Some of the image file formats as follows:
JPEG, GIF, BMP, PCX, PIC, TIFF, PSD, etc.
Converting Images
The first thing to understand is that there are many image formats and hundreds of software programs capable of converting images. Many of these image formats are native to one specific graphic application and are not offered as an export option in other software.
Not all image formats are compatible with one another. In general, we can almost always convert between bitmap formats and from vector to bitmap. This is as simple as opening the image in just about any image editor (or image viewer) and choosing the Save As command. For instance, the Microsoft Paint program that comes with Windows can convert between BMP, JPEG, and GIF formats.
When we try to convert from a bitmap to a vector format, things get complicated. To convert a bitmap to vector, we need special software called tracing software. Bitmap format is actually a colletion of thousands of pixel, so when we try to enlarge it, the picture will become bad. Tracing is a process to change from bitmap format into vector and there is no guarantee that we will have the exact appearance of the image.
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( 0 / 0 )(as applied to ITGS examination questions and assessment statements)
Candidates should be guided on the meaning of action verbs
Define
Give the precise meaning of a word or phrase as concisely as possible.
State
Give a specific name or other brief answer. No supporting argument or calculation is necessary.
List
Give a sequence of names or other brief answers with no elaboration. Each one should be clearly distinguished from the others. The number required may be specified.
Draw
Represent by means of pencil lines. Add labels unless told not to do so.
Outline
Give a brief account or summary, including essential information only.
Describe
Give a detailed account, including all the relevant information.
Identify
Find an answer from a number of possibilities.
Apply
Use an idea, equation, principle, theory, or law in a new situation.
Annotate
Add brief notes to a statement, diagram, drawing or graph.
Discuss
Give an account including, where possible, a range of arguments, assessments of the relative importance of various factors or comparison of alternative hypotheses or ideas.
Compare
Give an account of similarities and differences between two (or more) items, referring to both (all) of them throughout. Comparisons can be given using a table.
Explain
Give a clear account including causes, reasons or mechanisms.
Evaluate
Assess the implications and limitations.
Analyze
Interpret information to reach conclusions.
Suggest
Propose a hypothesis, solution or other possible answer.
Deduce Reach a conclusion from the information given.
Predict
Give an expected result.
Design
Produce a plan, object, simulation or model.
Determine
Find the only possible answer.
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( 0 / 0 )Business and Employment
Transportation: reservation systems, luggage processing, navigation, scheduling and distribution. traffic simulation, smart roads and cars, fuel efficiency and traffic safety systems.
Employment: electronic employee monitoring, telecommuting, ergonomics and health, job obsolescence and retraining, online job search, employee surveillance
Banking and finance: EFT, ATM's, Internet baking and brokerage, corporations, business concentration
International commerce: management of transnational corporations, business concentration
E-commerce: teleshopping, online marketing, data mining, spyware
Retailing, advertising, media
Education
Telelearning: isolated and remote areas; use in hospitals, prisons, retirement homes
Modification of hardware and software for special needs: voice recognition software, text-to-speech, special input and output devices, Internet resources
Software in the classroom: science experiments, social studies modeling and simulation, instructional tools and media, computer-aided instruction, computer aided learning
School library systems: catalogues, security systems, online research
Software in school administration: record keeping, scheduling, Intranets, public information
Training, tutorials, simulators
Health
Telemedicine: service delivery to isolated and remote areas
Electronic health records: privacy, data analysis, public health
Diagnostic and therapeutic tools: robotic surgery, prosthetic devices, diagnostic software, drug development and marketing
