The Höhere Graphische Bundes-Lehr- und Versuchsanstalt (HGBLuVA) ("Higher Federal Institution for Graphic Education and Research"), now commonly known as "die Graphische", founded in 1888 in Vienna, is a vocational college for professions in visual communication and media technology in Austria. == History == === Opening === Originally set up as a photographic research institute by the President of the Photographic Society, the graphic teaching and research institute (GLV) was created through the incorporation of the photographic school (a department for photographic reproduction processes connected to the Salzburg State Building School) and the Hörwarter general drawing school in Vienna. Since its foundation, it has made an important contribution to the establishment and development of the graphic professions. According to a resolution of March 14, 1887, the City Council of Vienna made three floors of the municipal building in Vienna VII, Westbahnstraße 25, available to the former Schottenfelder Realschule for the establishment of a teaching and research institute for photography and reproduction processes. The k. k. Lehr- und Versuchsanstalt für Photographie und Reproductionsverfahren, founded and directed (1888–1923) by Josef Maria Eder, previously of the Technologische Gewerbemuseum (Museum of Applied Technology), for which he established a Section for Photography and Reproduction Techniques, and the Vienna State Trade School where, recently qualified as a university lecturer, he began teaching chemistry and physics in 1881. It opened on March 1, 1888 with 108 students. In the next school year the number of students rose to 174. In 1890, Eder placed a Wothly solar camera (an early means of enlarging negatives) on the roof. In the context of the history of vocational schools and the applied arts, pioneering educational reforms in Austria from the 1870s created institutions like it outside the format of the classical university, it being a special variation on the “state trade school” (“Staats-Gewerbeschule”). Eder based his institution on earlier foreign models such as the Conservatoire des arts et métiers in Paris (founded 1794), that housed a museum of history and technology and hosted with evening lectures and demonstrations, with lectures in photography commencing in 1891. From 1897 onwards the name Graphische Lehr- und Versuchsanstalt came into being . In 1906, Emperor Franz Joseph granted the school the designation “Imperial and Royal” in the title, and the Republic of Austria confirmed this distinction when the school's Federal Chancellery approved the use of the national coat of arms. === The beginnings === The GLV was instituted on August 27, 1887 "by the highest resolution to approve the activation of this teaching and research institute in Vienna on March 1, 1888". The aim of the institute was the “training of specialist photographers, retouchers, collotype printers, photolithographers, etc., the instruction of artists, scholars and technicians who want to learn photography as an auxiliary science, furthermore the testing of equipment, chemicals and the implementation of independent scientific investigations in the areas of Photochemistry and Related Subjects”. The school consisted of two departments; the Institute for Photography and Reproduction Processes and the Research Institute, and in 1891 the Board of Book Printers and Type Founders pointed out the urgent need to add a department for book printers to the school. In 1897 an additional section for the book and illustration trade was opened, the school called "KK Graphische Lehr- und Versuchsanstalt" was then divided into four sections: Section I: Institute for Photography and Reproduction (corresponds to the former Institute for Photography and Reproduction Processes) Section II: College for the book and illustration trade Section III: Research institute for photochemistry and graphic printing processes (corresponds to the original research institute) Section IV: Collections: graphic collection, library and equipment collection The first original lithographs by famous artists such as Luigi Kasimir and Tina Blau are thanks to the special course for lithography and lithography introduced in 1905 and 'algraphy' - a planographic printing process from an aluminum plate instead of the stone used in lithography - was first taught in Austria in 1896 at the GLV. The specialty course for lithography and lithography existed until 1913/14, after which a specialist course for xylography (wood engraving and woodcuts) was offered. In 1908 the graphic arts department was set up on the top floor of the neighbouring house at Westbahnstraße 27 connected by a spiral staircase still in existence in the courtyard at the current location on Leyserstraße. === Women in the graphic teaching and research institute === From 1908 women were also officially admitted. For the period from 1888 to 1918/19, a total of 718 female students at the Graphische are recorded in the largely preserved class lists. Due to changes and new requirements in the job description, the proportion of women continued to grow, so that in some classes it exceeded two thirds. === The Graphics Department === In 1916, the school statute was changed: all-day lessons with photography internship in the 