Effectiveness of a Brief Parent-Directed Teen Driver Safety Intervention (Checkpoints) Delivered by Driver Education Instructors

PubMed Central

Zakrajsek, Jennifer S.; Shope, Jean T.; Greenspan, Arlene I.; Wang, Jing; Bingham, C. Raymond; Simons-Morton, Bruce G.

2014-01-01

Background The Checkpoints program (Checkpoints) uses a Parent-Teen Driving Agreement (PTDA) to help parents monitor teens' driving, and has shown efficacy in increasing parental restrictions on teens' driving and decreasing teens' risky driving. In previous trials, research staff administered Checkpoints. This study examined the effectiveness of Checkpoints when delivered by driver educators. It was hypothesized that Checkpoints would result in more PTDA use, greater PTDA limits on higher risk driving situations, and less high-risk driving. Methods Eight trained driving instructors were randomly assigned to intervention or control groups in a group randomized trial. Instructors enrolled 148 parent-teen dyads (intervention = 99, control = 49); 35% of those eligible. Intervention parents joined teens for a 30-minute Checkpoints session during driver education. The session included a video, persuasive messages, discussion, and PTDA initiation. Teens completed four surveys: baseline, licensure, and 3- and 6-months post-licensure. Results Intervention teens were more likely to report that they used a PTDA (OR= 15.92, p = .004) and had restrictions on driving with teen passengers (OR = 8.52, p = .009), on weekend nights (OR = 8.71, p = .021), on high-speed roads (OR = 3.56, p = .02), and in bad weather (b = .51, p = .05) during the first six months of licensure. There were no differences in offenses or crashes at six months, but intervention teens reported less high-risk driving (p = .04). Conclusions Although challenges remain to encourage greater parent participation, Checkpoints conducted by driver education instructors resulted in more use of PTDAs, greater restrictions on high-risk driving, and less high-risk driving. Including Checkpoints in driver education parent meetings/classes has potential to enhance teen driver safety. PMID:23481298

What Drives Student Engagement: Is It Learning Space, Instructor Behavior, or Teaching Philosophy?

ERIC Educational Resources Information Center

Sawers, Kimberly M.; Wicks, David; Mvududu, Nyaradzo; Seeley, Lane; Copeland, Raedene

2016-01-01

This study investigates how instructor teaching philosophy (traditional vs. constructivist) and type of learning space (traditional vs. active) influence instructor perceptions of student engagement. In a quasi-experimental study, we found that instructors perceived that students were more engaged in the active learning classroom (ALC) than in the…

Effects of decades of physical driving on body movement and motion sickness during virtual driving

PubMed Central

Chang, Chih-Hui; Chen, Fu-Chen; Zeng, Wei-Jhong

2017-01-01

We investigated relations between experience driving physical automobiles and motion sickness during the driving of virtual automobiles. Middle-aged individuals drove a virtual automobile in a driving video game. Drivers were individuals who had possessed a driver’s license for approximately 30 years, and who drove regularly, while non-drivers were individuals who had never held a driver’s license, or who had not driven for more than 15 years. During virtual driving, we monitored movement of the head and torso. During virtual driving, drivers became motion sick more rapidly than non-drivers, but the incidence and severity of motion sickness did not differ as a function of driving experience. Patterns of movement during virtual driving differed as a function of driving experience. Separately, movement differed between participants who later became motion sick and those who did not. Most importantly, physical driving experience influenced patterns of postural activity that preceded motion sickness during virtual driving. The results are consistent with the postural instability theory of motion sickness, and help to illuminate relations between the control of physical and virtual vehicles. PMID:29121059

Cousins Virtual Jane and Virtual Joe, Extraordinary Virtual Helpers

ERIC Educational Resources Information Center

Blignaut, Seugnet; Nagel, Lynette

2009-01-01

Higher education institutions deliver web-based learning with varied success. The success rate of distributed online courses remains low. Factors such as ineffective course facilitation and insufficient communication contribute to the unfulfilled promises of web-based learning. Students consequently feel unmotivated. Instructor control and in the…

Webinars at Louisiana Virtual School

ERIC Educational Resources Information Center

Grant, Allen

2009-01-01

Delivering meaningful professional development, engaging students in exciting yet practical curricula, and effectively communicating with faculty and staff members are challenges in any school setting. At the Louisiana Virtual School, a state-funded virtual school run by the Louisiana Department of Education, the 6,000 students, 115 instructors,…

The ALIVE Project: Astronomy Learning in Immersive Virtual Environments

NASA Astrophysics Data System (ADS)

Yu, K. C.; Sahami, K.; Denn, G.

2008-06-01

The Astronomy Learning in Immersive Virtual Environments (ALIVE) project seeks to discover learning modes and optimal teaching strategies using immersive virtual environments (VEs). VEs are computer-generated, three-dimensional environments that can be navigated to provide multiple perspectives. Immersive VEs provide the additional benefit of surrounding a viewer with the simulated reality. ALIVE evaluates the incorporation of an interactive, real-time ``virtual universe'' into formal college astronomy education. In the experiment, pre-course, post-course, and curriculum tests will be used to determine the efficacy of immersive visualizations presented in a digital planetarium versus the same visual simulations in the non-immersive setting of a normal classroom, as well as a control case using traditional classroom multimedia. To normalize for inter-instructor variability, each ALIVE instructor will teach at least one of each class in each of the three test groups.

Proof-of-Concept Part Task Trainer for Close Air Support Procedures

DTIC Science & Technology

2016-06-01

TVDL Tactical Video Down Link VE Virtual Environment VR Virtual Reality WTI Weapons and Tactics Instructor xvii ACKNOWLEDGMENTS I would first...in training of USMC pilots for close air support operations? • What is the feasibility of developing a prototype virtual reality (VR) system that...Chapter IV provides a review of virtual reality (VR)/ virtual environment (VE) and part-task trainers currently used in military training

Utah Virtual Lab: JAVA interactivity for teaching science and statistics on line.

PubMed

Malloy, T E; Jensen, G C

2001-05-01

The Utah on-line Virtual Lab is a JAVA program run dynamically off a database. It is embedded in StatCenter (www.psych.utah.edu/learn/statsampler.html), an on-line collection of tools and text for teaching and learning statistics. Instructors author a statistical virtual reality that simulates theories and data in a specific research focus area by defining independent, predictor, and dependent variables and the relations among them. Students work in an on-line virtual environment to discover the principles of this simulated reality: They go to a library, read theoretical overviews and scientific puzzles, and then go to a lab, design a study, collect and analyze data, and write a report. Each student's design and data analysis decisions are computer-graded and recorded in a database; the written research report can be read by the instructor or by other students in peer groups simulating scientific conventions.

Social Virtual Worlds for Technology-Enhanced Learning on an Augmented Learning Platform

ERIC Educational Resources Information Center

Jin, Li; Wen, Zhigang; Gough, Norman

2010-01-01

Virtual worlds have been linked with e-learning applications to create virtual learning environments (VLEs) for the past decade. However, while they can support many educational activities that extend both traditional on-campus teaching and distance learning, they are used primarily for learning content generated and managed by instructors. With…

Virtual reality enhanced mannequin (VREM) that is well received by resuscitation experts.

PubMed

Semeraro, Federico; Frisoli, Antonio; Bergamasco, Massimo; Cerchiari, Erga L

2009-04-01

The objective of this study was to test acceptance of, and interest in, a newly developed prototype of virtual reality enhanced mannequin (VREM) on a sample of congress attendees who volunteered to participate in the evaluation session and to respond to a specifically designed questionnaire. A commercial Laerdal HeartSim 4000 mannequin was developed to integrate virtual reality (VR) technologies with specially developed virtual reality software to increase the immersive perception of emergency scenarios. To evaluate the acceptance of a virtual reality enhanced mannequin (VREM), we presented it to a sample of 39 possible users. Each evaluation session involved one trainee and two instructors with a standardized procedure and scenario: the operator was invited by the instructor to wear the data-gloves and the head mounted display and was briefly introduced to the scope of the simulation. The instructor helped the operator familiarize himself with the environment. After the patient's collapse, the operator was asked to check the patient's clinical conditions and start CPR. Finally, the patient started to recover signs of circulation and the evaluation session was concluded. Each participant was then asked to respond to a questionnaire designed to explore the trainee's perception in the areas of user-friendliness, realism, and interaction/immersion. Overall, the evaluation of the system was very positive, as was the feeling of immersion and realism of the environment and simulation. Overall, 84.6% of the participants judged the virtual reality experience as interesting and believed that its development could be very useful for healthcare training. The prototype of the virtual reality enhanced mannequin was well-liked, without interfence by interaction devices, and deserves full technological development and validation in emergency medical training.

Effectiveness evaluation of simulative workshops for newly licensed drivers.

PubMed

Rosenbloom, Tova; Eldror, Ehud

2014-02-01

The current study set to examine the effects of simulator use in driving instruction on newly licensed drivers, comparing the road safety knowledge and reported intended behavior, as well as the actual driving performance of new drivers. Participants consisted of 280 newly licensed driver, of which 140 whose drivers license training included additional simulator-based lessons, and 140 drivers whose training precluded simulator-based lessons. All drivers answered questionnaires pertaining to their intended safe driving behaviors (according to Ajzen's (2000) theory of planned behavior), and to their traffic safety knowledge. Of the initial sample, 40 drivers received actual driving performance evaluation by an expert driving instructor, as well as by in-vehicle data recorders (IVDRs). We assumed that safer drivers report safer driving intentions, demonstrate greater traffic safety knowledge, evaluated as safer drivers by the driving instructor, and display lower and stable driving parameters on the IVDRs. We hypothesized that theoretical driving studies combined with practical training on simulators will elevate the safety level of novices driving. Hierarchical regression analyses on driving intentions indicated that drivers who did not receive simulator-based lessons demonstrated safer driving intentions compared to drivers who received simulator-based lessons. This pattern possibly indicating the drivers who received simulator-based lessons felt more confident in their driving abilities compared to drivers who did not receive simulated training. No significant difference was found in traffic safety knowledge, or in the evaluation of the expert driving instructor. IDVR data comparisons indicated drivers who received simulator-based lessons braked more often and were less prone to headway events, suggesting a more responsive driving style. These findings do not point to any significant advantage or disadvantage of the current simulator-based driving training over other driving training methods. Copyright © 2013 Elsevier Ltd. All rights reserved.

The Effects of Instructor-Avatar Immediacy in Second Life, an Immersive and Interactive Three-Dimensional Virtual Environment

ERIC Educational Resources Information Center

Lawless-Reljic, Sabine Karine

2010-01-01

Growing interest of educational institutions in desktop 3D graphic virtual environments for hybrid and distance education prompts questions on the efficacy of such tools. Virtual worlds, such as Second Life[R], enable computer-mediated immersion and interactions encompassing multimodal communication channels including audio, video, and text-.…

Optical versus Virtual: Teaching Assistant Perceptions of the Use of Virtual Microscopy in an Undergraduate Human Anatomy Course

ERIC Educational Resources Information Center

Collier, Larissa; Dunham, Stacey; Braun, Mark W.; O'Loughlin, Valerie Dean

2012-01-01

Many studies that evaluate the introduction of technology in the classroom focus on student performance and student evaluations. This study focuses on instructor evaluation of the introduction of virtual microscopy into an undergraduate anatomy class. Semi-structured interviews were conducted with graduate teaching assistants (TA) and analyzed…

Tailored instructor feedback leads to more effective virtual-reality laparoscopic training.

PubMed

Paschold, M; Huber, T; Zeißig, S R; Lang, H; Kneist, Werner

2014-03-01

Laparoscopic novices begin at different performance levels, and studies on tailored training concepts are warranted. The effect of verbal instructor feedback has been investigated with varying results, and its effectiveness in virtual-reality laparoscopic (VRL) simulations still is unclear. This study aimed to determine whether laparoscopic novices with lower initial performance statuses may profit from training with intensive instructor feedback. A prospective, single-blinded study was performed within a week-long curricular course. In this study, 20 medical students performed a complex bimanual maneuver on a VRL simulator. There was a division in performance levels, with a high-performer group (HPG) that received a better median score and a low-performer group (LPG). During the training phase, only the initial LPG received standardized instructor feedback in a one-to-one setting. The final assessment of skills for both groups involved performing the task without feedback at the end of the course. The HPG and LPG showed significantly different initial performance levels according global and categorized (time, economics, error) scores (p < 0.005). This difference disappeared quickly throughout the instructor feedback phase. The final assessment demonstrated that both groups were at the same level of performance. This is the first study to use a tailored training concept with instructor feedback limited to the LPG. The tailored training was effective and economic for the laparoscopic novices and their teachers.

Riding a tsunami in ocean science education

NASA Astrophysics Data System (ADS)

Reed, Donald L.

1998-08-01

An experiment began in late 1994 in which the WWW plays a critical role in the instruction of students in an oceanography course for non-majors. The format of the course consists of an equal blend of traditional lectures, tutorial-style exercises delivered from the course WWW site, classroom activities, such as poster presentations and group projects, and field excursions to local marine environments. The driving force behind the technology component of the course is to provide high-quality educational materials that can be accessed at the convenience of the student. These materials include course information and handouts, lecture notes, self-paced exercises, a virtual library of electronic resources, information on newsworthy marine events, and late-breaking oceanographic research that impacts the population of California. The course format was designed to partially meet the demands of today's students, involve students in the learning process, and prepare students for using technology in work following graduation. Students have reacted favorably to the use of the WWW and comments by peers have been equally supportive. Students are more focused in their efforts during the computer-based exercises than while listening to lecture presentations. The implementation of this form of learning, however, has not, as yet, reduced the financial cost of the course or the amount of instructor effort in providing a high quality education. Interactions between the instructor and students have increased significantly as the informality of a computer laboratory promotes individual discussions and electronic communication provides students with easy (and frequent) access to the instructor outside of class.

Content and Community Redux: Instructor and Student Interpretations of Online Communication in a Graduate Seminar.

ERIC Educational Resources Information Center

Dykes, Mary E.; Schwier, Richard A.

2003-01-01

Examines the experiences of an instructor and teaching assistant who employed online communication strategies in a graduate seminar to deliberately foster the development of a virtual learning community using synchronous and asynchronous online events. Compared their reflections with what the student reported about their learning in online…

A Virtual Library for Instructional Systems Designers.

ERIC Educational Resources Information Center

Kirk, James J.

During the past three years, the role of the instructional systems designer has taken on greater significance for instructors. This is because many faculty members have been asked to put their entire courses online over the World Wide Web. Instructors are now creating a substantial percentage of the online courses with little or no background in…

Computer-Supported Collaborative Learning: Best Practices and Principles for Instructors

ERIC Educational Resources Information Center

Orvis, Kara L., Ed.; Lassiter, Andrea L. R., Ed.

2008-01-01

Decades of research have shown that student collaboration in groups doesn't just happen; rather it needs to be a deliberate process facilitated by the instructor. Promoting collaboration in virtual learning environments presents a variety of challenges. This book answers the demand for a thorough resource on techniques to facilitate effective …

Uniting Technology and Pedagogy: The Evolution of an Online Teaching Certification Course

ERIC Educational Resources Information Center

Riedinger, Bonnie; Rosenberg, Paul

2006-01-01

Like all learners, new online instructors need hands-on experience, feedback, and ongoing support to become comfortable and proficient in the virtual classroom. It is unrealistic to expect even the most self-motivated, creatively pedagogical, and technically inclined instructor to fly solo after just a few hours of training. With the authors'…

Can You See Me Now? Defining Teaching Presence in the Online Classroom through Building a Learning Community

ERIC Educational Resources Information Center

Jones, Ida M.

2011-01-01

In the online environment, students and instructors are virtually, but not physically, present in the same environment. In the online environment, technology mediates learning: it mediates communications and information transfer between the student and the instructor, between the student and the content, and among the students. Critics fear that…

Perturbing Practices: A Case Study of the Effects of Virtual Manipulatives as Novel Didactic Objects on Rational Function Instruction

ERIC Educational Resources Information Center

Pampel, Krysten

2017-01-01

The advancement of technology has substantively changed the practices of numerous professions, including teaching. When an instructor first adopts a new technology, established classroom practices are perturbed. These perturbations can have positive and negative, large or small, and long- or short-term effects on instructors' abilities to teach…

Virtual Instruction: A Qualitative Research Laboratory Course

ERIC Educational Resources Information Center

Stadtlander, Lee M.; Giles, Martha J.

2010-01-01

Online graduate programs in psychology are becoming common; however, a concern has been whether instructors in the programs provide adequate research mentoring. One issue surrounding research mentoring is the absence of research laboratories in the virtual university. Students attending online universities often do research without peer or lab…

The Effect of the Use of the 3-D Multi-User Virtual Environment "Second Life" on Student Motivation and Language Proficiency in Courses of Spanish as a Foreign Language

ERIC Educational Resources Information Center

Pares-Toral, Maria T.

2013-01-01

The ever increasing popularity of virtual worlds, also known as 3-D multi-user virtual environments (MUVEs) or simply virtual worlds provides language instructors with a new tool they can exploit in their courses. For now, "Second Life" is one of the most popular MUVEs used for teaching and learning, and although "Second Life"…

A Case Study of the Experiences of Instructors and Students in a Virtual Learning Environment (VLE) with Different Cultural Backgrounds

ERIC Educational Resources Information Center

Lim, Keol; Kim, Mi Hwa

2015-01-01

The use of virtual learning environments (VLEs) has become more common and educators recognized the potential of VLEs as educational environments. The learning community in VLEs can be a mixture of people from all over the world with different cultural backgrounds. However, despite many studies about the use of virtual environments for learning,…

Mixed methods student evaluation of an online systemic human anatomy course with laboratory.

PubMed

Attardi, Stefanie M; Choi, Suwhan; Barnett, John; Rogers, Kem A

2016-05-06

A fully online section of an existing face-to-face (F2F) systemic human anatomy course with a prosection laboratory was offered for the first time in 2012-2013. Lectures for F2F students (N = 365) were broadcast in both live and archived format to online students (N = 40) using virtual classroom software. Laboratories were delivered online by a teaching assistant who manipulated 3D computer models in the virtual classroom environment. An exploratory sequential mixed methods approach was undertaken to determine the most important deciding factors that drive students' preferences for a given format and then to generate theory on the strengths and weaknesses of the online format. Students (20 online; 310 F2F) volunteered to participate in a crossover period of one week to expose them to the course section in which they were not originally registered. Open ended interviews (20 online; 20 F2F) and quantitative surveys (270 F2F) were conducted following a crossover. Students valued pace control, schedule, and location flexibility of learning from archived materials and being assessed online. In the online laboratory they had difficulty using the 3D models and preferred the unique and hands-on experiences of cadaveric specimens. The F2F environment was conducive to learning in both lecture and laboratory because students felt more engaged by instructors in person and were less distracted by their surroundings. These results suggest the need to improve the online experience by increasing the quality of student-instructor communication and in turn student-content interaction with the 3D models. Anat Sci Educ 9: 272-285. © 2015 American Association of Anatomists. © 2015 American Association of Anatomists.

The Implementation of Virtual Instruction in Relation to X-ray Anatomy and Positioning in a Chiropractic Degree Program: A Descriptive Paper.

PubMed

Rush, Perry O; Boone, William R

2009-01-01

This article provides information regarding the introduction of virtual education into classroom instruction, wherein a method of classroom instruction was developed with the use of a computer, digital camera, and various software programs. This approach simplified testing procedures, thus reducing institutional costs substantially by easing the demand for manpower, and seemed to improve average grade performance. Organized files with hundreds of digital pictures have created a range of instructor resources. Much of the new course materials were organized onto compact disks to complement course notes. Customizing presentations with digital technology holds potential benefits for students, instructors and the institution.

Mobile devices, Virtual Reality, Augmented Reality, and Digital Geoscience Education.

NASA Astrophysics Data System (ADS)

Crompton, H.; De Paor, D. G.; Whitmeyer, S. J.; Bentley, C.

2016-12-01

Mobile devices are playing an increasing role in geoscience education. Affordances include instructor-student communication and class management in large classrooms, virtual and augmented reality applications, digital mapping, and crowd-sourcing. Mobile technologies have spawned the sub field of mobile learning or m-learning, which is defined as learning across multiple contexts, through social and content interactions. Geoscientists have traditionally engaged in non-digital mobile learning via fieldwork, but digital devices are greatly extending the possibilities, especially for non-traditional students. Smartphones and tablets are the most common devices but smart glasses such as Pivothead enable live streaming of a first-person view (see for example, https://youtu.be/gWrDaYP5w58). Virtual reality headsets such as Google Cardboard create an immersive virtual field experience and digital imagery such as GigaPan and Structure from Motion enables instructors and/or students to create virtual specimens and outcrops that are sharable across the globe. Whereas virtual reality (VR) replaces the real world with a virtual representation, augmented reality (AR) overlays digital data on the live scene visible to the user in real time. We have previously reported on our use of the AR application called FreshAiR for geoscientific "egg hunts." The popularity of Pokémon Go demonstrates the potential of AR for mobile learning in the geosciences.

NASA Center for Astronomy Education: Building a Community of Practice

NASA Astrophysics Data System (ADS)

Brissenden, Gina; Prather, E.; Slater, T. F.; Greene, W. M.; Thaller, M.

2006-12-01

The NASA Center for Astronomy Education (CAE) is devoted to the professional development of introductory college astronomy instructors teaching at community colleges. The primary goal is building a "community of practice." Evaluation results suggest this community of practice model is effective at improving instructional practices, particularly in settings where instructors feel isolated from their peers. For community college faculty this isolation can be quite real. Many are the only astronomer, if not the only scientist, at their institution. In addition, they may be adjunct instructors who have no office, no institutional email address, nor appear in the campus directory. CAE works to prevent this sense of isolation by building both actual and virtual communities for these instructors, as well as provide actual and virtual professional development opportunities. CAE’s major effort is providing multi-tiered "Teaching Excellence Workshops" offered at national and regional venues. Ongoing support is offered through the CAE website. Instructors can learn about, and register for, upcoming workshops. They can engage in discussions about educational issues and share best practices with peers using the moderated discussion group AstroLrner@CAE. CAE also provides an updated article "This Month’s Teaching Strategy” which is a reflection on teaching strategies discussed in the workshops. Instructors can also find their peers through the online map of US community colleges offering introductory astronomy courses. Lastly, CAE Regional Teaching Exchanges facilitate local, and sustained, community building. CAE is supported by the NASA/JPL Navigator Public Engagement Program and the Spitzer Space Telescope Education and Public Outreach Program.

Using Virtual Reality To Bring Your Instruction to Life.

ERIC Educational Resources Information Center

Gaddis, Tony

Prepared by the manager of a virtual reality (VR) laboratory at North Carolina's Haywood Community College, the three papers collected in this document are designed to help instructors incorporate VR into their classes. The first paper reviews the characteristics of VR, defining it as a computer-generated simulation of a three-dimensional…

WebIntera-Classroom: An Interaction-Aware Virtual Learning Environment for Augmenting Learning Interactions

ERIC Educational Resources Information Center

Chen, Jingjing; Xu, Jianliang; Tang, Tao; Chen, Rongchao

2017-01-01

Interaction is critical for successful teaching and learning in a virtual learning environment (VLE). This paper presents a web-based interaction-aware VLE--WebIntera-classroom--which aims to augment learning interactions by increasing the learner-to-content and learner-to-instructor interactions. We design a ubiquitous interactive interface that…

Comparing Synchronous Virtual Classrooms: Student, Instructor and Course Designer Perspectives

ERIC Educational Resources Information Center

Lavolette, Elizabeth; Venable, Melissa A.; Gose, Eddie; Huang, Eric

2010-01-01

The synchronous tool that is right for developing an online course depends on the context, needs and priorities. This report compares synchronous, virtual classroom systems Elluminate Live! v. 9 and Dimdim v. 4.5. The researchers compared the features of each system in terms of facilitation of communication, presentation of course content and…

Using Twitter to Increase Political Interest in Undergraduate Students

ERIC Educational Resources Information Center

Caliendo, Stephen M.; Chod, Suzanne; Muck, William

2016-01-01

This study examines the impact of using Twitter in the classroom on student political efficacy, interest, and engagement. Millennials use the virtual world to build social relationships and to obtain information. By envisioning the virtual world as a means to increase civic engagement, political science instructors can use technology to draw upon…

Faculty Perceptions of Cooperative Learning and Traditional Discussion Strategies in Online Courses

ERIC Educational Resources Information Center

Kupczynski, Lori; Mundy, Marie-Anne; Maxwell, Gerri

2012-01-01

Due to the recent developments in technology, distance learning and education questions regarding the best teaching methods for the virtual classroom have emerged. Thus, it becomes increasingly necessary to examine how these methods translate into the virtual classroom. This qualitative case study examined how instructors of online courses…

The Nature of Adolescent Learner Interaction in a Virtual High School Setting

ERIC Educational Resources Information Center

Borup, J.; Graham, C.R.; Davies, R.S.

2013-01-01

This study used survey data to measure the effect of learners' reported interactions with content, peers, and instructors on several course outcomes in two virtual high school courses that emphasized interactive learning. Surveys found that the large majority of students viewed all investigated types of interaction as educational and motivational.…

Virtual seminars

NASA Astrophysics Data System (ADS)

Nelson, H. Roice

1997-06-01

A virtual seminar (SM) is an economic and effective instructional tool for teaching students who are at a distance from their instructor. Like conventional class room teaching, a virtual seminar requires an instructor, a student, and a method of communication. Teleconferencing, video conferencing, intranets and the Internet give learners in a Virtual Seminar the ability to interact immediately with their mentors and receive real and relevant answers. This paper shows how industry and academia can benefit from using methods developed and experience gained in presenting the first virtual seminars to academic and petroleum industry participants in mid-1996. The information explosion in industry means that business or technical information is worthless until it is assimilated into a corporate knowledge management system. A search for specific information often turns into a filtering exercise or an attempt to find patterns and classify retrieved material. In the setting of an interactive corporate information system, virtual seminars meet the need for a productive new relationship between creative people and the flux of corporate knowledge. Experience shows that it is more efficient to circulate timesensitive and confidential information electronically through a virtual seminar. Automating the classification of information and removing that task from the usual work load creates an electronic corporate memory and enhances the value of the knowledge to both users and a corporation. Catalogued benchmarks, best-practice standards, and Knowledge Maps (SM) of experience serve as key aids to communicating knowledge through virtual seminars and converting that knowledge into a profit-making asset.

The Future Online: Instructional Communication Scholars Taking the Lead. Forum: The Future of Instructional Communication

ERIC Educational Resources Information Center

Chatham-Carpenter, April

2017-01-01

As students begin using more virtual and augmented reality tools for education and entertainment, they may come to expect instructors to use similar types of technology in their teaching (Kelly, 2016). Instructors may choose to employ this type of technology in the future, to create more of a real-life feel in the online classroom. The effects of…

Integrated Eye Tracking and Neural Monitoring for Enhanced Assessment of Mild TBI

DTIC Science & Technology

2015-04-01

virtual reality driving simulator data acquisition. Data collection for the pilot study is nearly complete and data analyses are currently under way...Training for primary study procedures including neuropsychological testing, eye- tracking, virtual reality driving simulator, and EEG data acquisition is...the virtual reality driving simulator. Participants are instructed to drive along a coastal highway while performing the target detection task

Computer Based Training: Field Deployable Trainer and Shared Virtual Reality

NASA Technical Reports Server (NTRS)

Mullen, Terence J.

1997-01-01

Astronaut training has traditionally been conducted at specific sites with specialized facilities. Because of its size and nature the training equipment is generally not portable. Efforts are now under way to develop training tools that can be taken to remote locations, including into orbit. Two of these efforts are the Field Deployable Trainer and Shared Virtual Reality projects. Field Deployable Trainer NASA has used the recent shuttle mission by astronaut Shannon Lucid to the Russian space station, Mir, as an opportunity to develop and test a prototype of an on-orbit computer training system. A laptop computer with a customized user interface, a set of specially prepared CD's, and video tapes were taken to the Mir by Ms. Lucid. Based upon the feedback following the launch of the Lucid flight, our team prepared materials for the next Mir visitor. Astronaut John Blaha will fly on NASA/MIR Long Duration Mission 3, set to launch in mid September. He will take with him a customized hard disk drive and a package of compact disks containing training videos, references and maps. The FDT team continues to explore and develop new and innovative ways to conduct offsite astronaut training using personal computers. Shared Virtual Reality Training NASA's Space Flight Training Division has been investigating the use of virtual reality environments for astronaut training. Recent efforts have focused on activities requiring interaction by two or more people, called shared VR. Dr. Bowen Loftin, from the University of Houston, directs a virtual reality laboratory that conducts much of the NASA sponsored research. I worked on a project involving the development of a virtual environment that can be used to train astronauts and others to operate a science unit called a Biological Technology Facility (BTF). Facilities like this will be used to house and control microgravity experiments on the space station. It is hoped that astronauts and instructors will ultimately be able to share common virtual environments and, using telephone links, conduct interactive training from separate locations.

Evasive and Emergency Curriculum for Driver Education.

ERIC Educational Resources Information Center

1976

An advanced course to increase the student's driving ability and knowledge of the automobile is presented in this curriculum guide for use by high school driver education instructors. The course is designed for students who have been driving for 6 to 12 months or who have mastered basic driving skills. Focus is on advanced driving techniques,…

Student Perceptions of Constructivist Concepts in Classes Using Virtual Worlds

ERIC Educational Resources Information Center

Bowers, K. Westmoreland

2014-01-01

The purpose of this study was to identify constructivist concepts that are important to student-perceived learning outcomes in college courses that use a virtual world, such as Second Life, as an educational tool. Identification of these concepts will help instructors to make the best use of their course design efforts in mediated environments.…

Stroking the Net Whale: A Constructivist Grounded Theory of Self-Regulated Learning in Virtual Social Spaces

ERIC Educational Resources Information Center

Kasperiuniene, Judita; Zydziunaite, Vilma; Eriksson, Malin

2017-01-01

This qualitative study explored the self-regulated learning (SRL) of teachers and their students in virtual social spaces. The processes of SRL were analyzed from 24 semi-structured individual interviews with professors, instructors and their students from five Lithuanian universities. A core category stroking the net whale showed the process of…

Question-Answer Activities in Synchronous Virtual Classrooms in Terms of Interest and Usefulness

ERIC Educational Resources Information Center

Aydemir, Melike; Kursun, Engin; Karaman, Selçuk

2016-01-01

Instructors generally convey their face to face habits to synchronous virtual classrooms, but these face to face strategies do not work in these environments. In this sense, the purpose of this study was to investigate the effects of question type and answer format used in synchronous class implementations on perceived interest and usefulness. To…

Virtual Office Hours Using a Tablet PC: E-lluminating Biochemistry in an Online Environment

ERIC Educational Resources Information Center

Kohorst, Kelly; Cox, James R.

