Audio Video Research Articles

The significance of witness testimony in the investigation of criminal offenses

The scientific article examines the institution of witness testimony in the process of investigating criminal offenses. A topical issue is the role of witnesses in criminal proceedings as a key source of information that can significantly influence the establishment of the truth. The scientific article is devoted to the problems that arise when obtaining and using witness statements, in particular, their reliability and, accordingly, admissibility, the influence of external pressure and other participants in the proceedings or officials, as well as the possibility of distortion of information, unreliability of data. Special attention is paid to the analysis of the legal confirmation of evidence in the protocol, which is important to ensure the acceptance of this evidence. The rights and obligations of the witness are investigated before the interrogation begins and such results are recorded in the protocol. An appropriate source of accurate recording of the testimony of a witness is audio recording or video recording, and the use of information technology during interrogation is a certain deterrent to the provision of reliable information by witnesses. The testimony of persons in criminal proceedings is recorded in a protocol, which has the form defined by the criminal procedure law and is a mandatory document. In the interrogation protocol itself, it is indicated that the witness was warned about giving false testimony and refusing to testify. At the same time, witnesses have the right not to testify against their relatives. The interrogation protocol has a clearly defined structure, mandatory requisites for filling it out, during the interrogation the witness has the right to use the legal assistance of a lawyer. An important procedural activity is the assessment of the credibility of witness statements and other procedural sources of evidence, which is carried out by the investigator, prosecutor, investigating judge, court on the basis of the law and within the limits of their procedural powers. The main properties of the testimony of a witness, the totality of which forms the content of this type of evidence: the information is an oral or written message; the source of information is a person granted the procedural status of a witness; the information is important for this criminal proceeding; compliance with the requirements of the legislation is ensured when receiving and processing information.

A systematic review on WebRTC for potential applications and challenges beyond audio video streaming

AbstractVideo conferencing and live streaming are being used in various industries, such as healthcare, gaming, telecommunication, manufacturing and others. As technology progresses, the need for real-time data transmission with minimal latency has increased. Web Real-Time Communication () addresses this need effectively. WebRTC is a technology designed to provide real-time communication through web and mobile browsers. Its low latency and P2P communication capabilities make it a convenient technology for secure, efficient communication in real-time applications. This paper reviews the key features of WebRTC, discusses its strengths and weaknesses and investigates a detailed analysis of 83 existing studies. Moreover, It evaluates all use cases that can be adopted by WebRTC by examining their descriptions, problem statements, and research gaps based on literature to date. Finally, It highlights the open research directions for the emerging technologies and enhancements of WebRTC. to identify their potential applications.

Beyond “I Didn’t Do It”: A Linguistic Analysis of Denial in US Legal Settings

This paper investigates the multimodal manifestations of denial in US legal contexts, in the English language, by analyzing police interviews and cross-examinations. The research uses a 13-h corpus of video recordings portraying five male suspects, aged 20–44, eventually charged and convicted of femicide. We deploy techniques from conversation analysis, multimodal analysis, and speech processing, using tools like ELAN, Praat, WebMAUS, and Python libraries to transcribe, annotate, and analyze audio–video data. This exploratory study identifies several recurring patterns in prosodic and gestural cues associated with denial. In particular, our results indicate a prototypical multimodal denial characterized by a predominant gestural component: head positioning (neutral or lowered) and head shaking. This gestural expression is frequently repeated and can also function independently as a nonverbal marker of denial. Denial is also often accompanied by open-hand gestures, sitting upright posture, and a certain degree of vagueness in speech. Furthermore, our findings suggest that the expression of denial often involves a reduction in pitch and intensity following the confession or indictment. The analysis of pauses before denial instances reveals that a greater number of pauses typically occurs after incrimination. Overall, this study shows that there is an interesting interplay between verbal and nonverbal features of denial in legal interactions, underscoring the need for further analysis.

The Effect of Audio-Visual Learning Media on the Memory of Elementary School Students

This study aims to determine the effect of using audio-visual learning media on students' memory through the learning outcomes test. This research was conducted using an experimental method involving two classes, namely the experimental class and the control class. The results showed that the experimental class, which used learning media, had quite good learning outcomes after using audio visual, when compared to conventional classes that did not use audio visual learning media. Thus it can be concluded that the increase in learning outcomes in the experimental class shows that students have a good memory of the material they learn through audio visual learning videos. Future researchers are expected to further examine the use of audio-visual learning media from different perspectives.