1st and 2nd years as well as training for disabled people were introduced and a drawing school was added. After the First World War, the school was renamed several times: In 1919 the name was "Deutsch-Österreichische Graphische Lehr- und Versuchsanstalt"; changed in 1920 to "Staatliche Graphische Lehr- und Versuchsanstalt" and in 1923 to "Graphic Education and Research Institute". === The school in the time of National Socialism === The "annexation of Austria by Germany" resulted in organisational restructuring: semesters were introduced and the GLV was made a subordinate level of a university of the graphic arts administered in Leipzig. In 1939 the school became a state graphic teaching and research institute . Up to this point, two thirds of all Austrian postage stamps had been designed and engraved in the Graphische. === Post-war period === In 1945 the period of study at the technical school was extended to four years. In 1948, “manual graphics” became “commercial graphics” followed by an honours year. In 1959, a department A was developed: a three-class specialist department for photography with a master class, and a department B: a specialist department for commercial graphics with four classes and an honours year. Through further school reforms, the university entrance qualification was acquired with the completion of the now five-year course and honours qualification. In 1967, due to a lack of space, the Westbahnstrasse was moved to the new Carl Appel building in Leyserstrasse. === The new building, 1963 === On May 22, 1963, the foundation stone of the new campus was laid in the 14th district in the Breitenseer Strasse, Leyserstrasse and Spallartgasse area (Kommandogebäude Theodor Körner). In 1967 the move to the new building began and in 1968 the official opening coincided with the 80th anniversary of the school. In 1963/64 the first year of the five-year high school for reprography and printing technology began. There was also a four-year technical school. With the advent of personal computers and their use in the graphics industry, change comes first in typesetting and later in image processing, and in 1984 the advent of desktop publishing brought a revolution that permanently challenged the distinction between photographer, typesetter, layout artist and printer. In 1988, the Graphische celebrated its 100th anniversary. The rapid development of technology shaped school events in the 1980s, as did the rapid advance of offset printing - albeit at the expense of Letterpress printing. In reproduction technology, scanner technology for the production of colour separations displaced reprography. === Renovation, 2006 === Due to renovation work on the building in Leyserstraße, the management and the photography, multimedia and graphics departments moved to an alternative location in Vienna's first district at Schellinggasse 13. After the work was completed, the school was relocated in February 2008. == Notable teachers and students ==
Graphics software
In computer graphics, graphics software refers to a program or collection of programs that enable a person to manipulate images or models visually on a computer. Computer graphics can be classified into two distinct categories: raster graphics and vector graphics, with further 2D and 3D variants. Many graphics programs focus exclusively on either vector or raster graphics, but there are a few that operate on both. It is simple to convert from vector graphics to raster graphics, but going the other way is harder. Some software attempts to do this. In addition to static graphics, there are animation and video editing software. Different types of software are often designed to edit different types of graphics such as video, photos, and vector-based drawings. The exact sources of graphics may vary for different tasks, but most can read and write files. Most graphics programs have the ability to import and export one or more graphics file formats, including those formats written for a particular computer graphics program. Such programs include, but are not limited to: GIMP, Adobe Photoshop, CorelDRAW, Microsoft Publisher, Picasa, etc. The use of a swatch is a palette of active colours that are selected and rearranged by the preference of the user. A swatch may be used in a program or be part of the universal palette on an operating system. It is used to change the colour of a text or image and in video editing. Vector graphics animation can be described as a series of mathematical transformations that are applied in sequence to one or more shapes in a scene. Raster graphics animation works in a similar fashion to film-based animation, where a series of still images produces the illusion of continuous movement. == History == SuperPaint was one of the earliest graphics software applications, first conceptualized in 1972 and achieving its first stable image in 1973 Fauve Matisse (later Macromedia xRes) was a pioneering program of the early 1990s, notably introducing layers in customer software. Currently Adobe Photoshop is one of the most used and best-known graphics programs in the Americas, having created more custom hardware solutions in the early 1990s, but was initially subject to various litigation. GIMP is a popular open-source alternative to Adobe Photoshop.