2007-01-01

The availability of online collaboration software has provided new opportunities for instructors to interact with students outside the classroom. This report describes how Elluminate "Live!"[R], a particular conferencing software package, can be used with a tablet PC to conduct virtual office hours in a biochemistry course. The educational value…

ESL Teacher Training in 3D Virtual Worlds

ERIC Educational Resources Information Center

Kozlova, Iryna; Priven, Dmitri

2015-01-01

Although language learning in 3D Virtual Worlds (VWs) has become a focus of recent research, little is known about the knowledge and skills teachers need to acquire to provide effective task-based instruction in 3D VWs and the type of teacher training that best prepares instructors for such an endeavor. This study employs a situated learning…

Design and Development of Virtual Reality: Analysis of Challenges Faced by Educators

ERIC Educational Resources Information Center

Hanson, Kami; Shelton, Brett E.

2008-01-01

There exists an increasingly attractive lure of using virtual reality applications for teaching in all areas of education, but perhaps the largest detriment to its use is the intimidating nature of VR technology for non-technical instructors. What are the challenges to using VR technology for the design and development of VR-based instructional…

Do Nonverbal Emotional Cues Matter? Effects of Video Casting in Synchronous Virtual Classrooms

ERIC Educational Resources Information Center

Han, Heeyoung

2013-01-01

This study examined the effects of an instructor's use of video casting as a nonverbal emotional cue in synchronous discussion sessions on students' social presence, satisfaction, and learning achievement. A quasi-experimental design was used to evaluate the effect of video casting in a synchronous virtual classroom. The research setting was a…

Use and Mastery of Virtual Learning Environment in Brazilian Open University

ERIC Educational Resources Information Center

Gomez, Margarita Victoria

2014-01-01

This paper describes and analyses the dynamics of the use and/or mastery of Virtual Learning Environments (VLEs) by educators and students Open University, important part of the Brazilian Educational System. A questionnaire with 32 items was answered by 174 students/instructors/coordinators of the Media in Education and Physics courses, of two…

NASA Center for Astronomy Education: Building a Community of Practice

NASA Astrophysics Data System (ADS)

Brissenden, Gina; Prather, E. E.; Slater, T. F.; Greene, W. M.; Thaller, M.; Alvidrez, R.

2007-12-01

The NASA Center for Astronomy Education (CAE) is devoted to the professional development of introductory college astronomy instructors teaching at community colleges. The primary goal is building a "community of practice." Evaluation results suggest this community of practice model is effective at improving instructional practices, particularly in settings where instructors feel isolated from their peers. For community college faculty this isolation can be quite real. Many are the only astronomer, if not the only scientist, at their institution. In addition, they may be adjunct instructors who have no office, no institutional email address, nor appear in the campus directory. CAE works to prevent this sense of isolation by building both actual and virtual communities for these instructors, as well as provide actual and virtual professional development opportunities. CAE's major effort is providing multi-tiered "Teaching Excellence Workshops" offered at national and regional venues. Recently added to our workshop offerings is a Tier II, or advanced, workshop for instructors who have attended a previous Teaching Excellence Workshop. The focus of the Tier II workshops is on implementation issues. In addition, we are now also offering a workshop exclusively for post-docs, graduates, and undergraduate students. Ongoing support is offered through the CAE website. Instructors can learn about, and register for, upcoming workshops. They can engage in discussions about educational issues and share best practices with peers using the moderated discussion group Astrolrner@CAE. CAE also provides an updated article "This Month's Teaching Strategy” which is a reflection on teaching strategies discussed in the workshops. Instructors can also find their peers through the online map of US community colleges offering introductory astronomy courses. Lastly, CAE Regional Teaching Exchanges facilitate local, and sustained, community building. CAE is supported by the NASA/JPL Navigator Public Engagement Program and the Spitzer Space Telescope Education and Public Outreach Program.

Next Generation Online: Advancing Learning through Dynamic Design, Virtual and Web 2.0 Technologies, and Instructor "Attitude"

ERIC Educational Resources Information Center

O'Connor, Eileen

2013-01-01

With the advent of web 2.0 and virtual technologies and new understandings about learning within a global, networked environment, online course design has moved beyond the constraints of text readings, papers, and discussion boards. This next generation of online courses needs to dynamically and actively integrate the wide-ranging distribution of…

Combining Face-to-Face Learning with Online Learning in Virtual Worlds

ERIC Educational Resources Information Center

Berns, Anke; Gonzalez-Pardo, Antonio; Camacho, David

2012-01-01

This paper focuses on the development of videogame-like applications in a 3D virtual environment as a complement to the face-to-face teaching and learning. With the changing role of teaching and learning and the increasing use of "blended learning," instructors are increasingly expected to explore new ways to attend to the needs of their…

Physics instructors are not blank slates either: An exploratory study of introductory physics instruction

NASA Astrophysics Data System (ADS)

Mitchell, Willyetta Adele

2009-11-01

The purpose of the study was to investigate the views of the nature of science and the classroom practices of instructors who teach introductory physics at a research intensive university. A study of this nature is necessary because calls to change how science is taught have been made since the 1800's, yet the methods of instruction have remained virtually unchanged. The conflict between how science is taught and how students learn science can be remedied by effective professional development at the university. However, training on the change process is virtually nonexistent in teacher education programs and in teacher professional development workshops at all levels. The Views About Science Survey (VASS) was first administered to a sample of twenty-nine physics instructors and graduate assistants who have taught introductory physics courses within the last five years. To assess instructional practices in introductory physics at a research extensive university, a purposeful, stratified sample of 56 classes was observed. The interactions between the students and teachers were analyzed using the Flanders Interaction Analysis. The findings suggest that the physics instructors hold a mixed view of the nature of science. The instructors' views do not necessarily indicate how they teach physics. The results also showed that the professors reported that they use elements of effective teaching practices throughout their instruction. The results of the classroom observations revealed that non interactive lecture is the dominate instructional method used. The Flander's confirms that the majority of the class time is spent with the teacher talking and the student passively listening.

Manual Drive Train and Axles. Auto Mechanics Curriculum Guide Module 7. Instructor's Guide.

ERIC Educational Resources Information Center

Colesworthy, Robert; Donovan, Roger

This document is one of a series of modules in the Missouri Auto Mechanics Curriculum Guide, which is based on 144 basic auto mechanics competencies identified on the Missouri Auto Mechanics Competency Profile. The instructor's materials in this document are for a 13-unit secondary education course. The following units are included: (1)…

Assessment of wheelchair driving performance in a virtual reality-based simulator

PubMed Central

Mahajan, Harshal P.; Dicianno, Brad E.; Cooper, Rory A.; Ding, Dan

2013-01-01

Objective To develop a virtual reality (VR)-based simulator that can assist clinicians in performing standardized wheelchair driving assessments. Design A completely within-subjects repeated measures design. Methods Participants drove their wheelchairs along a virtual driving circuit modeled after the Power Mobility Road Test (PMRT) and in a hallway with decreasing width. The virtual simulator was displayed on computer screen and VR screens and participants interacted with it using a set of instrumented rollers and a wheelchair joystick. Driving performances of participants were estimated and compared using quantitative metrics from the simulator. Qualitative ratings from two experienced clinicians were used to estimate intra- and inter-rater reliability. Results Ten regular wheelchair users (seven men, three women; mean age ± SD, 39.5 ± 15.39 years) participated. The virtual PMRT scores from the two clinicians show high inter-rater reliability (78–90%) and high intra-rater reliability (71–90%) for all test conditions. More research is required to explore user preferences and effectiveness of the two control methods (rollers and mathematical model) and the display screens. Conclusions The virtual driving simulator seems to be a promising tool for wheelchair driving assessment that clinicians can use to supplement their real-world evaluations. PMID:23820148

Virtual science instructional strategies: A set of actual practices as perceived by secondary science educators

NASA Astrophysics Data System (ADS)

Gillette, Tammy J.

2009-12-01

The purpose of this proposed research study was to identify actual teaching practices/instructional strategies for online science courses. The identification of these teaching practices/instructional strategies could be used to compile a set of teaching practices/instructional strategies for virtual high school and online academy science instructors. This study could assist online science instructors by determining which teaching practices/instructional strategies were preferred for the online teaching environment. The literature reviewed the role of online and face-to-face instructional strategies, then discussed and elaborated on the science instructional strategies used by teachers, specifically at the secondary level. The current literature did not reflect an integration of these areas of study. Therefore, the connectedness of these two types of instructional strategies and the creation of a set of preferred instructional practices for online science instruction was deemed necessary. For the purpose of this study, the researcher designed a survey for face-to-face and online teachers to identify preferred teaching practices, instructional strategies, and types of technology used when teaching high school science students. The survey also requested demographic data information from the faculty members, including years of experience, subject(s) taught, and whether the teacher taught in a traditional classroom or online, to determine if any of those elements affect differences in faculty perceptions with regard to the questions under investigation. The findings from the current study added to the literature by demonstrating the differences and the similarities that exist between online and face-to-face instruction. Both forms of instruction tend to rely on student-centered approaches to teaching. There were many skills that were similar in that both types of instructors tend to focus on implementing the scientific method. The primary difference is the use of technology tools that were used by online instructors. Online instructors tend to rely on more technological tools such as virtual labs. A list of preferred instructional practices was generated from the qualitative responses to the open-ended questions. Research concerned with this line of inquiry should continue in order to enhance both theory and practice in regard to online instruction.

Development and evaluation of a trauma decision-making simulator in Oculus virtual reality.

PubMed

Harrington, Cuan M; Kavanagh, Dara O; Quinlan, John F; Ryan, Donncha; Dicker, Patrick; O'Keeffe, Dara; Traynor, Oscar; Tierney, Sean

2018-01-01

Consumer-available virtual-reality technology was launched in 2016 with strong foundations in the entertainment-industry. We developed an innovative medical-training simulator on the Oculus™ Gear-VR platform. This novel application was developed utilising internationally recognised Advanced Trauma Life Support (ATLS) principles, requiring decision-making skills for critically-injured virtual-patients. Participants were recruited in June, 2016 at a single-centre trauma-course (ATLS, Leinster, Ireland) and trialled the platform. Simulator performances were correlated with individual expertise and course-performance measures. A post-intervention questionnaire relating to validity-aspects was completed. Eighteen(81.8%) eligible-candidates and eleven(84.6%) course-instructors voluntarily participated. The survey-responders mean-age was 38.9(±11.0) years with 80.8% male predominance. The instructor-group caused significantly less fatal-errors (p < 0.050) and proportions of incorrect-decisions (p < 0.050). The VR-hardware and trauma-application's mean ratings were 5.09 and 5.04 out of 7 respectively. Participants reported it was an enjoyable method of learning (median-6.0), the learning platform of choice (median-5.0) and a cost-effective training tool (median-5.0). Our research has demonstrated evidence of validity-criteria for a concept application on virtual-reality headsets. We believe that virtual-reality technology is a viable platform for medical-simulation into the future. Copyright © 2017 Elsevier Inc. All rights reserved.

Learning to Map the Earth and Planets using a Google Earth - based Multi-student Game

NASA Astrophysics Data System (ADS)

De Paor, D. G.; Wild, S. C.; Dordevic, M.

2011-12-01

We report on progress in developing an interactive geological and geophysical mapping game employing the Google Earth, Google Moon, and Goole Mars virtual globes. Working in groups of four, students represent themselves on the Google Earth surface by selecting an avatar. One of the group drives to each field stop in a model vehicle using game-like controls. When they arrive at a field stop and get out of their field vehicle, students can control their own avatars' movements independently and can communicate with one another by text message. They are geo-fenced and receive automatic messages if they wander off target. Individual movements are logged and stored in a MySQL database for later analysis. Students collaborate on mapping decisions and submit a report to their instructor through a Javascript interface to the Google Earth API. Unlike real mapping, students are not restricted by geographic access and can engage in comparative mapping on different planets. Using newly developed techniques, they can also explore and map the sub-surface down to the core-mantle boundary. Virtual specimens created with a 3D scanner, Gigapan images of outcrops, and COLLADA models of mantle structures such as subducted lithospheric slabs all contribute to an engaging learning experience.

78 FR 38999 - Center for Scientific Review; Notice of Closed Meetings

Federal Register 2010, 2011, 2012, 2013, 2014

2013-06-28

..., (Virtual Meeting). Contact Person: Elena Smirnova, Ph.D., Scientific Review Officer, Center for Scientific... of Health, 6701 Rockledge Drive, Bethesda, MD 20892, (Virtual Meeting). Contact Person: Kenneth A... Institutes of Health, 6701 Rockledge Drive, Bethesda, MD 20892, (Virtual Meeting). Contact Person: Krish...

77 FR 16248 - Center for Scientific Review; Notice of Closed Meetings

Federal Register 2010, 2011, 2012, 2013, 2014

2012-03-20

... (Virtual Meeting). Contact Person: Kenneth A Roebuck, Ph.D., Scientific Review Officer, Center for... Rockledge Drive, Bethesda, MD 20892 (Virtual Meeting). Contact Person: Robert Freund, Ph.D., Scientific.... Place: National Institutes of Health, 6701 Rockledge Drive, Bethesda, MD 20892 (Virtual Meeting...

Interrater Reliability of the Power Mobility Road Test in the Virtual Reality-Based Simulator-2.

PubMed

Kamaraj, Deepan C; Dicianno, Brad E; Mahajan, Harshal P; Buhari, Alhaji M; Cooper, Rory A

2016-07-01

To assess interrater reliability of the Power Mobility Road Test (PMRT) when administered through the Virtual Reality-based SIMulator-version 2 (VRSIM-2). Within-subjects repeated-measures design. Participants interacted with VRSIM-2 through 2 display options (desktop monitor vs immersive virtual reality screens) using 2 control interfaces (roller system vs conventional movement-sensing joystick), providing 4 different driving scenarios (driving conditions 1-4). Participants performed 3 virtual driving sessions for each of the 2 display screens and 1 session through a real-world driving course (driving condition 5). The virtual PMRT was conducted in a simulated indoor office space, and an equivalent course was charted in an open space for the real-world assessment. After every change in driving condition, participants completed a self-reported workload assessment questionnaire, the Task Load Index, developed by the National Aeronautics and Space Administration. A convenience sample of electric-powered wheelchair (EPW) athletes (N=21) recruited at the 31st National Veterans Wheelchair Games. Not applicable. Total composite PMRT score. The PMRT had high interrater reliability (intraclass correlation coefficient [ICC]>.75) between the 2 raters in all 5 driving conditions. Post hoc analyses revealed that the reliability analyses had >80% power to detect high ICCs in driving conditions 1 and 4. The PMRT has high interrater reliability in conditions 1 and 4 and could be used to assess EPW driving performance virtually in VRSIM-2. However, further psychometric assessment is necessary to assess the feasibility of administering the PMRT using the different interfaces of VRSIM-2. Copyright © 2016 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights reserved.

76 FR 59707 - Center for Scientific Review; Notice of Closed Meetings

Federal Register 2010, 2011, 2012, 2013, 2014

2011-09-27

..., (Virtual Meeting). Contact Person: Rebecca Henry, PhD, Scientific Review Officer, Center for Scientific... Rockledge Drive, Bethesda, MD 20892, (Virtual Meeting). Contact Person: George M Barnas, PhD, Scientific... Institutes of Health, 6701 Rockledge Drive, Bethesda, MD 20892, (Virtual Meeting). Contact Person: George M...

78 FR 11896 - Center for Scientific Review; Notice of Closed Meetings

Federal Register 2010, 2011, 2012, 2013, 2014

2013-02-20

... Rockledge Drive, Bethesda, MD 20892, (Virtual Meeting). Contact Person: Nancy Sheard, SCD, Scientific Review...: National Institutes of Health, 6701 Rockledge Drive, Bethesda, MD 20892, (Virtual Meeting). Contact Person..., Bethesda, MD 20892, (Virtual Meeting). Contact Person: Heidi B Friedman, Ph.D., Scientific Review Officer...

Operating Room of the Future: Advanced Technologies in Safe and Efficient Operating Rooms

DTIC Science & Technology

2008-10-01

fit” or compatibility with different tasks. Ideally, the optimal match between tasks and well-designed display alternatives will be self -apparent...hierarchical display environment. The FARO robot arm is used as an accurate and reliable tracker to control a virtual camera. The virtual camera pose is...in learning outcomes due to self -feedback, improvements in learning outcomes due to instructor feedback and synchronous versus asynchronous

Learning to Drive a Wheelchair in Virtual Reality

ERIC Educational Resources Information Center

Inman, Dean P.; Loge, Ken; Cram, Aaron; Peterson, Missy

2011-01-01

This research project studied the effect that a technology-based training program, WheelchairNet, could contribute to the education of children with physical disabilities by providing a chance to practice driving virtual motorized wheelchairs safely within a computer-generated world. Programmers created three virtual worlds for training. Scenarios…

76 FR 66075 - Center for Scientific Review Notice of Closed Meetings

Federal Register 2010, 2011, 2012, 2013, 2014

2011-10-25

... applications. Place: National Institutes of Health, 6701 Rockledge Drive, Bethesda, MD 20892, (Virtual Meeting..., Bethesda, MD 20892, (Virtual Meeting). Contact Person: Michael H. Chaitin, PhD, Scientific Review Officer... Health, 6701 Rockledge Drive, Bethesda, MD 20892, (Virtual Meeting). Contact Person: John C Pugh, PhD...

76 FR 38405 - Center for Scientific Review; Notice of Closed Meetings

Federal Register 2010, 2011, 2012, 2013, 2014

2011-06-30

..., 6701 Rockledge Drive, Bethesda, MD 20892 (Virtual Meeting). Contact Person: Michael H Chaitin, PhD... (Virtual Meeting). Contact Person: David L Williams, PhD, Scientific Review Officer, Center for Scientific... Health, 6701 Rockledge Drive, Bethesda, MD 20817 (Virtual Meeting). Contact Person: David L Williams, PhD...

Steering Control in a Low-Cost Driving Simulator: A Case for the Role of Virtual Vehicle Cab.

PubMed

Mecheri, Sami; Lobjois, Régis

2018-04-01

The aim of this study was to investigate steering control in a low-cost driving simulator with and without a virtual vehicle cab. In low-cost simulators, the lack of a vehicle cab denies driver access to vehicle width, which could affect steering control, insofar as locomotor adjustments are known to be based on action-scaled visual judgments of the environment. Two experiments were conducted in which steering control with and without a virtual vehicle cab was investigated in a within-subject design, using cornering and straight-lane-keeping tasks. Driving around curves without vehicle cab information made drivers deviate more from the lane center toward the inner edge in right (virtual cab = 4 ± 19 cm; no cab = 42 ± 28 cm; at the apex of the curve, p < .001) but not in left curves. More lateral deviation from the lane center toward the edge line was also found in driving without the virtual cab on straight roads (virtual cab = 21 ± 28 cm; no cab = 36 ± 27 cm; p < .001), whereas driving stability and presence ratings were not affected. In both experiments, the greater lateral deviation in the no-cab condition led to significantly more time driving off the lane. The findings strongly suggest that without cab information, participants underestimate the distance to the right edge of the car (in contrast to the left edge) and thus vehicle width. This produces considerable differences in the steering trajectory. Providing a virtual vehicle cab must be encouraged for more effectively capturing drivers' steering control in low-cost simulators.

Can Youth with Autism Spectrum Disorder Use Virtual Reality Driving Simulation Training to Evaluate and Improve Driving Performance? An Exploratory Study

ERIC Educational Resources Information Center

Cox, Daniel J.; Brown, Timothy; Ross, Veerle; Moncrief, Matthew; Schmitt, Rose; Gaffney, Gary; Reeve, Ron

2017-01-01

Investigate how novice drivers with autism spectrum disorder (ASD) differ from experienced drivers and whether virtual reality driving simulation training (VRDST) improves ASD driving performance. 51 novice ASD drivers (mean age 17.96 years, 78% male) were randomized to routine training (RT) or one of three types of VRDST (8-12 sessions). All…

Quantitative assessment of driving performance in Parkinson's disease

PubMed Central

Wood, J; Worringham, C; Kerr, G; Mallon, K; Silburn, P

2005-01-01

Objectives: The primary aim of this study was to determine how Parkinson's disease (PD) affects driving performance. It also examined whether changes in driver safety were related to specific clinical disease markers or an individual's self rating of driving ability. Methods: The driving performance of 25 patients with idiopathic PD and 21 age matched controls was assessed on a standardised open road route by an occupational therapist and driving instructor, to provide overall safety ratings and specific driving error scores. Results: The drivers with PD were rated as significantly less safe (p<0.05) than controls, and more than half of the drivers with PD would not have passed a state based driving test. The driver safety ratings were more strongly related to disease duration (r = –0.60) than to their on time Unified Parkinson's Disease Rating Scale (r = –0.24). Drivers with PD made significantly more errors than the control group during manoeuvres that involved changing lanes and lane keeping, monitoring their blind spot, reversing, car parking, and traffic light controlled intersections. The driving instructor also had to intervene to avoid an incident significantly more often for drivers with PD than for controls. Interestingly, driver safety ratings were unrelated to an individual's rating of their own driving performance, and this was the case for all participants. Conclusions: As a group, drivers with PD are less safe to drive than age matched controls. Standard clinical markers cannot reliably predict driver safety. Further studies are required to ascertain whether the identified driving difficulties can be ameliorated. PMID:15654027

View Problems with Driving the YPR-765 Under Armour (Uitzichtproblemen bij onderluiks besturen van de YPR-765).

DTIC Science & Technology

1996-04-17

Through interviews with drivers and instructors of the YPR-765, an inventory was made of view problems with driving under armour . Problems with...beginning drivers was worse if executed under armour . Suggestions for improvement are given. The problems signalled appear to conflict with the

Parent-Teen Training Aide = Guia de Instruccion para Padres y Jovenes.

ERIC Educational Resources Information Center

California State Dept. of Motor Vehicles, Sacramento.

This handbook is designed to guide California parents in helping their teenagers practice the driving skills required to obtain a driver license. The first section includes information on the following topics: meeting California driver training and licensing requirements, understanding the parent's role as the driving instructor's aide, using the…

Driving Procedures. A Resource Guide for Driver Education Teachers.

ERIC Educational Resources Information Center

Texas State Dept. of Public Safety, Austin.

Designed to provide instructors with resource materials for driver education, this book contains mainly materials on established safe driving procedures. An introduction defines a procedure as describing ways in which a driver can comply with the law to do something extra that will increase his/her safety and prevent congestion and collision.…

Evaluation of virtual simulation in a master's-level nurse education certificate program.

PubMed

Foronda, Cynthia; Lippincott, Christine; Gattamorta, Karina

2014-11-01

Master's-level, nurse education certificate students performed virtual clinical simulations as a portion of their clinical practicum. Virtual clinical simulation is an innovative pedagogy using avatars in Web-based platforms to provide simulated clinical experiences. The purpose of this mixed-methods study was to evaluate nurse educator students' experience with virtual simulation and the effect of virtual simulation on confidence in teaching ability. Aggregated quantitative results yielded no significant change in confidence in teaching ability. Individually, some students indicated change of either increased or decreased confidence, whereas others exhibited no change in confidence after engaging in virtual simulation. Qualitative findings revealed a process of precursors of anxiety and frustration with technical difficulties followed by outcomes of appreciation and learning. Instructor support was a mediating factor to decrease anxiety and technical difficulties. This study served as a starting point regarding the application of a virtual world to teach the art of instruction. As the movement toward online education continues, educators should further explore use of virtual simulation to prepare nurse educators.

Evaluation of procedural learning transfer from a virtual environment to a real situation: a case study on tank maintenance training.

PubMed

Ganier, Franck; Hoareau, Charlotte; Tisseau, Jacques

2014-01-01

Virtual reality opens new opportunities for operator training in complex tasks. It lowers costs and has fewer constraints than traditional training. The ultimate goal of virtual training is to transfer knowledge gained in a virtual environment to an actual real-world setting. This study tested whether a maintenance procedure could be learnt equally well by virtual-environment and conventional training. Forty-two adults were divided into three equally sized groups: virtual training (GVT® [generic virtual training]), conventional training (using a real tank suspension and preparation station) and control (no training). Participants then performed the procedure individually in the real environment. Both training types (conventional and virtual) produced similar levels of performance when the procedure was carried out in real conditions. Performance level for the two trained groups was better in terms of success and time taken to complete the task, time spent consulting job instructions and number of times the instructor provided guidance.

Optical versus virtual: teaching assistant perceptions of the use of virtual microscopy in an undergraduate human anatomy course.

PubMed

Collier, Larissa; Dunham, Stacey; Braun, Mark W; O'Loughlin, Valerie Dean

2012-01-01

Many studies that evaluate the introduction of technology in the classroom focus on student performance and student evaluations. This study focuses on instructor evaluation of the introduction of virtual microscopy into an undergraduate anatomy class. Semi-structured interviews were conducted with graduate teaching assistants (TA) and analyzed through qualitative methods. This analysis showed that the teaching assistants found the virtual microscope to be an advantageous change in the classroom. They cite the ease of use of the virtual microscope, access to histology outside of designated laboratory time, and increasing student collaboration in class as the primary advantages. The teaching assistants also discuss principal areas where the use of the virtual microscope can be improved from a pedagogical standpoint, including requiring students to spend more time working on histology in class. Copyright © 2011 American Association of Anatomists.

Shader Lamps Virtual Patients: the physical manifestation of virtual patients.

PubMed

Rivera-Gutierrez, Diego; Welch, Greg; Lincoln, Peter; Whitton, Mary; Cendan, Juan; Chesnutt, David A; Fuchs, Henry; Lok, Benjamin

2012-01-01

We introduce the notion of Shader Lamps Virtual Patients (SLVP) - the combination of projector-based Shader Lamps Avatars and interactive virtual humans. This paradigm uses Shader Lamps Avatars technology to give a 3D physical presence to conversational virtual humans, improving their social interactivity and enabling them to share the physical space with the user. The paradigm scales naturally to multiple viewers, allowing for scenarios where an instructor and multiple students are involved in the training. We have developed a physical-virtual patient for medical students to conduct ophthalmic exams, in an interactive training experience. In this experience, the trainee practices multiple skills simultaneously, including using a surrogate optical instrument in front of a physical head, conversing with the patient about his fears, observing realistic head motion, and practicing patient safety. Here we present a prototype system and results from a preliminary formative evaluation of the system.

Older driver training using video and global positioning system technology--a randomized controlled trial.

PubMed

Porter, Michelle M

2013-05-01

There is emerging evidence that older driver training programs with on-road instruction are more effective than driver education programs that are conducted only in the classroom. Although most programs have provided this additional in-vehicle training with a driving instructor and a dual-braked vehicle, technology could assist in providing this feedback. It was hypothesized that participants who received video and global positioning system (GPS) feedback (Video group) in addition to classroom education would improve to a greater extent than those who received a classroom-based course alone (Education) or Control participants. Fifty-four participants (32 men and 22 women), 70-89 years old, randomized to one of the three groups, completed the study. All participants underwent pre- and postintervention driving tests, in their own vehicle, on a standardized route, that were recorded with video and GPS equipment. The Video group met with a driving instructor to receive feedback on their driving errors in their preintervention driving test. A blinded assessor scored all driving tests in random order. The Video group significantly reduced their driving errors by 25% (p < .05) following the intervention, whereas the other two groups did not change significantly. Fifty-two percent of participants from the Video group improved their global safety rating, whereas only 5.3% in the Control and 22.2% in the Education groups did. This study suggests that direct driving feedback using video and GPS technology could be an effective and novel means to provide older driver education.

Distributed Administration of Online Learning Accounts

ERIC Educational Resources Information Center

Gamrat, Betsy

2004-01-01

Distance learning is a vital part of today's educational environment. Using complex technology, schools are able to connect instructors and students across geographic, physical, and temporal boundaries. Sophisticated software and world-wide connectivity create virtual classrooms that span the globe. These large, accessible, asynchronous,…

Photographic coverage of STS-112 during EVA 3 in VR Lab.

NASA Image and Video Library

2002-08-21

JSC2002-E-34625 (21 Aug. 2002) --- Astronaut Sandra H. Magnus (left), STS-112 mission specialist, uses the virtual reality lab at NASA?s Johnson Space Center (JSC) to train for her duties aboard the space shuttle Atlantis. This type of computer interface paired with virtual reality training hardware and software helps to prepare the entire team for dealing with ISS elements. Lead SSRMS instructor Elizabeth C. Bloomer assisted Magnus. Astronaut Ellen Ochoa (standing) looks on. Photo credit: NASA

Virtual community centre for power wheelchair training: Experience of children and clinicians.

PubMed

Torkia, Caryne; Ryan, Stephen E; Reid, Denise; Boissy, Patrick; Lemay, Martin; Routhier, François; Contardo, Resi; Woodhouse, Janet; Archambault, Phillipe S

2017-11-02

To: 1) characterize the overall experience in using the McGill immersive wheelchair - community centre (miWe-CC) simulator; and 2) investigate the experience of presence (i.e., sense of being in the virtual rather than in the real, physical environment) while driving a PW in the miWe-CC. A qualitative research design with structured interviews was used. Fifteen clinicians and 11 children were interviewed after driving a power wheelchair (PW) in the miWe-CC simulator. Data were analyzed using the conventional and directed content analysis approaches. Overall, participants enjoyed using the simulator and experienced a sense of presence in the virtual space. They felt a sense of being in the virtual environment, involved and focused on driving the virtual PW rather than on the surroundings of the actual room where they were. Participants reported several similarities between the virtual community centre layout and activities of the miWe-CC and the day-to-day reality of paediatric PW users. The simulator replicated participants' expectations of real-life PW use and promises to have an effect on improving the driving skills of new PW users. Implications for rehabilitation Among young users, the McGill immersive wheelchair (miWe) simulator provides an experience of presence within the virtual environment. This experience of presence is generated by a sense of being in the virtual scene, a sense of being involved, engaged, and focused on interacting within the virtual environment, and by the perception that the virtual environment is consistent with the real world. The miWe is a relevant and accessible approach, complementary to real world power wheelchair training for young users.

