Most commercial iris recognition systems use infrared or near-infrared cameras to capture the iris images because they show rich and complex textures that can be used to identify a person. This paper presents the design and implementation of a multispectral iris acquisition system that can efficiently capture and store iris images exposed under different wavelengths of illumination. The goal is enable the study of wavelength effects on iris recognition performance. A set of multispectral illuminators is designed to sequentially activate for short periods of time to expose the iris to spectral bands in the 405 nm -1550 nm range. A specialized camera is used to capture iris images for each wavelength. A software program was developed to control the illuminators, camera, and the image acquisition process.
The purpose of this paper is to demonstrate the importance of using developmentally appropriate serving strategies that will promote the game of volleyball and facilitate learning while minimizing injury. A critical review of serving discusses the main developmental, maturational, and technical issues related to socialization and long-term development in volleyball. Teaching complex serving styles (such as the jump serve to athletes under the age of 14) might have implications for athletes’ long-term development and might lead to injury. The adoption of developmentally appropriate practices in coaching young athletes is still a novelty for many coaches. Therefore, this article stresses the importance of implementing adapted or modified games and of teaching skills in a progressive fashion to aid development.
Background: College students majoring in psychology often report low interest and engagement in statistics and research methods courses. Objective: The purpose of the current study was to examine potential benefits of integrating movement with learning activities in Introduction to Statistics and Research Methods courses at the college level. Method: A quasi-experimental design examined movement-based learning activities compared to traditional learning activities during class periods. Students’ perceptions of the activities were assessed using an experience sampling method. Result: Hierarchical linear models revealed that students rated the movement-integrated activities higher compared to control activities for the following subscales: physical, affect, enjoyment, concentration, and social states. Conclusion: College students may benefit from integration of the movement learning activities into statistics and research methods classes. Teaching Implications: Movement-integrated learning activities offer the potential to increase physical activity, increase positive affect, enhance concentration, and provide opportunities to socialize with classmates. We offer specific techniques for incorporating movement into the college classroom.
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