Matching Items (979)
Description
With tremendous increase in the popularity of networked multimedia applications, video data is expected to account for a large portion of the traffic on the Internet and more importantly next-generation wireless systems. To be able to satisfy a broad range of customers requirements, two major problems need to be solved. The first problem is the need for a scalable representation of the input video. The recently developed scalable extension of the state-of-the art H.264/MPEG-4 AVC video coding standard, also known as H.264/SVC (Scalable Video Coding) provides a solution to this problem. The second problem is that wireless transmission medium typically introduce errors in the bit stream due to noise, congestion and fading on the channel. Protection against these channel impairments can be realized by the use of forward error correcting (FEC) codes. In this research study, the performance of scalable video coding in the presence of bit errors is studied. The encoded video is channel coded using Reed Solomon codes to provide acceptable performance in the presence of channel impairments. In the scalable bit stream, some parts of the bit stream are more important than other parts. Parity bytes are assigned to the video packets based on their importance in unequal error protection scheme. In equal error protection scheme, parity bytes are assigned based on the length of the message. A quantitative comparison of the two schemes, along with the case where no channel coding is employed is performed. H.264 SVC single layer video streams for long video sequences of different genres is considered in this study which serves as a means of effective video characterization. JSVM reference software, in its current version, does not support decoding of erroneous bit streams. A framework to obtain H.264 SVC compatible bit stream is modeled in this study. It is concluded that assigning of parity bytes based on the distribution of data for different types of frames provides optimum performance. Application of error protection to the bit stream enhances the quality of the decoded video with minimal overhead added to the bit stream.
ContributorsSundararaman, Hari (Author) / Reisslein, Martin (Thesis advisor) / Seeling, Patrick (Committee member) / Tepedelenlioğlu, Cihan (Committee member) / Arizona State University (Publisher)
Created2011
Description
With the new independence of adulthood, college students are a group susceptible to adopting unsupported, if not harmful, health practices. A survey of Arizona State University undergraduate students (N=200) was conducted to evaluate supplement use, trust in information sources, and beliefs about supplement regulation. Of those who reported using supplements, college students most frequently received information from friends and family. STEM majors in fields unrelated to health who were taking a supplement were found to be less likely to receive information about the supplement from a medical practitioner than those in health fields or those in non-STEM majors (-26.9%, p=0.018). STEM majors in health-related fields were 15.0% more likely to treat colds and/or cold symptoms with research-supported methods identified from reliable sources, while non-health STEM and non-STEM majors were more likely to take unsupported cold treatments (p=0.010). Surveyed students, regardless of major, also stated they would trust a medical practitioner for supplement advice above other sources (88.0%), and the majority expressed a belief that dietary supplements are approved/regulated by the government (59.8%).
ContributorsPerez, Jacob Tanner (Author) / Hendrickson, Kirstin (Thesis director) / Lefler, Scott (Committee member) / College of Liberal Arts and Sciences (Contributor) / School of Molecular Sciences (Contributor) / Department of Physics (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
ContributorsChandler, N. Kayla (Author) / Neisewander, Janet (Thesis director) / Sanabria, Federico (Committee member) / Olive, M. Foster (Committee member) / Barrett, The Honors College (Contributor) / College of Liberal Arts and Sciences (Contributor)
Created2013-05
Description
I propose that norms regulate behaviors that negatively impact an individual's survival and reproduction. But because monitoring and enforcing of norms can be costly, individuals should be selective about which norms they police and under what circumstances they should do so. Two studies tested this idea by experimentally activating fitness-relevant motives and having participants answer questions about the policing of norms. The first study examined a norm prescribing respect for status and another proscribing sexual coercion. Results from Study 1 failed to support the hypotheses; activating a status-seeking motive did not have the predicted effects on policing of the respect-status norm nor did activating a mating motive have the predicted effects on policing of the respect-status norm or anti-coercion norm. Study 2 examined two new norms, one prescribing that people stay home when sick and the other proscribing people from having sex with another person's partners. Study 2 also manipulated whether self or others were the target of the policing. Study 2 failed to provide support; a disease avoidance motive failed to have effects on policing of the stay home when sick norm. Individuals in a relationship under a mating motive wanted less policing of others for violation of the mate poaching norm than those in a baseline condition, opposite of the predicted effects.
ContributorsSmith, M. Kristopher (Author) / Neuberg, L. Steven (Thesis director) / Presson, Clark (Committee member) / Hruschka, J. Daniel (Committee member) / Barrett, The Honors College (Contributor) / College of Liberal Arts and Sciences (Contributor)
Created2013-05
Description
Literature in public administration emphasizes a growing dissatisfaction with government on the part of residents. Where there tends to be a lack in the literature is in terms of solutions to this problem. We would like to argue that the engagement process itself has the power to foster a profound attitudinal shift on the part of both residents and government. This paper explores the structural and cultural barriers to satisfactory public engagement both from literature and a combination of policy analysis, semi-structured interviews and participatory observation within the City of Tempe. We then provide recommendations to the City of Tempe on how to overcome these barriers and effect authentic public engagement practices. With these new suggested practices and mindsets, we provide a way that people can have the power to create their own community.
ContributorsRiffle, Morgan (Co-author) / Tchida, Celina (Co-author) / Ingram-Waters, Mary (Thesis director) / Grzanka, Patrick (Committee member) / King, Cheryl (Committee member) / Barrett, The Honors College (Contributor) / College of Liberal Arts and Sciences (Contributor)
Created2013-05
Description
This thesis examines the relationship between unofficial, official, and parallel Islam in Uzbekistan following the end of the Soviet Union. Key touchstone moments in Uzbekistan during the twentieth-century show the history between unofficial and official Islam and the resulting precedents set for Muslims gathering against the government. This historical analysis shows how President Karimov and the Uzbek government view and approach Islam in the country following independence.