Beyond Spam! Netiquette in Virtual Teams.

ERIC Educational Resources Information Center

Ashe, Carolyn; Nealy, Chynette

While electronic mail (e-mail) has accomplished an "instructional objective" of the fastest growing method of communication, the backlash can be harmful with respect to workforce productivity. The capabilities of online communications have broadened methods in which instructors and students can interact, business operate, and people…

Virtual Invisibility: Race and "Communication Education"

ERIC Educational Resources Information Center

Hendrix, Katherine Grace; Wilson, Cicely

2014-01-01

Articles published in "Communication Education" ("CE") from 2000 to 2013 yielded four major themes: teacher/instructor to student communication, public speaking, technology, and identity. An analysis of the articles within each major theme revealed a notable absence of research investigating the experiences of students of color…

Lab4CE: A Remote Laboratory for Computer Education

ERIC Educational Resources Information Center

Broisin, Julien; Venant, Rémi; Vidal, Philippe

2017-01-01

Remote practical activities have been demonstrated to be efficient when learners come to acquire inquiry skills. In computer science education, virtualization technologies are gaining popularity as this technological advance enables instructors to implement realistic practical learning activities, and learners to engage in authentic and…

The MAHE Journal, 1995.

ERIC Educational Resources Information Center

Clagett, Craig A., Ed.

1995-01-01

This annual serial issue contains seven articles on technology and higher education at institutions in Maryland. "A Faculty Development Model for the Virtual Campus" (Diane E. Davies) describes a seminar that helps instructors at the University of Maryland University College adapt to on-line teaching and learning. "The Maryland…

Teaching Chromatography Using Virtual Laboratory Exercises

ERIC Educational Resources Information Center

Stone, David C.

2007-01-01

Though deceptively simple to teach, chromatography presents many nuances and complex interactions that challenge both student and instructor. Time and instrumentation provide major obstacles to a thorough examination of these details in the laboratory. Modern chromatographic method-development software provides an opportunity to overcome this,…

An Inverse MOOC Model: Small Virtual Field Geology Classes with Many Teachers (Invited)

NASA Astrophysics Data System (ADS)

De Paor, D. G.; Whitmeyer, S. J.; Bentley, C.

2013-12-01

In the Massive Open Online Courses (MOOCs) mode of instruction, one or a small group of collaborating instructors lecture online to a large (often extremely large) number of students. We are experimenting with an inverse concept: an online classroom in which a small group of collaborating students are taught by dozens of collaborating instructors. This experiment is part of a new NSF TUES Type 3 project titled 'Google Earth for Onsite and Distance Education (GEODE).' Among the goals of the project are the development of an online course called the 'Grand Tour.' We are inviting dozens of colleagues to record virtual field trips (VFTs) and upload them to Google Earth. Students enrolled in the course will be assigned to a small group and tasked with a research project--for example to write a report on foreland thrust belts. They will select a small subset of available VFTs to follow and will be scaffolded by virtual specimens, emergent cross sections, analytical simulations (virtual tricorders), and a game style environment. Instant feedback based on auto-logging will enable adaptive learning. The design is suited to both onsite and distance education and will facilitate access to iconic geologic sites around the world to persons with mobility constraints. We invite input from the community to help guide the design phase of this project. Prototypes of the above-listed learning resources have already been developed and are freely available at http://www.DigitalPlanet.org.

Online Professional and Academic Learning Communities: Faculty Perspectives

ERIC Educational Resources Information Center

Glazer, Hilda R.; Breslin, Mary; Wanstreet, Constance E.

2013-01-01

This study examines faculty perceptions of creating learning communities at a virtual university. Through online focus groups with 18 participants, 3 themes emerged: institutional-level community building as creating a learning culture; instructor-level community building as creating respectful interaction; and learner-level community building as…

Benefits of Synchronous Online Courses

ERIC Educational Resources Information Center

Moser, Scott; Smith, Phil

2015-01-01

Most online courses are offered as "asynchronous" courses and have no real-time contact with students. The Synchronous online alternative provides normal scheduled class time and allows students to login to a virtual online classroom with the instructor. We provide an overview of two different platforms for hosting synchronous classes…

Application of PBL in the Course Fluid and Electrical Drive Systems, Case Study: Manufacturing an Automated Punch Machine

ERIC Educational Resources Information Center

Sedaghat, Ahmad; AlJundub, Mohammad; Eilaghi, Armin; Bani-Hani, Ehab; Sabri, Farhad; Mbarki, Raouf; Assad, M. El Haj

2017-01-01

The PBL unit of fluid and electrical drive systems is taught in final semester of undergraduates in mechanical engineering department of the Australian College of Kuwait (ACK). The recent project on an automated punching machine is discovered more appealing to both students and instructors in triggering new ideas and satisfaction end results. In…

Developing and implementing an assessment method to evaluate a virtual canine anatomy program.

PubMed

Linton, Andrea; Schoenfeld-Tacher, Regina; Whalen, L Ray

2005-01-01

A computer-based anatomy program, Virtual Canine Anatomy: The Head, was incorporated into a first-year veterinary dissection laboratory two years ago to address challenges inherent in the traditional pedagogical approach. The program uses specimen photographs, QuickTime Virtual Reality, and interactive features to help students study the dissection, osteology, and radiology of the canine head. Photographs of each phase of dissection are displayed in the program, along with dissection instructions. Students can click on anatomical structures in each photograph to highlight the selected structure and display a complete description of it. Related structures and views are accessible through hyperlinks. This study was designed to measure student and faculty attitudes toward the instructional software, to gauge its effect on student achievement, and to propose evaluation methodology and instrumentation for similar projects. Observations, interviews, focus groups, surveys, and test results were used for this assessment. Results suggest positive student and faculty attitudes toward the program. Students felt the program met their needs, increased their confidence and efficiency, and was easy to use. Both students and instructors felt the program was beneficial during dissection. There was no significant change in student achievement on course tests. Future research will measure the program's effect on student-instructor interactions.

The development and clinical trial of a Driving Simulator for the handicapped.

PubMed

Ku, Jeonghun; Jang, Dongpyo; Ahn, Heebum; Lee, Jaemin; Kim, Jeong A; Lee, Bumseok; Kim, In Y; Kim, Sun I

2002-01-01

We developed a Virtual Reality Driving Simulator in order to safely evaluate and improve the driving ability of the handicapped. The Virtual Environment consists of 18 sections (e.g. a speed limited road, a strait road, a curved road, a left turn course, etc) and each section is linked naturally. For the interface of our driving simulator, an actual car was adapted for realism and then connected to a computer. We also equipped it with hand control driving devices especially adapted for the handicapped. A beam projector was used so that the subjects could see the virtual scene on a large screen which was set in front of them. The subjects selected for this trial were 10 normal drivers with valid driving licenses and 15 patients with thoracicor lumber cord injuries who had prior driving experience. For evaluation, 5 driving skills were measured including average speed, steering stability, centerline violations, traffic signal violations, and driving time in various road conditions such as strait and curved roads. The normal subjects manipulated the gas pedal and the brake with their feet while the patients manipulated a hand control with their hands. After they finished driving the whole course, the participants answered the questions such as "How realistic did the Virtual Reality Driving Simulator seeme to you?" and "How much was your fear reduced". The five driving skills measured between the two groups (normal vs. handicapped) did not show any significant differences (p > 0.05). And in the three kinds of road conditions (a speed limited road and roads with a sharp curve and left-hand turn), the average speed of the handicapped group was 45.6 Km, less than 61.2 Km (p<0.05) of the normal group. In all, 11 patients (73%) reported that their fear of driving was reduced. Furthermore, their average score on the degree of realism question was 51.5%.

Can Youth with Autism Spectrum Disorder Use Virtual Reality Driving Simulation Training to Evaluate and Improve Driving Performance? An Exploratory Study.

PubMed

Cox, Daniel J; Brown, Timothy; Ross, Veerle; Moncrief, Matthew; Schmitt, Rose; Gaffney, Gary; Reeve, Ron

2017-08-01

Investigate how novice drivers with autism spectrum disorder (ASD) differ from experienced drivers and whether virtual reality driving simulation training (VRDST) improves ASD driving performance. 51 novice ASD drivers (mean age 17.96 years, 78% male) were randomized to routine training (RT) or one of three types of VRDST (8-12 sessions). All participants followed DMV behind-the-wheel training guidelines for earning a driver's license. Participants were assessed pre- and post-training for driving-specific executive function (EF) abilities and tactical driving skills. ASD drivers showed worse baseline EF and driving skills than experienced drivers. At post-assessment, VRDST significantly improved driving and EF performance over RT. This study demonstrated feasibility and potential efficacy of VRDST for novice ASD drivers.

Virtual reality exposure therapy for fear of driving: analysis of clinical characteristics, physiological response, and sense of presence.

PubMed

Costa, Rafael T da; Carvalho, Marcele R de; Ribeiro, Pedro; Nardi, Antonio E

2018-01-01

To investigate the reactions of women with driving phobia to a therapeutic program of scheduled virtual reality exposure treatment (VRET) sessions. The study intervention consisted of a computer game with car-driving scenarios that included several traffic situations. We investigated the participants' sense of presence, subjective distress, and physiological responses during eight virtual-reality exposures. We also evaluated clinical characteristics, driving cognitions, and quality of life in the participants. Thirteen women were selected. Eight were able to complete the protocol. After VRET, there was a decrease in the frequency of distorted thoughts and state anxiety scores, as well as a slight improvement in quality of life. Subjective discomfort scores, heart rate variation, and sense of presence scores confirmed that there was sense of presence in the virtual reality environment. All patients showed some degree of improvement and demonstrated different levels of anxiety in subsequent in vivo driving experiences. Our findings suggest that VRET could be used to facilitate in vivo exposure, because it can induce presence/immersion and reduce anxiety in patients with specific phobia. Furthermore, VRET is not associated with any type of risk.

Virtual Rewards for Driving Green

ERIC Educational Resources Information Center

Pritchard, Josh

2010-01-01

Carbon dioxide from automobiles is a major contributor to global climate change. In "Virtual Rewards for Driving Green," Josh Pritchard proposes a computer application that will enable fuel-efficient drivers to earn "green" dollars with which to buy digital merchandise on the Web. Can getting items that exist only in cyberspace actually change a…

Virtual prototyping and testing of in-vehicle interfaces.

PubMed

Bullinger, Hans-Jörg; Dangelmaier, Manfred

2003-01-15

Electronic innovations that are slowly but surely changing the very nature of driving need to be tested before being introduced to the market. To meet this need a system for integrated virtual prototyping and testing has been developed. Functional virtual prototypes of various traffic systems, such as driver assistance, driver information, and multimedia systems can now be easily tested in a driving simulator by a rapid prototyping approach. The system has been applied in recent R&D projects.

Divided attention and driving: a pilot study using virtual reality technology.

PubMed

Lengenfelder, Jean; Schultheis, Maria T; Al-Shihabi, Talal; Mourant, Ronald; DeLuca, John

2002-02-01

Virtual reality (VR) was used to investigate the influence of divided attention (simple versus complex) on driving performance (speed control). Three individuals with traumatic brain injury (TBI) and three healthy controls (HC), matched for age, education, and gender, were examined. Preliminary results revealed no differences on driving speed between TBI and HC. In contrast, TBI subjects demonstrated a greater number of errors on a secondary task performed while driving. The findings suggest that VR may provide an innovative medium for direct evaluation of basic cognitive functions (ie, divided attention) and its impact on everyday tasks (ie, driving) not previously available through traditional neuropsychological measures.

The effects of virtual experience on attitudes toward real brands.

PubMed

Dobrowolski, Pawel; Pochwatko, Grzegorz; Skorko, Maciek; Bielecki, Maksymilian

2014-02-01

Although the commercial availability and implementation of virtual reality interfaces has seen rapid growth in recent years, little research has been conducted on the potential for virtual reality to affect consumer behavior. One unaddressed issue is how our real world attitudes are affected when we have a virtual experience with the target of those attitudes. This study compared participant (N=60) attitudes toward car brands before and after a virtual test drive of those cars was provided. Results indicated that attitudes toward test brands changed after experience with virtual representations of those brands. Furthermore, manipulation of the quality of this experience (in this case modification of driving difficulty) was reflected in the direction of attitude change. We discuss these results in the context of the associative-propositional evaluation model.

Comparison of Student and Instructor Perceptions of Social Presence

ERIC Educational Resources Information Center

Mathieson, Kathleen; Leafman, Joan S.

2014-01-01

As enrollment in online courses continues to grow and online education is increasingly recognized as an established instructional mode, the unique challenges posed by this learning environment should be addressed. A primary challenge for virtual educators is developing social presence such that participants feel a sense of human connection with…

Synchronous E-Learning: Reflections and Design Considerations

ERIC Educational Resources Information Center

Tabak, Filiz; Rampal, Rohit

2014-01-01

This paper is a personal reflection on the design, development, and delivery of online synchronous conferencing as a pedagogical tool complementing traditional, face-to-face content delivery and learning. The purpose of the paper is to demonstrate how instructors can combine collaborative and virtual learning principles in course design. In…

The Tell-Tale Data: Virtual Whispering and Final Student Grades

ERIC Educational Resources Information Center

Cook, Susan; Germann, Clark

2010-01-01

Online classroom management issues pose new problems for the online instructor and pose seductive communicative options for students. This exploratory group of studies examined Blackboard/WEBCT[TM] data as collected for the course designer of an online course as possible indicators of "whispering" or backchanneling between students with…

Computer Exercises to Encourage Rethinking and Revision.

ERIC Educational Resources Information Center

Duin, Ann

1987-01-01

Discusses writing instruction with the use of ACCESS (A Computer Composing Educational Software System), a program that allows the design of virtually any lesson or exercise a teacher envisions. Describes how ACCESS does the actual programming while the instructor provides the menus and overall program design. Appends 22 practical exercises. (NKA)

The Imperfect Art of Designing Online Courses

ERIC Educational Resources Information Center

Berrett, Dan

2012-01-01

Growing pressure to provide more virtual instruction is spurring efforts to design large courses that balance standardization of content with flexibility for instructors. Each course uses a common template, which sets out lesson objectives, lecture material, practice activities, and assessments. The process results in a single version of each…

Virtual reality in autism: state of the art.

PubMed

Bellani, M; Fornasari, L; Chittaro, L; Brambilla, P

2011-09-01

Autism spectrum disorders are characterized by core deficits with regard to three domains, i.e. social interaction, communication and repetitive or stereotypic behaviour. It is crucial to develop intervention strategies helping individuals with autism, their caregivers and educators in daily life. For this purpose, virtual reality (VR), i.e. a simulation of the real world based on computer graphics, can be useful as it allows instructors and therapists to offer a safe, repeatable and diversifiable environment during learning. This mini review examines studies that have investigated the use of VR in autism.

Development, Deployment, and Assessment of Dynamic Geological and Geophysical Models Using the Google Earth APP and API: Implications for Undergraduate Education in the Earth and Planetary Sciences

NASA Astrophysics Data System (ADS)

de Paor, D. G.; Whitmeyer, S. J.; Gobert, J.

2009-12-01

We previously reported on innovative techniques for presenting data on virtual globes such as Google Earth using emergent Collada models that reveal subsurface geology and geophysics. We here present several new and enhanced models and linked lesson plans to aid deployment in undergraduate geoscience courses, along with preliminary results from our assessment of their effectiveness. The new Collada models are created with Google SketchUp, Bonzai3D, and MeshLab software, and are grouped to cover (i) small scale field mapping areas; (ii) regional scale studies of the North Atlantic Ocean Basin, the Appalachian Orogen, and the Pacific Ring of Fire; and (iii) global scale studies of terrestrial planets, moons, and asteroids. Enhancements include emergent block models with three-dimensional surface topography; models that conserve structural orientation data; interactive virtual specimens; models that animate plate movements on the virtual globe; exploded 3-D views of planetary mantles and cores; and server-generated dynamic KML. We tested volunteer students and professors using Silverback monitoring software, think-aloud verbalizations, and questionnaires designed to assess their understanding of the underlying geo-scientific phenomena. With the aid of a cohort of instructors across the U.S., we are continuing to assess areas in which users encounter difficulties with both the software and geoscientific concepts. Preliminary results suggest that it is easy to overestimate the computer expertise of novice users even when they are content knowledge experts (i.e., instructors), and that a detailed introduction to virtual globe manipulation is essential before moving on to geoscience applications. Tasks that seem trivial to developers may present barriers to non-technical users and technicalities that challenge instructors may block adoption in the classroom. We have developed new models using the Google Earth API which permits enhanced interaction and dynamic feedback and are assessing their relative merits versus the Google Earth APP. Overall, test students and professors value the models very highly. There are clear pedagogical opportunities for using materials such as these to create engaging in-course research opportunities for undergraduates.

The Roles and Performance of Professional Driving Instructors in Novice Driver Education

PubMed Central

Jawi, Zulhaidi M.; Deros, Baba M.; Rashid, Ahmad A. A.; Isa, Mohd H. M.; Awang, Azmi

2017-01-01

This review article aimed to analyse existing literature regarding the roles and performance of professional driving instructors (PDIs) in novice driver education (DE). A systematic classification scheme was adopted to analyse identified articles to determine the study context of PDIs in novice DE, the competency level of PDIs in relation to experienced and learner drivers and the contributions of PDIs to the novice driver learning process. A total of 14 original research articles were identified, with no systematic reviews or meta-analyses available. Overall, all of the articles were found to be inadequate in providing an in-depth understanding of the roles and performance of PDIs in novice DE. There is an urgent need to improve current understanding of the roles of PDIs in novice DE and to work towards an internationally recognised PDI management approach. PMID:29062549

The Roles and Performance of Professional Driving Instructors in Novice Driver Education.

PubMed

Jawi, Zulhaidi M; Deros, Baba M; Rashid, Ahmad A A; Isa, Mohd H M; Awang, Azmi

2017-08-01

This review article aimed to analyse existing literature regarding the roles and performance of professional driving instructors (PDIs) in novice driver education (DE). A systematic classification scheme was adopted to analyse identified articles to determine the study context of PDIs in novice DE, the competency level of PDIs in relation to experienced and learner drivers and the contributions of PDIs to the novice driver learning process. A total of 14 original research articles were identified, with no systematic reviews or meta-analyses available. Overall, all of the articles were found to be inadequate in providing an in-depth understanding of the roles and performance of PDIs in novice DE. There is an urgent need to improve current understanding of the roles of PDIs in novice DE and to work towards an internationally recognised PDI management approach.

Predicting drowsy driving in real-time situations: Using an advanced driving simulator, accelerated failure time model, and virtual location-based services.

PubMed

Wang, Junhua; Sun, Shuaiyi; Fang, Shouen; Fu, Ting; Stipancic, Joshua

2017-02-01

This paper aims to both identify the factors affecting driver drowsiness and to develop a real-time drowsy driving probability model based on virtual Location-Based Services (LBS) data obtained using a driving simulator. A driving simulation experiment was designed and conducted using 32 participant drivers. Collected data included the continuous driving time before detection of drowsiness and virtual LBS data related to temperature, time of day, lane width, average travel speed, driving time in heavy traffic, and driving time on different roadway types. Demographic information, such as nap habit, age, gender, and driving experience was also collected through questionnaires distributed to the participants. An Accelerated Failure Time (AFT) model was developed to estimate the driving time before detection of drowsiness. The results of the AFT model showed driving time before drowsiness was longer during the day than at night, and was longer at lower temperatures. Additionally, drivers who identified as having a nap habit were more vulnerable to drowsiness. Generally, higher average travel speeds were correlated to a higher risk of drowsy driving, as were longer periods of low-speed driving in traffic jam conditions. Considering different road types, drivers felt drowsy more quickly on freeways compared to other facilities. The proposed model provides a better understanding of how driver drowsiness is influenced by different environmental and demographic factors. The model can be used to provide real-time data for the LBS-based drowsy driving warning system, improving past methods based only on a fixed driving. Copyright © 2016 Elsevier Ltd. All rights reserved.

Design of an immersive simulator for assisted power wheelchair driving.

PubMed

Devigne, Louise; Babel, Marie; Nouviale, Florian; Narayanan, Vishnu K; Pasteau, Francois; Gallien, Philippe

2017-07-01

Driving a power wheelchair is a difficult and complex visual-cognitive task. As a result, some people with visual and/or cognitive disabilities cannot access the benefits of a power wheelchair because their impairments prevent them from driving safely. In order to improve their access to mobility, we have previously designed a semi-autonomous assistive wheelchair system which progressively corrects the trajectory as the user manually drives the wheelchair and smoothly avoids obstacles. Developing and testing such systems for wheelchair driving assistance requires a significant amount of material resources and clinician time. With Virtual Reality technology, prototypes can be developed and tested in a risk-free and highly flexible Virtual Environment before equipping and testing a physical prototype. Additionally, users can "virtually" test and train more easily during the development process. In this paper, we introduce a power wheelchair driving simulator allowing the user to navigate with a standard wheelchair in an immersive 3D Virtual Environment. The simulation framework is designed to be flexible so that we can use different control inputs. In order to validate the framework, we first performed tests on the simulator with able-bodied participants during which the user's Quality of Experience (QoE) was assessed through a set of questionnaires. Results show that the simulator is a promising tool for future works as it generates a good sense of presence and requires rather low cognitive effort from users.

The effects of below-elbow immobilization on driving performance.

PubMed

Jones, Evan M; Barrow, Aaron E; Skordas, Nic J; Green, David P; Cho, Mickey S

2017-02-01

There is limited research to guide physicians and patients in deciding whether it is safe to drive while wearing various forms of upper extremity immobilization. The purpose of this study is to evaluate the effect of below-elbow removable splints and fiberglass casts on automobile driving performance. 20 healthy subjects completed 10 runs through a closed, cone-marked driving course while wearing a randomized sequence of four different types of immobilization on each extremity (short arm thumb spica fiberglass cast, short arm fiberglass cast, short arm thumb spica splint, and short arm wrist splint). The first and last driving runs were without immobilization and served as controls. Performance was measured based on evaluation by a certified driving instructor (pass/fail scoring), cones hit, run time, and subject-perceived driving difficulty (1-10 analogue scoring). The greatest number of instructor-scored failures occurred while immobilized in right arm spica casts (n=6; p=0.02) and left arm spica casts (n=5; p=0.049). The right arm spica cast had the highest subject-perceived difficulty (5.2±1.9; p<0.001). All forms of immobilization had significantly increased perceived difficulty compared to control, except for the left short arm splint (2.5±1.6; p>0.05). There was no significant difference in number of cones hit or driving time between control runs and runs with any type of immobilization. Drivers should use caution when wearing any of the forms of upper extremity immobilization tested in this study. All forms of immobilization, with exception of the left short arm splint significantly increased perceived driving difficulty. However, only the fiberglass spica casts (both left and right arm), significantly increased drive run failures due to loss of vehicle control. We recommend against driving when wearing a below-elbow fiberglass spica cast on either extremity. Copyright © 2016. Published by Elsevier Ltd.

The Virtual Anatomy Laboratory: Usability Testing to Improve an Online Learning Resource for Anatomy Education

ERIC Educational Resources Information Center

Doubleday, Eldridge G.; O'Loughlin, Valerie D.; Doubleday, Alison F.

2011-01-01

An increasing number of instructors are seeking to provide students with online anatomy resources. Many researchers have attempted to identify associations between resource use and student learning but few studies discuss the importance of usability testing in resource design and modification. Usability testing provides information about ease of…

An Experimental Study of Instructor Immediacy in the Wimba Virtual Classroom

ERIC Educational Resources Information Center

Bodie, Lorah Wood

2009-01-01

The social underpinnings of learning make it important to understand how people experience themselves and form relationships in web-based educational environments. Social presence is a critical factor of a communication medium that plays an important role in building community and improving the effectiveness of instruction. The components of…

An Investigation of Transformational Leadership in a Virtual Learning Environment

ERIC Educational Resources Information Center

Livingston, Robert K.

2011-01-01

With the advancement of technology, the changing landscape of education has brought about challenging issues that necessitate a clearer understanding of the leadership role of an online instructor. In this exploratory study, it was found that business administration students (n=107) from a Southern California community college expect their online…

Validation of a Spanish Version of the Distance Education Learning Environments Survey (DELES) in Spain

ERIC Educational Resources Information Center

Fernández-Pascual, Maria Dolores; Ferrer-Cascales, Rosario; Reig-Ferrer, Abilio; Albaladejo-Blázquez, Natalia; Walker, Scott L.

2015-01-01

The aim of this study was to examine the validity of the Spanish version of the Distance Education Learning Environments Survey (Sp-DELES). This instrument assesses students' perceptions of virtual learning environments using six scales: Instructor Support, Student Interaction and Collaboration, Personal Relevance, Authentic Learning, Active…

Automated Management and Delivery of Distance Courseware.

ERIC Educational Resources Information Center

Johnson, W. Lewis; Blake, Tyler; Shaw, Erin

This paper describes a system called ANDES, designed for the management and delivery of distance education courses. ANDES enables students to study at home at their own pace, as well as interact with instructors and other students in virtual classrooms. It uses World Wide Web technology for transmission and delivery, with extensions relevant to…

Monitoring Student Progress Using Virtual Appliances: A Case Study

ERIC Educational Resources Information Center

Romero-Zaldivar, Vicente-Arturo; Pardo, Abelardo; Burgos, Daniel; Delgado Kloos, Carlos

2012-01-01

The interactions that students have with each other, with the instructors, and with educational resources are valuable indicators of the effectiveness of a learning experience. The increasing use of information and communication technology allows these interactions to be recorded so that analytic or mining techniques are used to gain a deeper…

Online Class Review: Using Streaming-Media Technology

ERIC Educational Resources Information Center

Loudon, Marc; Sharp, Mark

2006-01-01

We present an automated system that allows students to replay both audio and video from a large nonmajors' organic chemistry class as streaming RealMedia. Once established, this system requires no technical intervention and is virtually transparent to the instructor. This gives students access to online class review at any time. Assessment has…

Virtual Teaching Assistant: Understanding Internet Technologies and the Classroom.

ERIC Educational Resources Information Center

Reveron, Derek S.

This paper reports the results of using the World Wide Web and a newsgroup for two undergraduate political science courses over an eight-month period. The paper describes an educator's personal experiences with technology as an instructor of political science at the University of Illinois at Chicago (UIC). The paper examines two distinct…

Transactional Distance and Second Life: The Effects of Video Game Experience

ERIC Educational Resources Information Center

Atkinson, Mark

2013-01-01

As a subset of distance education, online learning takes place primarily in learning management systems through asynchronous interaction, that can cause transactional distance between instructor and learners. This study investigated how transactional distance may be affected by the use of Second Life, a 3-D virtual world, as a learning environment…

Industrially-Situated Project-Based Learning: A Study of Feedback and Diffusion

ERIC Educational Resources Information Center

Gilbuena, Debra M.

2013-01-01

The Virtual Chemical Vapor Deposition (CVD) Process Development Project provides the context for the two areas of the research presented in this dissertation. The first area, generally referred to as feedback in this dissertation, focuses on student learning and the interactions of students and instructors that take place in the project,…

77 FR 39741 - Solicitation for a Cooperative Agreement-Curricula Review and Revision: NIC Trainer Development...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-07-05

... virtual instructor-led trainings on, for example, distance learning or the effective use of social media in a learning environment. This medium is also ideal for orientation, expectations, and other basics; (C) Reading assignments on current research; (D) Discussion forums, blogs, and/or social media...

Virtual Reality in Engineering Education: A CIM Case Study

ERIC Educational Resources Information Center

Erenay, Ozan; Hashemipour, Majid

2003-01-01

Instructors in technical schools, polytechnics, and universities of technology must continually help students find the links between theory and practice. Students often don't recognize the links among the various subjects they study, or the links among the various tasks they perform as they study. It is well known that students learn best by…

Virtual Reality Simulator Developed Welding Technology Skills

ERIC Educational Resources Information Center

Yunus, Faizal Amin Nur; Baser, Jamil Abd; Masran, Saiful Hadi; Razali, Nizamuddin; Rahim, Bekri

2011-01-01

The purpose of this study was to identify the suitability of VR welding simulator application towards CBT in developing welding skills upon new trainees at the Centre of Instructor and Advanced Skills Training (CIAST) Shah Alam Selangor and National Youth Skills Institute (IKBN) Pagoh Johor. The significance of the study was to create a…

The Role of Immersive Media in Online Education

ERIC Educational Resources Information Center

Bronack, Stephen C.

2011-01-01

An increasing number of educators are integrating immersive media into core course offerings. Virtual worlds, serious games, simulations, and augmented reality are enabling students and instructors to connect with content and with one another in novel ways. As a result, many are investigating the new affordances these media provide and the impact…

Teaching the Humanities Online: A Practical Guide to the Virtual Classroom

ERIC Educational Resources Information Center

Hoffman, Steven J., Ed.

2010-01-01

This practical guide is essential for anyone new to or intimidated by online instruction. It distills the wisdom of veteran instructors and program directors who have successfully navigated the transition from face-to-face classroom teaching to the online learning environment. Chapters cover all the bases from skills assessment to instructional…

A Critical Discourse Analysis of Teachers' Views on LGBT Literature

ERIC Educational Resources Information Center

Schieble, Melissa

2012-01-01

This article presents a thread of discussion posted to a web-based forum in the context of a children's literature course in one teacher education program in the USA. Participants in the virtual discussion include three preservice elementary teachers and the course instructor (author) on the subject of bringing lesbian, gay, bisexual and…

Designing a Teachable Agent System for Mathematics Learning

ERIC Educational Resources Information Center

Song, Donggil

2017-01-01

Learning-by-teaching has been identified as one of the more effective approaches to learning. Recently, educational researchers have investigated virtual environments in order to utilize the learning-by-teaching pedagogy. In a face-to-face learning-by-teaching situation, the role of the learners is to teach their peers or instructors. In virtual…

Revisiting Virtual Field Trips: Perspectives of College Science Instructors

ERIC Educational Resources Information Center

Lei, Simon A.

