The paper presents an HEVC-based deblocking filter that improves perceptual quality of reconstructed video on the content that exhibits a lot of chaotic motion, such as water, fire or smoke while providing similar qua...
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ISBN:
(纸本)9781479957521
The paper presents an HEVC-based deblocking filter that improves perceptual quality of reconstructed video on the content that exhibits a lot of chaotic motion, such as water, fire or smoke while providing similar quality on "normal" video content, such as the content with linear motion. The filter is also capable of efficiently suppressing block artifacts in smooth areas with slowly changing samples intensity. The objective performance of the proposed deblocking filter is on average similar to the HEVC deblocking.
For computer science to be for all students, coding needs to be integrated within existing curricula for authentic and interdisciplinary computer science learning. The present study examined the use of transformative ...
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For computer science to be for all students, coding needs to be integrated within existing curricula for authentic and interdisciplinary computer science learning. The present study examined the use of transformative pedagogy of teaching coding through argumentation, specifically focusing on how teachers conceptualized teaching coding through argumentation. Fourteen elementary teachers learned coding and argumentation in a semester-long professional learning course. Participating teachers' coding knowledge, views of coding, and beliefs about using argumentation in teaching coding were examined. A concurrent triangulation mixed methods design was used. Quantitative data included coding exams and surveys and qualitative data included interviews and course artifacts. Study findings include: (a) there were sustained groups with more complete coding knowledge and less complete coding knowledge throughout the semester, (b) coding was often viewed as a means to create another modality for other subject teaching with no difficulty of integration, (c) a few teachers articulated their beliefs about using argumentation in teaching coding with concrete relational connection to coding, and (d) teachers who consistently exhibited more complete coding knowledge conceptualized teaching coding with argumenta-tion in more concrete ways.
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