Automated dispensing cabinet
An automated dispensing cabinet (ADC), also called a unit-based cabinet (UBC), automated dispensing device (ADD), or automated dispensing machine (ADM)[1], is a computerized medicine cabinet for hospitals and healthcare settings. ADCs allow medications to be stored and dispensed near the point of care while controlling and tracking drug distribution. == Overview == Hospital pharmacies have provided medications for patients by filling patient-specific cassettes of unit-dose medications that were then delivered to the nursing unit and stored in medication cabinets or carts. ADCs, originally designed for hospital use, were introduced in hospitals in the 1980s and have facilitated the transition to alternative delivery models and more decentralized medication distribution systems.[2] Implementing automated dispensing cabinets as part of a decentralized or hybrid medication distribution system can improve patient safety and the accountability of the inventory, streamline certain billing processes. However, in the 2000s, the technology began to be deployed into other care settings where medication doses were stored onsite, and higher security methods were needed to control inventory, access, and dispensing of each patient dose. Settings that now deploy ADCs include long-term care facilities, hospice, critical access hospitals, surgery centers, group homes, residential care facilities, rehab and psych environments, animal health, dental clinics, and nursing education simulation. These diverse care settings share a common need to safely store, account for, and dispense individual doses of medications, especially narcotics and high-value medications, at the point of care.[3] ADCs track user access and dispensed medications, and their use can improve control over medication inventory. The real-time inventory reports generated by many cabinets can simplify the filling process and help the pharmacy track expired drugs. Furthermore, by restricting individual drugs – such as high-risk medications and controlled substances – to unique drawers within the cabinet, overall inventory management, patient safety, and medication security can be improved. Automated dispensing cabinets allow the pharmacy department to profile physician orders before they are dispensed.[4] ADCs can also enable providers to record medication charges upon dispensing, reducing the billing paperwork the pharmacy is responsible for. In addition, nurses can note returned medications using the cabinets' computers, enabling direct credits to patients' accounts. Since automated cabinets can be located on the nursing unit floor, nursing have speedier access to a patient's medications. Also, shorter waiting time ensures improved patient comfort and care.[5] == Role of automated dispensing in healthcare == Automated dispensing is a pharmacy practice in which a device dispenses medications and fills prescriptions. ADCs, which can handle many different medications, are available from a number of manufacturers such as BD, ARxIUM, and Omnicell. Though members of the pharmacy community have been utilizing automation technology since the 1980s, companies are constantly improving ADCs to meet changing needs and health standards in the industry. Several goals can be met by implementing an automated product in a healthcare facility. Patient safety can be ensured with the use of ADC technology such as barcoding. Anesthesia ADCs in operating rooms and perioperative areas may include label printing to prevent mix-ups such as errors between morphine and hydromorphone, two different opioid analgesics that frequently get confused. These systems also communicate with the pharmacy and its information management system to track medications removed and support inventory replenishment. == Key features == ADCs are like automated teller machines whose specific technologies such as barcode scanning and clinical decision support can improve medication safety. Some have metal locking drawers for added security and some have automated single-dose dispensing to prevent the need for a blind count each time a controlled substance is accessed. Over the years, ADCs have been adapted to facilitate compliance with emerging regulatory requirements such as pharmacy review of medication orders and safe practice recommendations. ADCs incorporate advanced software and electronic interfaces to synthesize high-risk steps in the medication use process. These unit-based medication repositories provide computer-controlled storage, dispensation, tracking, and documentation of medication distribution in the resident care unit. Since automated dispensing cabinets are not located in the pharmacy, they are considered "decentralized" medication distribution systems. Instead, they can be found at the point of care on the resident care unit. Tracking of the stocking and distribution process can occur by interfacing the unit with a central pharmacy computer. These cabinets can also be interfaced with other external databases such as resident profiles, the facility's admission/discharge/transfer system, and billing systems. Most ADC providers offer scalable systems since several important factors vary widely by facility such as budget, physical room size, patient population/demographics, type of healthcare facility, etc.