Modern Technology: A Potential Tool to Impart English Language Skills

The present paper discusses the Lingua Franca of the world ‘English language’ and the role of technology in learning and teaching the English language effectively. The 21st-century modern technology has enabled learning and teaching of English very simple. We have a lot to choose from in the world of technology both hardware and software tools: Radio, TV, C.A.L.L, M.A.L.L, CD Rom, Computers, OHP, iPods, the Internet, Electronic Dictionary, Email, Blogs and Audio Cassettes, PPT’s, Videos, DVDs or VCD’s. Technology has brought a revolution in the life of people and completely changed their interaction and work dynamics. Industries were also greatly influenced and couldn’t escape the technical revolution. As a result, technology plays a vital role in teaching and learning. Using technology to teach English has a lot of advantages. Learners can get benefit from traditional educational institutions and also from online education. At the English lessons online we can unite to do the desired task. Different software programs, applications are available in learning Vocabulary, Pronunciation skills, Grammar, and LSRW skills. Many students in developed countries are making use of technology to learn the English language. But many more in underdeveloped countries fail to use tech tools for learning purposes due to inadequate tech facilities.

The Minnesota Critical Care Working Group 1: Monitoring and coordinating statewide critical care surge response in the COVID-19 pandemic, March 2020 through July 1, 2021

BackgroundIn response to the COVID-19 pandemic and as part of the statewide healthcare coalition response the Minnesota Critical Care Working Group (CCWG), composed of Interprofessional leaders from the state’s nine largest health systems was established and entrusted to plan and coordinate critical care support for Minnesota from March 2020 through July1, 2021. Research QuestionCan a statewide Critical Care Working Group develop contingency and crisis level surge strategies and indicators in response to the COVID-19 pandemic while evolving into a highly collaborative team? Study Design and MethodsCCWG members (Intensivists, ethicists, nurses, MDH and MHA leaders) met by audio video conferencing as often as daily assessing COVID and non-COVID hospitalization data, developed surge indicators reflecting contingency versus crisis conditions, and planned responses collaboratively. A foundation of collaboration and teamwork developed which facilitated an effective statewide response. ResultsPandemic surge healthcare system strategies included use of surge intensive care unit (ICU) beds, adapted staffing models, restriction of non-emergency procedures, augmentation of tele-ICU care, ability to recognize increasing staff shortages, use of pediatric ICU beds for younger adults, and use of non-invasive ventilation (NIV) in non-ICU settings. CCWG supported development of the Minnesota Medical Operations Coordination Center, instrumental in load-balancing and mitigating crisis conditions. Minnesota surge strategies are compared to published pre- and pandemic experiences regarding staff; space; supplies, medications/equipment; and system strategies. Adopted severe surge best practices included use of adapted staffing models and NIV in non-ICU settings. CCWG effectively developed shared strategies and facilitated ICU load-balancing, which supported a regionally consistent standard of care. InterpretationCCWG developed statewide critical care surge strategies assisting healthcare organization response to COVID-19 surges, providing a platform for clinical and operational activities. Collaboration, trust, and teamwork between CCWG leaders and healthcare organizations was essential to success and serves as a model for future events.

Follow-up of expressive language and general development at 12, 18 and 36 months for children with no canonical babbling at 10 months

ABSTRACT Little is known about the developmental trajectories in children who do not use canonical babbling (CB) at 10 months. The aim was to examine how speech, language, cognitive and motor abilities developed in children without CB. For 15 children identified as not having CB, consonant production, expressive vocabulary and general development were assessed at 12, 18 and 36 months from audio–video recordings. Twelve (79%) children still lacked CB at 12 months. At 18 months, six (40%) had parent-reported expressive vocabulary results below the 10th percentile, and two (14%) did not use dental/alveolar stops. The percentage of consonants correct for the group was at the level of peers at 36 months (89%, SD 0.17), but the group had fewer established target consonants than age norms. Most children had a small expressive vocabulary in comparison with Swedish age norms for younger children as well as with age-matched norms for other Nordic languages. The general development (Bayley-III) for three children (21%) who did not use speech was 1–2 SD below the average range in at least one domain (cognitive, language or motor), but the results for the whole group were within the average range. In conclusion, the heterogeneity in early consonant development in the study group resembles that of children in clinical groups with known risk for speech and language difficulties and the expressive vocabulary resembles that of children with delayed expressive vocabulary. For about one-fifth of the children, the absence of canonical babbling at age 10 months could be seen as an early sign of a more comprehensive developmental disability.

