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Tercer accésit del Certame

MeshPipe: a Python-based tool for easy automation and demonstration of geometry processing pipelines

The popularization of inexpensive 3D scanning, 3D printing, 3D publishing and AR/VR display technologies have renewed the interest in open-source tools providing the geometry processing algorithms required to clean, repair, enrich, optimize and modify point-based and polygonal-based models. Nowadays, there is a large variety of such open-source tools whose user community includes 3D experts but also 3D enthusiasts and professionals from other disciplines. In this paper we present a Python-based tool that addresses two major caveats of current solutions: the lack of easy-to-use methods for the creation of custom geometry processing pipelines (automation), and the lack of a suitable visual interface for quickly testing, comparing and sharing different pipelines, supporting rapid iterations and providing dynamic feedback to the user (demonstration). From the user's point of view, the tool is a 3D viewer with an integrated Python console from which internal or external Python code can be executed. We provide an easy-to-use but powerful API for element selection and geometry processing. Key algorithms are provided by a high-level C library exposed to the viewer via Python-C bindings. Unlike competing open-source alternatives, our tool has a minimal learning curve and typical pipelines can be written in a few lines of Python code.Peer ReviewedPostprint (published version

Utilizing Colored Dissolved Organic Matter to Derive Dissolved Black Carbon Export by Arctic Rivers

Wildfires have produced black carbon (BC) since land plants emerged. Condensed aromatic compounds, a form of BC, have accumulated to become a major component of the soil carbon pool. Condensed aromatics leach from soils into rivers, where they are termed dissolved black carbon (DBC). The transport of DBC by rivers to the sea is a major term in the global carbon and BC cycles. To estimate Arctic river DBC export, 25 samples collected from the six largest Arctic rivers (Kolyma, Lena, Mackenzie, Ob’, Yenisey and Yukon) were analyzed for dissolved organic carbon (DOC), colored dissolved organic matter (CDOM), and DBC. A simple, linear regression between DOC and DBC indicated that DBC accounted for 8.9 ± 0.3% DOC exported by Arctic rivers. To improve upon this estimate, an optical proxy for DBC was developed based upon the linear correlation between DBC concentrations and CDOM light absorption coefficients at 254 nm (a254). Relatively easy to measure a254 values were determined for 410 Arctic river samples between 2004 and 2010. Each of these a254 values was converted to a DBC concentration based upon the linear correlation, providing an extended record of DBC concentration. The extended DBC record was coupled with daily discharge data from the six rivers to estimate riverine DBC loads using the LOADEST modeling program. The six rivers studied cover 53% of the pan-Arctic watershed and exported 1.5 ± 0.1 million tons of DBC per year. Scaling up to the full area of the pan-Arctic watershed, we estimate that Arctic rivers carry 2.8 ± 0.3 million tons of DBC from land to the Arctic Ocean each year. This equates to ~8% of Arctic river DOC export, slightly less than indicated by the simpler DBC vs DOC correlation-based estimate. Riverine discharge is predicted to increase in a warmer Arctic. DBC export was positively correlated with river runoff, suggesting that the export of soil BC to the Arctic Ocean is likely to increase as the Arctic warms

Taller de guitarra en un centro penitenciario

Se presenta el contexto donde se va a llevar a cabo la intervención pedagógica: El módulo terapeútico y educativo del Centro Penitenciario de Villabona (Asturias). A continuación de explican los motivos que han llevado a elegir la música, y dentro de ésta, concretamente la guitarra, como el hilo conductor de este taller teórico-creativo, ya que la música es el arte más universal y la guitarra española es un instrumento cercano y querido. Se presenta la actuación pedagógica propiamente dicha, con las actuaciones concretas y por último las conclusiones