2015-01-01

Field trips are an important component of upper undergraduate and graduate-level science courses, especially in the fields of biology, geoscience, and environmental science. Field trips can provide a new perspective to a course's content and quality. Science field trips can facilitate active student learning, yet often can be constrained by time,…

Distance Education: Having It Your Way

ERIC Educational Resources Information Center

Cowan, Wendy; Gale, Mark

2014-01-01

Is it possible to build a virtual community for teaching and learning where students have opportunities for instructor and peer interaction? In this article, Wendy Cowan and Mark Gale describe such a community at Athens State University, where the college of education faculty designed a set of courses so that students had multiple choices for…

VERDEX: A virtual environment demonstrator for remote driving applications

NASA Technical Reports Server (NTRS)

Stone, Robert J.

1991-01-01

One of the key areas of the National Advanced Robotics Centre's enabling technologies research program is that of the human system interface, phase 1 of which started in July 1989 and is currently addressing the potential of virtual environments to permit intuitive and natural interactions between a human operator and a remote robotic vehicle. The aim of the first 12 months of this program (to September, 1990) is to develop a virtual human-interface demonstrator for use later as a test bed for human factors experimentation. This presentation will describe the current state of development of the test bed, and will outline some human factors issues and problems for more general discussion. In brief, the virtual telepresence system for remote driving has been designed to take the following form. The human operator will be provided with a helmet-mounted stereo display assembly, facilities for speech recognition and synthesis (using the Marconi Macrospeak system), and a VPL DataGlove Model 2 unit. The vehicle to be used for the purposes of remote driving is a Cybermotion Navmaster K2A system, which will be equipped with a stereo camera and microphone pair, mounted on a motorized high-speed pan-and-tilt head incorporating a closed-loop laser ranging sensor for camera convergence control (currently under contractual development). It will be possible to relay information to and from the vehicle and sensory system via an umbilical or RF link. The aim is to develop an interactive audio-visual display system capable of presenting combined stereo TV pictures and virtual graphics windows, the latter featuring control representations appropriate for vehicle driving and interaction using a graphical 'hand,' slaved to the flex and tracking sensors of the DataGlove and an additional helmet-mounted Polhemus IsoTrack sensor. Developments planned for the virtual environment test bed include transfer of operator control between remote driving and remote manipulation, dexterous end effector integration, virtual force and tactile sensing (also the focus of a current ARRL contract, initially employing a 14-pneumatic bladder glove attachment), and sensor-driven world modeling for total virtual environment generation and operator-assistance in remote scene interrogation.

Virtual reality technology prevents accidents in extreme situations

NASA Astrophysics Data System (ADS)

Badihi, Y.; Reiff, M. N.; Beychok, S.

2012-03-01

This research is aimed at examining the added value of using Virtual Reality (VR) in a driving simulator to prevent road accidents, specifically by improving drivers' skills when confronted with extreme situations. In an experiment, subjects completed a driving scenario using two platforms: A 3-D Virtual Reality display system using an HMD (Head-Mounted Display), and a standard computerized display system based on a standard computer monitor. The results show that the average rate of errors (deviating from the driving path) in a VR environment is significantly lower than in the standard one. In addition, there was no compensation between speed and accuracy in completing the driving mission. On the contrary: The average speed was even slightly faster in the VR simulation than in the standard environment. Thus, generally, despite the lower rate of deviation in VR setting, it is not achieved by driving slower. When the subjects were asked about their personal experiences from the training session, most of the subjects responded that among other things, the VR session caused them to feel a higher sense of commitment to the task and their performance. Some of them even stated that the VR session gave them a real sensation of driving.

The Computer Bulletin Board.

ERIC Educational Resources Information Center

Batt, Russell H., Ed.

1989-01-01

Describes two chemistry computer programs: (1) "Eureka: A Chemistry Problem Solver" (problem files may be written by the instructor, MS-DOS 2.0, IBM with 384K); and (2) "PC-File+" (database management, IBM with 416K and two floppy drives). (MVL)

SciServer: An Online Collaborative Environment for Big Data in Research and Education

NASA Astrophysics Data System (ADS)

Raddick, Jordan; Souter, Barbara; Lemson, Gerard; Taghizadeh-Popp, Manuchehr

2017-01-01

For the past year, SciServer Compute (http://compute.sciserver.org) has offered access to big data resources running within server-side Docker containers. Compute has allowed thousands of researchers to bring advanced analysis to big datasets like the Sloan Digital Sky Survey and others, while keeping the analysis close to the data for better performance and easier read/write access. SciServer Compute is just one part of the SciServer system being developed at Johns Hopkins University, which provides an easy-to-use collaborative research environment for astronomy and many other sciences.SciServer enables these collaborative research strategies using Jupyter notebooks, in which users can write their own Python and R scripts and execute them on the same server as the data. We have written special-purpose libraries for querying, reading, and writing data. Intermediate results can be stored in large scratch space (hundreds of TBs) and analyzed directly from within Python or R with state-of-the-art visualization and machine learning libraries. Users can store science-ready results in their permanent allocation on SciDrive, a Dropbox-like system for sharing and publishing files.SciServer Compute’s virtual research environment has grown with the addition of task management and access control functions, allowing collaborators to share both data and analysis scripts securely across the world. These features also open up new possibilities for education, allowing instructors to share datasets with students and students to write analysis scripts to share with their instructors. We are leveraging these features into a new system called “SciServer Courseware,” which will allow instructors to share assignments with their students, allowing students to engage with big data in new ways.SciServer has also expanded to include more datasets beyond the Sloan Digital Sky Survey. A part of that growth has been the addition of the SkyQuery component, which allows for simple, fast cross-matching between very large astronomical datasets.Demos, documentation, and more information about all these resources can be found at www.sciserver.org.

Comparison of student achievement among two science laboratory types: traditional and virtual

NASA Astrophysics Data System (ADS)

Reese, Mary Celeste

Technology has changed almost every aspect of our daily lives. It is not surprising then that technology has made its way into the classroom. More and more educators are utilizing technological resources in creative ways with the intent to enhance learning, including using virtual laboratories in the sciences in place of the "traditional" science laboratories. This has generated much discussion as to the influence on student achievement when online learning replaces the face-to-face contact between instructor and student. The purpose of this study was to discern differences in achievement of two laboratory instruction types: virtual laboratory and a traditional laboratory. Results of this study indicate statistical significant differences in student achievement defined by averages on quiz scores in virtual labs compared with traditional face-to-face laboratories and traditional laboratories result in greater student learning gains than virtual labs. Lecture exam averages were also greater for students enrolled in the traditional laboratories compared to students enrolled in the virtual laboratories. To account for possible differences in ability among students, a potential extraneous variable, GPA and ACT scores were used as covariates.

2012 Year End Report

DTIC Science & Technology

2012-01-01

introduced 2008 - Virtual classroom introduced - Established the DSTC - Received first eLearning award 2003 - Received initial COE...correspondence courses 2009 - Instructor-led courses transitioned to eLearning curriculum 2005 - First eLearning course launched 2011 - SPēD...Managing Risk” from January 9 through May 4, 2012. This eLearning course also included resident sessions at CDSE. Based on feedback from students

Cyber-Bullying in the Online Classroom: Instructor Perceptions of Aggressive Student Behavior

ERIC Educational Resources Information Center

Eskey, Michael T.; Taylor, Cathy L.; Eskey, Michael T., Jr.

2014-01-01

The advent of online learning has created the medium for cyber-bullying in the virtual classroom and also by e-mail. Bullying is usually expected in the workplace and between students in the classroom. Most recently, however, faculty members have become surprising targets of online bullying. For many, there are no established policies nor is…

Preparation of Speciality-Integrated Assignments in Informatics Study Courses at the Higher Education Level

ERIC Educational Resources Information Center

Vitinš, Maris; Rasnacs, Oskars

2012-01-01

Information and communications technologies today are used in virtually any university course when students prepare their papers. ICT is also needed after people are graduated from university and enter the job market. This author is an instructor in the field of informatics related to health care and social sciences at the Riga Stradins…

Community of Practice or Affinity Space: A Case Study of a Professional Development MOOC

ERIC Educational Resources Information Center

Jones, Kyle M. L.; Stephens, Michael; Branch-Mueller, Jennifer; de Groot, Joanne

2016-01-01

Massive Open Online Courses (MOOCs) have brought about new questions regarding the construction of virtual learning environments and course delivery systems. One such question that researchers and instructors alike are considering is the role of community in learning spaces. This paper uses a professional development (PD) MOOC as a case study to…

Effects of Transformational and Transactional Leadership on Cognitive Effort and Outcomes during Collaborative Learning within a Virtual World

ERIC Educational Resources Information Center

Kahai, Surinder; Jestire, Rebecca; Huang, Rui

2013-01-01

Computer-supported collaborative learning is a common e-learning activity. Instructors have to create appropriate social and instructional interventions in order to promote effective learning. We performed a study that examined the effects of two popular leadership interventions, transformational and transactional, on cognitive effort and outcomes…

Task-Relevant Sound and User Experience in Computer-Mediated Firefighter Training

ERIC Educational Resources Information Center

Houtkamp, Joske M.; Toet, Alexander; Bos, Frank A.

2012-01-01

The authors added task-relevant sounds to a computer-mediated instructor in-the-loop virtual training for firefighter commanders in an attempt to raise the engagement and arousal of the users. Computer-mediated training for crew commanders should provide a sensory experience that is sufficiently intense to make the training viable and effective.…

Where's Walter? Adjunct Outreach Strategies to Bridge the Virtual Distance and Increase Student Retention

ERIC Educational Resources Information Center

Lamer, Maryann

2009-01-01

There are hundreds of studies that address "no significant difference" in the quality of online versus on-ground instruction, yet it is clearly the instructor who makes the difference. While there is considerable research on student retention practices for university recruitment and enrollment departments, there seems to be little written on…

An Evaluation of a Training Program to Prepare Faculty for Online Instruction

ERIC Educational Resources Information Center

McGee-Swope, Kinyata

2010-01-01

The expansion of distance education makes it necessary for many faculty to take on the role of online instructor. As a result, higher education institutions face the challenge of training their faculty to make a shift from teaching in traditional to virtual environments. The Higher Learning Commission's Best Practices for Electronically Offered…

Likes Attract: Students Self-Sort in a Classroom by Gender, Demography, and Academic Characteristics

ERIC Educational Resources Information Center

Freeman, Scott; Theobald, Roddy; Crowe, Alison J.; Wenderoth, Mary Pat

2017-01-01

Although a growing literature has documented the effectiveness of informal group work during class sessions, virtually no data exist on which students are collaborating. As a result, instructors rarely know whether students are self-sorting in ways that maximize learning. This article explores which undergraduate students worked together on each…

Wave field synthesis of a virtual source located in proximity to a loudspeaker array.

PubMed

Lee, Jung-Min; Choi, Jung-Woo; Kim, Yang-Hann

2013-09-01

For the derivation of 2.5-dimensional operator in wave field synthesis, a virtual source is assumed to be positioned far from a loudspeaker array. However, such far-field approximation inevitably results in a reproduction error when the virtual source is placed adjacent to an array. In this paper, a method is proposed to generate a virtual source close to and behind a continuous line array of loudspeakers. A driving function is derived by reducing a surface integral (Rayleigh integral) to a line integral based on the near-field assumption. The solution is then combined with the far-field formula of wave field synthesis by introducing a weighting function that can adjust the near- and far-field contribution of each driving function. This enables production of a virtual source anywhere in relation to the array. Simulations show the proposed method can reduce the reproduction error to below -18 dB, regardless of the virtual source position.

Correspondence between Simulator and On-Road Drive Performance: Implications for Assessment of Driving Safety.

PubMed

Aksan, Nazan; Hacker, Sarah D; Sager, Lauren; Dawson, Jeffrey; Anderson, Steven; Rizzo, Matthew

2016-03-01

Forty-two younger (Mean age = 35) and 37 older drivers (Mean age = 77) completed four similar simulated drives. In addition, 32 younger and 30 older drivers completed a standard on-road drive in an instrumented vehicle. Performance in the simulated drives was evaluated using both electronic drive data and video-review of errors. Safety errors during the on-road drive were evaluated by a certified driving instructor blind to simulator performance, using state Department of Transportation criteria. We examined the degree of convergence in performance across the two platforms on various driving tasks including lane change, lane keeping, speed control, stopping, turns, and overall performance. Differences based on age group indicated a pattern of strong relative validity for simulator measures. However, relative rank-order in specific metrics of performance suggested a pattern of moderate relative validity. The findings have implications for the use of simulators in assessments of driving safety as well as its use in training and/or rehabilitation settings.

Correspondence between Simulator and On-Road Drive Performance: Implications for Assessment of Driving Safety

PubMed Central

Aksan, Nazan; Hacker, Sarah D.; Sager, Lauren; Dawson, Jeffrey; Anderson, Steven; Rizzo, Matthew

2017-01-01

Forty-two younger (Mean age = 35) and 37 older drivers (Mean age = 77) completed four similar simulated drives. In addition, 32 younger and 30 older drivers completed a standard on-road drive in an instrumented vehicle. Performance in the simulated drives was evaluated using both electronic drive data and video-review of errors. Safety errors during the on-road drive were evaluated by a certified driving instructor blind to simulator performance, using state Department of Transportation criteria. We examined the degree of convergence in performance across the two platforms on various driving tasks including lane change, lane keeping, speed control, stopping, turns, and overall performance. Differences based on age group indicated a pattern of strong relative validity for simulator measures. However, relative rank-order in specific metrics of performance suggested a pattern of moderate relative validity. The findings have implications for the use of simulators in assessments of driving safety as well as its use in training and/or rehabilitation settings. PMID:28649572

What Leads People to Keep on E-Learning? An Empirical Analysis of Users' Experiences and Their Effects on Continuance Intention

ERIC Educational Resources Information Center

Rodríguez-Ardura, Inma; Meseguer-Artola, Antoni

2016-01-01

User retention is a major goal for higher education institutions running their teaching and learning programmes online. This is the first investigation into how the senses of presence and flow, together with perceptions about two central elements of the virtual education environment (didactic resource quality and instructor attitude), facilitate…

Exploring Dialogue in a Virtual Space: Blogging to Learn in an Undergraduate Black Studies Course

ERIC Educational Resources Information Center

Stewart, Anissa R.

2011-01-01

A growing number of researchers claim that web-based communication tools, such as weblogs (blogs for short), have the potential to transform teaching and learning in schools across grade levels. Yet, much of this research lacks evidence of what instructors and students are actually doing with the technology, including the circumstances under which…

Speech-Enabled Tools for Augmented Interaction in E-Learning Applications

ERIC Educational Resources Information Center

Selouani, Sid-Ahmed A.; Lê, Tang-Hô; Benahmed, Yacine; O'Shaughnessy, Douglas

2008-01-01

This article presents systems that use speech technology, to emulate the one-on-one interaction a student can get from a virtual instructor. A web-based learning tool, the Learn IN Context (LINC+) system, designed and used in a real mixed-mode learning context for a computer (C++ language) programming course taught at the Université de Moncton…

Faculty Perceptions Regarding Institutional Inclusion and Effectiveness of Part-Time Academic and Technical Faculty at Gadsden State Community College

ERIC Educational Resources Information Center

Buzan, Thomas G., Jr.

2017-01-01

The interaction with, accountability for, and inclusion of part-time instructors is a growing concern of higher education. The increase and development of virtual classrooms, online courses, and other transformative technologies have also impacted this particular phenomenon. As students become more focused on a customized education that fits their…

75 FR 38111 - Center for Scientific Review; Notice of Closed Meetings

Federal Register 2010, 2011, 2012, 2013, 2014

2010-07-01

..., (Virtual Meeting). Contact Person: Arnold Revzin, PhD, Scientific Review Officer, Center for Scientific..., (Virtual Meeting). Contact Person: Jerry L. Taylor, PhD, Scientific Review Officer, Center for Scientific... Rockledge Drive, Bethesda, MD 20892, (Virtual Meeting). Contact Person: Richard Ingraham, PhD, Scientific...

Integration of the virtual 3D model of a control system with the virtual controller

NASA Astrophysics Data System (ADS)

Herbuś, K.; Ociepka, P.

2015-11-01

Nowadays the design process includes simulation analysis of different components of a constructed object. It involves the need for integration of different virtual object to simulate the whole investigated technical system. The paper presents the issues related to the integration of a virtual 3D model of a chosen control system of with a virtual controller. The goal of integration is to verify the operation of an adopted object of in accordance with the established control program. The object of the simulation work is the drive system of a tunneling machine for trenchless work. In the first stage of work was created an interactive visualization of functioning of the 3D virtual model of a tunneling machine. For this purpose, the software of the VR (Virtual Reality) class was applied. In the elaborated interactive application were created adequate procedures allowing controlling the drive system of a translatory motion, a rotary motion and the drive system of a manipulator. Additionally was created the procedure of turning on and off the output crushing head, mounted on the last element of the manipulator. In the elaborated interactive application have been established procedures for receiving input data from external software, on the basis of the dynamic data exchange (DDE), which allow controlling actuators of particular control systems of the considered machine. In the next stage of work, the program on a virtual driver, in the ladder diagram (LD) language, was created. The control program was developed on the basis of the adopted work cycle of the tunneling machine. The element integrating the virtual model of the tunneling machine for trenchless work with the virtual controller is the application written in a high level language (Visual Basic). In the developed application was created procedures responsible for collecting data from the running, in a simulation mode, virtual controller and transferring them to the interactive application, in which is verified the operation of the adopted research object. The carried out work allowed foot the integration of the virtual model of the control system of the tunneling machine with the virtual controller, enabling the verification of its operation.

Complementing Neurophysiology Education for Developing Countries via Cost-Effective Virtual Labs: Case Studies and Classroom Scenarios.

PubMed

Diwakar, Shyam; Parasuram, Harilal; Medini, Chaitanya; Raman, Raghu; Nedungadi, Prema; Wiertelak, Eric; Srivastava, Sanjeeva; Achuthan, Krishnashree; Nair, Bipin

2014-01-01

Classroom-level neuroscience experiments vary from detailed protocols involving chemical, physiological and imaging techniques to computer-based modeling. The application of Information and Communication Technology (ICT) is revolutionizing the current laboratory scenario in terms of active learning especially for distance education cases. Virtual web-based labs are an asset to educational institutions confronting economic issues in maintaining equipment, facilities and other conditions needed for good laboratory practice. To enhance education, we developed virtual laboratories in neuroscience and explored their first-level use in (Indian) University education in the context of developing countries. Besides using interactive animations and remotely-triggered experimental devices, a detailed mathematical simulator was implemented on a web-based software platform. In this study, we focused on the perceptions of technology adoption for a virtual neurophysiology laboratory as a new pedagogy tool for complementing college laboratory experience. The study analyses the effect of virtual labs on users assessing the relationship between cognitive, social and teaching presence. Combining feedback from learners and teachers, the study suggests enhanced motivation for students and improved teaching experience for instructors.

Complementing Neurophysiology Education for Developing Countries via Cost-Effective Virtual Labs: Case Studies and Classroom Scenarios

PubMed Central

Diwakar, Shyam; Parasuram, Harilal; Medini, Chaitanya; Raman, Raghu; Nedungadi, Prema; Wiertelak, Eric; Srivastava, Sanjeeva; Achuthan, Krishnashree; Nair, Bipin

2014-01-01

Classroom-level neuroscience experiments vary from detailed protocols involving chemical, physiological and imaging techniques to computer-based modeling. The application of Information and Communication Technology (ICT) is revolutionizing the current laboratory scenario in terms of active learning especially for distance education cases. Virtual web-based labs are an asset to educational institutions confronting economic issues in maintaining equipment, facilities and other conditions needed for good laboratory practice. To enhance education, we developed virtual laboratories in neuroscience and explored their first-level use in (Indian) University education in the context of developing countries. Besides using interactive animations and remotely-triggered experimental devices, a detailed mathematical simulator was implemented on a web-based software platform. In this study, we focused on the perceptions of technology adoption for a virtual neurophysiology laboratory as a new pedagogy tool for complementing college laboratory experience. The study analyses the effect of virtual labs on users assessing the relationship between cognitive, social and teaching presence. Combining feedback from learners and teachers, the study suggests enhanced motivation for students and improved teaching experience for instructors. PMID:24693260

Cortical Spiking Network Interfaced with Virtual Musculoskeletal Arm and Robotic Arm.

PubMed

Dura-Bernal, Salvador; Zhou, Xianlian; Neymotin, Samuel A; Przekwas, Andrzej; Francis, Joseph T; Lytton, William W

2015-01-01

Embedding computational models in the physical world is a critical step towards constraining their behavior and building practical applications. Here we aim to drive a realistic musculoskeletal arm model using a biomimetic cortical spiking model, and make a robot arm reproduce the same trajectories in real time. Our cortical model consisted of a 3-layered cortex, composed of several hundred spiking model-neurons, which display physiologically realistic dynamics. We interconnected the cortical model to a two-joint musculoskeletal model of a human arm, with realistic anatomical and biomechanical properties. The virtual arm received muscle excitations from the neuronal model, and fed back proprioceptive information, forming a closed-loop system. The cortical model was trained using spike timing-dependent reinforcement learning to drive the virtual arm in a 2D reaching task. Limb position was used to simultaneously control a robot arm using an improved network interface. Virtual arm muscle activations responded to motoneuron firing rates, with virtual arm muscles lengths encoded via population coding in the proprioceptive population. After training, the virtual arm performed reaching movements which were smoother and more realistic than those obtained using a simplistic arm model. This system provided access to both spiking network properties and to arm biophysical properties, including muscle forces. The use of a musculoskeletal virtual arm and the improved control system allowed the robot arm to perform movements which were smoother than those reported in our previous paper using a simplistic arm. This work provides a novel approach consisting of bidirectionally connecting a cortical model to a realistic virtual arm, and using the system output to drive a robotic arm in real time. Our techniques are applicable to the future development of brain neuroprosthetic control systems, and may enable enhanced brain-machine interfaces with the possibility for finer control of limb prosthetics.

Urban water metabolism efficiency assessment: integrated analysis of available and virtual water.

PubMed

Huang, Chu-Long; Vause, Jonathan; Ma, Hwong-Wen; Yu, Chang-Ping

2013-05-01

Resolving the complex environmental problems of water pollution and shortage which occur during urbanization requires the systematic assessment of urban water metabolism efficiency (WME). While previous research has tended to focus on either available or virtual water metabolism, here we argue that the systematic problems arising during urbanization require an integrated assessment of available and virtual WME, using an indicator system based on material flow analysis (MFA) results. Future research should focus on the following areas: 1) analysis of available and virtual water flow patterns and processes through urban districts in different urbanization phases in years with varying amounts of rainfall, and their environmental effects; 2) based on the optimization of social, economic and environmental benefits, establishment of an indicator system for urban WME assessment using MFA results; 3) integrated assessment of available and virtual WME in districts with different urbanization levels, to facilitate study of the interactions between the natural and social water cycles; 4) analysis of mechanisms driving differences in WME between districts with different urbanization levels, and the selection of dominant social and economic driving indicators, especially those impacting water resource consumption. Combinations of these driving indicators could then be used to design efficient water resource metabolism solutions, and integrated management policies for reduced water consumption. Copyright © 2013 Elsevier B.V. All rights reserved.

29 CFR 825.600 - Special rules for school employees, definitions.

Code of Federal Regulations, 2014 CFR

2014-07-01

... to other kinds of educational institutions, such as colleges and universities, trade schools, and..., driving instructors, and special education assistants such as signers for the hearing impaired. It does... their principal job actual teaching or instructing, nor does it include auxiliary personnel such as...

29 CFR 825.600 - Special rules for school employees, definitions.

Code of Federal Regulations, 2012 CFR

2012-07-01

... apply to other kinds of educational institutions, such as colleges and universities, trade schools, and..., driving instructors, and special education assistants such as signers for the hearing impaired. It does... their principal job actual teaching or instructing, nor does it include auxiliary personnel such as...

Energy Efficiency for Automotive Instructors.

ERIC Educational Resources Information Center

Scharmann, Larry, Ed.; Lay, Gary, Ed.

Intended primarily but not solely for use at the postsecondary level, this curriculum guide contains six units on energy efficiency that were designed to be incorporated into an existing program in automobile mechanics. The following topics are examined: drivers and public awareness (relationship between driving and fuel consumption); ignition…

Automated generation of virtual scenarios in driving simulator from highway design data.

DOT National Transportation Integrated Search

2010-09-01

In 2008, the Texas Transportation Institute (TTI) began using a desktop driving simulator made by Realtime : Technologies, Inc. This system comes with a library of different roadway segment types that can be pieced : together to create driving scenar...

A training system of orientation and mobility for blind people using acoustic virtual reality.

PubMed

Seki, Yoshikazu; Sato, Tetsuji

2011-02-01

A new auditory orientation training system was developed for blind people using acoustic virtual reality (VR) based on a head-related transfer function (HRTF) simulation. The present training system can reproduce a virtual training environment for orientation and mobility (O&M) instruction, and the trainee can walk through the virtual training environment safely by listening to sounds such as vehicles, stores, ambient noise, etc., three-dimensionally through headphones. The system can reproduce not only sound sources but also sound reflection and insulation, so that the trainee can learn both sound location and obstacle perception skills. The virtual training environment is described in extensible markup language (XML), and the O&M instructor can edit it easily according to the training curriculum. Evaluation experiments were conducted to test the efficiency of some features of the system. Thirty subjects who had not acquired O&M skills attended the experiments. The subjects were separated into three groups: a no-training group, a virtual-training group using the present system, and a real-training group in real environments. The results suggested that virtual-training can reduce "veering" more than real-training and also can reduce stress as much as real training. The subjective technical and anxiety scores also improved.

Employing a Critical Lens on Instructor Perceptions of Learning Games: Introduction to a Method

ERIC Educational Resources Information Center

Warren, Scott J.; Gratch, Jonathan S.

2013-01-01

Digital games like Where in the World is Carmen San Diego and Oregon Trail have been used to support learning since the 1980s. However, the last decade has seen games, simulations and virtual world use take firm hold of the academic imagination. There also has been a rapid expansion of sponsored, formal research, informal inquiry, and a growing…

Modular Rapid E-Learning Framework (MORELF) in Desktop Virtualization Environment: An Effective Hybrid Implementation in Nurse Education

ERIC Educational Resources Information Center

Parlakkilic, Alattin

2015-01-01

Generally it is not easy for an instructor to prepare and deliver electronic courses via e-learning. Therefore it is necessary to work and develop an easy system. In this context module technology was used to for provide modularity in conducting educational development of e-learning course. Then, rapid e-learning was used for more quick and easy…

Enhancing Student Interactions with the Instructor and Content Using Pen-Based Technology, YouTube Videos, and Virtual Conferencing

ERIC Educational Resources Information Center

Cox, James R.

2011-01-01

This report describes the incorporation of digital learning elements in organic chemistry and biochemistry courses. The first example is the use of pen-based technology and a large-format PowerPoint slide to construct a map that integrates various metabolic pathways and control points. Students can use this map to visualize the integrated nature…

The Online Theology Classroom: Strategies for Engaging a Community of Distance Learners in a Hybrid Model of Online Education

ERIC Educational Resources Information Center

Hege, Brent A. R.

2011-01-01

One factor contributing to success in online education is the creation of a safe and vibrant virtual community and sustained, lively engagement with that community of learners. In order to create and engage such a community instructors must pay special attention to the relationship between technology and pedagogy, specifically in terms of issues…

Towards a Person-Centered Model of Instruction: Can an Emphasis on the Personal Enhance Instruction in Cyberspace?.

ERIC Educational Resources Information Center

Miller, Christopher T.; Mazur, Joan M.

A person-centered model of instruction has been developed for use in designing instruction in virtual, Web-based environments. This model, based on the work of Carl Rogers, attempts to address several issues raised in the literature regarding: (1) the changing role of instructors and students; (2) the broadening of the notion of learning outcomes;…

Student Engagement in a Large Classroom: Using Technology to Generate a Hybridized Problem- Based Learning Experience in a Large First Year Undergraduate Class

ERIC Educational Resources Information Center

Fukuzawa, Sherry; Boyd, Cleo

2016-01-01

Large first year undergraduate courses have unique challenges in the promotion of student engagement and self-directed learning due to resource constraints that prohibit small group discussions with instructors. The Monthly Virtual Mystery was developed to increase student engagement in a large (N = 725) first year undergraduate class in…

Cognitive Load Measurement in a Virtual Reality-based Driving System for Autism Intervention

PubMed Central

Zhang, Lian; Wade, Joshua; Bian, Dayi; Fan, Jing; Swanson, Amy; Weitlauf, Amy; Warren, Zachary; Sarkar, Nilanjan

2016-01-01

Autism Spectrum Disorder (ASD) is a highly prevalent neurodevelopmental disorder with enormous individual and social cost. In this paper, a novel virtual reality (VR)-based driving system was introduced to teach driving skills to adolescents with ASD. This driving system is capable of gathering eye gaze, electroencephalography, and peripheral physiology data in addition to driving performance data. The objective of this paper is to fuse multimodal information to measure cognitive load during driving such that driving tasks can be individualized for optimal skill learning. Individualization of ASD intervention is an important criterion due to the spectrum nature of the disorder. Twenty adolescents with ASD participated in our study and the data collected were used for systematic feature extraction and classification of cognitive loads based on five well-known machine learning methods. Subsequently, three information fusion schemes—feature level fusion, decision level fusion and hybrid level fusion—were explored. Results indicate that multimodal information fusion can be used to measure cognitive load with high accuracy. Such a mechanism is essential since it will allow individualization of driving skill training based on cognitive load, which will facilitate acceptance of this driving system for clinical use and eventual commercialization. PMID:28966730

Cognitive Load Measurement in a Virtual Reality-based Driving System for Autism Intervention.

