québec) J4K 5G4 450-674-0097 Pointe-Claire Campus 1000, boul. St-Jean, suite 500 Pointe-Claire (Québec) H9R 5P1 514-782-0539 Anjou Campus 7400, Boulevard Galeries d’Anjou, suite 130 Anjou, H1M 3M2 514-351-0888 7400, Boulevard Mon QUÉBEC ÉDITION Reference code : CDI-CAT-PQF-0718 Version : July 2018 © Collège CDI Administration. Technologie. Santé. All rights reserved. Printed in Canada. It is prohibited to reproduce this publication in its entirety, or in part, without the written consent of Collège CDI Administration. Technologie. Santé. *For the sake of clarity and readability, the masculine form is used throughout this catalogue. TABLE OF CONTENTS ADMINISTRATION CASUALTY INSURANCE – LCA.BF ............................................................................................................... 1 FINANCIAL MANAGEMENT – LEA.AC ........................................................................................................ 4 SPECIALIST IN APPLIED INFORMATION TECHNOLOGY – LCE.3V .............................................................. 8 OPTION: LEGAL ADMINISTRATIVE ASSISTANT SPECIALIST IN APPLIED INFORMATION TECHNOLOGY – LCE.3V ............................................................ 11 OPTION : MEDICAL OFFICE ASSISTANT PARALEGAL TECHNOLOGY - JCA.1F……………………………………………………………………………………………………14 -
SVG Tutorial
SVG Tutorial David Duce *, Ivan Herman +, Bob Hopgood * * Oxford Brookes University, + World Wide Web Consortium Contents ¡ 1. Introduction n 1.1 Images on the Web n 1.2 Supported Image Formats n 1.3 Images are not Computer Graphics n 1.4 Multimedia is not Computer Graphics ¡ 2. Early Vector Graphics on the Web n 2.1 CGM n 2.2 CGM on the Web n 2.3 WebCGM Profile n 2.4 WebCGM Viewers ¡ 3. SVG: An Introduction n 3.1 Scalable Vector Graphics n 3.2 An XML Application n 3.3 Submissions to W3C n 3.4 SVG: an XML Application n 3.5 Getting Started with SVG ¡ 4. Coordinates and Rendering n 4.1 Rectangles and Text n 4.2 Coordinates n 4.3 Rendering Model n 4.4 Rendering Attributes and Styling Properties n 4.5 Following Examples ¡ 5. SVG Drawing Elements n 5.1 Path and Text n 5.2 Path n 5.3 Text n 5.4 Basic Shapes ¡ 6. Grouping n 6.1 Introduction n 6.2 Coordinate Transformations n 6.3 Clipping ¡ 7. Filling n 7.1 Fill Properties n 7.2 Colour n 7.3 Fill Rule n 7.4 Opacity n 7.5 Colour Gradients ¡ 8. Stroking n 8.1 Stroke Properties n 8.2 Width and Style n 8.3 Line Termination and Joining ¡ 9. Text n 9.1 Rendering Text n 9.2 Font Properties n 9.3 Text Properties -- ii -- ¡ 10. Animation n 10.1 Simple Animation n 10.2 How the Animation takes Place n 10.3 Animation along a Path n 10.4 When the Animation takes Place ¡ 11. -
There Are 2 Types of Files in the Graphics World Bit Mapped (RASTER)
There are 2 Types of Files in the Graphics World Bit Mapped (RASTER) • There are two kinds of computer graphics: Bit Mapped (RASTER) and Object Oriented (VECTOR). Bit mapped graphics are graphics that are stored in the form of a bitmap. They are a sequence of bits that get drawn onto the screen. You create bit mapped graphics using a painting program. • When you enlarge a bit mapped image, you will get a pixelated look. If you are planning to print out an image that was originally 3 inches on 3 inches as 6 inches by 6 inches, you will get a very pixelated look. • Bit mapped graphics tend to create larger files than object oriented graphics. • As you can see from these two pictures, when a bitmapped image gets scaled up, the detail is lost, as opposed to an object oriented drawing where no pixelation occurs. Key Points of Raster Images pixels in a grid resolution dependent resizing reduces quality easily converted restricted to rectangle minimal support for transparency Object Oriented (VECTOR) Definition: Vector graphics are made up of many individual objects. Each of these objects can be defined by mathematical statements and has individual properties assigned to it such as color, fill, and outline. Vector graphics are resolution independent because they can be output to the highest quality at any scale. Software used to create vector graphics is sometimes referred to as object-based editing software. Common vector formats include AI (Adobe Illustrator), CDR (CorelDRAW), CGM (Computer Graphics Metafile), SWF (Shockwave Flash), and DXF (AutoCAD and other CAD software). -
