Mapping Tasks to Interactions for Graph Exploration and Graph Editing on Interactive Surfaces

Graph exploration and editing are still mostly considered independently and systems to work with are not designed for todays interactive surfaces like smartphones, tablets or tabletops. When developing a system for those modern devices that supports both graph exploration and graph editing, it is necessary to 1) identify what basic tasks need to be supported, 2) what interactions can be used, and 3) how to map these tasks and interactions. This technical report provides a list of basic interaction tasks for graph exploration and editing as a result of an extensive system review. Moreover, different interaction modalities of interactive surfaces are reviewed according to their interaction vocabulary and further degrees of freedom that can be used to make interactions distinguishable are discussed. Beyond the scope of graph exploration and editing, we provide an approach for finding and evaluating a mapping from tasks to interactions, that is generally applicable. Thus, this work acts as a guideline for developing a system for graph exploration and editing that is specifically designed for interactive surfaces.Comment: 21 pages, minor corrections (typos etc.

A study of user perceptions of the relationship between bump-mapped and non-bump-mapped materials, and lighting intensity in a real-time virtual environment

The video and computer games industry has taken full advantage of the human sense of vision by producing games that utilize complex high-resolution textures and materials, and lighting technique. This results to the creation of an almost life-like real-time 3D virtual environment that can immerse the end-users. One of the visual techniques used is real-time display of bump-mapped materials. However, this sense of visual phenomenon has yet to be fully utilized for 3D design visualization in the architecture and construction domain. Virtual environments developed in the architecture and construction domain are often basic and use low-resolution images, which under represent the real physical environment. Such virtual environment is seen as being non-realistic to the user resulting in a misconception of the actual potential of it as a tool for 3D design visualization. A study was conducted to evaluate whether subjects can see the difference between bump-mapped and nonbump-mapped materials in different lighting conditions. The study utilized a real-time 3D virtual environment that was created using a custom-developed software application tool called BuildITC4. BuildITC4 was developed based upon the C4Engine which is classified as a next-generation 3D Game Engine. A total of thirty-five subjects were exposed to the virtual environment and were asked to compare the various types of material in different lighting conditions. The number of lights activated, the lighting intensity, and the materials used in the virtual environment were all interactive and changeable in real-time. The goal is to study how subjects perceived bump-mapped and non-bump mapped materials, and how different lighting conditions affect realistic representation. Results from this study indicate that subjects could tell the difference between the bump-mapped and non-bump mapped materials, and how different material reacts to different lighting condition

Topological objects in QCD

Topological excitations are prominent candidates for explaining nonperturbative effects in QCD like confinement. In these lectures, I cover both formal treatments and applications of topological objects. The typical phenomena like BPS bounds, topology, the semiclassical approximation and chiral fermions are introduced by virtue of kinks. Then I proceed in higher dimensions with magnetic monopoles and instantons and special emphasis on calorons. Analytical aspects are discussed and an overview over models based on these objects as well as lattice results is given.Comment: 28 pages, 17 figures; Lectures given at 45th Internationale Universitaetswochen fuer Theoretische Physik (International University School of Theoretical Physics): Conceptual and Numerical Challenges in Femto- and Peta-Scale Physics, Schladming, Styria, Austria, 24 Feb - 3 Mar 200

Declarative Specification

Deriving formal specifications from informal requirements is extremely difficult since one has to overcome the conceptual gap between an application domain and the domain of formal specification methods. To reduce this gap we introduce application-specific specification languages, i.e., graphical and textual notations that can be unambiguously mapped to formal specifications in a logic language. We describe a number of realised approaches based on this idea, and evaluate them with respect to their domain specificity vs. generalit

Atlas Toolkit: Fast registration of 3D morphological datasets in the absence of landmarks

Image registration is a gateway technology for Developmental Systems Biology, enabling computational analysis of related datasets within a shared coordinate system. Many registration tools rely on landmarks to ensure that datasets are correctly aligned; yet suitable landmarks are not present in many datasets. Atlas Toolkit is a Fiji/ImageJ plugin collection offering elastic group-wise registration of 3D morphological datasets, guided by segmentation of the interesting morphology. We demonstrate the method by combinatorial mapping of cell signalling events in the developing eyes of chick embryos, and use the integrated datasets to predictively enumerate Gene Regulatory Network states

Remote Sensing Information Sciences Research Group, Santa Barbara Information Sciences Research Group, year 3

Research continues to focus on improving the type, quantity, and quality of information which can be derived from remotely sensed data. The focus is on remote sensing and application for the Earth Observing System (Eos) and Space Station, including associated polar and co-orbiting platforms. The remote sensing research activities are being expanded, integrated, and extended into the areas of global science, georeferenced information systems, machine assissted information extraction from image data, and artificial intelligence. The accomplishments in these areas are examined

Developing Guidelines for Two-Dimensional Model Review and Acceptance

Two independent modelers ran two hydraulic models, SRH-2D and HEC-RAS 2D. The models were applied to the Lakina River (MP 44 McCarthy Road) and to Quartz Creek (MP 0.7 Quartz Creek Road), which approximately represent straight and bend flow conditions, respectively. We compared the results, including water depth, depth averaged velocity, and bed shear stress, from the two models for both modelers. We found that the extent and density of survey data were insufficient for Quartz Creek. Neither model was calibrated due to the lack of basic field data (i.e., discharge, water surface elevation, and sediment characteristics). Consequently, we were unable to draw any conclusion about the accuracy of the models. Concerning the time step and the equations used (simplified or full) to solve the momentum equation in the HEC-RAS 2D model, we found that the minimum time step allowed by the model must be used if the diffusion wave equation is used in the simulations. A greater time step can be used if the full momentum equation is used in the simulations. We developed a set of guidelines for reviewing model results, and developed and provided a two-day training workshop on the two models for ADOT&PF hydraulic engineers

Teaching and Learning by Analogy: Psychological Perspectives on the Parables of Jesus

Christian teachers are often encouraged to use Jesus’ teaching strategies as models for their own pedagogy. Jesus frequently utilized analogical comparisons, or parables, to help his learners understand elements of his Gospel message. Although teachers can use analogical models to facilitate comprehension, such models also can sow the seeds of confusion and misconception. Recent advances in cognitive psychology have provided new theoretical frameworks to help us understand how instructional analogies function in the teaching-learning process. The goal of this paper is to analyze Jesus’ analogical teaching from these psychological perspectives, with implications for all teachers who utilize instructional analogies. In addition to reviewing basic analogical learning processes, I explore a six-variable model to account systematically for potential analogical misconceptions