Anonymity, nonverbal communication and prosociality in digitized interactions: An experiment on charitable giving

We empirically examine the value of modern digital communication tools for inducing prosocial behavior. In our online experiment (N=594), charity members transmit a standardized message to potential donors through alternative digital communication channels varying the amount of nonverbal content (written message in the baseline Text condition vs. voice recording in Audio vs. video-recorded discourse in Video). We find partial support for the initial conjecture that individuals get more prosocial towards strangers once the latter become less anonymous to the former. Compared to the baseline Text condition, our Audio treatment induces a significant and substantial (nearly 40%) increase in the average donation. However, the effect observed in the richest Video condition has only half the magnitude of the one in Audio and donations made therein are not statistically different to those in the remaining conditions. We rule out the possibility that these treatment effects stem from perceptual mechanisms by which the changes in prosociality are driven by the differences in the perception of charity members in the stimuli, suggesting that the treatment effects capture the intrinsic value of reducing anonymity for promoting prosociality in the digital world.

Optimized deep learning enabled lecture audio video summarization

Video summarization plays an important role in multiple applications by compressing lengthy video content into compressed representation. The purpose is to present a fine-tuned deep model for lecture audio video summarization. Initially, the input lecture audio-visual video is taken from the dataset. Then, the video shot segmentation (slide segmentation) is done using the YCbCr space colour model. From each video shot, the audio and video within the video shot are segmented using the Honey Badger-based Bald Eagle Algorithm (HBBEA). The HBBEA is obtained by combining the Bald Eagle Search (BES) and Honey Badger Algorithm (HBA). The DRN training is executed by HBBEA to select the finest DRN weights. The relevant video frames are merged with the audio. The proposed HBBEA-based DRN outperformed with a better F1-Score of 91.9 %, Negative predictive value (NPV) of 89.6 %, Positive predictive value (PPV) of 90.7 %, Accuracy of 91.8 %, precision of 91 %, and recall of 92.8 %.

An Actively Vision-Assisted Low-Load Wearable Hand Function Mirror Rehabilitation System

The restoration of fine motor function in the hand is crucial for stroke survivors with hemiplegia to reintegrate into daily life and presents a significant challenge in post-stroke rehabilitation. Current mirror rehabilitation systems based on wearable devices require medical professionals or caregivers to assist patients in donning sensor gloves on the healthy side, thus hindering autonomous training, increasing labor costs, and imposing psychological burdens on patients. This study developed a low-load wearable hand function mirror rehabilitation robotic system based on visual gesture recognition. The system incorporates an active visual apparatus capable of adjusting its position and viewpoint autonomously, enabling the subtle monitoring of the healthy side’s gesture throughout the rehabilitation process. Consequently, patients only need to wear the device on their impaired hand to complete the mirror training, facilitating independent rehabilitation exercises. An algorithm based on hand key point gesture recognition was developed, which is capable of automatically identifying eight distinct gestures. Additionally, the system supports remote audio–video interaction during training sessions, addressing the lack of professional guidance in independent rehabilitation. A prototype of the system was constructed, a dataset for hand gesture recognition was collected, and the system’s performance as well as functionality were rigorously tested. The results indicate that the gesture recognition accuracy exceeds 90% under ten-fold cross-validation. The system enables operators to independently complete hand rehabilitation training, while the active visual system accommodates a patient’s rehabilitation needs across different postures. This study explores methods for autonomous hand function rehabilitation training, thereby offering valuable insights for future research on hand function recovery.

AVaTER: Fusing Audio, Visual, and Textual Modalities Using Cross-Modal Attention for Emotion Recognition.

Multimodal emotion classification (MEC) involves analyzing and identifying human emotions by integrating data from multiple sources, such as audio, video, and text. This approach leverages the complementary strengths of each modality to enhance the accuracy and robustness of emotion recognition systems. However, one significant challenge is effectively integrating these diverse data sources, each with unique characteristics and levels of noise. Additionally, the scarcity of large, annotated multimodal datasets in Bangla limits the training and evaluation of models. In this work, we unveiled a pioneering multimodal Bangla dataset, MAViT-Bangla (Multimodal Audio Video Text Bangla dataset). This dataset, comprising 1002 samples across audio, video, and text modalities, is a unique resource for emotion recognition studies in the Bangla language. It features emotional categories such as anger, fear, joy, and sadness, providing a comprehensive platform for research. Additionally, we developed a framework for audio, video and textual emotion recognition (i.e., AVaTER) that employs a cross-modal attention mechanism among unimodal features. This mechanism fosters the interaction and fusion of features from different modalities, enhancing the model's ability to capture nuanced emotional cues. The effectiveness of this approach was demonstrated by achieving an F1-score of 0.64, a significant improvement over unimodal methods.