Monitoring patients
IT solutions for disabled people
Medical advice on the Internet or a CD-ROM
Arts, Entertainment, and Leisure
Digital art: electronic music, interactive visual art, desktop publishing
Film: digital simulations, characters and animation
Live arts: digital effects, choreography, lighting, marketing
New media: DVD, CD, VR, stereolithography
Broadcast media: digital radio and television, electronic news, magazines and books
Toys and games: CD or online games, online gambling
Science and the Environment
Modeling and simulation: digital experimentation, demographic and environmental simulation
Visualization: mapping
Data search, collection, processing and analysis
Forecasting
Data logging
Politics and Government
Politics process: voting and elections, lobbying, open government and free movement of information
Legislation: policy development, enactment, enforcement and analysis
Police: DNA data collection, video surveillance
Rebel and terrorist use of IT
Military: cyberwarfare, smart weapons development, espionage
Government administration: record keeping, tax collection, policy implementation
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( 0 / 0 )Overall grade boundaries
Higher level
Mark range:
0 - 10 -> 1
11 - 21 -> 2
22 - 35 -> 3
36 - 48 -> 4
49 - 58 -> 5
59 - 70 -> 6
71 - 100 -> 7
Standard level
Mark range:
0 - 12 -> 1
13 - 24 -> 2
25 - 35 -> 3
36 - 47 -> 4
48 - 57 -> 5
58 - 70 -> 6
71 - 100 -> 7
Higher level internal assessment
Portfolio and Extension
Mark range:
0 - 4 -> 1
5 - 9 -> 2
10 - 15 -> 3
16 - 21 -> 4
22 - 27 -> 5
28 - 33 -> 6
34 - 45 -> 7
Higher level paper one
Mark range:
0 - 5 -> 1
6 - 9 -> 2
10 - 14 -> 3
15 - 19 -> 4
20 - 22 -> 5
23 - 27 -> 6
28 - 40 -> 7
Higher level paper two
Mark range:
0 - 6 -> 1
7 - 11 -> 2
12 - 21 -> 3
22 - 28 -> 4
29 - 34 -> 5
35 - 41 -> 6
42 - 60 -> 7
Higher level paper three
Mark range:
0 - 3 -> 1
4 - 7 -> 2
8 - 11 -> 3
12 - 15 -> 4
16 - 18 -> 5
19 - 21 -> 6
22 - 30 -> 7
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( 0 / 0 )N Discussion and analysis of the interview
Level
0 The student has not achieved level 1.
1 The student describes the interview and refers to the summary of the interview.
2 The student discusses the interview and refers to the summary of the interview with some analysis.
3 The student discusses the interview and refers to the summary of the interview with extensive analysis.
O Reflection on the interview
Level
0 Level 1 is not achieved.
1 An attempt has been made to relate ideas arising from the interview to the portfolio
research.
2 There is some reflection on ideas arising from the interview and applied to the portfolio research with supportive examples.
3 There is an extensive reflection on ideas arising from the interview and applied to the
portfolio research with supportive examples.
4 There is an extensive reflection on ideas arising from the interview and applied to the portfolio research with supportive examples and new relationships are established.
P Projection of broader implications from the interview and
portfolio research
Level
0 The student has not achieved level 1.
1 An attempt has been made to project implications as a result of the interview or the
portfolio research.
2 There is some projection of implications as a result of the interview or the portfolio
research.
3 There is some projection of implications as a result of the interview and the portfolio
research with supportive examples.
4 There is an extensive projection of implications as a result of the interview and portfolio
research with supportive examples.
Q Interview process
Level Appropriateness of the choice of the interviewee
0 The choice of interviewee is not appropriate.
1 The choice of interviewee is appropriate.
Level Appropriateness of the interview questions
0 There is no record of the interview questions.
1–2 The interview questions are partially appropriate.
3 The interview questions are appropriate.
Level Comprehensive record of the interview(s)
0 There is no record of the interview(s).
1–2 There is a partial record of the interview(s).
3 There is a comprehensive record of the interview(s).
R Quality of communication
Level
0 The student has not achieved level 1.
1 The student expresses arguments in a coherent or structured manner.
2 The student expresses arguments in a coherent and structured manner.
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( 0 / 0 )
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