PubMed

Zhang, Lian; Wade, Joshua; Bian, Dayi; Fan, Jing; Swanson, Amy; Weitlauf, Amy; Warren, Zachary; Sarkar, Nilanjan

2017-01-01

Autism Spectrum Disorder (ASD) is a highly prevalent neurodevelopmental disorder with enormous individual and social cost. In this paper, a novel virtual reality (VR)-based driving system was introduced to teach driving skills to adolescents with ASD. This driving system is capable of gathering eye gaze, electroencephalography, and peripheral physiology data in addition to driving performance data. The objective of this paper is to fuse multimodal information to measure cognitive load during driving such that driving tasks can be individualized for optimal skill learning. Individualization of ASD intervention is an important criterion due to the spectrum nature of the disorder. Twenty adolescents with ASD participated in our study and the data collected were used for systematic feature extraction and classification of cognitive loads based on five well-known machine learning methods. Subsequently, three information fusion schemes-feature level fusion, decision level fusion and hybrid level fusion-were explored. Results indicate that multimodal information fusion can be used to measure cognitive load with high accuracy. Such a mechanism is essential since it will allow individualization of driving skill training based on cognitive load, which will facilitate acceptance of this driving system for clinical use and eventual commercialization.

Conducting an Introductory Biology Course in an Active Learning Classroom: A Case Study of an Experienced Faculty Member

ERIC Educational Resources Information Center

Langley, David; Guzey, S. Selcen

2014-01-01

A case study is described that examines the beliefs and practices of a university instructor who teaches regularly in an active learning classroom. His perspective provides insights into the pedagogical practices that drive his success in these learning spaces.

49 CFR 380.301 - General requirements.

Code of Federal Regulations, 2014 CFR

2014-10-01

...-Training Program must be for the operation of CMVs representative of the subject matter that he/she will... instructor; (3) Possess a valid Class A CDL with all endorsements necessary to operate the CMVs applicable to...' CMV driving experience in a vehicle representative of the type of driver training to be provided (LCV...

49 CFR 380.301 - General requirements.

Code of Federal Regulations, 2011 CFR

2011-10-01

...-Training Program must be for the operation of CMVs representative of the subject matter that he/she will... instructor; (3) Possess a valid Class A CDL with all endorsements necessary to operate the CMVs applicable to...' CMV driving experience in a vehicle representative of the type of driver training to be provided (LCV...

49 CFR 380.301 - General requirements.

Code of Federal Regulations, 2013 CFR

2013-10-01

...-Training Program must be for the operation of CMVs representative of the subject matter that he/she will... instructor; (3) Possess a valid Class A CDL with all endorsements necessary to operate the CMVs applicable to...' CMV driving experience in a vehicle representative of the type of driver training to be provided (LCV...

49 CFR 380.301 - General requirements.

Code of Federal Regulations, 2012 CFR

2012-10-01

...-Training Program must be for the operation of CMVs representative of the subject matter that he/she will... instructor; (3) Possess a valid Class A CDL with all endorsements necessary to operate the CMVs applicable to...' CMV driving experience in a vehicle representative of the type of driver training to be provided (LCV...

Fostering Sustained Learning among Undergraduate Students: Emerging Research and Opportunities

ERIC Educational Resources Information Center

Chemosit, Caroline; Rugutt, John; Rugutt, Joseph K.

2017-01-01

Keeping students engaged and receptive to learning can, at times, be a challenge. However, by the implementation of new methods and pedagogies, instructors can strengthen the drive to learn among their students. "Fostering Sustained Learning Among Undergraduate Students: Emerging Research and Opportunities" is an essential publication…

Driver Improvement Analyst; Basic Training Program. Student Study Guide.

ERIC Educational Resources Information Center

Hale, Allen

As part of the training package for Driver Improvement Analysts, this study guide is designed to serve as the basic reference source for the students/trainees. It reinforces and supplements subject material presented in the Instructor's Lesson Plans. Subjects covered are objectives and requirements, psychology of driving, characteristics of the…

Computer Applications for Alternative Assessment: An Instructional and Organization Dilemma.

ERIC Educational Resources Information Center

Mills, Ed; Brown, John A.

1997-01-01

Describes the possibilities and problems that computer-generated portfolios will soon present to instructors across America. Highlights include the history of portfolio assessment, logistical problems of handling portfolios in the traditional three-ring binder format, use of the zip drive for storage, and software/hardware compatibility problems.…

Design of virtual display and testing system for moving mass electromechanical actuator

NASA Astrophysics Data System (ADS)

Gao, Zhigang; Geng, Keda; Zhou, Jun; Li, Peng

2015-12-01

Aiming at the problem of control, measurement and movement virtual display of moving mass electromechanical actuator(MMEA), the virtual testing system of MMEA was developed based on the PC-DAQ architecture and the software platform of LabVIEW, and the comprehensive test task such as drive control of MMEA, tests of kinematic parameter, measurement of centroid position and virtual display of movement could be accomplished. The system could solve the alignment for acquisition time between multiple measurement channels in different DAQ cards, then on this basis, the researches were focused on the dynamic 3D virtual display by the LabVIEW, and the virtual display of MMEA were realized by the method of calling DLL and the method of 3D graph drawing controls. Considering the collaboration with the virtual testing system, including the hardware drive, the measurement software of data acquisition, and the 3D graph drawing controls method was selected, which could obtained the synchronization measurement, control and display. The system can measure dynamic centroid position and kinematic position of movable mass block while controlling the MMEA, and the interface of 3D virtual display has realistic effect and motion smooth, which can solve the problem of display and playback about MMEA in the closed shell.

Virtual Reality in Pediatric Psychology.

PubMed

Parsons, Thomas D; Riva, Giuseppe; Parsons, Sarah; Mantovani, Fabrizia; Newbutt, Nigel; Lin, Lin; Venturini, Eva; Hall, Trevor

2017-11-01

Virtual reality (VR) technologies allow for controlled simulations of affectively engaging background narratives. These virtual environments offer promise for enhancing emotionally relevant experiences and social interactions. Within this context, VR can allow instructors, therapists, neuropsychologists, and service providers to offer safe, repeatable, and diversifiable interventions that can benefit assessments and learning in both typically developing children and children with disabilities. Research has also pointed to VR's capacity to reduce children's experience of aversive stimuli and reduce anxiety levels. Although there are a number of purported advantages of VR technologies, challenges have emerged. One challenge for this field of study is the lack of consensus on how to do trials. A related issue is the need for establishing the psychometric properties of VR assessments and interventions. This review investigates the advantages and challenges inherent in the application of VR technologies to pediatric assessments and interventions. Copyright © 2017 by the American Academy of Pediatrics.

Virtual Reality for the Psychophysiological Assessment of Phobic Fear: Responses during Virtual Tunnel Driving

ERIC Educational Resources Information Center

Muhlberger, Andreas; Bulthoff, Heinrich H.; Wiedemann, Georg; Pauli, Paul

2007-01-01

An overall assessment of phobic fear requires not only a verbal self-report of fear but also an assessment of behavioral and physiological responses. Virtual reality can be used to simulate realistic (phobic) situations and therefore should be useful for inducing emotions in a controlled, standardized way. Verbal and physiological fear reactions…

Cognitive evaluation by tasks in a virtual reality environment in multiple sclerosis.

PubMed

Lamargue-Hamel, Delphine; Deloire, Mathilde; Saubusse, Aurore; Ruet, Aurélie; Taillard, Jacques; Philip, Pierre; Brochet, Bruno

2015-12-15

The assessment of cognitive impairment in multiple sclerosis (MS) requires large neuropsychological batteries that assess numerous domains. The relevance of these assessments to daily cognitive functioning is not well established. Cognitive ecological evaluation has not been frequently studied in MS. The aim of this study was to determine the interest of cognitive evaluation in a virtual reality environment in a sample of persons with MS with cognitive deficits. Thirty persons with MS with at least moderate cognitive impairment were assessed with two ecological evaluations, an in-house developed task in a virtual reality environment (Urban DailyCog®) and a divided attention task in a driving simulator. Classical neuropsychological testing was also used. Fifty-two percent of the persons with MS failed the driving simulator task and 80% failed the Urban DailyCog®. Virtual reality assessments are promising in identifying cognitive impairment in MS. Copyright © 2015 Elsevier B.V. All rights reserved.

Clinical Needs Finding: Developing the Virtual Experience, A Case Study

PubMed Central

Mittal, Vaishali; Thompson, Megan; Altman, Stuart M; Taylor, Peter; Summers, Alexander; Goodwin, Kelsey; Louie, Angelique Y

2013-01-01

We describe an innovative program at the University of California, Davis for students to engage in clinical needs finding. Using a team-based approach, students participated in clinical rotations to observe firsthand the needs of clinicians at the university affiliated medical center. The teams were asked to develop documentary-style videos to capture key experiences that would allow future viewers to use the videos as “virtual” clinical rotations. This was conceived as a strategy to allow students in prohibitively large classes, or students in programs at institutions without associated medical or veterinary school programs, to experience clinical rotations and perform needs assessments. The students' perspectives on the experience as well as instructor analysis of best practices for this type of activity are presented and discussed. We found that the internship experience was valuable to the students participating, by not only introducing the practice of needs finding but for increasing the students' confidence in the practice of engineering design and their ability to work independently. The videos produced were of such high quality that instructors from other institutions have requested copies for instructional use. Virtual clinical rotations through video experiences may provide a reasonable substitute for students who do not have the ability to participate in rotations in person. PMID:23483373

[The Moodle platform: A useful tool for training in life support. Analysis of satisfaction questionnaires from students and instructors of the semFYC advanced life support courses].

PubMed

Cordero Torres, Juan Antonio; Caballero Oliver, Antonio

2015-01-01

The aim of this study is to assess the validity and use of a mixed method of training in life support. The use of Moodle to implement an online pre-sessional phase prior to a "classic" classroom phase of teaching in this type of course is the main novelty. Analysis of satisfaction questionnaires of students and instructors of a mixed course in the advanced life support program of SemFYC (ESVAP). Moodle platform. semFYC Virtual Classroom. Students and instructors participating in the semFYC advanced life support program, ESVAP. Qualitative analysis. The majority of students rate as very useful (50%) or useful (45.37%) the existence of an online pre-sessional phase, and consider that it has helped them very much (42.20%) or quite a lot (48.62%) to make the most of the face-to-face sessions. For instructors, they considered that the existence of an online pre-sessional phase was very useful (89%) or useful (11%) for the development of the face-to-face sessions. The analysis of the results concluded that: 1) the students considered a prior non-face to face phase as very useful, and it helped them much/very much in the face to face phase, and 2) the instructors believe that the non-face to face phase had helped them a lot in the presentations and efficiency of the workshops in the face-to-face phase. Copyright © 2014 Elsevier España, S.L.U. All rights reserved.

MOLA: a bootable, self-configuring system for virtual screening using AutoDock4/Vina on computer clusters.

PubMed

Abreu, Rui Mv; Froufe, Hugo Jc; Queiroz, Maria João Rp; Ferreira, Isabel Cfr

2010-10-28

Virtual screening of small molecules using molecular docking has become an important tool in drug discovery. However, large scale virtual screening is time demanding and usually requires dedicated computer clusters. There are a number of software tools that perform virtual screening using AutoDock4 but they require access to dedicated Linux computer clusters. Also no software is available for performing virtual screening with Vina using computer clusters. In this paper we present MOLA, an easy-to-use graphical user interface tool that automates parallel virtual screening using AutoDock4 and/or Vina in bootable non-dedicated computer clusters. MOLA automates several tasks including: ligand preparation, parallel AutoDock4/Vina jobs distribution and result analysis. When the virtual screening project finishes, an open-office spreadsheet file opens with the ligands ranked by binding energy and distance to the active site. All results files can automatically be recorded on an USB-flash drive or on the hard-disk drive using VirtualBox. MOLA works inside a customized Live CD GNU/Linux operating system, developed by us, that bypass the original operating system installed on the computers used in the cluster. This operating system boots from a CD on the master node and then clusters other computers as slave nodes via ethernet connections. MOLA is an ideal virtual screening tool for non-experienced users, with a limited number of multi-platform heterogeneous computers available and no access to dedicated Linux computer clusters. When a virtual screening project finishes, the computers can just be restarted to their original operating system. The originality of MOLA lies on the fact that, any platform-independent computer available can he added to the cluster, without ever using the computer hard-disk drive and without interfering with the installed operating system. With a cluster of 10 processors, and a potential maximum speed-up of 10x, the parallel algorithm of MOLA performed with a speed-up of 8,64× using AutoDock4 and 8,60× using Vina.

Driving with Binocular Visual Field Loss? A Study on a Supervised On-Road Parcours with Simultaneous Eye and Head Tracking

PubMed Central

Aehling, Kathrin; Heister, Martin; Rosenstiel, Wolfgang; Schiefer, Ulrich; Papageorgiou, Elena

2014-01-01

Post-chiasmal visual pathway lesions and glaucomatous optic neuropathy cause binocular visual field defects (VFDs) that may critically interfere with quality of life and driving licensure. The aims of this study were (i) to assess the on-road driving performance of patients suffering from binocular visual field loss using a dual-brake vehicle, and (ii) to investigate the related compensatory mechanisms. A driving instructor, blinded to the participants' diagnosis, rated the driving performance (passed/failed) of ten patients with homonymous visual field defects (HP), including four patients with right (HR) and six patients with left homonymous visual field defects (HL), ten glaucoma patients (GP), and twenty age and gender-related ophthalmologically healthy control subjects (C) during a 40-minute driving task on a pre-specified public on-road parcours. In order to investigate the subjects' visual exploration ability, eye movements were recorded by means of a mobile eye tracker. Two additional cameras were used to monitor the driving scene and record head and shoulder movements. Thus this study is novel as a quantitative assessment of eye movements and an additional evaluation of head and shoulder was performed. Six out of ten HP and four out of ten GP were rated as fit to drive by the driving instructor, despite their binocular visual field loss. Three out of 20 control subjects failed the on-road assessment. The extent of the visual field defect was of minor importance with regard to the driving performance. The site of the homonymous visual field defect (HVFD) critically interfered with the driving ability: all failed HP subjects suffered from left homonymous visual field loss (HL) due to right hemispheric lesions. Patients who failed the driving assessment had mainly difficulties with lane keeping and gap judgment ability. Patients who passed the test displayed different exploration patterns than those who failed. Patients who passed focused longer on the central area of the visual field than patients who failed the test. In addition, patients who passed the test performed more glances towards the area of their visual field defect. In conclusion, our findings support the hypothesis that the extent of visual field per se cannot predict driving fitness, because some patients with HVFDs and advanced glaucoma can compensate for their deficit by effective visual scanning. Head movements appeared to be superior to eye and shoulder movements in predicting the outcome of the driving test under the present study scenario. PMID:24523869

Virtual Disaster Simulation: Lesson Learned from an International Collaboration That Can Be Leveraged for Disaster Education in Iran.

PubMed

Ardalan, Ali; Balikuddembe, Joseph Kimuli; Ingrassia, Pier Luigi; Carenzo, Luca; Della Corte, Francesco; Akbarisari, Ali; Djalali, Ahmadreza

2015-07-13

Disaster education needs innovative educational methods to be more effective compared to traditional approaches. This can be done by using virtual simulation method. This article presents an experience about using virtual simulation methods to teach health professional on disaster medicine in Iran. The workshop on the "Application of New Technologies in Disaster Management Simulation" was held in Tehran in January 2015. It was co-organized by the Disaster and Emergency Health Academy of Tehran University of Medical Sciences and Emergency and the Research Center in Disaster Medicine and Computer Science applied to Medicine (CRIMEDIM), Università del Piemonte Orientale. Different simulators were used by the participants, who were from the health system and other relevant fields, both inside and outside Iran. As a result of the workshop, all the concerned stakeholders are called on to support this new initiative of incorporating virtual training and exercise simulation in the field of disaster medicine, so that its professionals are endowed with field-based and practical skills in Iran and elsewhere. Virtual simulation technology is recommended to be used in education of disaster management. This requires capacity building of instructors, and provision of technologies. International collaboration can facilitate this process.

A virtual computer lab for distance biomedical technology education.

PubMed

Locatis, Craig; Vega, Anibal; Bhagwat, Medha; Liu, Wei-Li; Conde, Jose

2008-03-13

The National Library of Medicine's National Center for Biotechnology Information offers mini-courses which entail applying concepts in biochemistry and genetics to search genomics databases and other information sources. They are highly interactive and involve use of 3D molecular visualization software that can be computationally taxing. Methods were devised to offer the courses at a distance so as to provide as much functionality of a computer lab as possible, the venue where they are normally taught. The methods, which can be employed with varied videoconferencing technology and desktop sharing software, were used to deliver mini-courses at a distance in pilot applications where students could see demonstrations by the instructor and the instructor could observe and interact with students working at their remote desktops. Student ratings of the learning experience and comments to open ended questions were similar to those when the courses are offered face to face. The real time interaction and the instructor's ability to access student desktops from a distance in order to provide individual assistance and feedback were considered invaluable. The technologies and methods mimic much of the functionality of computer labs and may be usefully applied in any context where content changes frequently, training needs to be offered on complex computer applications at a distance in real time, and where it is necessary for the instructor to monitor students as they work.

Cortical Spiking Network Interfaced with Virtual Musculoskeletal Arm and Robotic Arm

PubMed Central

Dura-Bernal, Salvador; Zhou, Xianlian; Neymotin, Samuel A.; Przekwas, Andrzej; Francis, Joseph T.; Lytton, William W.

2015-01-01

Embedding computational models in the physical world is a critical step towards constraining their behavior and building practical applications. Here we aim to drive a realistic musculoskeletal arm model using a biomimetic cortical spiking model, and make a robot arm reproduce the same trajectories in real time. Our cortical model consisted of a 3-layered cortex, composed of several hundred spiking model-neurons, which display physiologically realistic dynamics. We interconnected the cortical model to a two-joint musculoskeletal model of a human arm, with realistic anatomical and biomechanical properties. The virtual arm received muscle excitations from the neuronal model, and fed back proprioceptive information, forming a closed-loop system. The cortical model was trained using spike timing-dependent reinforcement learning to drive the virtual arm in a 2D reaching task. Limb position was used to simultaneously control a robot arm using an improved network interface. Virtual arm muscle activations responded to motoneuron firing rates, with virtual arm muscles lengths encoded via population coding in the proprioceptive population. After training, the virtual arm performed reaching movements which were smoother and more realistic than those obtained using a simplistic arm model. This system provided access to both spiking network properties and to arm biophysical properties, including muscle forces. The use of a musculoskeletal virtual arm and the improved control system allowed the robot arm to perform movements which were smoother than those reported in our previous paper using a simplistic arm. This work provides a novel approach consisting of bidirectionally connecting a cortical model to a realistic virtual arm, and using the system output to drive a robotic arm in real time. Our techniques are applicable to the future development of brain neuroprosthetic control systems, and may enable enhanced brain-machine interfaces with the possibility for finer control of limb prosthetics. PMID:26635598

A driver-adaptive stability control strategy for sport utility vehicles

NASA Astrophysics Data System (ADS)

Zhu, Shenjin; He, Yuping

2017-08-01

Conventional vehicle stability control (VSC) systems are designed for average drivers. For a driver with a good driving skill, the VSC systems may be redundant; for a driver with a poor driving skill, the VSC intervention may be inadequate. To increase safety of sport utility vehicles (SUVs), this paper proposes a novel driver-adaptive VSC (DAVSC) strategy based on scaling the target yaw rate commanded by the driver. The DAVSC system is adaptive to drivers' driving skills. More control effort would be exerted for drivers with poor driving skills, and vice versa. A sliding mode control (SMC)-based differential braking (DB) controller is designed using a three degrees of freedom (DOF) yaw-plane model. An eight DOF nonlinear yaw-roll model is used to simulate the SUV dynamics. Two driver models, namely longitudinal and lateral, are used to 'drive' the virtual SUV. By integrating the virtual SUV, the DB controller, and the driver models, the performance of the DAVSC system is investigated. The simulations demonstrate the effectiveness of the DAVSC strategy.

Application of the Environmental Sensation Learning Vehicle Simulation Platform in Virtual Reality

ERIC Educational Resources Information Center

Hsu, Kuei-Shu; Jiang, Jinn-Feng; Wei, Hung-Yuan; Lee, Tsung-Han

2016-01-01

The use of simulation technologies in learning has received considerable attention in recent years, but few studies to date have focused on vehicle driving simulation systems. In this study, a vehicle driving simulation system was developed to support novice drivers in practicing their skills. Specifically, the vehicle driving simulation system…

Truck driver fatigue assessment using a virtual reality system.

DOT National Transportation Integrated Search

2016-10-17

In this study, a fully immersive Virtual Reality (VR) based driving simulator was developed to serve : as a proof-of-concept that VR can be utilized to assess the level of fatigue (or drowsiness) truck : drivers typically experience during real...

Virtual reality for mobility devices: training applications and clinical results: a review.

PubMed

Erren-Wolters, Catelijne Victorien; van Dijk, Henk; de Kort, Alexander C; Ijzerman, Maarten J; Jannink, Michiel J

2007-06-01

Virtual reality technology is an emerging technology that possibly can address the problems encountered in training (elderly) people to handle a mobility device. The objective of this review was to study different virtual reality training applications as well as their clinical implication for patients with mobility problems. Computerized literature searches were performed using the MEDLINE, Cochrane, CIRRIE and REHABDATA databases. This resulted in eight peer reviewed journal articles. The included studies could be divided into three categories, on the basis of their study objective. Five studies were related to training driving skills, two to physical exercise training and one to leisure activity. This review suggests that virtual reality is a potentially useful means to improve the use of a mobility device, in training one's driving skills, for keeping up the physical condition and also in a way of leisure time activity. Although this field of research appears to be in its early stages, the included studies pointed out a promising transfer of training in a virtual environment to the real-life use of mobility devices.

Driving performance in a power wheelchair simulator.

PubMed

Archambault, Philippe S; Tremblay, Stéphanie; Cachecho, Sarah; Routhier, François; Boissy, Patrick

2012-05-01

A power wheelchair simulator can allow users to safely experience various driving tasks. For such training to be efficient, it is important that driving performance be equivalent to that in a real wheelchair. This study aimed at comparing driving performance in a real and in a simulated environment. Two groups of healthy young adults performed different driving tasks, either in a real power wheelchair or in a simulator. Smoothness of joystick control as well as the time necessary to complete each task were recorded and compared between the two groups. Driving strategies were analysed from video recordings. The sense of presence, of really being in the virtual environment, was assessed through a questionnaire. Smoothness of joystick control was the same in the real and virtual groups. Task completion time was higher in the simulator for the more difficult tasks. Both groups showed similar strategies and difficulties. The simulator generated a good sense of presence, which is important for motivation. Performance was very similar for power wheelchair driving in the simulator or in real life. Thus, the simulator could potentially be used to complement training of individuals who require a power wheelchair and use a regular joystick. [Box: see text].

2014 Year End Report: Center for Development of Security Excellence

DTIC Science & Technology

2014-01-01

the increased availability of products available through Open eLearning and the first of its kind Facility Security Officer (FSO) Toolkit available...Toolkits 15 New Shorts 16 New Courses at CDSE 18 CDSE Webinars 18 CDSE Open eLearning Courses 19 International Engagements 19 CDSE Virtual Instructor...training, and certification future to over 1,000 registered civilian and military personnel from around the globe. Rather than travelling to a central

Real-Time Speech-to-Text Services. [A Report of the] National Task Force on Quality of Services in the Postsecondary Education of Deaf and Hard of Hearing Students.

ERIC Educational Resources Information Center

Stinson, Michael; Eisenberg, Sandy; Horn, Christy; Larson, Judy; Levitt, Harry; Stuckless, Ross

This report describes and discusses several applications of new computer-based technologies which enable postsecondary students with deafness or hearing impairments to read the text of the language being spoken by the instructor and fellow students virtually in real time. Two current speech-to-text options are described: (1) steno-based systems in…

Simulated driving and brain imaging: combining behavior, brain activity, and virtual reality.

PubMed

Carvalho, Kara N; Pearlson, Godfrey D; Astur, Robert S; Calhoun, Vince D

2006-01-01

Virtual reality in the form of simulated driving is a useful tool for studying the brain. Various clinical questions can be addressed, including both the role of alcohol as a modulator of brain function and regional brain activation related to elements of driving. We reviewed a study of the neural correlates of alcohol intoxication through the use of a simulated-driving paradigm and wished to demonstrate the utility of recording continuous-driving behavior through a new study using a programmable driving simulator developed at our center. Functional magnetic resonance imaging data was collected from subjects while operating a driving simulator. Independent component analysis (ICA) was used to analyze the data. Specific brain regions modulated by alcohol, and relationships between behavior, brain function, and alcohol blood levels were examined with aggregate behavioral measures. Fifteen driving epochs taken from two subjects while also recording continuously recorded driving variables were analyzed with ICA. Preliminary findings reveal that four independent components correlate with various aspects of behavior. An increase in braking while driving was found to increase activation in motor areas, while cerebellar areas showed signal increases during steering maintenance, yet signal decreases during steering changes. Additional components and significant findings are further outlined. In summary, continuous behavioral variables conjoined with ICA may offer new insight into the neural correlates of complex human behavior.

Examining Distracted Drivers' Underestimation of Time and Overestimation of Speed

DOT National Transportation Integrated Search

2017-09-01

Thirty-four drivers participated in a driving simulator experiment that investigated time and speed perception as it related to cognitive workload resulting from secondary tasks. Each participant drove the virtual drive twice, once with either an aud...

Objective Assessment of Activity Limitation in Glaucoma with Smartphone Virtual Reality Goggles: A Pilot Study.

PubMed

Goh, Rachel L Z; Kong, Yu Xiang George; McAlinden, Colm; Liu, John; Crowston, Jonathan G; Skalicky, Simon E

2018-01-01

To evaluate the use of smartphone-based virtual reality to objectively assess activity limitation in glaucoma. Cross-sectional study of 93 patients (54 mild, 22 moderate, 17 severe glaucoma). Sociodemographics, visual parameters, Glaucoma Activity Limitation-9 and Visual Function Questionnaire - Utility Index (VFQ-UI) were collected. Mean age was 67.4 ± 13.2 years; 52.7% were male; 65.6% were driving. A smartphone placed inside virtual reality goggles was used to administer the Virtual Reality Glaucoma Visual Function Test (VR-GVFT) to participants, consisting of three parts: stationary, moving ball, driving. Rasch analysis and classical validity tests were conducted to assess performance of VR-GVFT. Twenty-four of 28 stationary test items showed acceptable fit to the Rasch model (person separation 3.02, targeting 0). Eleven of 12 moving ball test items showed acceptable fit (person separation 3.05, targeting 0). No driving test items showed acceptable fit. Stationary test person scores showed good criterion validity, differentiating between glaucoma severity groups ( P = 0.014); modest convergence validity, with mild to moderate correlation with VFQ-UI, better eye (BE) mean deviation, BE pattern deviation, BE central scotoma, worse eye (WE) visual acuity, and contrast sensitivity (CS) in both eyes ( R = 0.243-0.381); and suboptimal divergent validity. Multivariate analysis showed that lower WE CS ( P = 0.044) and greater age ( P = 0.009) were associated with worse stationary test person scores. Smartphone-based virtual reality may be a portable objective simulation test of activity limitation related to glaucomatous visual loss. The use of simulated virtual environments could help better understand the activity limitations that affect patients with glaucoma.

Objective Assessment of Activity Limitation in Glaucoma with Smartphone Virtual Reality Goggles: A Pilot Study

PubMed Central

Goh, Rachel L. Z.; McAlinden, Colm; Liu, John; Crowston, Jonathan G.; Skalicky, Simon E.

2018-01-01

Purpose To evaluate the use of smartphone-based virtual reality to objectively assess activity limitation in glaucoma. Methods Cross-sectional study of 93 patients (54 mild, 22 moderate, 17 severe glaucoma). Sociodemographics, visual parameters, Glaucoma Activity Limitation-9 and Visual Function Questionnaire – Utility Index (VFQ-UI) were collected. Mean age was 67.4 ± 13.2 years; 52.7% were male; 65.6% were driving. A smartphone placed inside virtual reality goggles was used to administer the Virtual Reality Glaucoma Visual Function Test (VR-GVFT) to participants, consisting of three parts: stationary, moving ball, driving. Rasch analysis and classical validity tests were conducted to assess performance of VR-GVFT. Results Twenty-four of 28 stationary test items showed acceptable fit to the Rasch model (person separation 3.02, targeting 0). Eleven of 12 moving ball test items showed acceptable fit (person separation 3.05, targeting 0). No driving test items showed acceptable fit. Stationary test person scores showed good criterion validity, differentiating between glaucoma severity groups (P = 0.014); modest convergence validity, with mild to moderate correlation with VFQ-UI, better eye (BE) mean deviation, BE pattern deviation, BE central scotoma, worse eye (WE) visual acuity, and contrast sensitivity (CS) in both eyes (R = 0.243–0.381); and suboptimal divergent validity. Multivariate analysis showed that lower WE CS (P = 0.044) and greater age (P = 0.009) were associated with worse stationary test person scores. Conclusions Smartphone-based virtual reality may be a portable objective simulation test of activity limitation related to glaucomatous visual loss. Translational Relevance The use of simulated virtual environments could help better understand the activity limitations that affect patients with glaucoma. PMID:29372112

Accuracy of Self-Evaluation in Adults with ADHD: Evidence from a Driving Study

ERIC Educational Resources Information Center

Knouse, Laura E.; Bagwell, Catherine L.; Barkley, Russell A.; Murphy, Kevin R.

2005-01-01

Research on children with ADHD indicates an association with inaccuracy of self-appraisal. This study examines the accuracy of self-evaluations in clinic-referred adults diagnosed with ADHD. Self-assessments and performance measures of driving in naturalistic settings and on a virtual-reality driving simulator are used to assess accuracy of…

Supplemental Driver Safety Program Development Volume II--Pilot and Field Test Module Materials. Final Report.

ERIC Educational Resources Information Center

McPherson, Kenard; Weidman, James R.