I Know It When I Hear It

In the following article I consider a catalog of audio description porn videos available on the online adult entertainment platform Pornhub. Attending to the visual and aural elements of the original source video and their simultaneous narration in the audio descriptive tracks, I argue that this transcription offers us, the viewer/auditor, an ekphrastic encounter with the pornographic moving image mediated by the acousmatic gendered voice of the audio describer. While academic scholarship on pornography informs my discussion of the source videos, theories of ekphrasis ranging from its usage in Ancient Greek rhetoric, to its formulation in twentieth-century anglophone literary theory, and finally to its application in digital visual culture, will underpin my analysis of the audio description. Through ekphrasis I ultimately distinguish the audio description of pornography as a creative genre in its own right, as well as offer an extensive and interdisciplinary approach that extends beyond the recursive or self-reflexive lens of porn studies scholarship, and newly positions hardcore film pornography within a larger body of academic inquiry in conversation with epic poetry and art history.

Development of a digital module for planning and installation of the audio system subject in audio video engineering skills competency

Development of a digital module for planning and installation of the audio system subject in audio video engineering skills competency

An Analysis of Speech Act Strategy Used by Teacher in Teaching English as Foreign Language

This research elucidated and examined the practice of teacher speech actions in the context of teaching English as a second language. The present study used qualitative research approaches. The present study investigated the verbal expressions of professors at Universitas Negeri Makassar. The data consisted of teacher comments and other utterances. The researcher actively participated in all aspects of this inquiry, including the whole process from concept to data report. Data was obtained by audio video and observational methods. The data was gathered, documented, chosen to align with study objectives, organized into data sheets, and then analyzed and assessed using Searle's speech act theory. The study revealed that the teacher used many speech acts, including locutionary, illocutionary, and perlocutionary activities. There were 122 words (51.69%) that had locutionary actions. There was a total of 107 illocutionary activities, accounting for 45.33% of the utterances, and 7 perlocutionary acts, or 2.97%. Teachers using speech acts in English instruction use them to validate, rectify, elucidate, apprise, and assert on behalf of their students. Directives include a range of directives, such as reminders, requests, instructions, and warnings. Expressive words include expressions of gratitude, warm greetings, praises, and dissatisfaction. Compliments are reciprocal in nature. Instructions were used by teachers the most often, accounting for 93 instances or 45.15 percent of all speech activities. The purpose of the teacher's speech was to pose an inquiry.

Audio–video collaborative JND estimation model for multimedia applications

With the rapid development of the Internet and multimedia technologies, multimedia applications integrating audio and video are becoming increasingly prevalent in both everyday life and professional environments. A critical challenge is to significantly enhance compression efficiency and bandwidth utilization while maintaining high-quality user experiences. To address this challenge, the Just Noticeable Distortion (JND) estimation model, which leverages the perceptual characteristics of the Human Visual System (HVS), is widely used in image and video coding for improved data compression. However, human visual perception is an integrative process that involves both visual and auditory stimuli. Therefore, this paper investigates the influence of audio signals on visual perception and presents a collaborative audio–video JND estimation model tailored for multimedia applications. Specifically, we characterize audio loudness, duration, and energy as temporal perceptual features, while assigning the audio saliency superimposed on the image plane as the spatial perceptual feature. An audio JND adjustment factor is then designed using a segmentation function. Finally, the proposed model combines the video-based JND model with the audio JND adjustment factor to form the audio–video collaborative JND estimation model. Compared with existing JND models, the model presented in this paper achieves the best subjective quality, with an average PSNR value of 26.97 dB. The experimental results confirm that audio significantly impacts human visual perception. The proposed audio–video collaborative JND model effectively enhances the accuracy of JND estimation for multimedia data, thereby improving compression efficiency and maintaining high-quality user experiences.

Auxiliary audio–textual modalities for better action recognition on vision-specific annotated videos

Most current audio–visual datasets are class-relevant, where audio and visual modalities are annotated. Thus, current audio–visual recognition methods apply cross-modality attention or modality fusion. However, leveraging the audio modality effectively in vision-specific videos for human activity recognition is of particular challenge. We address this challenge by proposing a novel audio–visual recognition framework that effectively leverages audio modality in any vision-specific annotated dataset. The proposed framework employs language models (e.g., GPT-3, CPT-text, BERT) for building a semantic audio–video label dictionary (SAVLD) that serves as a bridge between audio and video datasets by mapping each video label to its most K-relevant audio labels. Then, SAVLD along with a pre-trained audio multi-label model are used to estimate the audio–visual modality relevance. Accordingly, we propose a novel learnable irrelevant modality dropout (IMD) to completely drop the irrelevant audio modality and fuse only the relevant modalities. Finally, for the efficiency of the proposed multimodal framework, we present an efficient two-stream video Transformer to process the visual modalities (i.e., RGB frames and optical flow). The final predictions are re-ranked with GPT-3 recommendations of the human activity classes. GPT-3 provides high-level recommendations using the labels of the detected visual objects and the audio predictions of the input video. Our framework demonstrated a remarkable performance on the vision-specific annotated datasets Kinetics400 and UCF-101 by outperforming most relevant human activity recognition methods.

