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A Semantically Enhanced UPnP Control Point for Sharing Multimedia Content

A Semantically Enhanced UPnP Control Point for Sharing Multimedia Content

W e live in a multimedia-centric world in which users share all types of professional and user-generated multimedia resources and want to render them anywhere, anytime, and in a large set of hetero- geneous devices. Users share most of these multimedia resources through Web 2.0 sites (such as Flickr and You- Tube), where they upload, annotate, comment on, find, and download vari- ous types of multimedia content while controlling access to sensitive content for trusted colleagues, friends, or rela- tives. Demand for better multimedia management tools is therefore increas- ing not only on these online sites, but also in home environments. Such tools let users share their own (often sensi- tive or private) multimedia content with trusted individuals without hav- ing to upload it on external sites and,

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Text-based Semantic Annotation Service for Multimedia Content in the Esperonto project

Text-based Semantic Annotation Service for Multimedia Content in the Esperonto project

The DIRECT-INFO project is proposing an integrated system combining the output of basic media analysis modules to semantically meaningful trend analysis results ([8]). DIRECT-INFO is not only going for indexing multimedia with content, but also with qualitative information, like positive or negative mentioning of entities to be seen in the multimedia documents. Clearly media analysis alone cannot reach this goal. For this DIRECT- INFO is using linguistic analysis (the same tools as those in use in Esperonto) applied to related language data (transcripts). On the top of this, a strategy has to be developed in order to detect positive and negative mentioning and so to identify trends as well.

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A Survey on Security, Privacy and Anonymity in Legal Distribution of Copyrighted Multimedia Content over Peer to Peer Networks

A Survey on Security, Privacy and Anonymity in Legal Distribution of Copyrighted Multimedia Content over Peer to Peer Networks

In addition to security, another concern among end users is whether the presence of copyright protection mechanism in P2P distribution systems can violate their privacy interests. The seriousness of the effects that protecting copyright has on the privacy interests of users is significant: the fact that a tracing mechanism makes use of a systematic record which details what multimedia files are downloaded through a specific IP address, history of files shared or downloaded, or a list of the peers with whom a user has interacted in the past, ultimately disrespects the private space of the user [Hamlen and Thuraisingham, 2007]. Moreover, within P2P distribution systems, a collection of identifiable personal data should be limited to the minimum since anonymity is one of the basic functions of privacy. In these systems, anonymity is mainly concerned with protecting the identity of the end users as well as communication among users [Ding et al., 2003].

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Improvements to multimedia content delivery over IEEE 802.11 networks

Improvements to multimedia content delivery over IEEE 802.11 networks

Abstract—The ever–increasing demand for mobile content delivery and multimedia services is bringing renewed interest in multicast communications in Wi–Fi based WLANs. Nevertheless, multicast over Wi–Fi raises several challenges including low data rates and coexistence issues with other unicast streams. Some amendments to the Wi–Fi standard, such as 802.11aa, have introduced new delivery schemes for multicast traffic as well as finer control on the low–level aspects of the 802.11 medium access scheme. However, the logic for using such features is left to the implementer of the standard. In this paper we present SDN@Play Mobile, a novel SDN–based solution for joint mobility management and multicast rate–adaptation in Wi–Fi networks. The solution builds upon a new abstraction, named Transmission Policy, which allows the SDN controller to reconfigure a multicast transmission policy when its optimal operating conditions are not met. An experimental evaluation carried out over a real–world testbed shows that our approach can deliver significant im- provements in terms of both throughput and channel utilization compared to the legacy 802.11 multicast scheme. Finally, we release the entire software implementation under a permissive APACHE 2.0 license for academic use.