This volume contains materials to supplement existing driver education programming offered by high schools to youthful (16- to 18-year old) drivers. Section I contains three drinking/driving modules: an information-only module, a self-image module, and a three-unit peer intervention module. An instructor's guide provided for each module includes…

Effects of 3D virtual haptics force feedback on brand personality perception: the mediating role of physical presence in advergames.

PubMed

Jin, Seung-A Annie

2010-06-01

This study gauged the effects of force feedback in the Novint Falcon haptics system on the sensory and cognitive dimensions of a virtual test-driving experience. First, in order to explore the effects of tactile stimuli with force feedback on users' sensory experience, feelings of physical presence (the extent to which virtual physical objects are experienced as actual physical objects) were measured after participants used the haptics interface. Second, to evaluate the effects of force feedback on the cognitive dimension of consumers' virtual experience, this study investigated brand personality perception. The experiment utilized the Novint Falcon haptics controller to induce immersive virtual test-driving through tactile stimuli. The author designed a two-group (haptics stimuli with force feedback versus no force feedback) comparison experiment (N = 238) by manipulating the level of force feedback. Users in the force feedback condition were exposed to tactile stimuli involving various force feedback effects (e.g., terrain effects, acceleration, and lateral forces) while test-driving a rally car. In contrast, users in the control condition test-drove the rally car using the Novint Falcon but were not given any force feedback. Results of ANOVAs indicated that (a) users exposed to force feedback felt stronger physical presence than those in the no force feedback condition, and (b) users exposed to haptics stimuli with force feedback perceived the brand personality of the car to be more rugged than those in the control condition. Managerial implications of the study for product trial in the business world are discussed.

Stability and Workload of the Virtual Reality-Based Simulator-2.

PubMed

Kamaraj, Deepan C; Dicianno, Brad E; Mahajan, Harshal P; Buhari, Alhaji M; Cooper, Rory A

2016-07-01

To assess the stability of clinicians' and users' rating of electric-powered wheelchair (EPW) driving while using 4 different human-machine interfaces (HMIs) within the Virtual Reality-based SIMulator-version 2 (VRSIM-2) and in the real world (accounting for a total of 5 unique driving conditions). Within-subjects repeated-measures design. Simulation-based assessment in a research laboratory. A convenience sample of EPW athletes (N=21) recruited at the 31st National Veterans Wheelchair Games. Not applicable. Composite PMRT scores from the Power Mobility Road Test (PMRT); Raw Task Load Index; and the 6 subscale scores from the Task Load Index developed by the National Aeronautics and Space Administration (NASA-TLX). There was moderate stability (intraclass correlation coefficient between .50 and .75) in the total composite PMRT scores (P<.001) and the users' self-reported performance scores (P<.001) among the 5 driving conditions. There was a significant difference in the workload among the 5 different driving conditions as reflected by the Raw Task Load Index (P=.009). Subanalyses revealed this difference was due to the difference in the mental demand (P=.007) and frustration (P=.007) subscales. Post hoc analyses revealed that these differences in the NASA-TLX subscale scores were due to the differences between real-world and virtual driving scores, particularly attributable to the conditions (1 and 3) that lacked the rollers as a part of the simulation. Further design improvements in the simulator to increase immersion experienced by the EPW user, along with a standardized training program for clinicians to deliver PMRT in VRSIM-2, could improve the stability between the different HMIs and real-world driving. Copyright © 2016 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights reserved.

Metabolic Demand of Driving Among Adults with Type 1 Diabetes Mellitus (T1DM)

PubMed Central

Cox, Daniel J.; Singh, Harsimran; Clarke, William L.; Anderson, Stacey M.; Kovatchev, Boris P.; Gonder-Frederick, Linda A.

2010-01-01

Recent research suggests that the frequency of driving mishaps is increased in people with Type 1 diabetes (T1DM) as compared to those with Type 2 diabetes or their non-diabetic spouses. This study involved a sample of T1DM drivers and was designed to investigate the metabolic and physiologic demands of driving compared to sitting passively. Participants (N=38) were divided into two groups: the -History group included those reporting no driving mishaps in the past two years, and the +History group included participants reporting at least two such mishaps in the past two years. Glucose utilization rates were determined in participants while: (a) they were driving a virtual reality driving simulator for 30 minutes, and (b) watching a 30-minute video. Blood glucose (BG) levels were maintained at similar levels during both procedures. Other biological variables including heart rate (HR) were monitored. Participants rated their hypoglycemia (low BG) symptoms before and after each of the two procedures. . Participants could self-treat if they perceived they were experiencing hypoglycemia. There were no differences between the two groups. However, glucose utilization rates were significantly higher during the driving scenario (3.83mg/kg/min + 1.7 vs. 3.37 mg/kg/min + 1.6, p=0.047). HR was significantly higher during the driving scenario. Drivers reported more autonomic symptoms during driving and 32% treated perceived hypoglycemia during driving. Driving a virtual reality simulator is associated with increased glucose utilization rates suggesting that driving per se has a metabolic cost and that BG should be measured prior to driving and periodically during long drives. PMID:21050619

ASCERTAINMENT OF ON-ROAD SAFETY ERRORS BASED ON VIDEO REVIEW

PubMed Central

Dawson, Jeffrey D.; Uc, Ergun Y.; Anderson, Steven W.; Dastrup, Elizabeth; Johnson, Amy M.; Rizzo, Matthew

2011-01-01

Summary Using an instrumented vehicle, we have studied several aspects of the on-road performance of healthy and diseased elderly drivers. One goal from such studies is to ascertain the type and frequency of driving safety errors. Because the judgment of such errors is somewhat subjective, we applied a taxonomy system of 15 general safety error categories and 76 specific safety error types. We also employed and trained professional driving instructors to review the video data of the on-road drives. In this report, we illustrate our rating system on a group of 111 drivers, ages 65 to 89. These drivers made errors in 13 of the 15 error categories, comprising 42 of the 76 error types. A mean (SD) of 35.8 (12.8) safety errors per drive were noted, with 2.1 (1.7) of them being judged as serious. Our methodology may be useful in applications such as intervention studies, and in longitudinal studies of changes in driving abilities in patients with declining cognitive ability. PMID:24273753

A Case Study from Golden Gate University: Using Course Objectives to Facilitate Blended Learning in Shortened Courses

ERIC Educational Resources Information Center

Fulkerth, Robert

2009-01-01

This paper discusses utilizing course objectives to drive the change of existing 10-15 week undergraduate courses into 8-week courses that feature blended learning tools. To begin the redesign process, instructors and a faculty mentor revisit course objectives for currency, and with an eye toward blended course restructuring. The restructuring is…

78 FR 39298 - Center for Scientific Review; Notice of Closed Meetings

Federal Register 2010, 2011, 2012, 2013, 2014

2013-07-01

... DEPARTMENT OF HEALTH AND HUMAN SERVICES National Institutes of Health Center for Scientific Review...., Scientific Review Officer, Center for Scientific Review, National Institutes of Health, 6701 Rockledge Drive...: National Institutes of Health, 6701 Rockledge Drive, Bethesda, MD 20892, (Virtual Meeting). Contact Person...

76 FR 55930 - National Institutes of Health

Federal Register 2010, 2011, 2012, 2013, 2014

2011-09-09

... DEPARTMENT OF HEALTH AND HUMAN SERVICES National Institutes of Health Center For Scientific Review..., National Institutes of Health, 6701 Rockledge Drive, Room 6194, MSC 7804, Bethesda, MD 20892, 301-996-6208... of Health, 6701 Rockledge Drive, Bethesda, MD 20892, (Virtual Meeting). Contact Person: Joseph Thomas...

[Schizophrenia, automobile driving and virtual simulation].

PubMed

Souchet, Yohan

2017-10-01

A psychiatric nurse working at a day hospital discusses an innovative approach to care for patients suffering from schizophrenia. This approach focuses on the patients' everyday life through a project for obtaining a driving licence using innovative technologies. Copyright © 2017 Elsevier Masson SAS. All rights reserved.

Teaching in the Age of Electrons

NASA Astrophysics Data System (ADS)

Impey, C. D.

2002-12-01

Technology opens up a bewildering array of opportunities and options for faculty teaching courses to large groups of non-science majors. The trick is in understanding which modes of instruction increase the engagement and learning of students. Among the tools that show good potential for advancing learning in introductory astronomy classes are virtual worlds, exercises that use real astronomy data sets, expert systems, and content accessible by phone. Some of the capabilities of a new web site to assist astronomy instructors, www.astronomica.org, will be demonstrated.

High-Fidelity e-Learning: SEI’s Virtual Training Environment (VTE)

DTIC Science & Technology

2009-01-01

Assessment 2.4 Collaboration 2.4.1 Peer-Student Collaboration 2.4.2 Instructor Support 2.5 Accessibility 2.6 Modularity 2.6.1 Design for Re-Use 2.6.2 Design ...ing Environment as an implementation of a high-fidelity e-Ieaming system. This report does not cover concepts of pedagogy or instructional design in e...pedagogical agents. This is the basis for Clark and Mayer’s Personalization principle for designing media for e-learning [Clark & Mayer 2003]. E-learning

Increasing Realism in Virtual Marksmanship Simulators

DTIC Science & Technology

2012-12-01

M16 5.56 mm service rifle M2 .50-caliber machine gun M240 7.62 mm machine gun M9 9 mm Berretta MPI Mean Point of Impact NHQC Navy Handgun...Corps 14 Concepts in Programs, 2008, p. 214). ISMT has the capability to use a wide variety of weapons, including the .50cal. machinegun ( M2 ), 9...a time. ISMT has the unique capability to “provide immediate feedback to the instructor and trainee on weapon trigger pull, cant position, barrel

Age effect on components of episodic memory and feature binding: A virtual reality study.

PubMed

Plancher, Gaën; Gyselinck, Valerie; Nicolas, Serge; Piolino, Pascale

2010-05-01

The aims were (1) to explore the effects of normal aging on the main aspects of episodic memory--what, where, and when,--and on feature binding in a virtual environment; (2) to explore the influence of the mode of learning, intentional versus incidental; and (3) to benchmark virtual environment findings collected with older adults against data recorded in classical neuropsychological tests. We tested a population of 82 young adults and 78 older adults without dementia (they participated in a short battery of neuropsychological tests). All the participants drove a car in an urban virtual environment composing of 9 turns and specific areas. Half of the participants were told to drive through the virtual town; the other half were asked to drive and to memorize the environment (itinerary, elements, etc.). All aspects of episodic memory were then assessed (what, where, when, and binding). The older participants had less recollection of the spatiotemporal context of events than the younger with intentional encoding (p < .001), but similar recollection with incidental encoding (except for verbal spatial aspect). The younger participants showed better binding than older ones regardless of the type of encoding (p < .001). For the older participants the virtual test was sensitive to mnesic complaints as well as general cognitive changes (p < .05 to p < .01). We view these results as an indication that virtual environments could provide helpful standard tools for assessing age effects on the main aspects of episodic memory.

Waveform synthesizer

DOEpatents

Franks, L.A.; Nelson, M.A.

1979-12-07

The invention is a method by which an optical pulse of an arbitrary but defined shape may be transformed into a virtual multitude of optical or electrical output pulse shapes. Since the method is not limited to any particular input pulse shape, the output pulse shapes that can be generated thereby are virtually unlimited. Moreover, output pulse widths as narrow as about 0.1 nsec can be readily obtained since optical pulses of less than a few picoseconds are available for use as driving pulses. The range of output pulse widths obtainable is very large, the limiting factors being the driving source energy and the particular shape of the desired output pulse.

Using Immersive Virtual Environments for Certification

NASA Technical Reports Server (NTRS)

Lutz, R.; Cruz-Neira, C.

1998-01-01

Immersive virtual environments (VEs) technology has matured to the point where it can be utilized as a scientific and engineering problem solving tool. In particular, VEs are starting to be used to design and evaluate safety-critical systems that involve human operators, such as flight and driving simulators, complex machinery training, and emergency rescue strategies.

Virtual-reality-based system for controlled study of cataplexy

NASA Astrophysics Data System (ADS)

Augustine, Kurt E.; Cameron, Bruce M.; Camp, Jon J.; Krahn, Lois E.; Robb, Richard A.

2002-05-01

Cataplexy is a sudden loss of voluntary muscle control experienced by narcolepsy patients. It is usually triggered by strong, spontaneous emotions and is more common in times of stress. The Sleep Disorders Unit and the Biomedical Imaging Resource at Mayo Clinic are developing interactive display technology for reliably inducing cataplexy during clinical monitoring. The project is referred to as the Cataplexy/Narcolepsy Activation Program, or CatNAP. We have developed an automobile driving simulation that introduces humorous, surprising, and stress-inducing events and objects as the patient attempts to navigate a vehicle through a virtual town. The patient wears a head-mounted display and controls the vehicle via a driving simulator steering wheel and pedal cluster. As the patient attempts to drive through the town, various objects, sounds or conditions occur that distract, startle, frustrate or amuse. These responses may trigger a cataplectic episode, which can then be clinically evaluated. We believe CatNAP is a novel and innovative example of the effective application of virtual reality technology to study an important clinical problem that has resisted previous approaches. An evaluation phase with volunteer patients previously diagnosed with cataplexy has been completed. The prototype system is being prepared for a full clinical study.

Exploring Pre-Service Science Teacher Methods and Strategies for the Driving Questions in Research Inquiry: From Consulting an Instructor to Group Discussion

ERIC Educational Resources Information Center

Aydin, Miraç

2016-01-01

An important stage in any research inquiry is the development of research questions that need to be answered. The strategies to develop research questions should be defined and described, but few studies have considered this process in greater detail. This study explores pre-service science teachers' research questions and the strategies they can…

75 FR 32955 - Center for Scientific Review; Notice of Closed Meetings

Federal Register 2010, 2011, 2012, 2013, 2014

2010-06-10

... DEPARTMENT OF HEALTH AND HUMAN SERVICES National Institutes of Health Center for Scientific Review... applications. Place: National Institutes of Health, 6701 Rockledge Drive, Bethesda, MD 20892 (Virtual Meeting... Institutes of Health, 6701 Rockledge Drive, Room 2200, MSC 7890, Bethesda, MD 20892, 301-435- 2514, stassid...

How to avoid simulation sickness in virtual environments during user displacement

NASA Astrophysics Data System (ADS)

Kemeny, A.; Colombet, F.; Denoual, T.

2015-03-01

Driving simulation (DS) and Virtual Reality (VR) share the same technologies for visualization and 3D vision and may use the same technics for head movement tracking. They experience also similar difficulties when rendering the displacements of the observer in virtual environments, especially when these displacements are carried out using driver commands, including steering wheels, joysticks and nomad devices. High values for transport delay, the time lag between the action and the corresponding rendering cues and/or visual-vestibular conflict, due to the discrepancies perceived by the human visual and vestibular systems when driving or displacing using a control device, induces the so-called simulation sickness. While the visual transport delay can be efficiently reduced using high frequency frame rate, the visual-vestibular conflict is inherent to VR, when not using motion platforms. In order to study the impact of displacements on simulation sickness, we have tested various driving scenarios in Renault's 5-sided ultra-high resolution CAVE. First results indicate that low speed displacements with longitudinal and lateral accelerations under a given perception thresholds are well accepted by a large number of users and relatively high values are only accepted by experienced users and induce VR induced symptoms and effects (VRISE) for novice users, with a worst case scenario corresponding to rotational displacements. These results will be used for optimization technics at Arts et Métiers ParisTech for motion sickness reduction in virtual environments for industrial, research, educational or gaming applications.

Mathematical Basis of Knowledge Discovery and Autonomous Intelligent Architectures - Technology for the Creation of Virtual objects in the Real World

DTIC Science & Technology

2005-12-14

control of position/orientation of mobile TV cameras. 9 Unit 9 Force interaction system Unit 6 Helmet mounted displays robot like device drive...joints of the master arm (see Unit 1) which joint coordinates are tracked by the virtual manipulator. Unit 6 . Two displays built in the helmet...special device for simulating the tactile- kinaesthetic effect of immersion. When virtual body is a manipulator it comprises: − master arm with 6

A Framework for Web-Based Interprofessional Education for Midwifery and Medical Students.

PubMed

Reis, Pamela J; Faser, Karl; Davis, Marquietta

2015-01-01

Scheduling interprofessional team-based activities for health sciences students who are geographically dispersed, with divergent and often competing schedules, can be challenging. The use of Web-based technologies such as 3-dimensional (3D) virtual learning environments in interprofessional education is a relatively new phenomenon, which offers promise in helping students come together in online teams when face-to-face encounters are not possible. The purpose of this article is to present the experience of a nurse-midwifery education program in a Southeastern US university in delivering Web-based interprofessional education for nurse-midwifery and third-year medical students utilizing the Virtual Community Clinic Learning Environment (VCCLE). The VCCLE is a 3D, Web-based, asynchronous, immersive clinic environment into which students enter to meet and interact with instructor-controlled virtual patient and virtual preceptor avatars and then move through a classic diagnostic sequence in arriving at a plan of care for women throughout the lifespan. By participating in the problem-based management of virtual patients within the VCCLE, students learn both clinical competencies and competencies for interprofessional collaborative practice, as described by the Interprofessional Education Collaborative Core Competencies for Interprofessional Collaborative Practice. This article is part of a special series of articles that address midwifery innovations in clinical practice, education, interprofessional collaboration, health policy, and global health. © 2015 by the American College of Nurse-Midwives.

Learning Your Way around Town: How Virtual Taxicab Drivers Learn to Use Both Layout and Landmark Information

ERIC Educational Resources Information Center

Newman, Ehren L.; Caplan, Jeremy B.; Kirschen, Matthew P.; Korolev, Igor O.; Sekuler, Robert; Kahana, Michael J.

2007-01-01

By having subjects drive a virtual taxicab through a computer-rendered town, we examined how landmark and layout information interact during spatial navigation. Subject-drivers searched for passengers, and then attempted to take the most efficient route to the requested destinations (one of several target stores). Experiment 1 demonstrated that…

Flow in E-learning: What Drives It and Why It Matters

ERIC Educational Resources Information Center

Rodríguez-Ardura, Inma; Meseguer-Artola, Antoni

2017-01-01

This paper seeks to explain why some individuals sink further into states of flow than others, and what effects flow has in the context of a virtual education environment. Our findings--gathered from both questionnaire and behavioural data--reveal that flow states are elicited by the e-learners' senses of controlling the virtual education…

Measuring Engagement as Students Learn Dynamic Systems and Control with a Video Game

ERIC Educational Resources Information Center

Coller, B. D.; Shernoff, David J.; Strati, Anna

2011-01-01

The paper presents results of a multi-year quasi-experimental study of student engagement during which a video game was introduced into an undergraduate dynamic systems and control course. The video game, "EduTorcs", provided challenges in which students devised control algorithms that drive virtual cars and ride virtual bikes through a…

Modelling and Simulation in the Design Process of Armored Vehicles

DTIC Science & Technology

2003-03-01

trackway conditions is a demanding optimization task. Basically, a high level of ride comfort requires soft suspension tuning, whereas driving safety relies...The maximum off-road speed is generally limited by traction, input torque, driving safety and ride comfort. When obstacles are to be negotiated, the...wheel travel was defined during the mobility simulation runs. Figure 14: Ramp 1.5m at 40 kph; virtual and physical prototype Driving safety and ride

A comparison of retention of anatomical knowledge in an introductory college biology course: Traditional dissection vs. virtual dissection

NASA Astrophysics Data System (ADS)

Taeger, Kelli Rae

Dissection has always played a crucial role in biology and anatomy courses at all levels of education. However, in recent years, ethical concerns, as well as improved technology, have brought to the forefront the issue of whether virtual dissection is as effective or whether it is more effective than traditional dissection. Most prior research indicated the two methods produced equal results. However, none of those studies examined retention of information past the initial test of knowledge. Two groups of college students currently enrolled in an introductory level college biology course were given one hour to complete a frog dissection. One group performed a traditional frog dissection, making cuts in an actual preserved frog specimen with scalpels and scissors. The other group performed a virtual frog dissection, using "The Digital Frog 2" software. Immediately after the dissections were completed, each group was given an examination consisting of questions on actual specimens, pictures generated from the computer software, and illustrations that neither group had seen. Two weeks later, unannounced, the groups took the same exam in order to test retention. The traditional dissection group scored significantly higher on two of the three sections, as well as the total score on the initial exam. However, with the exception of specimen questions (on which the traditional group retained significantly more information), there was no significant difference in the retention from exam 1 to exam 2 between the two groups. These results, along with the majority of prior studies, show that the two methods produce, for the most part, the same end results. Therefore, the decision of which method to employ should be based on the goals and preferences of the instructor(s) and the department. If that department's goals include: Being at the forefront of new technology, increasing time management, increasing student: teacher ratio for economic reasons, and/or ethical issues, then the choice should be the use of computer software. If the goals include: Students gaining a 3-dimensional feel for the location and relationship of parts to one another, students being able to see various naturally occurring anomalies, and increased experience with manipulation of dissection tools, then the choice should be dissection of actual specimens. It is important to note, however, that regardless of which method is chosen, the effectiveness of that method is very much dependent on the skill and enthusiasm of the instructor.

SRS Computer Animation and Drive Train System

NASA Technical Reports Server (NTRS)

Arthun, Daniel; Schachner, Christian

2001-01-01

The spinning rocket simulator (SRS) is an ongoing project at Oral Roberts University. The goal of the SRS is to gather crucial data concerning a spinning rocket under thrust for the purpose of analysis and correction of the coning motion experienced by this type of spacecraft maneuver. The computer animation simulates a virtual, scale model of the component of the SRS that represents the spacecraft itself. This component is known as the (VSM), or virtual spacecraft model. During actual physical simulation, this component of the SRS will experience a coning. The goal of the animation is to cone the VSM within that range to accurately represent the motion of the actual simulator. The drive system of the SRS is the apparatus that turns the actual simulator. It consists of a drive motor, motor mount and chain to power the simulator into motion. The motor mount is adjustable and rigid for high torque application. A digital stepper motor controller actuates the main drive motor for linear acceleration. The chain transfers power from the motor to the simulator via sprockets on both ends.

The virtual terrorism response academy: training for high-risk, low-frequency threats.

PubMed

Henderson, Joseph V

2005-01-01

The Virtual Terrorism Response Academy is a reusable virtual learning environment to prepare emergency responders to deal with high-risk, low-frequency events in general, terrorist attacks in particular. The principal learning strategy is a traditional one: apprenticeship. Trainees enter the Academy and travel through its halls, selecting different learning experiences under the guidance of instructors who are simultaneously master practitioners and master trainers. The mentors are real individuals who have been videotaped according to courseware designs; they are subsequently available at any time or location via broadband Internet or CD-ROM. The Academy features a Simulation Area where trainees are briefed on a given scenario, select appropriate resources (e.g., protective equipment and hazmat instruments), then enter a 3-dimensional space where they must deal with various situations. Simulations are done under the guidance of a master trainer who functions as a coach, asking questions, pointing out things, explaining his reasoning at various points in the simulation. This is followed by a debriefing and discussion of lessons that could be learned from the simulation and the trainee's decisions.

Emotional abilities as predictors of risky driving behavior among a cohort of middle aged drivers.

PubMed

Arnau-Sabatés, Laura; Sala-Roca, Josefina; Jariot-Garcia, Mercè

2012-03-01

The aim of this study is to analyze the relationship between emotional abilities and the influence of this relationship on self reported drivers' risky attitudes. The risky driving attitudes and emotional abilities of 177 future driving instructors were measured. The results demonstrate that risky attitudes correlate negatively with emotional abilities. Regression analysis showed that adaptability and interpersonal abilities explained the differences observed in the global risk attitude index. There were some differences in the specific risk factors. The variability observed in the speed and distraction and fatigue factors could also be explained by interpersonal and adaptability abilities. Nevertheless the tendency to take risks was explained by stress management and also interpersonal components. Emotional abilities have the weakest relation with alcohol and drugs factor, and in this case the variability observed was explained by the adaptability component. The results obtained highlight the importance take off including emotional abilities in prevention programs to reduce risky driving behaviors. Copyright © 2011 Elsevier Ltd. All rights reserved.

Glaucoma and Driving: On-Road Driving Characteristics

PubMed Central

Wood, Joanne M.; Black, Alex A.; Mallon, Kerry; Thomas, Ravi; Owsley, Cynthia

2016-01-01

Purpose To comprehensively investigate the types of driving errors and locations that are most problematic for older drivers with glaucoma compared to those without glaucoma using a standardized on-road assessment. Methods Participants included 75 drivers with glaucoma (mean = 73.2±6.0 years) with mild to moderate field loss (better-eye MD = -1.21 dB; worse-eye MD = -7.75 dB) and 70 age-matched controls without glaucoma (mean = 72.6 ± 5.0 years). On-road driving performance was assessed in a dual-brake vehicle by an occupational therapist using a standardized scoring system which assessed the types of driving errors and the locations where they were made and the number of critical errors that required an instructor intervention. Driving safety was rated on a 10-point scale. Self-reported driving ability and difficulties were recorded using the Driving Habits Questionnaire. Results Drivers with glaucoma were rated as significantly less safe, made more driving errors, and had almost double the rate of critical errors than those without glaucoma. Driving errors involved lane positioning and planning/approach, and were significantly more likely to occur at traffic lights and yield/give-way intersections. There were few between group differences in self-reported driving ability. Conclusions Older drivers with glaucoma with even mild to moderate field loss exhibit impairments in driving ability, particularly during complex driving situations that involve tactical problems with lane-position, planning ahead and observation. These results, together with the fact that these drivers self-report their driving to be relatively good, reinforce the need for evidence-based on-road assessments for evaluating driving fitness. PMID:27472221

Glaucoma and Driving: On-Road Driving Characteristics.

PubMed

Wood, Joanne M; Black, Alex A; Mallon, Kerry; Thomas, Ravi; Owsley, Cynthia

2016-01-01

To comprehensively investigate the types of driving errors and locations that are most problematic for older drivers with glaucoma compared to those without glaucoma using a standardized on-road assessment. Participants included 75 drivers with glaucoma (mean = 73.2±6.0 years) with mild to moderate field loss (better-eye MD = -1.21 dB; worse-eye MD = -7.75 dB) and 70 age-matched controls without glaucoma (mean = 72.6 ± 5.0 years). On-road driving performance was assessed in a dual-brake vehicle by an occupational therapist using a standardized scoring system which assessed the types of driving errors and the locations where they were made and the number of critical errors that required an instructor intervention. Driving safety was rated on a 10-point scale. Self-reported driving ability and difficulties were recorded using the Driving Habits Questionnaire. Drivers with glaucoma were rated as significantly less safe, made more driving errors, and had almost double the rate of critical errors than those without glaucoma. Driving errors involved lane positioning and planning/approach, and were significantly more likely to occur at traffic lights and yield/give-way intersections. There were few between group differences in self-reported driving ability. Older drivers with glaucoma with even mild to moderate field loss exhibit impairments in driving ability, particularly during complex driving situations that involve tactical problems with lane-position, planning ahead and observation. These results, together with the fact that these drivers self-report their driving to be relatively good, reinforce the need for evidence-based on-road assessments for evaluating driving fitness.

Virtually driving: are the driving environments "real enough" for exposure therapy with accident victims? An explorative study.

PubMed

Walshe, David; Lewis, Elizabeth; O'Sullivan, Kathleen; Kim, Sun I

2005-12-01

There is a small but growing body of research supporting the effectiveness of computer-generated environments in exposure therapy for driving phobia. However, research also suggests that difficulties can readily arise whereby patients do not immerse in simulated driving scenes. The simulated driving environments are not "real enough" to undertake exposure therapy. This sets a limitation to the use of virtual reality (VR) exposure therapy as a treatment modality for driving phobia. The aim of this study was to investigate if a clinically acceptable immersion/presence rate of >80% could be achieved for driving phobia subjects in computer generated environments by modifying external factors in the driving environment. Eleven patients referred from the Accident and Emergency Department of a general hospital or from their General Practitioner following a motor vehicle accident, who met DSM-IV criteria for Specific Phobia-driving were exposed to a computer-generated driving environment using computer driving games (London Racer/Midtown Madness). In an attempt to make the driving environments "real enough," external factors were modified by (a) projection of images onto a large screen, (b) viewing the scene through a windscreen, (c) using car seats for both driver and passenger, and (d) increasing vibration sense through use of more powerful subwoofers. Patients undertook a trial session involving driving through computer environments with graded risk of an accident. "Immersion/presence" was operationally defined as a subjective rating by the subject that the environment "feels real," together with an increase in subjective units of distress (SUD) ratings of >3 and/or an increase of heart rate of >15 beats per minute (BPM). Ten of 11 (91%) of the driving phobic subjects met the criteria for immersion/presence in the driving environment enabling progression to VR exposure therapy. These provisional findings suggest that the paradigm adopted in this study might be an effective and relatively inexpensive means of developing driving environments "real enough," to make VR exposure therapy a viable treatment modality for driving phobia following a motor vehicle accident (MVA).

Accessible high-throughput virtual screening molecular docking software for students and educators.

PubMed

Jacob, Reed B; Andersen, Tim; McDougal, Owen M

2012-05-01

We survey low cost high-throughput virtual screening (HTVS) computer programs for instructors who wish to demonstrate molecular docking in their courses. Since HTVS programs are a useful adjunct to the time consuming and expensive wet bench experiments necessary to discover new drug therapies, the topic of molecular docking is core to the instruction of biochemistry and molecular biology. The availability of HTVS programs coupled with decreasing costs and advances in computer hardware have made computational approaches to drug discovery possible at institutional and non-profit budgets. This paper focuses on HTVS programs with graphical user interfaces (GUIs) that use either DOCK or AutoDock for the prediction of DockoMatic, PyRx, DockingServer, and MOLA since their utility has been proven by the research community, they are free or affordable, and the programs operate on a range of computer platforms.

Virtually-Enhanced Fluid Laboratories for Teaching Meteorology

NASA Astrophysics Data System (ADS)

Marshall, J.; Illari, L.