Educational robotics
Educational robotics teaches the design, analysis, application and operation of robots. Robots include articulated robots, mobile robots or autonomous vehicles. Educational robotics can be taught from elementary school to graduate programs. Robotics may also be used to motivate and facilitate the instruction other, often foundational, topics such as computer programming, artificial intelligence or engineering design. == Education and training == Robotics engineers design robots, maintain them, develop new applications for them, and conduct research to expand the potential of robotics. Robots have become a popular educational tool in some middle and high schools, as well as in numerous youth summer camps, raising interest in programming, artificial intelligence and robotics among students. First-year computer science courses at several universities now include programming of a robot in addition to traditional software engineering-based coursework. == Category of Educational robotics == The categories of educational robots seen as having more than one category. It can be alienated into different categories based on their physical design and coding method. Generally they are categorised as arm robots, wheeled mobile robots and humanoid robots. Tangibly, coded robots uses a physical means of coding instead of the screens coding. === Initiatives in schools === Leachim, was a robot teacher programmed with the class curricular, as well as certain biographical information on the 40 students whom it was programmed to teach. Leachim could synthesize human speech using Diphone synthesis. It was invented by Michael J. Freeman in 1974 and was tested in a fourth grade classroom in the Bronx, New York. === Post-secondary degree programs === From approximately 1960 through 2005, robotics education at post-secondary institutions took place through elective courses, thesis experiences and design projects offered as part of degree programs in traditional academic disciplines, such as mechanical engineering, electrical engineering, industrial engineering or computer science. Since 2005, more universities have begun granting degrees in robotics as a discipline in its own right, often under the name "Robotic Engineering". Based on a 2015 web-based survey of robotics educators, the degree programs and their estimates annual graduates are listed alphabetically below. Note that only official degree programs where the word "robotics" appears on the transcript or diploma are listed here; whereas degree programs in traditional disciplines with course concentrations or thesis topics related to robotics are deliberately omitted. === Certification === The Robotics Certification Standards Alliance (RCSA) is an international robotics certification authority that confers various industry- and educational-related robotics certifications. === Summer robotics camp === Several summer camp programs include robotics as part of their core curriculum. In addition, youth summer robotics programs are frequently offered by celebrated museums such as the American Museum of Natural History and The Tech Museum of Innovation in Silicon Valley, CA, just to name a few. There are of benefits that come from attending robotics camps. It teaches students how to use teamwork, resilience and motivation, and decision-making. Students learn teamwork because most camps involve exciting activities requiring teamwork. Resilience and motivation is expected because by completing the challenging programs, students feel talented and accomplished after they complete the program. Also students are given unique situations making them make decisions to further their situation. === Educational robotics in special education === Educational robotics can be a useful tool in early and special education. According to a journal on new perspectives in science education, educational robotics can help to develop abilities that promote autonomy and assist their integration into society. Social and personal skills can also be developed through educational robotics. Using Lego Mindstorms NXT, schoolteachers were able to work with middle school aged children in order to develop programs and improve the children's social and personal skills. Additionally, problem solving skills and creativity were utilized through the creation of artwork and scenery to house the robots. Other studies show the benefits of educational robotics in special education as promoting superior cognitive functions, including executive functions. This can lead to an increased ability in "problem solving, reasoning and planning in typically developing preschool children." Through eight weeks of weekly forty-five-minute group sessions using the Bee-Bot, an increase in interest, attention, and interaction between both peers and adults was found in the school and preschool-aged children with Down Syndrome. This study suggests that educational robotics in the classroom can also lead to an improvement in visuo-spatial memory and mental planning. Furthermore, executive functions seemed to be possible in one child during this study.
NER model
NER is one of several formulas for accessing live subtitles in television broadcasts and events that are produced using speech recognition. The three letters stand for number, edit error and recognition error. It has been promoted as an alternative to Word error rate (Word Error Rate) which is a more objective measure. The overall score is calculated as follows: Firstly, the number of edit and recognition errors is deducted from the total number of words in the live subtitles. This number is then divided by the total number of words in the live subtitles and finally multiplied by one hundred. N E R v a l u e = N − E − R N ∗ 100 {\displaystyle NERvalue={\frac {N-E-R}{N}}100} . The acronyms stand for the following: N (number) = total number of words in the live subtitles E (Edit error) = edit error R (Recognition error) = recognition error This measurement process has been used for public television broadcasts in European countries like Italy and Switzerland. One major drawback with NER is that it requires a human assessor to rate errors as either: 1 Minor edition or recognition errors 2 Normal edition or recognition errors 3 Serious errors which are then weighted in the assessment process. This is both subjective, time consuming and costly. Also, NER fails to account for words left out subtitles which is something that does not take account of the D/deaf audience who want verbatim subtitles. As a result, NER cannot accurately reflect the audience's experience of subtitles. Another problem is the inconsistency of human evaluation of subtitles, particularly with live subtitles, where there are differing opinions of the importance of subtitle errors. By way of contrast, Word error rate is an objective measure of subtitle errors, since it measures the textual discrepancy between the subtitles and the speech.