ContributorsTieslink, Evan (Author) / Batalden, Stephen (Thesis director) / Kefeli, Agnes (Committee member) / Saikia, Yasmin (Committee member) / Barrett, The Honors College (Contributor) / College of Liberal Arts and Sciences (Contributor) / School of Politics and Global Studies (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor)
Created2013-05
Description
Through this creative project, I executed a Distracted Driving Awareness Campaign at Arizona State University to raise awareness about the dangers of distracted driving, specifically texting while driving. As an Undergraduate Student Government Senator, my priority is the safety and success of students, both in and out of the classroom. By partnering with State Farm and AT&T, we were able to raise awareness about the dangers of distracted driving and collected over 200 pledges from students to never text and drive.
ContributorsHibbs, Jordan Ashley (Author) / Miller, Clark (Thesis director) / Parmentier, Mary Jane (Committee member) / Barrett, The Honors College (Contributor) / College of Liberal Arts and Sciences (Contributor) / School of Politics and Global Studies (Contributor) / Department of Psychology (Contributor) / Graduate College (Contributor)
Created2014-05
Description
Teen dating violence is a significant problem in the U.S., with approximately 1 out of 3 teens experiencing some form of dating violence. BLOOM is a not-for-profit organization created by Donna Bartos. BLOOM's educators enter high schools in Arizona and present their educational program on dating abuse prevention. BLOOM's primary goal is to educate teens on how to prevent teen dating violence and empower them with the skills leading to healthy relationships. After participants complete their educational program, a feedback card is filled out with an open-response section. This project focused on the open response section to analyze feedback cards through a process of code development, coding, and tallying. Information provided by this project could assist BLOOM in re-evaluating their curriculum, appealing to future investors, and growing their program to reach more students. With a coding system in place, BLOOM will also be able to better assess the impact they have on the participants of their program.
ContributorsHarmon, Ashley Nicole (Author) / Bodman, Denise (Thesis director) / Dumka, Larry (Committee member) / T. Denny Sanford School of Social and Family Dynamics (Contributor) / College of Liberal Arts and Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
While predicting completion in Massive Open Online Courses (MOOCs) has been an active area of research in recent years, predicting completion in self-paced MOOCS, the fastest growing segment of open online courses, has largely been ignored. Using learning analytics and educational data mining techniques, this study examined data generated by over 4,600 individuals working in a self-paced, open enrollment college algebra MOOC over a period of eight months.
Although just 4% of these students completed the course, models were developed that could predict correctly nearly 80% of the time which students would complete the course and which would not, based on each student’s first day of work in the online course. Logistic regression was used as the primary tool to predict completion and focused on variables associated with self-regulated learning (SRL) and demographic variables available from survey information gathered as students begin edX courses (the MOOC platform employed).
The strongest SRL predictor was the amount of time students spent in the course on their first day. The number of math skills obtained the first day and the pace at which these skills were gained were also predictors, although pace was negatively correlated with completion. Prediction models using only SRL data obtained on the first day in the course correctly predicted course completion 70% of the time, whereas models based on first-day SRL and demographic data made correct predictions 79% of the time.
Although just 4% of these students completed the course, models were developed that could predict correctly nearly 80% of the time which students would complete the course and which would not, based on each student’s first day of work in the online course. Logistic regression was used as the primary tool to predict completion and focused on variables associated with self-regulated learning (SRL) and demographic variables available from survey information gathered as students begin edX courses (the MOOC platform employed).
The strongest SRL predictor was the amount of time students spent in the course on their first day. The number of math skills obtained the first day and the pace at which these skills were gained were also predictors, although pace was negatively correlated with completion. Prediction models using only SRL data obtained on the first day in the course correctly predicted course completion 70% of the time, whereas models based on first-day SRL and demographic data made correct predictions 79% of the time.
ContributorsCunningham, James Allan (Author) / Bitter, Gary (Thesis advisor) / Barber, Rebecca (Committee member) / Douglas, Ian (Committee member) / Arizona State University (Publisher)
Created2017
Description
More than 30% of college entrants are placed in remedial mathematics (RM). Given that an explicit relationship exists between students' high school mathematics and college success in science, technology, engineering, and mathematical (STEM) fields, it is important to understand RM students' characteristics in high school. Using the Education Longitudinal Survey 2002/2006 data, this study evaluated more than 130 variables for statistical and practical significance. The variables included standard demographic data, prior achievement and transcript data, family and teacher perceptions, school characteristics, and student attitudinal variables, all of which are identified as influential in mathematical success. These variables were analyzed using logistic regression models to estimate the likelihood that a student would be placed into RM. As might be expected, student test scores, highest mathematics course taken, and high school grade point average were the strongest predictors of success in college mathematics courses. Attitude variables had a marginal effect on the most advantaged students, but their effect cannot be evaluated for disadvantaged students, due to a non-random pattern of missing data. Further research should concentrate on obtaining answers to the attitudinal questions and investigating their influence and interaction with academic indicators.
ContributorsBarber, Rebecca (Author) / Garcia, David R. (Thesis advisor) / Powers, Jeanne (Committee member) / Rodrigue Mcintyre, Lisa (Committee member) / Arizona State University (Publisher)
Created2011