A comparative evaluation of foreground/background sketch-based mesh segmentation algorithms

This paper presents an extensive comparative evaluation of five popular foreground/background sketch-based interactive mesh segmentation algorithms, addressing the quantitative assessment of the accuracy, efficiency, and stability of each algorithm. To facilitate the comparison, we have developed a complete framework with an intuitive and simple sketch-based interface to enable interactive mesh segmentation by marking strokes to specify the foreground and background with the mouse buttons, allowing us to quantify the algorithms in a unified manner. The evaluation has been performed via extensive user experiments in which each participant was assigned to segment models with the evaluated algorithms and the corresponding update of each segmentation was recorded as a new refinement when additional interactions were added. We then collected the segmentations from participants and evaluated them against the ground-truth corpus constructed from the Princeton segmentation database. To investigate how well the interactive segmentations match the ground-truth, five metrics were used to measure the boundary and region accuracy of segmentations. By studying the experimental results, we have analyzed the performance of the evaluated algorithms and provided valuable insights into their characteristics.     

Skeleton computation of orthogonal polyhedra

Skeletons are powerful geometric abstractions that provide useful representations for a number of geometric operations. The straight skeleton has a lower combinatorial complexity compared with the medial axis. Moreover, while the medial axis of a polyhedron is composed of quadric surfaces the straight skeleton just consist of planar faces. Although there exist several methods to compute the straight skeleton of a polygon, the straight skeleton of polyhedra has been paid much less attention. We require to compute the skeleton of very large datasets storing orthogonal polyhedra. Furthermore, we need to treat geometric degeneracies that usually arise when dealing with orthogonal polyhedra. We present a new approach so as to robustly compute the straight skeleton of orthogonal polyhedra. We follow a geometric technique that works directly with the boundary of an orthogonal polyhedron. Our approach is output sensitive with respect to the number of vertices of the skeleton and solves geometric degeneracies. Unlike the existing straight skeleton algorithms that shrink the object boundary to obtain the skeleton, our algorithm relies on the plane sweep paradigm. The resulting skeleton is only composed of axis‐aligned and 45° rotated planar faces and edges.     

多媒体要素与记忆规律及情感激励作用关系初探

文章探讨了多媒体元素的交互式特征的重要地位,对多媒体的多感官刺激与记忆规律之间的深层科学影响关系进行了研究,揭示了语文学科中独特的情感激励过程,对于提高多媒体教学效果、指导多媒体课件设计、强化多媒体系统功能等方面都有非常现实的指导意义。     

基于色彩视觉的计算机图形色彩处理原则

色彩选择与处理在计算机图形学的研究与应用中已越来越受到重视。文章从生物学的角度详尽地阐述了色彩视觉原理及其对计算机图形色彩设计与处理的影响,并据此提出了相应的色彩选用原则。     

Interfaces as functors, programs as coalgebras—A final coalgebra theorem in intensional type theory

In [P. Hancock, A. Setzer, Interactive programs in dependent type theory, in: P. Clote, H. Schwichtenberg (Eds.), Proc. 14th Annu. Conf. of EACSL, CSL’00, Fischbau, Germany, 21–26 August 2000, Vol. 1862, Springer, Berlin, 2000, pp. 317–331, URL citeseer.ist.psu.edu/article/hancock00interactive.html; P. Hancock, A. Setzer, Interactive programs and weakly final coalgebras in dependent type theory, in: L. Crosilla, P. Schuster (Eds.), From Sets and Types to Topology and Analysis. Towards Practicable Foundations for Constructive Mathematics, Oxford Logic Guides, Clarendon Press, 2005, URL www.cs.swan.ac.uk/csetzer/] Hancock and Setzer introduced rules to extend Martin-Löf's type theory in order to represent interactive programming. The rules essentially reflect the existence of weakly final coalgebras for a general form of polynomial functor. The standard rules of dependent type theory allow the definition of inductive types, which correspond to initial algebras. Coalgebraic types are not represented in a direct way. In this article we show the existence of final coalgebras in intensional type theory for these kind of functors, where we require uniqueness of identity proofs () for the set of states and the set of commands which determine the functor. We obtain the result by identifying programs which have essentially the same behaviour, viz. are bisimular. This proves the rules of Setzer and Hancock admissible in ordinary type theory, if we replace definitional equality by bisimulation. All proofs [M. Michelbrink, Verifications of final coalgebra theorem in: Interfaces as Functors, Programs as Coalgebras—A Final Coalgebra Theorem in Intensional Type Theory, 2005, URL www.cs.swan.ac.uk/csmichel/] are verified in the theorem prover agda [C. Coquand, Agda, Internet, URL www.cs.chalmers.se/catarina/agda/; K. Peterson, A programming system for type theory, Technical Report, S-412 96, Chalmers University of Technology, Göteborg, 1982], which is based on intensional Martin-Löf type theory.     

IDL与VisualC／C＋＋语言进行混合编程的方法研究

介绍将VisualC／C＋＋和IDL语言的诸多特点相互结合、相互补充以进行应用程序开发的技术,并用简单、代表性的实例程序进行验证。实践证明,在共享目标库机制上实现IDL与VisualC/C＋＋的混合编程技术,可以实现两种语言的资源和功能共享,达到优势互补。     

Effects of the application of graphing calculator on students’ probability achievement

A Graphing Calculator (GC) is one of the most portable and affordable technology in mathematics education. It quickens the mechanical procedure in solving mathematical problems and creates a highly interactive learning environment, which makes learning a seemingly difficult subject, easy. Since research on the use of GCs for the teaching and learning of probability in institutions of higher learning appears to be limited, a study was conducted to examine the effects of the use of GCs on students’ performance in probability. The study involved 65 pre-university students in a private institution of higher learning in Malaysia. Hypothesis testing showed that there is a significant difference in the mean score of the post achievement test between the experimental and control groups. Students in the experimental group displayed higher achievement than their peers in the control group in the Probability Achievement Test (PAT). Findings also showed that the use of GCs benefits students of all levels, that is, high, average and low mathematics achievers. Qualitative data provides a more lucid picture of how GCs aid in improving understanding and performance. Recommendations made will provide researchers, policy-makers and educators an alternative means of enhancing the quality of probability education.     

Second Life as a support element for learning electronic related subjects: A real case

Looking for more active and motivating methodological alternatives from the students’ perspective, which promote analysis and investigation abilities that make the student a more participative agent and some learning processes are facilitated, a practical study was conducted in the University of La Sabana (Chía, Colombia), in Computing Engineering (INF) and Agroindustrial Production Engineering (IPA) academic programs under the guiding question: Is Second Life an attractive tool for students, does it increment motivation, promote participation and facilitate learning processes in electronic related subjects in Engineering degrees?Second Life (SL) platform was then used as a traditional on-site class complement in electronic related subjects. A follow up was conducted with several groups during a year and a half, some students followed the subject with the traditional on-site methodology and others did it following a mixed methodology that combined traditional on-site lessons with virtual sessions trough SL, making a comparison and applying a quantitative as well as a qualitative methodology for the information analysis and recollection.After the specified study period it was found that using SL as part of the methodology, increments motivation toward electronic related subjects, and promotes participation and investigation, due to the fact that this tool makes learning possible in a funnier, more interactive and deeper way than if it had been taught in a master class. Having real-time access from a virtual classroom to all types of audiovisual information, helps more senses get involved in the learning process, making it more effective; nevertheless a weakness was detected related to the attention and concentration: students tend to get distracted, because their classroom is the computer and from there they have access not only to the many worlds of SL but to all the social networks and the Internet in general.