We All Live in a Virtual Submarine

Our seas and oceans hide a plethora of archaeological sites such as ancient shipwrecks that, over time, are being destroyed through activities such as deepwater trawling and treasure hunting. In 2006, a multidisciplinary team of 11 European institutions established the Venus (Virtual Exploration of Underwater Sites) consortium to make underwater sites more accessible by generating thorough, exhaustive 3D records for virtual exploration

Credit Constraints And Training After Job Loss

It is a widely held view that imperfect capital markets mean that individuals from poor backgrounds cannot borrow in order to finance educational investments. This view pervades policy formation, and is reflected in the fact that post-compulsory education processes in all countries involve considerable government intervention and large public subsidies. But are the existence of credit constraints an empirical reality? This paper uses unique data to take a new approach to this question. Specifically, the 1995 Canadian Out of Employment Panel (COEP) allows us to explore the financial resources and skill formation choices of a large number of recent job losers. This approach has several advantages, including: a direct test of the role of finances in determining training; the availability of considerable information concerning individual histories; and the fact that the unemployed are a particularly apposite group with which to explore the questions of credit constraints. We find that credit constraints do appear to limit the human capital investments of a significant minority of job seekers. In particular, controlling for a broad range of background characteristics (including past educational investments and labour market outcomes), the possession of liquid assets at the time of job loss is strongly associated with subsequent self-financed training. This basic finding is corroborated with several different kinds of evidence drawn from the survey. The data also allow us to make a rough estimate of the extent to which participation in training would have been increased, had no part of our sample been credit constrained.

The first detection of the 232 GHz vibrationally excited H2O maser in Orion KL with ALMA

We investigated the ALMA science verification data of Orion KL and found a spectral signature of the vibrationally excited H2O maser line at 232.68670 GHz (nu2=1, 5,5,0-6,4,3). This line has been detected in circumstellar envelopes of late-type stars so far but not in young stellar objects including Orion KL. Thus, this is the first detection of the 232 GHz vibrationally excited H2O maser in star-forming regions. The distribution of the 232 GHz maser is concentrated at the position of the radio Source I, which is remarkably different from other molecular lines. The spectrum shows a double-peak structure at the peak velocities of -2.1 and 13.3 km s-1. It appears to be consistent with the 22 GHz H2O masers and 43 GHz SiO masers observed around Source I. Thus, the 232 GHz H2O maser around Source I would be excited by the internal heating by an embedded protostar, being associated with either the root of the outflows/jets or the circumstellar disk around Source I, as traced by the 22 GHz H2O masers or 43 GHz SiO masers, respectively.Comment: 11 pages, 4 figures, accepted for publication in ApJ

Teaching Risk Management Principles to Livestock Producers Through Production-Oriented Workshops

This bulletin explains how to effectively marry risk management education, which producers do not have a natural affinity for, and production-oriented education, which is usually very popular with producers. The Beehive Master Beef Manager Program is used as a model

Utilizing Repurposed Materials to Construct Utility Buildings and Small Animal Shelters

This fact sheet describes how to use repurposed materials such as shipping pallets, scraps from construction sites or other building projects, to construct utility buildings and small animal shelters

Problem-Based Learning, Assessment Literacy, Mathematics Knowledge, and Competencies in Teacher Education

Problem-based learning could have a great impact in teacher education not only to support prospective teachers’ learning, but also to help them to design and implement learner-centered experiences to satisfy requirements of reform-based curriculum. In this paper, we discuss the nature and role of problem-based learning to support authentic learning opportunities in an undergraduate teacher education program. We address its use in an educational assessment course aimed at developing prospective teachers’ assessment literacy and competencies. We focus on two sections of the course for elementary school prospective teachers in which students were also engaged in activities involving assessment in teaching mathematics and share examples of the content of the course. A study of the impact of the course on the students’ knowledge is in progress.

Virtual Exploration of Underwater Archaeological Sites : Visualization and Interaction in Mixed Reality Environments

This paper describes the ongoing developments in Photogrammetry and Mixed Reality for the Venus European project (Virtual ExploratioN of Underwater Sites, http://www.venus-project.eu). The main goal of the project is to provide archaeologists and the general public with virtual and augmented reality tools for exploring and studying deep underwater archaeological sites out of reach of divers. These sites have to be reconstructed in terms of environment (seabed) and content (artifacts) by performing bathymetric and photogrammetric surveys on the real site and matching points between geolocalized pictures. The base idea behind using Mixed Reality techniques is to offer archaeologists and general public new insights on the reconstructed archaeological sites allowing archaeologists to study directly from within the virtual site and allowing the general public to immersively explore a realistic reconstruction of the sites. Both activities are based on the same VR engine but drastically differ in the way they present information. General public activities emphasize the visually and auditory realistic aspect of the reconstruction while archaeologists activities emphasize functional aspects focused on the cargo study rather than realism which leads to the development of two parallel VR demonstrators. This paper will focus on several key points developed for the reconstruction process as well as both VR demonstrators (archaeological and general public) issues. The ?rst developed key point concerns the densi?cation of seabed points obtained through photogrammetry in order to obtain high quality terrain reproduction. The second point concerns the development of the Virtual and Augmented Reality (VR/AR) demonstrators for archaeologists designed to exploit the results of the photogrammetric reconstruction. And the third point concerns the development of the VR demonstrator for general public aimed at creating awareness of both the artifacts that were found and of the process with which they were discovered by recreating the dive process from ship to seabed