A New Technique for System-to-system Transfer of Surface Data

The purpose is to describe a recently developed technique aimed at providing a universal interface between surface types. In brief, a software package was developed which functions a common denominator of CAD/CAM surface types. This software enable one to convert from any given surface representation to any other target representation. The tiles maintain the same slope continuity as the target surface gram, bicubic patches are used since they allow one to match point, slope, and twist vectors to the target surface. Thus, slopes can be continuous or discontinuous as they are on the target surface. The patches can be of lower order if desired. For example, if only point information is available, the patches produced will be bilinear; however, the number of patches required is likely to increase correspondingly. The patches can be of higher order although many systems will not accept patches of more than order four. The final result of the program is a rectangular grid of bicubic patches. The patches fit the target surface exactly at their corners. Also, the patch corners have the same tangent and twist vectors. Adjacent patches will have slope continuity, unless a discontinuity was indicated by the target surface

Science Leadership: Impact of the New Science Coordinators Academy

This article discusses the impact of the New Science Coordinators Academy (NSCA) on two cohorts of participants. The NSCA is one of four components of the Virginia Initiative for Science Teaching and Achievement (VISTA), a United States Department of Education (USED) science education reform grant. The NSCA is designed to support new school district science coordinators (with less than five years of experience) and to continue building the state science education infrastructure. Research in education leadership traditionally focuses on teacher leaders, principals, and district office personnel. Interestingly, research on district office personnel rarely distinguishes between the different roles of district personnel. This article seeks to inform the field by sharing the impact of an academy designed for new science coordinators on their learning, and to begin to understand their role and impact in their district. The five-day Academy engaged participants in a variety of experiences designed to facilitate the following: 1) build leadership skills; 2) build a common understanding and vision for hands-on science, inquiry, problem-based learning, and nature of science in the science classroom; 3) investigate data to improve student learning goals; 4) and, develop a science strategic plan. The data indicate that the NSCA was successful at meeting its goals to support the participants and to build a common language among these new coordinators. Initial data also support the variety of responsibilities of these participants and the positive impact of the Academy on their district work