Cosmic cookery : making a stereoscopic 3D animated movie.

This paper describes our experience making a short stereoscopic movie visualizing the development of structure in the universe during the 13.7 billion years from the Big Bang to the present day. Aimed at a general audience for the Royal Society's 2005 Summer Science Exhibition, the movie illustrates how the latest cosmological theories based on dark matter and dark energy are capable of producing structures as complex as spiral galaxies and allows the viewer to directly compare observations from the real universe with theoretical results. 3D is an inherent feature of the cosmology data sets and stereoscopic visualization provides a natural way to present the images to the viewer, in addition to allowing researchers to visualize these vast, complex data sets. The presentation of the movie used passive, linearly polarized projection onto a 2m wide screen but it was also required to playback on a Sharp RD3D display and in anaglyph projection at venues without dedicated stereoscopic display equipment. Additionally lenticular prints were made from key images in the movie. We discuss the following technical challenges during the stereoscopic production process; 1) Controlling the depth presentation, 2) Editing the stereoscopic sequences, 3) Generating compressed movies in display speci¯c formats. We conclude that the generation of high quality stereoscopic movie content using desktop tools and equipment is feasible. This does require careful quality control and manual intervention but we believe these overheads are worthwhile when presenting inherently 3D data as the result is signi¯cantly increased impact and better understanding of complex 3D scenes

Effects of hyperlinks on navigation in virtual environments

Hyperlinks introduce discontinuities of movement to 3-D virtual environments (VEs). Nine independent attributes of hyperlinks are defined and their likely effects on navigation in VEs are discussed. Four experiments are described in which participants repeatedly navigated VEs that were either conventional (i.e. obeyed the laws of Euclidean space), or contained hyperlinks. Participants learned spatial knowledge slowly in both types of environment, echoing the findings of previous studies that used conventional VEs. The detrimental effects on participants' spatial knowledge of using hyperlinks for movement were reduced when a time-delay was introduced, but participants still developed less accurate knowledge than they did in the conventional VEs. Visual continuity had a greater influence on participants' rate of learning than continuity of movement, and participants were able to exploit hyperlinks that connected together disparate regions of a VE to reduce travel time

2011-2013 Connecting Consumer with Care: Grant Area Evaluation

The Blue Cross Blue Shield of Massachusetts Foundation has funded the Connecting Consumers with Care grant program consistently since 2001. The program supports community health centers and community-based organizations in helping consumers enroll in and maintain publicly subsidized health insurance coverage. The program also encourages collaborative problem solving to minimize system-level barriers and enhanced education and empowerment of consumers so that they may navigate systems of health coverage and care with decreasing dependence on grantee organizations. During the October 2011 -- September 2013 grant cycle, the Foundation funded 13 organizations across Massachusetts. While this funding period preceded the first Affordable Care Act (ACA) open enrollment period, lessons from the outreach, enrollment, and post-enrollment work of these grantees remain invaluable to efforts to connect consumers with health coverage and care both in Massachusetts and across the country.This report describes findings from the evaluation of the 2011 -- 2013 grant cycle. The aims of the evaluation were to 1) assess progress made across the grantee sites on select outreach and enrollment measures; 2) describe the practices grantees adopted to reach out to and enroll consumers in insurance, increase consumer self-sufficiency, and collaborate with other agencies to minimize barriers to care; and 3) characterize barriers experienced by grantees as they worked to meet the goals of the program

Information Outlook, May 2003

Volume 7, Issue 5https://scholarworks.sjsu.edu/sla_io_2003/1004/thumbnail.jp

Scrum Game: An Agile Software Management Game

For the past few years, in their attempt to avoid the heavyweight bureaucracy of traditional project management methods such as the Waterfall model, companies have started incorporating agile methods (e.g. Extreme Programming, Scrum, Crystal) for their project development. These methods are characterised by their incremental and iterative delivery, their ability to incorporate change at any stage of the project lifecycle, as well as their small and co-located teams. Even though these methods are included in the syllabus of many software engineering modules at university level, many students currently feel more confident with traditional, rather than agile methods. Many employers find that recent graduates are not equipped with the desired skills of a software engineer because, even though they are knowledgeable in the different software engineering practices, they lack practical experience of these methods. The combination of these two factors show that the university’s approach to teaching software management methods is only theoretical and it does not give students the opportunity to apply them to their projects so they can get a better understanding of their use. The project developed the prototype of a computer game that simulates the use of the Scrum method within different projects, named Scrum Game. The game is supplementary material for a lecture course, and its purpose is to guide students through the Scrum lifecycle. Students can thereby get a small glimpse of the different phases of Scrum, the way that the different Scrum roles interact with each other, and the way that Scrum is used to implement real projects. In addition, the Scrum Game has an administrator mode enabling lecturers to view a log of the progress of all their students in the game. They can use this mode to create new projects or to alter existing ones by adding new tasks or problems, thereby adjusting the level of difficulty to the level of their students, or so that it fits their teaching. The web-based system was developed using PHP, MySQL, HTML, CSS, JavaScript, AJAX (jQuery) and Google Charts API. The system was thoroughly tested against the initial requirements and other system tests. The Scrum Game was evaluated by 22 peer colleagues reading for an MSc in Software Engineering at the University of Southampton, to identify whether the system achieved its goal of introducing students to the Scrum methodology and reaching a deeper understanding of its practical use during project implementation. The results of a questionnaire showed that little prior knowledge was assumed during the game, and that 86% of the participants felt that the game helped them learn more about Scrum. When asked, “Do you think that if this game was part of your Project Management module, would you get a better understanding about Scrum?” an impressive 95% (21 out of 22 participants) agreed that the game would be helpful, and rated the system 8 out of 10 on average

Studienlandschaft Schwingbachtal: an out-door full-scale learning tool newly equipped with augmented reality

This paper addresses education and communication in hydrology and geosciences. Many approaches can be used, such as the well-known seminars, modelling exercises and practical field work but out-door learning in our discipline is a must, and this paper focuses on the recent development of a new out-door learning tool at the landscape scale. To facilitate improved teaching and hands-on experience, we designed the Studienlandschaft Schwingbachtal. Equipped with field instrumentation, education trails, and geocache, we now implemented an augmented reality App, adding virtual teaching objects on the real landscape. The App development is detailed, to serve as methodology for people wishing to implement such a tool. The resulting application, namely the Schwingbachtal App, is described as an example. We conclude that such an App is useful for communication and education purposes, making learning pleasant, and offering personalized options