CIRCLE at 20: Striving Toward a More Equitable Democracy

In 2001, motivated by a desire to better understand and to strengthen young people's civic participation, the Center for Information & Research on Civic Learning and Engagement was founded at the University of Maryland's School of Public Affairs. Over the years, our work has changed: we've gone from funding research to undertaking it, we've broadened our focus to include myriad aspects of young people's civic life, and we're now based at Tufts University's Jonathan M. Tisch College of Civic Life. But our guiding purpose remains the same: to ensure that all young people have the ability and the opportunity to engage in democracy.In 2021 we celebrated CIRCLE's 20th anniversary and produced CIRCLE at 20: Striving Toward a More Equitable Democracy. This chronicle of our work over the past two decades highlights our impact and lays out a roadmap for the work we will continue to undertake to address major challenges to equitable youth participation in civic life

Fundraising: Keys to the Cashbox

This special fundraising report for performing arts organizations discusses a variety of nonprofit trends. Articles cover the use of social media, competitive fundraising using games, data usage, kickstarter, legal issues in fundraising, and individual giving

Empire State\u27s Cultural Capital at Risk? Assessing Challenges to the Workforce and Educational Infrastructure of Arts and Entertainment in New York

New York State is a world center for the arts and entertainment industry and its vast and uniquely diversified workforce is its main competitive advantage. Commissioned by the New York Empire State Development Corporation, this report examines the strengths and the challenges facing this industry and its workforce in the state, providing an assessment of the education and training infrastructure that supports this vital industry, and identifying issues that offer a potential role for public and private policy

Teaching agile hardware development with an open‐source engineering simulator: An evaluation with industry participants

Educational games are increasingly used to teach Agile development approaches to practitioners. Most of these training modules simplify the development environment, for example, by using LEGO bricks or playing cards. This oversimplification has been shown to result in limited transferability of learning to industrial practice. Furthermore, there is a lack of teaching modules that specifically address the challenges of applying Agile to physical products. In this paper, we present an open-source educational game that realistically simulates a hardware development project to teach Agile principles. Over 2 days, participants design, manufacture, and test modifications for a physical wire bending machine within an authentic engineering and production setting. The training mimics the typical roles, processes, and tools of industrial engineering teams to reflect the challenges of Agile hardware development. The module was evaluated with 44 industry professionals regarding perceived learning and user reaction. A combination of quantitative and qualitative methods was used for the experimental evaluation. The results showed a positive learning effect as the participants\u27 average agreement with Agile principles increased through the training. Concerning user reaction, respondents reported a high degree of relevance, interaction, and confidence, indicating that the realistic simulation of the hardware development appropriately balanced the degree of realism with simplicity. The study showcases the opportunities of properly aligning game components to provoke learning situations targeted by the instructors. It contributes to the extant literature by providing a design framework (product, process, setting, and instruction) and open-source access to the tools used for implementation

Volume 43, Number 1, March 2023 OLAC Newsletter

Digitized March 2023 issue of the OLAC Newsletter

Volume 41 Number 1

https://thekeep.eiu.edu/eej/1064/thumbnail.jp

Washington University Record, November 12, 2009

https://digitalcommons.wustl.edu/record/2194/thumbnail.jp

The robot's vista space : a computational 3D scene analysis

Swadzba A. The robot's vista space : a computational 3D scene analysis. Bielefeld (Germany): Bielefeld University; 2011.The space that can be explored quickly from a fixed view point without locomotion is known as the vista space. In indoor environments single rooms and room parts follow this definition. The vista space plays an important role in situations with agent-agent interaction as it is the directly surrounding environment in which the interaction takes place. A collaborative interaction of the partners in and with the environment requires that both partners know where they are, what spatial structures they are talking about, and what scene elements they are going to manipulate. This thesis focuses on the analysis of a robot's vista space. Mechanisms for extracting relevant spatial information are developed which enable the robot to recognize in which place it is, to detect the scene elements the human partner is talking about, and to segment scene structures the human is changing. These abilities are addressed by the proposed holistic, aligned, and articulated modeling approach. For a smooth human-robot interaction, the computed models should be aligned to the partner's representations. Therefore, the design of the computational models is based on the combination of psychological results from studies on human scene perception with basic physical properties of the perceived scene and the perception itself. The holistic modeling realizes a categorization of room percepts based on the observed 3D spatial layout. Room layouts have room type specific features and fMRI studies have shown that some of the human brain areas being active in scene recognition are sensitive to the 3D geometry of a room. With the aligned modeling, the robot is able to extract the hierarchical scene representation underlying a scene description given by a human tutor. Furthermore, it is able to ground the inferred scene elements in its own visual perception of the scene. This modeling follows the assumption that cognition and language schematize the world in the same way. This is visible in the fact that a scene depiction mainly consists of relations between an object and its supporting structure or between objects located on the same supporting structure. Last, the articulated modeling equips the robot with a methodology for articulated scene part extraction and fast background learning under short and disturbed observation conditions typical for human-robot interaction scenarios. Articulated scene parts are detected model-less by observing scene changes caused by their manipulation. Change detection and background learning are closely coupled because change is defined phenomenologically as variation of structure. This means that change detection involves a comparison of currently visible structures with a representation in memory. In range sensing this comparison can be nicely implement as subtraction of these two representations. The three modeling approaches enable the robot to enrich its visual perceptions of the surrounding environment, the vista space, with semantic information about meaningful spatial structures useful for further interaction with the environment and the human partner