Efficient computer search of large-order multiple recursive pseudo-random number generators

AbstractUtilizing some results in number theory, we propose an efficient method to speed up the computer search of large-order maximum-period Multiple Recursive Generators (MRGs). We conduct the computer search and identify many efficient and portable MRGs of order up to 25,013, which have the equi-distribution property in up to 25,013 dimensions and the period lengths up to 10233,361 approximately. In addition, a theoretical test is adopted to further evaluate and compare these generators. An extensive empirical study shows that these generators behave well when tested with the stringent Crush battery of the test package TestU01

Cholinergic Muscarinic Receptor: Biochemical and Light Autoradiographic Localization in the Brain

The muscanmc cholinergic antagonist 3-quinudidinyl benzilate (QNB) binds avidly but reversibly to the muscarinic cholinergic receptor of mammalian brain and peripheral tissues. [3H]-QNB binding provides a simple, sensitive and specific assay for the muscarinic cholinergic receptor binding. Inhibition of [3H]-QNB binding to homogenates of brain and guinea pig ileum by muscarinic drugs correlates with their pharmacologic potencies, while nicotinic agents and noncholinergic drugs have negligible affinity. The regional distribution of [3H]-QNB binding throughout rat and monkey brain parallels to a major extent other cholinergic markers, suggesting that the majority of cholinergic synapses in the brain are muscarinic. [3H]-QNB accumulation in various brain regions after intravenous injection provides a means of labelling the muscarinic receptor in vivo. By labelling the receptor in vivo, autoradiographic studies under the light microscope have been performed to visualize the muscarinic receptor

Learning about Ontario's Paleozoic Geology with Virtual Reality Google Expedition Tours

How well can you interpret or place into context the different geological features or rock types that are exposed along roadways, rivers, coastlines or construction sites? Here in the Department of Earth and Environmental Sciences at the University of Waterloo, we recognize a gap between learning foundational geoscience knowledge (i.e. in traditional classrooms and lab settings) and applying this knowledge during field experiences. To bridge this gap and better prepare students for field experiences we suggest using virtual reality. The Google Expedition Kit funded by the Dean of Science Undergraduate Teaching Initiative was chosen as the best entry level system because it is cost-effective, self-contained, already tested and versatile for teaching up to 20 people. Here we present the perceived advantages and disadvantages of this system to provide immersive learning experiences for improved understanding of Ontario’s Paleozoic geology. Initial use of this VR Kit has shown it can be used successfully to investigate Paleozoic rock outcrops across Ontario by using existing and student-created Tours, as well as self-guided and leader-guided Tours. There was increased motivation and engagement among students, improved familiarization and connections among a variety of outcrops in space and time. And there was also enhanced meaning and context for the many Paleozoic rock layers in Ontario, and an increased number of insightful questions. Although field experiences will always play a vital role in university geoscience education, virtual reality can help in improving understanding and compliment field experiences through its uniquely immersive capabilities. We suggest this would also be effective in professional geoscience practice and everyday life.University of Waterloo Faculty of Science, Dean's Undergraduate Teaching Initiativ

Photosphere Tour Guide

Special thanks to Dr. Bob Lemieux and the Dean of Science Undergraduate Teaching Initiative at the University of Waterloo for funding our project titled “Using emerging technologies to enhance field, experiential and active based learning in Earth and Environmental Sciences”. These funds helped hire Henry as a co-op Emerging Technologies Research Assistant and purchase simple, virtual reality equipment to experiment with VR in geoscience classes and labs. This helped form the basis for Henry’s BSc thesis, in UWSpace, referenced above. A special thank you to the many people that provided professional support and expertise for this funded project (initiating an undergraduate thesis, presented at conferences and creation of videos posted on YouTube) from the University of Waterloo’s VR/AR Community of Practice, Centre for Extended Learning, Centre for Teaching Excellence and Library. Also to the Oil, Gas, and Salt Resource Library, Ontario Geological Survey and Geological Survey of Canada.This document serves as a comprehensive guide for creating and implementing Virtual Reality (VR) into education at the post-secondary level, as well as recommendations for integrating course learning objectives in Virtual Tours. Virtual Tours are assemblies of 360° photospheres and/or panoramas that transition the viewer through a series of 360° environments, which can be static or active (depending on the hardware and software used to capture the environments and construct the Tours). Virtual Tours are an appealing medium for educators to explore due to their inherently immersive and engaging nature as well as their inexpensive entry point to create. They also offer many customisation options to accommodate a wide variety of students, instructors and intended learning outcomes. This document describes the process of creating Virtual Tours using the now discontinued free Google Tour Creator (creation) and Google Poly (viewing) websites as well as the Google Expeditions mobile app. While no longer supported by Google’s software, this document offers valuable insight into the design of Virtual Tours that are pedagogically effective for student learning and the next generation of Google Tours (i.e. Google Expedition Pro). This document elaborates on the purpose of specific design choices that can be made in a Virtual Tour creation platform that help support student learning

Merging Live and pre-Captured Data to support Full 3D Head Reconstruction for Telepresence

International audienceThis paper proposes a 3D head reconstruction method for low cost 3D telepresence systems that uses only a single consumer level hybrid sensor (color+depth) located in front of the users. Our method fuses the real-time, noisy and incomplete output of a hybrid sensor with a set of static, high-resolution textured models acquired in a calibration phase. A complete and fully textured 3D model of the users' head can thus be reconstructed in real-time, accurately preserving the facial expression of the user. The main features of our method are a mesh interpolation and a fusion of a static and a dynamic textures to combine respectively a better resolution and the dynamic features of the face