Document mosaicing
Document mosaicing is a process that stitches multiple, overlapping snapshot images of a document together to produce one large, high resolution composite. The document is slid under a stationary, over-the-desk camera by hand until all parts of the document are snapshotted by the camera's field of view. As the document slid under the camera, all motion of the document is coarsely tracked by the vision system. The document is periodically snapshotted such that the successive snapshots are overlap by about 50%. The system then finds the overlapped pairs and stitches them together repeatedly until all pairs are stitched together as one piece of document. The document mosaicing can be divided into four main processes. Tracking Feature detecting Correspondences establishing Images mosaicing. == Tracking (simple correlation process) == In this process, the motion of the document slid under the camera is coarsely tracked by the system. Tracking is performed by a process called simple correlation process. In the first frame of snapshots, a small patch is extracted from the center of the image as a correlation template. The correlation process is performed in the four times size of the patch area of the next frame. The motion of the paper is indicated by the peak in the correlation function. The peak in the correlation function indicates the motion of the paper. The template is resampled from this frame and the tracking continues until the template reaches the edge of the document. After the template reaches the edge of the document, another snapshot is taken and the tracking process performs repeatedly until the whole document is imaged. The snapshots are stored in an ordered list to facilitate pairing the overlapped images in later processes. == Feature detecting for efficient matching == Feature detection is the process of finding the transformation that aligns one image with another. There are two main approaches for feature detection. Feature-based approach : Motion parameters are estimated from point correspondences. This approach is suitable for the case that there is plenty supply of stable and detectable features. Featureless approach : When the motion between the two images is small, the motion parameters are estimated using optical flow. On the other hand, when the motion between the two images is large, the motion parameters are estimated using generalised cross-correlation. However, this approach requires a computationally expensive resources. Each image is segmented into a hierarchy of columns, lines, and words to match the organised sets of features across images. Skew angle estimation and columns, lines and words finding are the examples of feature detection operations. === Skew angle estimation === Firstly, the angle that the rows of text make with the image raster lines (skew angle) is estimated. It is assumed to lie in the range of ±20°. A small patch of text in the image is selected randomly and then rotated in the range of ±20° until the variance of the pixel intensities of the patch summed along the raster lines is maximised. To ensure that the found skew angle is accurate, the document mosaic system performs calculation at many image patches and derive the final estimation by finding the average of the individual angles weighted by the variance of the pixel intensities of each patch. === Columns, lines and words finding === In this operation, the de-skewed document is intuitively segmented into a hierarchy of columns, lines and words. The sensitivity to illumination and page coloration of the de-skewed document can be removed by applying a Sobel operator to the de-skewed image and thresholding the output to obtain the binary gradient, de-skewed image. The operation can be roughly separated into 3 steps: column segmentation, line segmentation and word segmentation. Columns are easily segmented from the binary gradient, de-skewed images by summing pixels vertically. Baselines of each row are segmented in the same way as the column segmentation process but horizontally. Finally, individual words are segmented by applying the vertical process at each segmented row. These segmentations are important because the document mosaic is created by matching the lower right corners of words in overlapping images pair. Moreover, the segmentation operation can organize the list of images in the context of a hierarchy of rows and column reliably. The segmentation operation involves a considerable amount of summing in the binary gradient, de-skewed images, which done by construct a matrix of partial sums whose elements are given by p i y = ∑ u = 1 i ∑ v = 1 j b u v {\displaystyle p_{iy}=\sum _{u=1}^{i}\sum _{v=1}^{j}b_{uv}} The matrix of partial sums is calculated in one pass through the binary gradient, de-skewed image. ∑ u = u 1 u 2 ∑ v = v 1 v 2 b u v = p u 2 v 2 + p