Cellular Helmet Liner Design through Bio-inspired Structures and Topology Optimization of Compliant Mechanism Lattices

The continuous development of sport technologies constantly demands advancements in protective headgear to reduce the risk of head injuries. This article introduces new cellular helmet liner designs through two approaches. The first approach is the study of energy-absorbing biological materials. The second approach is the study of lattices comprised of force-diverting compliant mechanisms. On the one hand, bio-inspired liners are generated through the study of biological, hierarchical materials. An emphasis is given on structures in nature that serve similar concussion-reducing functions as a helmet liner. Inspiration is drawn from organic and skeletal structures. On the other hand, compliant mechanism lattice (CML)-based liners use topology optimization to synthesize rubber cellular unit cells with effective positive and negative Poisson's ratios. Three lattices are designed using different cellular unit cell arrangements, namely, all positive, all negative, and alternating effective Poisson's ratios. The proposed cellular (bio-inspired and CML-based) liners are embedded between two polycarbonate shells, thereby, replacing the traditional expanded polypropylene foam liner used in standard sport helmets. The cellular liners are analyzed through a series of 2D extruded ballistic impact simulations to determine the best performing liner topology and its corresponding rubber hardness. The cellular design with the best performance is compared against an expanded polypropylene foam liner in a 3D simulation to appraise its protection capabilities and verify that the 2D extruded design simulations scale to an effective 3D design

Virtual Reality for Preservation: Production of Virtual Reality Heritage Spaces in the Classrooom

The Bethel AME Church was the oldest African American church in Indianapolis. In November 2016, the congregation moved out of downtown, and the building that had housed the congregation since 1869 was sold. It is now being redeveloped into a hotel. Through the Virtual Bethel project, faculty and students in the Media Arts and Science (MAS) program at Indiana University–Purdue University Indianapolis (IUPUI) created a 3D virtual space of the physical sanctuary to preserve the cultural heritage of Bethel. During its creation, Virtual Bethel served as a curricular and co-curricular experience for the undergraduate students in the 3D graphics and animation specialization within class N441 3D Team Production, which was co-taught by Albert William and Zebulun Wood. Virtual Bethel, finished in 2018, was the first historical and cultural preservation project that used VR within our class, program, school, and Indiana University (IU) campus. Users can interact with various types of primary sources (e.g., photographs, video, audio, text) to learn about the underrepresented history of African Americans associated with the church. Virtual Bethel was created in a series of classes within the MAS Program in the School of Informatics and Computing (SoIC), IUPUI. Methods of teaching a team of students to preserve historic spaces using VR are discussed, as are our philosophies toward productions when working with varying stakeholders’ priorities related to data preservation, asset preservation, and cultural preservation

Learning through virtual reality: Virtual Bethel case study

Focusing on the challenges of teaching virtual reality creation and preservation, our paper will present a case study involving the virtual recreation of the Bethel AME Church sanctuary. We were particularly interested in students’ skills, the technology, and costs associated with teaching and learning virtual reality, and how these factors influence overall student learning experiences. Two courses are explored: 3D Production and Digital Preservation. We have learned that teaching and learning in this space is technology and skill intensive. By assessing the skills and technology needed as well as the costs and student experiences, we are better able to communicate the needs of these projects to potential funders and collaborators. We’ve determined that without external funding, we are currently at capacity and will need funding for additional collaborative projects. The level of technical ability of the students influenced their level of satisfaction as well as their capacity to learn

Complexities of Digital Preservation in a Virtual Reality Environment, the Case of Virtual Bethel

The complexity of preserving virtual reality environments combines the challenges of preserving singular digital objects, the relationships among those objects, and the processes involved in creating those relationships. A case study involving the preservation of the Virtual Bethel environment is presented. This case is active and ongoing. The paper provides a brief history of the Bethel AME Church of Indianapolis and its importance, then describes the unique preservation challenges of the Virtual Bethel project, and finally provides guidance and preservation recommendations for Virtual Bethel, using the National Digital Stewardship Alliance Levels of Preservation. Discussion of limitations of the guidance and recommendations follow

Virtual Reality to Assess and Treat Childhood Aggression

Digitized for IUPUI ScholarWorks inclusion in 2022The lack of advancement within the existing forms of assessment and treatment for youth aggression result in inaccurate data. The potential of advancement needs to be addressed, as accurate assessments of aggressive behavior lead to affective treatment. The integration of virtual reality will help fill the gap between clinical treatment and the real environments in which aggressive behaviors occur. I have developed a paradigm with the long-term goal of improving the efficiency and accuracy of assessments and treatments. The capabilities of virtual reality are limitless, and will provide positive long-term affects on youth aggression. The long-term goals will build on this to address the existing problems