2015-12-01

The Weather in a Tank (WIAT) project aims to offer instructors a repertoire of rotating tank experiments, and a curriculum in fluid dynamics, to better assist students in learning how to move between phenomena in the real world and basic principles of rotating fluid dynamics which play a central role in determining the climate of the planet. Despite the increasing use of laboratory experiments in teaching meteorology, however, we are aware that many teachers and students do not have access to suitable apparatus and so cannot benefit from them. Here we describe a 'virtually-enhanced' laboratory that we hope could be very effective in getting across a flavor of the experiments and bring them to a wider audience. In the pedagogical spirit of WIAT we focus on how simple underlying principles, illustrated through laboratory experiments, shape the observed structure of the large-scale atmospheric circulation.

The Evolution of Sonic Ecosystems

NASA Astrophysics Data System (ADS)

McCormack, Jon

This chapter describes a novel type of artistic artificial life software environment. Agents that have the ability to make and listen to sound populate a synthetic world. An evolvable, rule-based classifier system drives agent behavior. Agents compete for limited resources in a virtual environment that is influenced by the presence and movement of people observing the system. Electronic sensors create a link between the real and virtual spaces, virtual agents evolve implicitly to try to maintain the interest of the human audience, whose presence provides them with life-sustaining food.

Modeling of driver's collision avoidance maneuver based on controller switching model.

PubMed

Kim, Jong-Hae; Hayakawa, Soichiro; Suzuki, Tatsuya; Hayashi, Koji; Okuma, Shigeru; Tsuchida, Nuio; Shimizu, Masayuki; Kido, Shigeyuki

2005-12-01

This paper presents a modeling strategy of human driving behavior based on the controller switching model focusing on the driver's collision avoidance maneuver. The driving data are collected by using the three-dimensional (3-D) driving simulator based on the CAVE Automatic Virtual Environment (CAVE), which provides stereoscopic immersive virtual environment. In our modeling, the control scenario of the human driver, that is, the mapping from the driver's sensory information to the operation of the driver such as acceleration, braking, and steering, is expressed by Piecewise Polynomial (PWP) model. Since the PWP model includes both continuous behaviors given by polynomials and discrete logical conditions, it can be regarded as a class of Hybrid Dynamical System (HDS). The identification problem for the PWP model is formulated as the Mixed Integer Linear Programming (MILP) by transforming the switching conditions into binary variables. From the obtained results, it is found that the driver appropriately switches the "control law" according to the sensory information. In addition, the driving characteristics of the beginner driver and the expert driver are compared and discussed. These results enable us to capture not only the physical meaning of the driving skill but the decision-making aspect (switching conditions) in the driver's collision avoidance maneuver as well.

Content analysis of medical students' seminars: a unique method of analyzing clinical thinking.

PubMed

Takata, Yukari; Stein, Gerald H; Endo, Kuniyuki; Arai, Akiko; Kohsaka, Shun; Kitano, Yuka; Honda, Hitoshi; Kitazono, Hidetaka; Tokunaga, Hironobu; Tokuda, Yasuharu; Obika, Mikako; Miyoshi, Tomoko; Kataoka, Hitomi; Terasawa, Hidekazu

2013-12-01

The study of communication skills of Asian medical students during structured Problem-based Learning (PBL) seminars represented a unique opportunity to assess their critical thinking development. This study reports the first application of the health education technology, content analysis (CA), to a Japanese web-based seminar (webinar). The authors assigned twelve randomly selected medical students from two universities and two clinical instructors to two virtual classrooms for four PBL structured tutoring sessions that were audio-video captured for CA. Both of the instructors were US-trained physicians. This analysis consisted of coding the students' verbal comments into seven types, ranging from trivial to advanced knowledge integration comments that served as a proxy for clinical thinking. The most basic level of verbal simple responses accounted for a majority (85%) of the total students' verbal comments. Only 15% of the students' comments represented more advanced types of critical thinking. The male students responded more than the female students; male students attending University 2 responded more than male students from University 1. The total mean students' verbal response time for the four sessions with the male instructor was 6.9%; total mean students' verbal response time for the four sessions with the female instructor was 19% (p < 0.05). This report is the first to describe the application of CA to a multi-university real time audio and video PBL medical student clinical training webinar in two Japanese medical schools. These results are preliminary, mostly limited by a small sample size (n = 12) and limited time frame (four sessions). CA technology has the potential to improve clinical thinking for medical students. This report may stimulate improvements for implementation.

Content analysis of medical students’ seminars: a unique method of analyzing clinical thinking

PubMed Central

2013-01-01

Background The study of communication skills of Asian medical students during structured Problem-based Learning (PBL) seminars represented a unique opportunity to assess their critical thinking development. This study reports the first application of the health education technology, content analysis (CA), to a Japanese web-based seminar (webinar). Methods The authors assigned twelve randomly selected medical students from two universities and two clinical instructors to two virtual classrooms for four PBL structured tutoring sessions that were audio-video captured for CA. Both of the instructors were US-trained physicians. This analysis consisted of coding the students’ verbal comments into seven types, ranging from trivial to advanced knowledge integration comments that served as a proxy for clinical thinking. Results The most basic level of verbal simple responses accounted for a majority (85%) of the total students’ verbal comments. Only 15% of the students’ comments represented more advanced types of critical thinking. The male students responded more than the female students; male students attending University 2 responded more than male students from University 1. The total mean students’ verbal response time for the four sessions with the male instructor was 6.9%; total mean students’ verbal response time for the four sessions with the female instructor was 19% (p < 0.05). Conclusions This report is the first to describe the application of CA to a multi-university real time audio and video PBL medical student clinical training webinar in two Japanese medical schools. These results are preliminary, mostly limited by a small sample size (n = 12) and limited time frame (four sessions). CA technology has the potential to improve clinical thinking for medical students. This report may stimulate improvements for implementation. PMID:24289320

Impact of gender, organized athletics, and video gaming on driving skills in novice drivers

PubMed Central

Miller, Gregory A.

2018-01-01

Given that novice drivers tend to be young, and teenagers and young adult drivers are involved in the greatest number of accidents, it is important that we understand what factors impact the driving skills of this population of drivers. The primary aim of the present study was to understand the impact of gender, organized athletics, and video gaming on driving skills of novice drivers under real-world driving conditions. Novice driving students having less than five hours driving experience previous to a normal driving lesson were evaluated on their self-confidence (self-reported) prior to the lesson and driving skill evaluated by their instructor during the course of the lesson. Information was collected about gender, age, whether or not the students were involved in organized athletics, and the extent of their video game playing. There was no impact of gender or extent of video game playing on driving skills. Females were significantly less self-confident with driving than males, but this did not translate to gender differences in driving skills. Being involved in organized athletics—either currently or in the past—significantly enhanced driving skills in both females and males. Finally, novice drivers’ age was negatively correlated with driving skills. That is, younger novice drivers (especially males) had better driving skills than older novice drivers. This is counter to popular belief that young drivers lack technical driving skills because they have less experience behind the wheel. Based on the results of the current study, we hypothesize that the relatively high accident rate of younger drivers (especially male drivers) is most likely due to inattention to safety considerations rather than lack of technical driving ability. PMID:29364957

Impact of gender, organized athletics, and video gaming on driving skills in novice drivers.

PubMed

Wayne, Nancy L; Miller, Gregory A

2018-01-01

Given that novice drivers tend to be young, and teenagers and young adult drivers are involved in the greatest number of accidents, it is important that we understand what factors impact the driving skills of this population of drivers. The primary aim of the present study was to understand the impact of gender, organized athletics, and video gaming on driving skills of novice drivers under real-world driving conditions. Novice driving students having less than five hours driving experience previous to a normal driving lesson were evaluated on their self-confidence (self-reported) prior to the lesson and driving skill evaluated by their instructor during the course of the lesson. Information was collected about gender, age, whether or not the students were involved in organized athletics, and the extent of their video game playing. There was no impact of gender or extent of video game playing on driving skills. Females were significantly less self-confident with driving than males, but this did not translate to gender differences in driving skills. Being involved in organized athletics-either currently or in the past-significantly enhanced driving skills in both females and males. Finally, novice drivers' age was negatively correlated with driving skills. That is, younger novice drivers (especially males) had better driving skills than older novice drivers. This is counter to popular belief that young drivers lack technical driving skills because they have less experience behind the wheel. Based on the results of the current study, we hypothesize that the relatively high accident rate of younger drivers (especially male drivers) is most likely due to inattention to safety considerations rather than lack of technical driving ability.

Using Social Judgment Theory method to examine how experienced occupational therapy driver assessors use information to make fitness-to-drive recommendations

PubMed Central

Harries, Priscilla; Davies, Miranda

2015-01-01

Introduction As people with a range of disabilities strive to increase their community mobility, occupational therapy driver assessors are increasingly required to make complex recommendations regarding fitness-to-drive. However, very little is known about how therapists use information to make decisions. The aim of this study was to model how experienced occupational therapy driver assessors weight and combine information when making fitness-to-drive recommendations and establish their level of decision agreement. Method Using Social Judgment Theory method, this study examined how 45 experienced occupational therapy driver assessors from the UK, Australia and New Zealand made fitness-to-drive recommendations for a series of 64 case scenarios. Participants completed the task on a dedicated website, and data were analysed using discriminant function analysis and an intraclass correlation coefficient. Results Accounting for 87% of the variance, the cues central to the fitness-to-drive recommendations made by assessors are the client’s physical skills, cognitive and perceptual skills, road law craft skills, vehicle handling skills and the number of driving instructor interventions. Agreement (consensus) between fitness-to-drive recommendations was very high: intraclass correlation coefficient = .97, 95% confidence interval .96–.98). Conclusion Findings can be used by both experienced and novice driver assessors to reflect on and strengthen the fitness-to-drive recommendations made to clients. PMID:26435572

Proficiency-based laparoscopic and endoscopic training with virtual reality simulators: a comparison of proctored and independent approaches.

PubMed

Snyder, Christopher W; Vandromme, Marianne J; Tyra, Sharon L; Hawn, Mary T

2009-01-01

Virtual reality (VR) simulators for laparoscopy and endoscopy may be valuable tools for resident education. However, the cost of such training in terms of trainee and instructor time may vary depending upon whether an independent or proctored approach is employed. We performed a randomized controlled trial to compare independent and proctored methods of proficiency-based VR simulator training. Medical students were randomized to independent or proctored training groups. Groups were compared with respect to the number of training hours and task repetitions required to achieve expert level proficiency on laparoscopic and endoscopic simulators. Cox regression modeling was used to compare time to proficiency between groups, with adjustment for appropriate covariates. Thirty-six medical students (18 independent, 18 proctored) were enrolled. Achievement of overall simulator proficiency required a median of 11 hours of training (range, 6-21 hours). Laparoscopic and endoscopic proficiency were achieved after a median of 11 (range, 6-32) and 10 (range, 5-27) task repetitions, respectively. The number of repetitions required to achieve proficiency was similar between groups. After adjustment for covariates, trainees in the independent group achieved simulator proficiency with significantly fewer hours of training (hazard ratio, 2.62; 95% confidence interval, 1.01-6.85; p = 0.048). Our study quantifies the cost, in instructor and trainee hours, of proficiency-based laparoscopic and endoscopic VR simulator training, and suggests that proctored instruction does not offer any advantages to trainees. The independent approach may be preferable for surgical residency programs desiring to implement VR simulator training.

Can Active Navigation Be as Good as Driving? A Comparison of Spatial Memory in Drivers and Backseat Drivers

ERIC Educational Resources Information Center

von Stulpnagel, Rul; Steffens, Melanie C.

2012-01-01

When driving a vehicle, either the driver or a passenger (henceforth: backseat driver) may be responsible for navigation. Research on active navigation, primarily addressed in virtual environments, suggests that controlling navigation is more central for spatial learning than controlling movement. To test this assumption in a real-world scenario,…

Human Decisions in Moral Dilemmas are Largely Described by Utilitarianism: Virtual Car Driving Study Provides Guidelines for Autonomous Driving Vehicles.

PubMed

Faulhaber, Anja K; Dittmer, Anke; Blind, Felix; Wächter, Maximilian A; Timm, Silja; Sütfeld, Leon R; Stephan, Achim; Pipa, Gordon; König, Peter

2018-01-22

Ethical thought experiments such as the trolley dilemma have been investigated extensively in the past, showing that humans act in utilitarian ways, trying to cause as little overall damage as possible. These trolley dilemmas have gained renewed attention over the past few years, especially due to the necessity of implementing moral decisions in autonomous driving vehicles (ADVs). We conducted a set of experiments in which participants experienced modified trolley dilemmas as drivers in virtual reality environments. Participants had to make decisions between driving in one of two lanes where different obstacles came into view. Eventually, the participants had to decide which of the objects they would crash into. Obstacles included a variety of human-like avatars of different ages and group sizes. Furthermore, the influence of sidewalks as potential safe harbors and a condition implicating self-sacrifice were tested. Results showed that participants, in general, decided in a utilitarian manner, sparing the highest number of avatars possible with a limited influence by the other variables. Derived from these findings, which are in line with the utilitarian approach in moral decision making, it will be argued for an obligatory ethics setting implemented in ADVs.

[Relevance of a driving simulator in the assessment of handicapped individuals].

PubMed

Carroz, A; Comte, P-A; Nicolo, D; Dériaz, O; Vuadens, P

2008-06-01

To evaluate the value of our driving simulator in deciding whether or not to allow patients with physical and/or cognitive deficits to resuming driving and to analyze whether or not the medical expert's final decision is based more on the results of the driving simulator than those of the neuropsychological examination. One hundred and twenty-three patients were evaluated with the driving simulator. Thirty-five of those with cognitive deficits also underwent a neuropsychological examination prior to the medical expert's decision on driving aptitude. In cases of uncertainty or disagreement, a driving assessment in real conditions was performed by a driving instructor. In cases of physical handicap, the medical expert's decision concurred with that of the occupational therapist. For brain-injured patients, there was a significant correlation between the neuropsychologist's opinion and that of the occupational therapist (kappa=0.33; P=0.01). However, the sensibility and specificity were only 55 and 80%, respectively. The correlation between an occupational therapy decision based on the driving simulator and that of the medical expert was very significant (kappa=0.81; P<0.0001) and the sensibility and specificity were 84 and 100%, respectively. In contrast, these values were lower (63 and 71%, respectively) for the correlation between the neuropsychologist's opinion and that of the medical expert. Our driving simulator enables the danger-free evaluation of driving aptitude. The results mirror an in situ assessment and are more sensitive than neuropsychological examination. In fact, the neuropsychologist's opinion often is more negative or uncertain with respect to the patient's real driving aptitude. When taking a decision on a patient's driving aptitude, the medical expert is more inclined to trust the results of the driving simulator.

Naturalistic validation of an on-road driving test of older drivers.

PubMed

Ott, Brian R; Papandonatos, George D; Davis, Jennifer D; Barco, Peggy P

2012-08-01

The objective was to compare a standardized road test to naturalistic driving by older people who may have cognitive impairment to define improvements that could potentially enhance the validity of road testing in this population. Road testing has been widely adapted as a tool to assess driving competence of older people who may be at risk for unsafe driving because of dementia; however, the validity of this approach has not been rigorously evaluated. For 2 weeks, 80 older drivers (38 healthy elders and 42 with cognitive impairment) who passed a standardized road test were video recorded in their own vehicles. Using a standardized rating scale, 4 hr of video was rated by a driving instructor. The authors examine weighting of individual road test items to form global impressions and to compare road test and naturalistic driving using factor analyses of these two assessments. The road test score was unidimensional, reflecting a major factor related to awareness of signage and traffic behavior. Naturalistic driving reflected two factors related to lane keeping as well as traffic behavior. Maintenance of proper lane is an important dimension of driving safety that appears to be relatively underemphasized during the highly supervised procedures of the standardized road test. Road testing in this population could be improved by standardized designs that emphasize lane keeping and that include self-directed driving. Additional information should be sought from observers in the community as well as crash evidence when advising older drivers who may be cognitively impaired.

Teachers from Instructors to Designers of Inquiry-Based Science, Technology, Engineering, and Mathematics Education: How Effective Inquiry-Based Science Education Implementation Can Result in Innovative Teachers and Students

ERIC Educational Resources Information Center

Filippi, Alyssa; Agarwal, Dipali

2017-01-01

There is a need for individuals in science, technology, engineering, and mathematics (STEM) careers to drive the innovation and research potential of Europe. Yet, there is expected to be a decrease in the number of STEM professionals, as there is less student interest in STEM fields of the study. Studies show that STEM classes that focus on…

Link prediction in the network of global virtual water trade

NASA Astrophysics Data System (ADS)

Tuninetti, Marta; Tamea, Stefania; Laio, Francesco; Ridolfi, Luca

2016-04-01

Through the international food-trade, water resources are 'virtually' transferred from the country of production to the country of consumption. The international food-trade, thus, implies a network of virtual water flows from exporting to importing countries (i.e., nodes). Given the dynamical behavior of the network, where food-trade relations (i.e., links) are created and dismissed every year, link prediction becomes a challenge. In this study, we propose a novel methodology for link prediction in the virtual water network. The model aims at identifying the main factors (among 17 different variables) driving the creation of a food-trade relation between any two countries, along the period between 1986 and 2011. Furthermore, the model can be exploited to investigate the network configuration in the future, under different possible (climatic and demographic) scenarios. The model grounds the existence of a link between any two nodes on the link weight (i.e., the virtual water flow): a link exists when the nodes exchange a minimum (fixed) volume of virtual water. Starting from a set of potential links between any two nodes, we fit the associated virtual water flows (both the real and the null ones) by means of multivariate linear regressions. Then, links with estimated flows higher than a minimum value (i.e., threshold) are considered active-links, while the others are non-active ones. The discrimination between active and non-active links through the threshold introduces an error (called link-prediction error) because some real links are lost (i.e., missed links) and some non-existing links (i.e., spurious links) are inevitably introduced in the network. The major drivers are those significantly minimizing the link-prediction error. Once the structure of the unweighted virtual water network is known, we apply, again, linear regressions to assess the major factors driving the fluxes traded along (modelled) active-links. Results indicate that, on the one hand, population and fertilizer use, together with link properties (such as the distance between nodes), are the major factors driving the links creation; on the other hand, population, distance, and gross domestic product are essential to model the flux entity. The results are promising since the model is able to correctly predict the 85% of the 16422 food-trade links (15% are missed), by spuriously adding to the real network only the 5% of non-existing links. The link-prediction error, evaluated as the sum of the percentage of missed and spurious links, is around 20% and it is constant over the study period. Only the 0.01% of the global virtual water flow is traded along missed links and an even lower flow is added by the spurious links (0.003%).

The role of upper torso and pelvis rotation in driving performance during the golf swing.

PubMed

Myers, Joseph; Lephart, Scott; Tsai, Yung-Shen; Sell, Timothy; Smoliga, James; Jolly, John

2008-01-15

While the role of the upper torso and pelvis in driving performance is anecdotally appreciated by golf instructors, their actual biomechanical role is unclear. The aims of this study were to describe upper torso and pelvis rotation and velocity during the golf swing and determine their role in ball velocity. One hundred recreational golfers underwent a biomechanical golf swing analysis using their own driver. Upper torso and pelvic rotation and velocity, and torso-pelvic separation and velocity, were measured for each swing. Ball velocity was assessed with a golf launch monitor. Group differences (groups based on ball velocity) and moderate relationships (r > or = 0.50; P < 0.001) were observed between an increase in ball velocity and the following variables: increased torso-pelvic separation at the top of the swing, maximum torso-pelvic separation, maximum upper torso rotation velocity, upper torso rotational velocity at lead arm parallel and last 40 ms before impact, maximum torso-pelvic separation velocity and torso-pelvic separation velocity at both lead arm parallel and at the last 40 ms before impact. Torso-pelvic separation contributes to greater upper torso rotation velocity and torso-pelvic separation velocity during the downswing, ultimately contributing to greater ball velocity. Golf instructors can consider increasing ball velocity by maximizing separation between the upper torso and pelvis at the top of and initiation of the downswing.

Using a virtual training program to train community neurologist on EEG reading skills.

PubMed

Ochoa, Juan; Naritoku, Dean K

2012-01-01

EEG training requires iterative exposure of different patterns with continuous feedback from the instructor. This training is traditionally acquired through a traditional fellowship program, but only 28% of neurologists in training plan to do a fellowship in EEG. The purpose of this study was to determine the value of online EEG training to improve EEG knowledge among general neurologists. The participants were general neurologists invited through bulk e-mail and paid a fee to enroll in the virtual EEG program. A 40-question pretest exam was performed before training. The training included 4 online learning units about basic EEG principles and 40 online clinical EEG tutorials. In addition there were weekly live teleconferences for Q&A sessions. At the end of the program, the participants were asked to complete a posttest exam. Fifteen of 20 participants successfully completed the program and took both the pre- and posttest exams. All the subjects scored significantly higher in the posttest compared to their baseline score. The average score in the pretest evaluation was 61.7% and the posttest average was 87.8% (p = .0002, two-tailed). Virtual EEG training can improve EEG knowledge among community neurologists.

Recent developments in virtual experience design and production

NASA Astrophysics Data System (ADS)

Fisher, Scott S.

1995-03-01

Today, the media of VR and Telepresence are in their infancy and the emphasis is still on technology and engineering. But, it is not the hardware people might use that will determine whether VR becomes a powerful medium--instead, it will be the experiences that they are able to have that will drive its acceptance and impact. A critical challenge in the elaboration of these telepresence capabilities will be the development of environments that are as unpredictable and rich in interconnected processes as an actual location or experience. This paper will describe the recent development of several Virtual Experiences including: `Menagerie', an immersive Virtual Environment inhabited by virtual characters designed to respond to and interact with its users; and `The Virtual Brewery', an immersive public VR installation that provides multiple levels of interaction in an artistic interpretation of the brewing process.

76 FR 1622 - Center for Scientific Review; Notice of Closed Meetings

Federal Register 2010, 2011, 2012, 2013, 2014

2011-01-11

...: Risk, Prevention and Health Behavior Integrated Review Group; Social Psychology, Personality and.... Place: National Institutes of Health, 6701 Rockledge Drive, Bethesda, MD 20892, (Virtual Meeting...

Methodology for functional MRI of simulated driving.

PubMed

Kan, Karen; Schweizer, Tom A; Tam, Fred; Graham, Simon J

2013-01-01

The developed world faces major socioeconomic and medical challenges associated with motor vehicle accidents caused by risky driving. Functional magnetic resonance imaging (fMRI) of individuals using virtual reality driving simulators may provide an important research tool to assess driving safety, based on brain activity and behavior. A fMRI-compatible driving simulator was developed and evaluated in the context of straight driving, turning, and stopping in 16 young healthy adults. Robust maps of brain activity were obtained, including activation of the primary motor cortex, cerebellum, visual cortex, and parietal lobe, with limited head motion (<1.5 mm deviation from mean head position in the superior∕inferior direction in all subjects) and only minor correlations between head motion, steering, or braking behavior. These results are consistent with previous literature and suggest that with care, fMRI of simulated driving is a feasible undertaking.

Conscientious personality and young drivers’ crash risk

PubMed Central

Ehsani, Johnathon P.; Li, Kaigang; Simons-Morton, Bruce; Tree-McGrath, Cheyenne Fox; Perlus, Jessamyn; O’Brien, Fearghal; Klauer, Sheila G.

2015-01-01

Introduction Personality characteristics are associated with many risk behaviors. However, the relationship between personality traits, risky driving behavior, and crash risk is poorly understood. The purpose of this study was to examine the association between personality, risky driving behavior and crashes and near-crashes, using naturalistic driving research methods. Method Participants’ driving exposure, kinematic risky driving (KRD), high-risk secondary task engagement, and the frequency of crashes and near-crashes (CNC) were assessed over the first 18 months of licensure using naturalistic driving methods. A personality survey (NEO-Five Factor Inventory) was administered at baseline. The association between personality characteristics, KRD rate, secondary task engagement rate and CNC rate was estimated using a linear regression model. Mediation analysis was conducted to examine if participants’ KRD rate or secondary task engagement rate mediated the relationship between personality and CNC. Data were collected as part of the Naturalistic Teen Driving Study. Results Conscientiousness was marginally negatively associated with CNC (path c = −0.034, p = .09) and both potential mediators KRD (path a = −0.040, p = .09) and secondary task engagement while driving (path a = −0.053, p = .03). KRD, but not secondary task engagement, was found to mediate (path b = 0.376, p = .02) the relationship between conscientiousness and CNC (path c’ = −0.025, p = .20). Conclusions Using objective measures of driving behavior and a widely used personality construct, these findings present a causal pathway through which personality and risky driving are associated with CNC. Specifically, more conscientious teenage drivers engaged in fewer risky driving maneuvers, suffered fewer CNC. Practical Applications Part of the variability in crash-risk observed among newly licensed teenage drivers can be explained by personality. Parents and driving instructors may take teenage drivers’ personality into account when providing guidance, and establishing norms and expectations about driving. PMID:26403906

Conscientious personality and young drivers' crash risk.

PubMed

Ehsani, Johnathon P; Li, Kaigang; Simons-Morton, Bruce G; Fox Tree-McGrath, Cheyenne; Perlus, Jessamyn G; O'Brien, Fearghal; Klauer, Sheila G

2015-09-01

Personality characteristics are associated with many risk behaviors. However, the relationship between personality traits, risky driving behavior, and crash risk is poorly understood. The purpose of this study was to examine the association between personality, risky driving behavior, and crashes and near-crashes, using naturalistic driving research methods. Participants' driving exposure, kinematic risky driving (KRD), high-risk secondary task engagement, and the frequency of crashes and near-crashes (CNC) were assessed over the first 18months of licensure using naturalistic driving methods. A personality survey (NEO-Five Factor Inventory) was administered at baseline. The association between personality characteristics, KRD rate, secondary task engagement rate, and CNC rate was estimated using a linear regression model. Mediation analysis was conducted to examine if participants' KRD rate or secondary task engagement rate mediated the relationship between personality and CNC. Data were collected as part of the Naturalistic Teen Driving Study. Conscientiousness was marginally negatively associated with CNC (path c=-0.034, p=.09) and both potential mediators KRD (path a=-0.040, p=.09) and secondary task engagement while driving (path a=-0.053, p=.03). KRD, but not secondary task engagement, was found to mediate (path b=0.376, p=.02) the relationship between conscientiousness and CNC (path c'=-0.025, p=.20). Using objective measures of driving behavior and a widely used personality construct, these findings present a causal pathway through which personality and risky driving are associated with CNC. Specifically, more conscientious teenage drivers engaged in fewer risky driving maneuvers, and suffered fewer CNC. Part of the variability in crash risk observed among newly licensed teenage drivers can be explained by personality. Parents and driving instructors may take teenage drivers' personality into account when providing guidance, and establishing norms and expectations about driving. Published by Elsevier Ltd.

Simulated Driving Assessment (SDA) for Teen Drivers: Results from a Validation Study

PubMed Central

McDonald, Catherine C.; Kandadai, Venk; Loeb, Helen; Seacrist, Thomas S.; Lee, Yi-Ching; Winston, Zachary; Winston, Flaura K.

2015-01-01

Background Driver error and inadequate skill are common critical reasons for novice teen driver crashes, yet few validated, standardized assessments of teen driving skills exist. The purpose of this study was to evaluate the construct and criterion validity of a newly developed Simulated Driving Assessment (SDA) for novice teen drivers. Methods The SDA's 35-minute simulated drive incorporates 22 variations of the most common teen driver crash configurations. Driving performance was compared for 21 inexperienced teens (age 16–17 years, provisional license ≤90 days) and 17 experienced adults (age 25–50 years, license ≥5 years, drove ≥100 miles per week, no collisions or moving violations ≤3 years). SDA driving performance (Error Score) was based on driving safety measures derived from simulator and eye-tracking data. Negative driving outcomes included simulated collisions or run-off-the-road incidents. A professional driving evaluator/instructor reviewed videos of SDA performance (DEI Score). Results The SDA demonstrated construct validity: 1.) Teens had a higher Error Score than adults (30 vs. 13, p=0.02); 2.) For each additional error committed, the relative risk of a participant's propensity for a simulated negative driving outcome increased by 8% (95% CI: 1.05–1.10, p<0.01). The SDA demonstrated criterion validity: Error Score was correlated with DEI Score (r=−0.66, p<0.001). Conclusions This study supports the concept of validated simulated driving tests like the SDA to assess novice driver skill in complex and hazardous driving scenarios. The SDA, as a standard protocol to evaluate teen driver performance, has the potential to facilitate screening and assessment of teen driving readiness and could be used to guide targeted skill training. PMID:25740939

Braids and phase gates through high-frequency virtual tunneling of Majorana zero modes

NASA Astrophysics Data System (ADS)

Gorantla, Pranay; Sensarma, Rajdeep

2018-05-01

Braiding of non-Abelian Majorana anyons is a first step towards using them in quantum computing. We propose a protocol for braiding Majorana zero modes formed at the edges of nanowires with strong spin-orbit coupling and proximity-induced superconductivity. Our protocol uses high-frequency virtual tunneling between the ends of the nanowires in a trijunction, which leads to an effective low-frequency coarse-grained dynamics for the system, to perform the braid. The braiding operation is immune to amplitude noise in the drives and depends only on relative phase between the drives, which can be controlled by the usual phase-locking techniques. We also show how a phase gate, which is necessary for universal quantum computation, can be implemented with our protocol.

Control performance of a road vehicle with four independent single-wheel electric motors and steer-by-wire system

NASA Astrophysics Data System (ADS)

Weiskircher, Thomas; Müller, Steffen

2012-01-01

This article presents a motion controller for a road vehicle equipped with a steer-by-wire system and four independent electric rim-mounted drives. The motion controller separates the control law from the specific actuator setup by the usage of virtual global control variables acting on the vehicle centre of gravity. A control allocation algorithm distributes the virtual control variables to the available actuators. An approximation of the real actuator dynamics is used to analyse the performance of different motion controller types in the linear and nonlinear driving regions. In addition, a vehicle state observer consisting of a traction force observer and an unscented Kalman filter is discussed to analyse the control behaviour in the case of a real sensor setup.

Virtual virus, a semester-long interdisciplinary project on the crossroads of creativity and knowledge integration.