Newborn Rashes

Patient Education| 2022 Newborn Rashes Pediatric Patient Education (2022) https://doi.org/10.1542/ppe_schmitt_177 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Newborn Rashes. Pediatric Patient Education 2022; 10.1542/ppe_schmitt_177 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search toolbar search search input Search input auto suggest filter your search All PublicationsPediatric Patient EducationAll AAP Sites Search Advanced Search Subjects: Newborn or Infant Problems Topics: exanthema, acne vulgaris, erythema toxicum neonatorum, toxic erythema Go directly to the topic that relates to your question for advice. Author: Barton Schmitt MD, FAAP Copyright 2000-2020 Schmitt Pediatric Guidelines LLC Disclaimer: This health information is for educational purposes only. You the reader assume full responsibility for how you choose to use it. The information contained in this handout should not be used as a substitute for the medical care and advice of your pediatrician. Listing of any resources does not imply an endorsement. You do not currently have access to this content.

Pacifiers

Patient Education| 2022 Pacifiers Pediatric Patient Education (2022) https://doi.org/10.1542/ppe_schmitt_185 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Pacifiers. Pediatric Patient Education 2022; 10.1542/ppe_schmitt_185 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search toolbar search search input Search input auto suggest filter your search All PublicationsPediatric Patient EducationAll AAP Sites Search Advanced Search Subjects: Newborn or Infant Problems Topics: pacifiers If you allow your child to use a pacifier all the time, his interest in it will increase. To ensure your child doesn’t become overly attached to a pacifier, consider the tips below: Author: Barton Schmitt MD, FAAP Copyright 2000-2022 Schmitt Pediatric Guidelines LLC Disclaimer: This health information is for educational purposes only. You the reader assume full responsibility for how you choose to use it. The information contained in this handout should not be used as a substitute for the medical care and advice of your pediatrician. Listing of any resources does not imply an endorsement. You do not currently have access to this content.

STRATEGY TO IMPROVE STUDENTS' CREATIVITY AND PUBLIC SPEAKING USING AUDIO VISUAL AND DIGITAL VIDIO METHODS IN HISTORY LEARNING

This research aims to find out the best solution to improve students' public speaking skills and creativity in history subjects. This research uses a literature study method using existing research sources. From the research results, whether history learning is successful or not is greatly influenced by student creativity and public speaking in class. To increase students' creativity and public speaking, teachers need interesting learning methods. The learning method that attracts high school/vocational school students' attention to history subjects is digital audio visual and video, making history learning boring, but on the contrary. Audio-visual and digital learning methods are good uses of technology by teachers in developing the field of education, especially in helping students develop creativity and improve public speaking skills. The use of digital audio-visual and video strategies in history learning to increase creativity and public speaking must be adjusted to the interests of students in each school.

Video and audio are images: A cross-modal mixer for original data on video–audio retrieval

Cross-modal retrieval has become popular in recent years, particularly with the rise of multimedia. Generally, the information from each modality exhibits distinct representations and semantic information, which makes feature tends to be in separate latent spaces encoded with dual-tower architecture and makes it challenging to establish semantic relationships between modalities, resulting in poor retrieval performance. To address this issue, we propose a novel framework for cross-modal retrieval consisting of a cross-modal mixer, a masked autoencoder for pre-training, and a cross-modal retriever for downstream tasks. Specifically, we first adopt cross-modal mixer and mask modeling to fuse the original modality and eliminate redundancy. Then, an encoder–decoder architecture is applied to achieve a fuse-then-separate task in the pre-training phase. We feed masked fused representations into the encoder and reconstruct them with the decoder, ultimately separating the original data of two modalities. We use the pre-trained encoder in downstream tasks to build the cross-modal retrieval method. Extensive experiments on 2 real-world datasets show that our approach outperforms previous state-of-the-art methods in video–audio matching tasks, improving retrieval accuracy by up to 2×. Furthermore, we prove our model performance by transferring it to other downstream tasks as a universal model.