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Semantically enabling UPnP Networks of Multimedia Home Content

Semantically enabling UPnP Networks of Multimedia Home Content

Abstract— There is plenty of multimedia content available in our homes, stored in multimedia disk drives, personal computers, or digital cameras. Protocols like Universal Plug and Play (UPnP) allow sharing this content among storage devices and displaying them in multimedia renderers in the local area networks of our homes. However, UPnP does not provide native support for the exchange of resources across homes neither does it provide means to describe multimedia content so as to facilitate search across multimedia resources. In this paper we describe a set of extensions to the UPnP protocol to provide a uniform access to multimedia content belonging to different homes, as well as mechanisms to create tag-based and ontology-based metadata, allowing search and Linked-Data publishing of these multimedia resources.

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¿Por qué  implementar sistemas distribuidos en escuelas municipales de música en Colombia?

¿Por qué implementar sistemas distribuidos en escuelas municipales de música en Colombia?

In Colombia, since 2003, the public policy "National Plan of Music for citizen Coexistence" has been implemented as a government measure, which provides music courses in each one of the country's municipalities. This plan does not take into account the use of technologies to share the experiences of each one of the schools. Taking into account the above- mentioned points, this article focuses its attention on the search of technologies that can be used to share multimedia content such as Content Delivery Network (CDN), Learning Management System (LCMS) and Distributed Systems in order to indicate which technology is the most appropriate to fulfill this purpose.

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Piensa verde: "Guía multimedia interactiva sobre reciclaje"

Piensa verde: "Guía multimedia interactiva sobre reciclaje"

En consecuencia, nace Piensa verde “Guía multimedia interactiva sobre reciclaje” una herramienta pensada para la web, que integra no solamente contenidos sobre el reciclaje sino también técnicas nuevas como la realidad aumentada y la gamificación, que están siendo muy utilizadas en la actualidad debido a que permiten a los usuarios vivir una experiencia de inmersión y de interacción directa con la tecnología, técnicas que permiten dejar de lado las barreras de espacio y tiempo y brindarle a los usuarios un feedback instantáneo. En el caso de este proyecto fue pertinente la elección de la técnica de gamificación integrada en los juegos de la guía, debido a que la percepción de los usuarios cambia radicalmente, no solo porque los incentiva a conocer más sobre algo, sino también porque esa implicación se traduce en un conocimiento para los usuarios. El carácter divertido y de juego facilita interiorizar conceptos y contenidos lo que genera finalmente una experiencia positiva para ellos.

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1 EL APRENDIZAJE MULTIMEDIA DE LA HISTORIA: VALORACIÓN DE UNA EXPERIENCIA DE AULA

1 EL APRENDIZAJE MULTIMEDIA DE LA HISTORIA: VALORACIÓN DE UNA EXPERIENCIA DE AULA

moneda, por ejemplo, nos presenta información escrita (leyenda monetal) e información no escrita (patrón, iconografía, etc.). Pero no es el objeto de esta comunicación reflexionar sobre la naturaleza de las fuentes históricas sino constatar que la variedad de fuentes que pueden ser utilizadas para la investigación y enseñanza de la Historia convierten a los recursos didácticos multimedia en herramientas especialmente apropiadas para el trabajo de aula. A través de presentaciones multimedia se pueden mostrar al alumnado textos históricos, grabaciones de discursos o entrevistas, grabaciones audiovisuales de acontecimientos históricos más o menos recientes, fotografías, objetos arqueológicos u obras de arte. Es decir, se puede construir el aprendizaje de la historia a partir de una selección de materiales que combine fuentes históricas de diversa naturaleza que proporcionan información con diferentes codificaciones (icónica, escrita, oral…) que llega al alumnado a través de diferentes canales (en el aula generalmente el visual o el auditivo, aunque si incorporamos manipulación de objetos y recorridos en espacios patrimoniales habría que hablar también del recuerdo del movimiento, del aprendizaje cinestésico). Por tanto, la naturaleza multimedia de cada conjunto complejo de fuentes históricas que se utiliza como base documental para una unidad didáctica convierte a los multimedia en herramientas imprescindibles en el aula de Historia. Al menos en metodologías que tengan como objetivo iniciar a los estudiantes en la creación de un pensamiento histórico, es decir, pasar de poner el énfasis en una “historia bien contada” a ponerlo en un buen análisis de fuentes que permita al alumnado plantear preguntas, analizar las fuentes y extraer información de ellas para crear sus propias interpretaciones (Levstik, 1996: 394).