u 1 v 1 − p u 1 v 2 − p u 2 v 1 {\displaystyle \sum _{u=u_{1}}^{u_{2}}\sum _{v=v_{1}}^{v_{2}}b_{uv}=p_{u_{2}v_{2}}+p_{u_{1}v_{1}}-p_{u_{1}v_{2}}-p_{u_{2}v_{1}}} == Correspondences establishing == The two images are now organized in hierarchy of linked lists in following structure : image=list of columns row=list of words column=list of row word=length (in pixels) At the bottom of the structure, the length of each word is recorded for establishing correspondence between two images to reduce to search only the corresponding structures for the groups of words with the matching lengths. === Seed match finding === A seed match finding is done by comparing each row in image1 with each row in image2. The two rows are then compared to each other by every word. If the length (in pixel) of the two words (one from image1 and one from image2) and their immediate neighbours agree with each other within a predefined tolerance threshold (5 pixels, for example), then they are assumed to match. The row of each image is assumed a match if there are three or more word matches between the two rows. The seed match finding operation is terminated when two pairs of consecutive row match are found. === Match list building === After finishing a seed match finding operation, the next process is to build the match list to generate the correspondences points of the two images. The process is done by searching the matching pairs of rows away from the seed row. == Images mosaicing == Given the list of corresponding points of the two images, finding the transformation of the overlapping portion of the images is the next process. Assuming a pinhole camera model, the transformation between pixels (u,v) of image 1 and pixels (u0, v0) of image 2 is demonstrated by a plane-to-plane projectivity. [ s u ′ s v ′ s ] = [ p 11 p 12 p 13 p 21 p 22 p 23 p 31 p 32 1 ] [ u v 1 ] E q .1 {\displaystyle \left[{\begin{array}{c}su'\\sv'\\s\end{array}}\right]=\left[{\begin{array}{ccc}p_{11}&p_{12}&p_{13}\\p_{21}&p_{22}&p_{23}\\p_{31}&p_{32}&1\end{array}}\right]\left[{\begin{array}{c}u\\v\\1\end{array}}\right]\qquad Eq.1} The parameters of the projectivity is found from four pairs of matching points. RANSAC regression technique is used to reject outlying matches and estimate the projectivity from the remaining good matches. The projectivity is fine-tuned using correlation at the corners of the overlapping portion to obtain four correspondences to sub-pixel accuracy. Therefore, image1 is then transformed into image2's coordinate system using Eq.1. The typical result of the process is shown in Figure 5. === Many images coping === Finally, the whole page composition is built up by mapping all the images into the coordinate system of an "anchor" image, which is normally the one nearest the page center. The transformations to the anchor frame are calculated by concatenating the pair-wise transformations found earlier. The raw document mosaic is shown in Figure 6. However, there might be a problem of non-consecutive images that are overlap. This problem can be solved by performing Hierarchical sub-mosaics. As shown in Figure 7, image1 and image2 are registered, as are image3 and image4, creating two sub-mosaics. These two sub-mosaics are later stitched together in another mosaicing process. == Applied areas == There are various areas that the technique of document mosaicing can be applied to such as : Text segmentation of images of documents Document Recognition Interaction with paper on the digital desk Video mosaics for virtual environments Image registration techniques == Relevant research papers == Huang, T.S.; Netravali, A.N. (1994). "Motion and structure from feature correspondences: A review". Proceedings of the IEEE. 82 (2): 252–268. doi:10.1109/5.265351. D.G. Lowe. [1] Perceptual Organization and Visual Recognition. Kluwer Academic Publishers, Boston, 1985. Irani, M.; Peleg, S. (1991). "Improving resolution by image registration". CVGIP: Graphical Models and Image Processing. 53 (3): 231–239. doi:10.1016/1049-9652(91)90045-L. S2CID 4834546. Shivakumara, P.; Kumar, G. Hemantha; Guru, D. S.; Nagabhushan, P. (2006). "
Frameserver
A frameserver is any program that acts as a media source in the process called frameserving, which transfers digital video data from one computer program to another without intermediate files. The program that receives the data – the frameclient – could be any type of video application. The process is controlled by the frameclient: the frameclient requests audio/video frames and the frameserver serves them. The client can request frames in any order, allowing it to pause or jump to an arbitrary frame, just as a media player does with a file on disk. The client is most commonly a media encoder, a non-linear editing system, or a media player. == Frameservers == AviSynth VirtualDub VapourSynth Debugmode FrameServer