5Lesson 5: Multimedia on the Web
5Lesson 5: Multimedia on the Web Objectives By the end of this lesson, you will be able to: 1.5.7: Download and store files using a Web browser. 1.5.10: Install and upgrade common plug-ins, add-ons and viewers (e.g., Adobe Reader, Adobe Flash Player, Microsoft Silverlight, Windows Media Player, Apple QuickTime) and identify their common file name extensions. 1.5.11: Use document and multimedia file formats, including PDF, PNG, RTF, PostScript (PS), AVI, MPEG, MP3, MP4, Ogg. Convert between file formats when appropriate. 5-2 Internet Business Associate Pre-Assessment Questions 1. Briefly describe C++. 2. Which statement about vector graphics is true? a. Vector graphics are saved as sequences of vector statements. b. Vector graphics have much larger file sizes than raster graphics. c. Vector graphics are pixel-based. d. GIFs and JPGs are vector graphics. 3. Name at least two examples of browser plug-ins. © 2014 Certification Partners, LLC. — All Rights Reserved. Version 2.1 Lesson 5: Multimedia on the Web 5-3 Introduction to Multimedia on the Web NOTE: Multimedia on the Web has expanded rapidly as broadband connections have allowed Multimedia use on users to connect at faster speeds. Almost all Web sites, including corporate sites, feature the Web has been hindered by multimedia content and interactive objects. For instance, employee orientation sessions, bandwidth audio and video memos, and training materials are often placed on the Internet or limitations. Until all Internet users have corporate intranets. high-speed connections Nearly all network-connected devices, such as PCs, tablets, smartphones and smart TVs, (broadband or can view online interactive multimedia. -
Interactive Topographic Web Mapping Using Scalable Vector Graphics
University of Nebraska at Omaha DigitalCommons@UNO Student Work 12-1-2003 Interactive topographic web mapping using scalable vector graphics Peter Pavlicko University of Nebraska at Omaha Follow this and additional works at: https://digitalcommons.unomaha.edu/studentwork Recommended Citation Pavlicko, Peter, "Interactive topographic web mapping using scalable vector graphics" (2003). Student Work. 589. https://digitalcommons.unomaha.edu/studentwork/589 This Thesis is brought to you for free and open access by DigitalCommons@UNO. It has been accepted for inclusion in Student Work by an authorized administrator of DigitalCommons@UNO. For more information, please contact [email protected]. INTERACTIVE TOPOGRAPHIC WEB MAPPING USING SCALABLE VECTOR GRAPHICS A Thesis Presented to the Department of Geography-Geology and the Faculty of the Graduate College University of Nebraska in Partial Fulfillment of the Requirements for the Degree Master of Arts University of Nebraska at Omaha by Peter Pavlicko December, 2003 UMI Number: EP73227 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Dissertation WWisMng UMI EP73227 Published by ProQuest LLC (2015). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 THESIS ACCEPTANCE Acceptance for the faculty of the Graduate College, University of Nebraska, in Partial fulfillment of the requirements for the degree Master of Arts University of Nebraska Omaha Committee ----------- Uf.A [JL___ Chairperson. -
Webp/ Content Type Avg # of Requests Avg Size HTML 6 39 Kb Images 39 490 Kb 69% Javascript 10 142 Kb CSS 3 27 Kb