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Multimedia: un lenguaje en formación. Hacia una caracterización de la multimedia

Multimedia: un lenguaje en formación. Hacia una caracterización de la multimedia

La multiplicidad, la aplicación de recursos tecnológicos y el entrelazamiento de géneros artísticos y comunicacionales son las marcas indudables de la Producción Multimedia. Al constituir una estrategia de comunicación e interacción apoyada en las tecnologías, su escenario inicial fue la pantalla de las computadoras. Actualmente, su ámbito no se limita a los modos de entrada-salida provistos por las tecnologías y puede extenderse a los que proveen muchos géneros artísticos, como las Artes de la Escena, Artes Sonoras, Artes del Movimiento y Audiovisuales. Es esta extensión la que deseamos e x p l o rar en esta revista que presentará principalmente las actividades de Inve s t i g a c i ó n - Producción-Docencia de nuestra Area de Artes Multimediales.

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NFC based remote control of services for interactive spaces

NFC based remote control of services for interactive spaces

The cities of Oulu (Finland) and Nice (France) have stood out in the deployment of NFC based solutions. A group of elders from the city of Oulu tested an application which permits them to choose the food that the elderly care personnel should bring home [32]. The interface was built by attaching NFC tags into a paper meal menu for the whole week. The night before, the elderly consults the menu and touches with his/her mobile phone the option that he/she desires. They did not use the phone’s keypad at all. Furthermore, the personnel of the logistic company in charge of delivering the food used a NFC tag placed at the door of the elder’s house to send a confirmation of the delivery to the central. Ervasti et al. [33] presents a system to control the attendance of 6-to-8 years old children to school. Each child was given an NFC enabled card. When the child enters in the classroom they had to touch a NFC reader placed on the class. In some groups the teacher scanned the card with a mobile phone instead. This information was sent to the parents via SMS. Another Oulu’s school participated in a NFC pilot in 2008. School placed info posters augmented with NFC tags in their premises [34, pp. 110 – 114]. Touching the poster with their NFC phone, pupils had access to the daily schedule, list of homework. Pupils could also access to multimedia content through REACHeS. Alisto et al. [35] report other multiple pilots e.g. a parking fee payment application or an application to order food in a restaurant. I report in [36] an application built in the University of Oulu zoological museum. NFC tags were placed on the show windows exhibiting animals. Museum visitors obtained multimedia information about an animal by touching the associated tag. Siira and his partners [37] reports a location-based mobile wiki using NFC.

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Automatic Classification of musical mood by content-based analysis

Automatic Classification of musical mood by content-based analysis

Digital music is becoming a major part of the user experience with computers and mobile devices. Automatically organizing this content is a huge challenge. In this work, we focus on automatically classifying music by mood. For this purpose, we propose computational models using information extracted from the audio signal. The foundations of such algorithms are based on techniques from the fields of signal processing, machine learning and information retrieval. First, by studying the tagging behavior of a music social network with dimen- sionality reduction techniques, we find a relevant model to represent mood. We believe that this new methodology can be applied to other domains as well. Then, we propose a method for automatic music mood classification and detail the results for different types of classifiers. We analyze the contributions of audio descriptors and how their values are related to the observed mood, trying to find explanation from psychology and musicology. We also propose a multimodal version of our algorithm using lyrics information, contributing to the field of text retrieval with a new model based on key words differentiating categories. Moreover, after showing the relation between mood and genre, we present a new approach using automatic music genre classification. We demon- strate that genre-based mood classifiers give higher accuracies than standard audio models. Finally, we propose a rule extraction technique to explicit the strategy behind our models. This method allows to make sense of the classifiers and to understand how they can predict the musical mood. All the proposed algorithms are evaluated with user data. Our audio based approaches, adapted to the context, have been evaluated in international evaluation campaigns.