Artifacts and Artifaction: Two Years of Historical Preservation with Benj. Harrison Presidential Site

Digitized for IUPUI ScholarWorks inclusion in 2022In 2016, the Benjamin Harrison Presidential Site, based out of Indianapolis, contracted our class N420 Project Development to produce a virtual museum to become known as The 23rd Floor. Virtual reality systems allow interaction with 3D replicas of artifacts that are normally not able to be displayed due to quantity of historical artifacts and insufficient space to display them in. The University Library's Center for Digital Scholarship was instrumental to providing digital scans that provided the foundation to recreate authentic replications of over 50 assets inside the growing virtual museum

Artifacts and Artifaction: Two Years of Historical Preservation with Benj. Harrison Presidential Site

Digitized for IUPUI ScholarWorks inclusion in 2022In 2016, the Benjamin Harrison Presidential Site, based out of Indianapolis, contracted our class N420 Project Development to produce a virtual museum to become known as The 23rd Floor. Virtual reality systems allow interaction with 3D replicas of artifacts that are normally not able to be displayed due to quantity of historical artifacts and insufficient space to display them in. The University Library's Center for Digital Scholarship was instrumental to providing digital scans that provided the foundation to recreate authentic replications of over 50 assets inside the growing virtual museum

105. Preservation of a Collaborative Community-Based Virtual Reality Collections.

This workshop provides both a conceptual and technical instruction for a collaborative virtual reality (VR) preservation project. The Virtual Bethel project is a collaboration between Library and Information Science (DLIS) and Media Arts and Sciences (MAS) at the School of Informatics and Computing (SoIC) at IUPUI, and community leaders of the Bethel Church a historically important African American Church in Indianapolis. This workshop consists of four distinct sections. First, workshop attendees learn about best practices in community engagement and collaboration with other neighboring fields. Secondly, attendees will learn about the complexities of 3-D and VR data. Third, attendees will learn about the creation and production process of virtual reality spaces. And lastly, attendees learn about the technical considerations for the preservation of virtual reality projects

Assessment of Boys' Responses to Interpersonal Conflict in Virtual Reality

Background: Continuous advances in virtual reality (VR) technology have increased its potential for clinical use in the research, assessment, and treatment of mental health difficulties. One potential target for VR use is childhood behavior problems, which are often associated with social-cognitive deficits that can be difficult to measure or modify. Materials and Methods: We enrolled 36 boys between the ages of 8–13 to assess the usability of a VR device and its feasibility as a psychiatric tool for youth. Each participant experienced three virtual school cafeteria scenes that varied in antisocial content and the intentions of a virtual counterpart (VC) (control, ambiguous, or hostile). Following each scene, participants completed questions about ease and comfort in using the headset as well as an assessment of hostile attribution bias (HAB). HAB is the tendency to attribute hostile motivations to others' behaviors, which contributes to antisocial thoughts and behaviors. Following this VR use, participants completed a standard text assessment of HAB. Results: In general, participants reported the VR headset to be enjoyable and easy to use, and scenes worked as intended, with VCs in the hostile scene rated the meanest. In addition, boys with more conduct problems reported that virtual characters were meaner to them, despite no difference in text vignette measures of HAB. Conclusion: This study provides preliminary evidence supporting the further development of VR programs to assess and treat childhood behavior problems

Capstones Taxonomy

The capstone is a signature, culminating experience that requires students to integrate knowledge, skills, and dispositions acquired during college and apply them in a situation that approximates some aspect of disciplinary practice. Students are prepared to achieve excellence in the capstone when the unit has intentionally designed a pathway that strategically places the capstone at the end of the students’ journey. In this way, the capstone is integrated and connected to the undergraduate experience, and is not a stand-alone course or experience. The Capstones Taxonomy differentiates the five attributes of capstones along three dimensions of impact. The common thread that works across all five attributes is as follows: High Impact: The capstone impacts students in the short-term for the duration of the course. The positive impact of the capstone accrues to each individual student. Higher Impact: The capstone impacts the entire class as students share experiences with each other. The impact of the capstone should be felt after the class concludes. Highest Impact: The capstone supports or advances the engagement of students with their next steps and impacts their trajectory in a lasting way. Students see the interdependent connections between their work and the world