WebRTC enabling faster, smaller and more beautiful web Stephen Konig [email protected] Ilya Grigorik [email protected] https://developers.google.com/speed/webp/ Content Type Avg # of Requests Avg size HTML 6 39 kB Images 39 490 kB 69% Javascript 10 142 kB CSS 3 27 kB HTTP Archive - Mobile Trends (Feb, 2013) @igrigorik It's a HiDPI world... Tablet dimension device-width px/inch Nexus 7 3.75 603 ~ 160 Kindle Fire 3.5 600 ~ 170 iPad Mini 4.75 768 ~ 160 PlayBook 3.54 600 ~ 170 Galaxy 7'' (2nd gen) 3.31 600 ~ 180 Macbook + Retina 15.4 2880 ~ 220 Chromebook Pixel 12.85 2560 ~ 239 HiDPI screens require 4x pixels! Without careful optimization, this would increase the size of our pages by a huge margin - from 500KB to ~2000 KB! Which image format should I use? Wrong question! Instead, what if we had one format with all the benefits and features? ● Lossy and lossless compression ● Transparency (alpha channel) ● Great compression for photos ● Animation support ● Metadata ● Color profiles ● .... That's WebP! Brief history of WebP... ● WebM video format uses VP8 video codec ● WebP is derived from VP8, essentially a key frame... ● Web{P,M} are open-source, royalty-free formats ○ Open-sourced by Google in 2010 ○ BSD-style license ● #protip: great GDL episode on WebM format Brief history of WebP... ● Initial release (2010) ○ Lossy compression for true-color graphics ● October, 2011 ○ Color profile support ○ XMP metadata ● August, 2012 ○ Lossless compression support ○ Transparency (alpha channel) support Now a viable alternative and replacement to JPEG, PNG ● WIP + future... ○ Animation + metadata ○ Encoding performance ○ Better support for ARM and mobile ○ Layer support (3D images) + high color depth images (> 8 bits) WebP vs. -
Life Without Flash
Life without Flash Are your courses ready? After December 31, 2020, browsers will no longer support the Flash Player. Here is Adobe’s announcement: https://theblog.adobe.com/adobe-flash-update/ What does this mean for HSC Moodle course owners? Most LMS systems and browsers are transitioning away from Flash. You may be at risk of losing your online courses or resources, if they are Adobe Flash only. Moodle courses will need to be republished to alternate formats such as HTML5, MP4, etc. as well as halting any new flash based programs from being uploaded before the December 31st deadline. Many programs have already been getting ready for this change and already offer a conversion to another format. Check with your software support/IT to see how to make this transition easier. How do I find out if my course uses Flash? If you suspect a resource uses Flash, you can simply right-click what you believe to be Flash content to see if a Flash context menu appears: If you are using a browser that blocks Flash content, you may see icons like these: What is the alternative? An alternative solution for course owners is HTML5. HTML5 works with the same multimedia elements as Flash and many web developers have already begun moving to HTML5, which means it‘s supported by most browsers and you won’t need to install anything extra. HTML5-based courses will continue to function as expected. What should I do if my course uses Flash? If Flash courses are published using Flash/HTML5, and designed to fall back to HTML5 when the Flash plugin is removed from the browser, test your courses fall back capability to see whether HTML5 will work as expected. -
Sovereign Wealth Funds 2019 Managing Continuity, Embracing Change
SOVEREIGN WEALTH FUNDS 2019 MANAGING CONTINUITY, EMBRACING CHANGE SOVEREIGN WEALTH FUNDS 2019 Editor: Javier Capapé, PhD Director, Sovereign Wealth Research, IE Center for the Governance of Change Adjunct Professor, IE University 6 SOVEREIGN WEALTH FUNDS 2019. PREFACE Index 11 Executive Summary. Sovereign Wealth Funds 2019 23 Managing Continuity...Embracing Change: Sovereign Wealth Fund Direct Investments in 2018-2019 37 Technology, Venture Capital and SWFs: The Role of the Government Forging Innovation and Change 55 SWFs in a Bad Year: Challenges, Reporting, and Responses to a Low Return Environment 65 The Sustainable Development Goals and the Market for Sustainable Sovereign Investments 83 SWFs In-Depth. Mubadala: The 360-degree Sovereign Wealth Fund 97 Annex 1. Sovereign Wealth Research Ranking 2019 103 Annex 2. Sovereign Wealth Funds in Spain PREFACE 8 SOVEREIGN WEALTH FUNDS 2019. PREFACE Preface In 2019, the growth of the world economy slowed by very little margin for stimulating the economy to 2.9%, the lowest annual rate recorded since the through the fiscal and monetary policy strategies. subprime crisis. This was a year in which the ele- In any case, the developed world is undergoing its ments of uncertainty that had previously threate- tenth consecutive year of expansion, and the risks ned the stability of the cycle began to have a more of relapsing into a recessive cycle appear to have serious effect on economic expansion. Among these been allayed in view of the fact that, in spite of re- elements, there are essentially two – both of a poli- cord low interest rates, inflation and debt remain at tical nature – that stand out from the rest. -