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Multimedia en educación

Multimedia en educación

comprendida. Esto condicionará aspectos esen- ciales del desarrollo de la aplicación multimedia. Por tanto, el desarrollo de los sistemas multimedia para la educación debe partir de consideracio- nes y necesidades del mundo educativo y no de modas o de imposiciones político-económicas. Nos encontramos inmersos en una cultu- ra informacional e icónica. Nuevas formas de entender la vida cotidiana requieren de una reformulación de los criterios educativos. Un mundo en complejidad creciente en el que existe un gran desarrollo científico, en el que se da una aproximación, cada vez mayor, entre comunida- des y culturas dispares y en el que, en conse- cuencia, el bagaje de conocimientos que el individuo nuevo debe dominar es cada vez mayor, necesita de una educación orientada a proporcionar un grado elevado de autonomía, una formación cualitativa antes que cuantitati- va, de capacidades más que de contenidos y, evidentemente, más comunicativa y humana de lo que es ahora. El dominio de técnicas de manejo de la información, el análisis de la ima- gen, el desarrollo de habilidades de estruc- turación de problemas y la capacidad de inter- pretar, elegir, criticar y procesar la información icónica son algunos de los aspectos de la sintaxis de esta cultura en la que nos hallamos inmersos y que, necesariamente, se han de contemplar en el currículum. De una cultura academicista, formal, desgajada de la realidad y del contexto social, tal y como la conocemos actualmente, se pasaría a una cultura en estre- cha relación con la que existe en el entorno educativo, que partiera de dicho entorno para explicarlo, organizarlo, profundizar y actuar sobre él.

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La educación multimedia.

La educación multimedia.

El ordenador no va a desplazar a las AVA tradicionales en los próximos años, pero la informática sí puede aportar una nueva dimensión a éstas en forma de medios controlados por ordenador. Un profesor que emplee la tecnología de videodisco interactivo, por ejemplo, puede coordinar el empleo de varios medios (texto, imágenes, vídeo animado, habla, sonido en general, incluida la música) en un formato fácilmente accesible. Esto es preferible a tener que enfrentarse al lío de utilizar un montón de aparatos de equipo de AVA. Sigue haciendo falta poner un gran cuidado en la preparación de las clases, claro está, pero los profesores que han podido usar un sistema multimedia en clase se han dado rápidamente cuenta de las enormes posibilidades que esta herramienta ofrece, tanto para ellos como para los alumnos.

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Multimedia para la docencia

Multimedia para la docencia

La RAE (Real Academia Española) define la palabra guion como “un escrito en que breve y ordenadamente se han apuntado algunas ideas o cosas con objeto de que sirva de guía para determinado fin” (RAE, 2013). En el diseño de contenidos multi- media la organización de los contenidos debe tener una lógica en el momento de su presentación. Un guión multimedia puede entonces definirse como un escrito en el que se describe de manera detallada lo que se quiere mostrar en la pantalla del computador, un celular o consola de juego. En él se describe cada pantallazo, lo que contiene y qué se visualiza cada vez que se interactúa con él. De igual forma se descri- birán sus características (fondos, botones, sonidos, fotografías, colores, tipo y color de letra etc.)

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Effects of Mobile Learning in the EFL Classroom. Management, Benefits and Limitations

Effects of Mobile Learning in the EFL Classroom. Management, Benefits and Limitations

Many of today’s mobile learning platforms for organizations are integrated with phone-based learning reminders and organizers. This allows learners to receive ongoing alerts and updates on their courses, which they can check on their smartphones while on the go, anywhere and at any time. Learners can also easily pick up coursework right where they left off, without losing the content they previously studied. This makes for a more personalized learning path than can be achieved in a non-mobile learning platform.