GKS-94 to SVG: Some Reflections on the Evolution of Standards for 2D
EG UK Computer Graphics & Visual Computing (2015) Rita Borgo, Cagatay Turkay (Editors) GKS-94 to SVG: Some Reflections on the Evolution of Standards for 2D Graphics D. A. Duce1 and F.R.A. Hopgood2 1Department of Computing and Communication Technologies, Oxford Brookes University, UK 2Retired, UK Abstract Activities to define international standards for computer graphics, in particular through ISO/IEC, started in the 1970s. The advent of the World Wide Web has brought new requirements and opportunities for standardization and now a variety of bodies including ISO/IEC and the World Wide Web Consortium (W3C) promulgate standards in this space. This paper takes a historical look at one of the early ISO/IEC standards for 2D graphics, the Graph- ical Kernel System (GKS) and compares key concepts and approaches in this standard (as revised in 1994) with concepts and approaches in the W3C Recommendation for Scalable Vector Graphics (SVG). The paper reflects on successes as well as lost opportunities. Categories and Subject Descriptors (according to ACM CCS): I.3.6 [Computer Graphics]: Methodology and Techniques—Standards 1. Introduction a W3C Recommendation early in 1999. The current (at the time of writing) revision was published in 2010 [web10]. The Graphical Kernel System (GKS) was the first ISO/IEC international standard for computer graphics and was pub- It was clear from the early days that a vector graphics for- lished in 1985 [GKS85]. This was followed by other stan- mat specifically for the web would be a useful addition to the dards including the Computer Graphics Metafile (CGM), then-available set of markup languages. -
Robust Graphics Metafile Compositing 1 of 57
Robust Graphics Metafile Compositing 1 of 57 Abstract A graphics metafile typically contains a series of graphic vector outline commands that allow a picture or design to be produced by executing those commands within the context of a graphics display. Unlike other graphics file formats such as bitmaps, metafiles are often more flexible in that they may be more easily scaled or manipulated since they are not tied to a discrete pixel resolution. Most often, a system will execute the specified vector commands scaled to a desired size within a raster-scan or pixel-based device context, where, for example, pixels that lie within vector outlines are set with specified color information. When a subset of vector commands overlap or otherwise intersect with previously drawn or executed commands, the pixels within the overlapped areas are simply reset to the color specified by the more recent vector commands. Thus, potential redundancies within a metafile (i.e. situations where multiple commands repeatedly “paint” within the same area) are resolved through this process of rasterization where more recent commands always take precedence over those that were previously executed. However, for many applications, the loss of flexibility that results from rasterization (e.g. loss of detailed outline information, etc.) makes it unsuitable for developing a more usable composite representation of a metafile’s vector commands. Specifically, it may be desirable to eliminate redundancies within vector outlines by actually modifying the underlying outlines directly such that painting within any given area never occurs more than once (i.e. no overlapping occurs). The resultant composite representation may be beneficial in many respects.