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R&D Management challenges for the desing and development of an E2E-DRM content business integration platform

R&D Management challenges for the desing and development of an E2E-DRM content business integration platform

DRM is a technology designed to protect and securely deliver content. In their early stages, DRM technologies were generally encryption based, and the security of the system was dependent on the secrecy of encryption keys. Previous studies on this topic have focused on security and encryption as a means of solving the issue of unauthorized copying, that is to say, locking content and limiting its distribution to purchasers (Sibert, 1995; Mulligan et al, 2003). An early example of a DRM system was the Content Scrambling System (CSS), used by the DVD Forum on DVD films since 1996. CSS used a simple encryption algorithm, and required device manufacturers to sign licensing agreements which restricted the inclusion of certain features, such as digital outputs that could be used to extract high- quality digital copies of the film, in their players (see Fig.2). The only consumer hardware capable of decoding DVD films was thus controlled, albeit indirectly, by the DVD Forum, restricting the use of DVD media in other systems, until the release of DeCSS in 1999, which allowed a CSS-encrypted DVD to play properly on a computer using Linux (Eschenfelder, 2005). The CSS used by the DVD Forum is an example of a poor R&D management strategy. We need look no further than CSS encryption for DVDs as an example of what happens when R&D is left in device makers' hands.

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Audio as medium for content distribution (providing access to knowledge)

Audio as medium for content distribution (providing access to knowledge)

As the end of the year approaches, it is time for students to start reviewing their work and begin studying for examinations. Going through notes written in haste, is not always the most effective way of reviewing course content, but if all the lectures from the whole year is accessible, the student actually has the option of “attending” each and every class again. This not only renews the knowledge gained in class, but if there are still areas that the student finds unclear, he/she now has the option of reviewing the lecture a number of times, or even discussing the problem with the lecturer.

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TítuloPerception of Journalistic Content Printed on Paper and on an iPad Case Study: La Voz de Galicia

TítuloPerception of Journalistic Content Printed on Paper and on an iPad Case Study: La Voz de Galicia

The data from this study could propose not only a possible dark future for the paid print press but also for the press with the traditional look and feel, i.e., in terms of both format and business model. It must be borne in mind that studies like this one are focused on a segment of readers that in a few years would typically be defined as a “target group” for quality journalism, with this latter to be understood as the journalism that intends to influence the agenda of a country, and busi- ness sector based primarily on providing quality information to its readers and quality readers to its advertisers. The university students of today are the adults who will make up the supposedly best-informed social group of the future. It seems clear that there is a need for new ways that will make journalism more necessary, desirable and demandable in market terms to them. One could argue that young people have never been interested in journalistic content until they gradually assumed responsibilities, and that this is – and has always been – so. However, until recently, the simple social trend led them to become main buyers of newspapers while, beginning with the spread of digital and free-of-charge media, this trend has reversed. The appearance of the tablet has been presented as an opportunity to delay or even to regain the curve, but the format used and analysed in this study has not yielded encouraging results.

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Diseño de imagén digital con software libre

Diseño de imagén digital con software libre

Propósito del libro Descripción del libro Capítulo 1: Introducción El usuario como productor multimedia El usuario como generador de imágenes digitales Fundamentos de diseño de imágenes Fundamentos del color Capítulo 2: Fotografía Iluminación: interior y exterior Elementos para el control de la exposición Cámara fotográfica: ajustes y funciones básicas Composición de imagen: encuadre, ángulos Capítulo 3: Mapa de bits Digitalización de ilustraciones Ilustración en GIMP Retoque fotográfico con GIMP Filtros básicos de retoque fotográfico en GIMP Capítulo 4: Imagen vectorial Manejo de capas en Inkscape Agregar texto en Inkscape Modificar imagen en Inkscape Degradados y opacidad en Inkscape Generar fomas en Inkscape Capítulo 5: Distribución CD, SD y USB como medios de distribución Internet como medio de distribución

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