PubMed

Marintcheva, Boriana

2017-05-01

Virtual virus is a semester-long interdisciplinary project offered as part of upper level elective course in virology. Students are challenged to apply key concepts from multiple biological sub-disciplines to 'synthesize' a plausible virtual virus. The project is executed as a scaffolded series of hands-on sessions and mini-projects that are integrated into continuous story leading to mock conference presentation and comprehensive report modeling article publication. It complements classroom instruction helping students to meet overarching learning targets traditionally associated undergraduate virology courses such as viral structure and function, mode of viral propagation and flow of genetic information and virus/host interactions on the cellular and organismal level. Formal instructor and informal peer feedback were used as tools to prompt reflection and guide revisions of the final report. Student learning gains and attitudes toward the approach were studied by evaluating project work product and end of the semester survey. Outcome analysis demonstrated that students exit the course with elaborated conceptual understanding of viruses and ownership of their work. The project can be viewed as an approach to model the process of scientific discovery in fast-forward mode by combining active learning, creativity and problem solving to assemble and communicate a virtual virus story. © FEMS 2017. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

A decrease in brain activation associated with driving when listening to someone speak.

PubMed

Just, Marcel Adam; Keller, Timothy A; Cynkar, Jacquelyn

2008-04-18

Behavioral studies have shown that engaging in a secondary task, such as talking on a cellular telephone, disrupts driving performance. This study used functional magnetic resonance imaging (fMRI) to investigate the impact of concurrent auditory language comprehension on the brain activity associated with a simulated driving task. Participants steered a vehicle along a curving virtual road, either undisturbed or while listening to spoken sentences that they judged as true or false. The dual-task condition produced a significant deterioration in driving accuracy caused by the processing of the auditory sentences. At the same time, the parietal lobe activation associated with spatial processing in the undisturbed driving task decreased by 37% when participants concurrently listened to sentences. The findings show that language comprehension performed concurrently with driving draws mental resources away from the driving and produces deterioration in driving performance, even when it does not require holding or dialing a phone.

A Decrease in Brain Activation Associated with Driving When Listening to Someone Speak

PubMed Central

Just, Marcel Adam; Keller, Timothy A.; Cynkar, Jacquelyn

2009-01-01

Behavioral studies have shown that engaging in a secondary task, such as talking on a cellular telephone, disrupts driving performance. This study used functional magnetic resonance imaging (fMRI) to investigate the impact of concurrent auditory language comprehension on the brain activity associated with a simulated driving task. Participants steered a vehicle along a curving virtual road, either undisturbed or while listening to spoken sentences that they judged as true or false. The dual task condition produced a significant deterioration in driving accuracy caused by the processing of the auditory sentences. At the same time, the parietal lobe activation associated with spatial processing in the undisturbed driving task decreased by 37% when participants concurrently listened to sentences. The findings show that language comprehension performed concurrently with driving draws mental resources away from the driving and produces deterioration in driving performance, even when it does not require holding or dialing a phone. PMID:18353285

Virtual classroom

NASA Astrophysics Data System (ADS)

Carlowicz, Michael

After four decades of perfecting techniques for communication with spacecraft on the way to other worlds, space scientists are now working on new ways to reach students in this one. In a partnership between NASA and the University of North Dakota (UND), scientists and engineers from both institutions will soon lead an experiment in Internet learning.Starting January 22, UND will offer a threemonth computerized course in telerobotics. Using RealAudio and CU-SeeMe channels of the Internet to allow real-time transmission of video and audio, instructors will teach college-and graduate-level students the fundamentals of the remote operation and control of a robot.

Innovative Strategies for Clinical Microscopy Instruction: Virtual Versus Light Microscopy.

PubMed

McDaniel, M Jane; Russell, Gregory B; Crandall, Sonia J

2018-06-01

The purpose of the study was to compare virtual microscopy with light microscopy to determine differences in learning outcomes and learner attitudes in teaching clinical microscopy to physician assistant (PA) students. A prospective, randomized, crossover design study was conducted with a convenience sample of 67 first-year PA students randomized to 2 groups. One group used light microscopes to find microscopic structures, whereas the other group used instructor-directed video streaming of microscopic elements. At the midpoint of the study, the groups switched instructional strategies. Learning outcomes were assessed via posttest after each section of the study, with comparison of final practical examination results to previous cohorts. Attitudes about the 2 educational strategies were assessed through a postcourse questionnaire with a Likert scale. Analysis of the first posttest demonstrated that students in the video-streamed group had significantly better learning outcomes than those in the light microscopy group (P = .004; Cohen's d = 0.74). Analysis of the posttest after crossover showed no differences between the 2 groups (P = .48). Between the 2 posttests, students first assigned to the light microscopy group scored a 6.6 mean point increase (±10.4 SD; p = .0011), whereas students first assigned to the virtual microscopy group scored a 1.3 mean point increase (±7.1 SD; p = .29). The light microscopy group improved more than the virtual microscopy group (P = .019). Analysis of practical examination data revealed higher scores for the study group compared with 5 previous cohorts of first-year students (P < .0001; Cohen's d = 0.66). Students preferred virtual microscopy to traditional light microscopy. Virtual microscopy is an effective educational strategy, and students prefer this method when learning to interpret images of clinical specimens.

Get ready for automated driving using Virtual Reality.

PubMed

Sportillo, Daniele; Paljic, Alexis; Ojeda, Luciano

2018-06-08

In conditionally automated vehicles, drivers can engage in secondary activities while traveling to their destination. However, drivers are required to appropriately respond, in a limited amount of time, to a take-over request when the system reaches its functional boundaries. Interacting with the car in the proper way from the first ride is crucial for car and road safety in general. For this reason, it is necessary to train drivers in a risk-free environment by providing them the best practice to use these complex systems. In this context, Virtual Reality (VR) systems represent a promising training and learning tool to properly familiarize drivers with the automated vehicle and allow them to interact with the novel equipment involved. In addition, Head-Mounted Display (HMD)-based VR (light VR) would allow for the easy deployment of such training systems in driving schools or car dealerships. In this study, the effectiveness of a light Virtual Reality training program for acquiring interaction skills in automated cars was investigated. The effectiveness of this training was compared to a user manual and a fixed-base simulator with respect to both objective and self-reported measures. Sixty subjects were randomly assigned to one of the systems in which they went through a training phase followed by a test drive in a high-end driving simulator. Results show that the training system affects the take-over performances. Moreover, self-reported measures indicate that the light VR training is preferred with respect to the other systems. Finally, another important outcome of this research is the evidence that VR plays a strategic role in the definition of the set of metrics for profiling proper driver interaction with the automated vehicle. Copyright © 2018 Elsevier Ltd. All rights reserved.

Virtual Genomes in Flux: An Interplay of Neutrality and Adaptability Explains Genome Expansion and Streamlining

PubMed Central

Cuypers, Thomas D.; Hogeweg, Paulien

2012-01-01

The picture that emerges from phylogenetic gene content reconstructions is that genomes evolve in a dynamic pattern of rapid expansion and gradual streamlining. Ancestral organisms have been estimated to possess remarkably rich gene complements, although gene loss is a driving force in subsequent lineage adaptation and diversification. Here, we study genome dynamics in a model of virtual cells evolving to maintain homeostasis. We observe a pattern of an initial rapid expansion of the genome and a prolonged phase of mutational load reduction. Generally, load reduction is achieved by the deletion of redundant genes, generating a streamlining pattern. Load reduction can also occur as a result of the generation of highly neutral genomic regions. These regions can expand and contract in a neutral fashion. Our study suggests that genome expansion and streamlining are generic patterns of evolving systems. We propose that the complex genotype to phenotype mapping in virtual cells as well as in their biological counterparts drives genome size dynamics, due to an emerging interplay between adaptation, neutrality, and evolvability. PMID:22234601

Radial Instabilities of a Pulsating Air Bubble in Water

DTIC Science & Technology

1990-01-30

ERASEDISPLAY GOTO 100 ELSE C CALL ERASEDISPLAY CALL EXIr ENDIF END I 1 257 3 PRCA PM SHAPE VIRTUAL DRIVE(16384) WAVE1 (16384) , WAVE2 (16L8 4 ’ ,DC(16384)3...INTEGER DRIVE, WAVE1, WAVE2 , DC INTEGER ROW, COL, NCHAR, I, OSCADR, GENADR, INFO (50) , MAXVAL, MAXV INTEGER KOUNT REAL GEN, ATEMP, WTEMP, WATT, FREQ...IREC=1 26D CALL GETWAV (1, DC, OSCADR, I REC) CALL GETWAV (2, DRIVE, OSCADR, IREC) CALL GETWAV (3, WAVE1, OSCADR, IREC) CALL GETWAV (4, WAVE2 ,OSCADR

i3Drive, a 3D interactive driving simulator.

PubMed

Ambroz, Miha; Prebil, Ivan

2010-01-01

i3Drive, a wheeled-vehicle simulator, can accurately simulate vehicles of various configurations with up to eight wheels in real time on a desktop PC. It presents the vehicle dynamics as an interactive animation in a virtual 3D environment. The application is fully GUI-controlled, giving users an easy overview of the simulation parameters and letting them adjust those parameters interactively. It models all relevant vehicle systems, including the mechanical models of the suspension, power train, and braking and steering systems. The simulation results generally correspond well with actual measurements, making the system useful for studying vehicle performance in various driving scenarios. i3Drive is thus a worthy complement to other, more complex tools for vehicle-dynamics simulation and analysis.

Effects of Age-Related Macular Degeneration on Driving Performance

PubMed Central

Wood, Joanne M.; Black, Alex A.; Mallon, Kerry; Kwan, Anthony S.; Owsley, Cynthia

2018-01-01

Purpose To explore differences in driving performance of older adults with age-related macular degeneration (AMD) and age-matched controls, and to identify the visual determinants of driving performance in this population. Methods Participants included 33 older drivers with AMD (mean age [M] = 76.6 ± 6.1 years; better eye Age-Related Eye Disease Study grades: early [61%] and intermediate [39%]) and 50 age-matched controls (M = 74.6 ± 5.0 years). Visual tests included visual acuity, contrast sensitivity, visual fields, and motion sensitivity. On-road driving performance was assessed in a dual-brake vehicle by an occupational therapist (masked to drivers' visual status). Outcome measures included driving safety ratings (scale of 1–10, where higher values represented safer driving), types of driving behavior errors, locations at which errors were made, and number of critical errors (CE) requiring an instructor intervention. Results Drivers with AMD were rated as less safe than controls (4.8 vs. 6.2; P = 0.012); safety ratings were associated with AMD severity (early: 5.5 versus intermediate: 3.7), even after adjusting for age. Drivers with AMD had higher CE rates than controls (1.42 vs. 0.36, respectively; rate ratio 3.05, 95% confidence interval 1.47–6.36, P = 0.003) and exhibited more observation, lane keeping, and gap selection errors and made more errors at traffic light–controlled intersections (P < 0.05). Only motion sensitivity was significantly associated with driving safety in the AMD drivers (P = 0.005). Conclusions Drivers with early and intermediate AMD can exhibit impairments in their driving performance, particularly during complex driving situations; motion sensitivity was most strongly associated with driving performance. These findings have important implications for assessing the driving ability of older drivers with visual impairment. PMID:29340641

78 FR 66754 - Center for Scientific Review; Notice of Closed Meetings

Federal Register 2010, 2011, 2012, 2013, 2014

2013-11-06

... Drive, Bethesda, MD 20892, (Virtual Meeting). Contact Person: Lynn E Luethke, Ph.D., Scientific Review... Scientific Review Special Emphasis Panel, Social Psychology, Personality and Interpersonal Processes Overflow...

Association between unsafe driving performance and cognitive-perceptual dysfunction in older drivers.

PubMed

Park, Si-Woon; Choi, Eun Seok; Lim, Mun Hee; Kim, Eun Joo; Hwang, Sung Il; Choi, Kyung-In; Yoo, Hyun-Chul; Lee, Kuem Ju; Jung, Hi-Eun

2011-03-01

To find an association between cognitive-perceptual problems of older drivers and unsafe driving performance during simulated automobile driving in a virtual environment. Cross-sectional study. A driver evaluation clinic in a rehabilitation hospital. Fifty-five drivers aged 65 years or older and 48 drivers in their late twenties to early forties. All participants underwent evaluation of cognitive-perceptual function and driving performance, and the results were compared between older and younger drivers. The association between cognitive-perceptual function and driving performance was analyzed. Cognitive-perceptual function was evaluated with the Cognitive Perceptual Assessment for Driving (CPAD), a computer-based assessment tool consisting of depth perception, sustained attention, divided attention, the Stroop test, the digit span test, field dependency, and trail-making test A and B. Driving performance was evaluated with use of a virtual reality-based driving simulator. During simulated driving, car crashes were recorded, and an occupational therapist observed unsafe performances in controlling speed, braking, steering, vehicle positioning, making lane changes, and making turns. Thirty-five older drivers did not pass the CPAD test, whereas all of the younger drivers passed the test. When using the driving simulator, a significantly greater number of older drivers experienced car crashes and demonstrated unsafe performance in controlling speed, steering, and making lane changes. CPAD results were associated with car crashes, steering, vehicle positioning, and making lane changes. Older drivers who did not pass the CPAD test are 4 times more likely to experience a car crash, 3.5 times more likely to make errors in steering, 2.8 times more likely to make errors in vehicle positioning, and 6.5 times more likely to make errors in lane changes than are drivers who passed the CPAD test. Unsafe driving performance and car crashes during simulated driving were more prevalent in older drivers than in younger drivers. Unsafe performance in steering, vehicle positioning, making lane changes, and car crashes were associated with cognitive-perceptual dysfunction. Copyright © 2011 American Academy of Physical Medicine and Rehabilitation. Published by Elsevier Inc. All rights reserved.

Clinician Assessment of the Driving Competence of Patients with Dementia

PubMed Central

Ott, Brian R.; Anthony, David; Papandonatos, George D.; D’Abreu, Anelyssa; Burock, Jeffrey; Curtin, Alicia; Wu, Chuang-Kuo; Morris, John C.

2012-01-01

OBJECTIVES To determine the validity and reliability of clinician ratings of the driving competence of patients with mild dementia. DESIGN Observational study of a cross-section of drivers with mild dementia based on chart review by clinicians with varying types of expertise and experience. SETTING Outpatient dementia clinic. PARTICIPANTS Fifty dementia subjects from a longitudinal study of driving and dementia. MEASUREMENTS Each clinician reviewed information from the clinic charts and the first study visit. The clinician then rated the drivers as safe, marginal, or unsafe. A professional driving instructor compared these ratings with total driving scores on a standardized road test and categorical ratings of driving competence. Clinicians also completed a visual analog scale assessment of variables that led to their determinations of driving competence. RESULTS Accuracy of clinician ratings ranged from 62% to 78% for the instructor’s global rating of safe versus marginal or unsafe. In general, there was moderate accuracy and interrater reliability. Accuracy could have been improved in the least-accurate raters by greater attention to dementia duration and severity ratings, as well as less reliance on the history and physical examination. The most accurate predictors were clinicians specially trained in dementia assessment, who were not necessarily the most experienced in their years of clinical experience. CONCLUSION Although a clinician may be able to identify many potentially hazardous drivers, accuracy is insufficient to suggest that a clinician’s assessment alone is adequate to determine driving competence in those with mild dementia. PMID:15877559

Using virtual environment technology for preadapting astronauts to the novel sensory conditions of microgravity

NASA Technical Reports Server (NTRS)

Duncan, K. M.; Harm, D. L.; Crosier, W. G.; Worthington, J. W.

1993-01-01

A unique training device is being developed at the Johnson Space Center Neurosciences Laboratory to help reduce or eliminate Space Motion Sickness (SMS) and spatial orientation disturbances that occur during spaceflight. The Device for Orientation and Motion Environments Preflight Adaptation Trainer (DOME PAT) uses virtual reality technology to simulate some sensory rearrangements experienced by astronauts in microgravity. By exposing a crew member to this novel environment preflight, it is expected that he/she will become partially adapted, and thereby suffer fewer symptoms inflight. The DOME PAT is a 3.7 m spherical dome, within which a 170 by 100 deg field of view computer-generated visual database is projected. The visual database currently in use depicts the interior of a Shuttle spacelab. The trainee uses a six degree-of-freedom, isometric force hand controller to navigate through the virtual environment. Alternatively, the trainee can be 'moved' about within the virtual environment by the instructor, or can look about within the environment by wearing a restraint that controls scene motion in response to head movements. The computer system is comprised of four personal computers that provide the real time control and user interface, and two Silicon Graphics computers that generate the graphical images. The image generator computers use custom algorithms to compensate for spherical image distortion, while maintaining a video update rate of 30 Hz. The DOME PAT is the first such system known to employ virtual reality technology to reduce the untoward effects of the sensory rearrangement associated with exposure to microgravity, and it does so in a very cost-effective manner.

EEG-based Affect and Workload Recognition in a Virtual Driving Environment for ASD Intervention

PubMed Central

Wade, Joshua W.; Key, Alexandra P.; Warren, Zachary E.; Sarkar, Nilanjan

2017-01-01

objective To build group-level classification models capable of recognizing affective states and mental workload of individuals with autism spectrum disorder (ASD) during driving skill training. Methods Twenty adolescents with ASD participated in a six-session virtual reality driving simulator based experiment, during which their electroencephalogram (EEG) data were recorded alongside driving events and a therapist’s rating of their affective states and mental workload. Five feature generation approaches including statistical features, fractal dimension features, higher order crossings (HOC)-based features, power features from frequency bands, and power features from bins (Δf = 2 Hz) were applied to extract relevant features. Individual differences were removed with a two-step feature calibration method. Finally, binary classification results based on the k-nearest neighbors algorithm and univariate feature selection method were evaluated by leave-one-subject-out nested cross-validation to compare feature types and identify discriminative features. Results The best classification results were achieved using power features from bins for engagement (0.95) and boredom (0.78), and HOC-based features for enjoyment (0.90), frustration (0.88), and workload (0.86). Conclusion Offline EEG-based group-level classification models are feasible for recognizing binary low and high intensity of affect and workload of individuals with ASD in the context of driving. However, while promising the applicability of the models in an online adaptive driving task requires further development. Significance The developed models provide a basis for an EEG-based passive brain computer interface system that has the potential to benefit individuals with ASD with an affect- and workload-based individualized driving skill training intervention. PMID:28422647

76 FR 25701 - Center for Scientific Review; Notice of Closed Meetings

Federal Register 2010, 2011, 2012, 2013, 2014

2011-05-05

... Person: David L Williams, PhD, Scientific Review Officer, Center for Scientific Review, National... Drive, Bethesda, MD 20892 (Virtual Meeting). Contact Person: Christine L. Melchior, PhD, Scientific...

A Cloud-Based Virtual Reality App for a Novel Telemindfulness Service: Rationale, Design and Feasibility Evaluation

PubMed Central

Cizman Staba, Ursa; Vrhovac, Suzana; Larkin, Frances; Roddy, Mark

2017-01-01

Background Worldwide, there has been a marked increase in stress and anxiety, also among patients with traumatic brain injury (TBI). Access to psychology services is limited, with some estimates suggesting that over 50% of sufferers are not accessing the existing services available to them for reasons such as inconvenience, embarrassment, or stigmatization concerns around mental health. Health service providers have increasingly been turning to drug-free therapies, such as mindfulness programs, as complementary treatments. Objective Virtual reality (VR) as a new delivery method for meditation-based stress and anxiety reduction therapy offers configurable environments and privacy protection. Our objective was to design a serious learning-meditation environment and to test the feasibility of the developed telemindfulness approach based on cloud technologies. Methods We developed a cloud-based system, which consisted of a Web interface for the mindfulness instructor and remote clients, who had 3D VR headsets. The mindfulness instructor could communicate over the Web interface with the participants using the headset. Additionally, the Web app enabled group sessions in virtual rooms, 360-degree videos, and real interactions or standalone meditation. The mindfulness program was designed as an 8-week Mindfulness-Based Stress Reduction course specifically for the developed virtual environments. The program was tested with four employees and four patients with TBI. The effects were measured with psychometric tests, the Mindful Attention Awareness Scale (MAAS) and the Satisfaction With Life Scale (SWLS). Patients also carried out the Mini-Mental State Examination (MMSE). An additional objective evaluation has also been carried out by tracking head motion. Additionally, the power spectrum analyses of similar tasks between sessions were tested. Results The patients achieved a higher level of life satisfaction during the study (SWLS: mean 23.0, SD 1.8 vs mean 18.3, SD 3.9) and a slight increase of the MAAS score (mean 3.4, SD 0.6 vs mean 3.3, SD 0.4). Particular insight into the MAAS items revealed that one patient had a lower MAAS score (mean 2.3). Employees showed high MAAS scores (mean 4.3, SD 0.7) and although their SWLS dropped to mean 26, their SWLS was still high (mean 27.3, SD 2.8). The power spectrum showed that the employees had a considerable reduction in high-frequency movements less than 0.34 Hz, particularly with the 360-degree video. As expected, the patients demonstrated a gradual decrease of high-frequency movements while sitting during the mindfulness practices in the virtual environment. Conclusions With such a small sample size, it is too early to make any specific conclusions, but the presented results may accelerate the use of innovative technologies and challenge new ideas in research and development in the field of mindfulness/telemindfulness. PMID:28583904

An Agent-Based Intervention to Assist Drivers Under Stereotype Threat: Effects of In-Vehicle Agents' Attributional Error Feedback.

PubMed

Joo, Yeon Kyoung; Lee-Won, Roselyn J

2016-10-01

For members of a group negatively stereotyped in a domain, making mistakes can aggravate the influence of stereotype threat because negative stereotypes often blame target individuals and attribute the outcome to their lack of ability. Virtual agents offering real-time error feedback may influence performance under stereotype threat by shaping the performers' attributional perception of errors they commit. We explored this possibility with female drivers, considering the prevalence of the "women-are-bad-drivers" stereotype. Specifically, we investigated how in-vehicle voice agents offering error feedback based on responsibility attribution (internal vs. external) and outcome attribution (ability vs. effort) influence female drivers' performance under stereotype threat. In addressing this question, we conducted an experiment in a virtual driving simulation environment that provided moment-to-moment error feedback messages. Participants performed a challenging driving task and made mistakes preprogrammed to occur. Results showed that the agent's error feedback with outcome attribution moderated the stereotype threat effect on driving performance. Participants under stereotype threat had a smaller number of collisions when the errors were attributed to effort than to ability. In addition, outcome attribution feedback moderated the effect of responsibility attribution on driving performance. Implications of these findings are discussed.

A Prospective Study of Loss of Consciousness in Epilepsy Using Virtual Reality Driving Simulation and Other Video Games

PubMed Central

Yang, Li; Morland, Thomas B.; Schmits, Kristen; Rawson, Elizabeth; Narasimhan, Poojitha; Motelow, Joshua E.; Purcaro, Michael J.; Peng, Kathy; Raouf, Saned; DeSalvo, Matthew N.; Oh, Taemin; Wilkerson, Jerome; Bod, Jessica; Srinivasan, Aditya; Kurashvili, Pimen; Anaya, Joseph; Manza, Peter; Danielson, Nathan; Ransom, Christopher B.; Huh, Linda; Elrich, Susan; Padin-Rosado, Jose; Naidu, Yamini; Detyniecki, Kamil; Hamid, Hamada; Fattahi, Pooia; Astur, Robert; Xiao, Bo; Duckrow, Robert B.; Blumenfeld, Hal

2010-01-01

Patients with epilepsy are at risk of traffic accidents when they have seizures while driving. However, driving is an essential part of normal daily life in many communities, and depriving patients of driving privileges can have profound consequences for their economic and social well being. In the current study, we collected ictal performance data from a driving simulator and two other video games in patients undergoing continuous video/EEG monitoring. We captured 22 seizures in 13 patients and found that driving impairment during seizures differed both in terms of magnitude and character, depending on the seizure type. Our study documents the feasibility of the prospective study of driving and other behaviors during seizures through the use of computer-based tasks. This methodology may be applied to further describe differential driving impairment in specific types of seizures and to gain data on anatomical networks disrupted in seizures that impair consciousness and driving safety. PMID:20537593

EEG-based cognitive load of processing events in 3D virtual worlds is lower than processing events in 2D displays.

PubMed

Dan, Alex; Reiner, Miriam

2017-12-01

Interacting with 2D displays, such as computer screens, smartphones, and TV, is currently a part of our daily routine; however, our visual system is built for processing 3D worlds. We examined the cognitive load associated with a simple and a complex task of learning paper-folding (origami) by observing 2D or stereoscopic 3D displays. While connected to an electroencephalogram (EEG) system, participants watched a 2D video of an instructor demonstrating the paper-folding tasks, followed by a stereoscopic 3D projection of the same instructor (a digital avatar) illustrating identical tasks. We recorded the power of alpha and theta oscillations and calculated the cognitive load index (CLI) as the ratio of the average power of frontal theta (Fz.) and parietal alpha (Pz). The results showed a significantly higher cognitive load index associated with processing the 2D projection as compared to the 3D projection; additionally, changes in the average theta Fz power were larger for the 2D conditions as compared to the 3D conditions, while alpha average Pz power values were similar for 2D and 3D conditions for the less complex task and higher in the 3D state for the more complex task. The cognitive load index was lower for the easier task and higher for the more complex task in 2D and 3D. In addition, participants with lower spatial abilities benefited more from the 3D compared to the 2D display. These findings have implications for understanding cognitive processing associated with 2D and 3D worlds and for employing stereoscopic 3D technology over 2D displays in designing emerging virtual and augmented reality applications. Copyright © 2016 Elsevier B.V. All rights reserved.

Naturalistic Validation of an On-Road Driving Test of Older Drivers

PubMed Central

Ott, Brian R.; Papandonatos, George D.; Davis, Jennifer D.; Barco, Peggy P.

2013-01-01

Objective The objective was to compare a standardized road test to naturalistic driving by older people who may have cognitive impairment to define improvements that could potentially enhance the validity of road testing in this population. Background Road testing has been widely adapted as a tool to assess driving competence of older people who may be at risk for unsafe driving because of dementia; however, the validity of this approach has not been rigorously evaluated. Method For 2 weeks, 80 older drivers (38 healthy elders and 42 with cognitive impairment) who passed a standardized road test were video recorded in their own vehicles. Using a standardized rating scale, 4 hr of video was rated by a driving instructor. The authors examine weighting of individual road test items to form global impressions and to compare road test and naturalistic driving using factor analyses of these two assessments. Results The road test score was unidimensional, reflecting a major factor related to awareness of signage and traffic behavior. Naturalistic driving reflected two factors related to lane keeping as well as traffic behavior. Conclusion Maintenance of proper lane is an important dimension of driving safety that appears to be relatively underemphasized during the highly supervised procedures of the standardized road test. Application Road testing in this population could be improved by standardized designs that emphasize lane keeping and that include self-directed driving. Additional information should be sought from observers in the community as well as crash evidence when advising older drivers who may be cognitively impaired. PMID:22908688

Virtual expansion of the technical vision system for smart vehicles based on multi-agent cooperation model

NASA Astrophysics Data System (ADS)

Krapukhina, Nina; Senchenko, Roman; Kamenov, Nikolay

2017-12-01

Road safety and driving in dense traffic flows poses some challenges in receiving information about surrounding moving object, some of which can be in the vehicle's blind spot. This work suggests an approach to virtual monitoring of the objects in a current road scene via a system with a multitude of cooperating smart vehicles exchanging information. It also describes the intellectual agent model, and provides methods and algorithms of identifying and evaluating various characteristics of moving objects in video flow. Authors also suggest ways for integrating the information from the technical vision system into the model with further expansion of virtual monitoring for the system's objects. Implementation of this approach can help to expand the virtual field of view for a technical vision system.

Wave field synthesis of moving virtual sound sources with complex radiation properties.

PubMed

Ahrens, Jens; Spors, Sascha

2011-11-01

An approach to the synthesis of moving virtual sound sources with complex radiation properties in wave field synthesis is presented. The approach exploits the fact that any stationary sound source of finite spatial extent radiates spherical waves at sufficient distance. The angular dependency of the radiation properties of the source under consideration is reflected by the amplitude and phase distribution on the spherical wave fronts. The sound field emitted by a uniformly moving monopole source is derived and the far-field radiation properties of the complex virtual source under consideration are incorporated in order to derive a closed-form expression for the loudspeaker driving signal. The results are illustrated via numerical simulations of the synthesis of the sound field of a sample moving complex virtual source.

Using Virtual Pets to Promote Physical Activity in Children: An Application of the Youth Physical Activity Promotion Model.

PubMed

Ahn, Sun Joo Grace; Johnsen, Kyle; Robertson, Tom; Moore, James; Brown, Scott; Marable, Amanda; Basu, Aryabrata

2015-01-01

A virtual pet was developed based on the framework of the youth physical activity promotion model and tested as a vehicle for promoting physical activity in children. Children in the treatment group interacted with the virtual pet for three days, setting physical activity goals and teaching tricks to the virtual pet when their goals were met. The virtual pet became more fit and learned more sophisticated tricks as the children achieved activity goals. Children in the control group interacted with a computer system presenting equivalent features but without the virtual pet. Physical activity and goal attainment were evaluated using activity monitors. Results indicated that children in the treatment group engaged in 1.09 more hours of daily physical activity (156% more) than did those in the control group. Physical activity self-efficacy and beliefs served as mediators driving this increase in activity. Children that interacted with the virtual pet also expressed higher intentions than children in the control group to continue physical activity in the future. Theoretical and practical potentials of using a virtual pet to systematically promote physical activity in children are discussed.

76 FR 35453 - Center for Scientific Review; Notice of Closed Meetings

Federal Register 2010, 2011, 2012, 2013, 2014

2011-06-17

... Laboratory, 9700 S. Cass Avenue, Argonne, IL 60439. Contact Person: James W. Mack, PhD, Scientific Review...: National Institutes of Health, 6701 Rockledge Drive, Bethesda, MD 20892 (Virtual Meeting). Contact Person...

Neuropsychological deficits associated with driving performance in Parkinson’s and Alzheimer’s disease

PubMed Central

GRACE, JANET; AMICK, MELISSA M.; D’ABREU, ANELYSSA; FESTA, ELENA K.; HEINDEL, WILLIAM C.; OTT, BRIAN R.

2012-01-01

Neuropsychological and motor deficits in Parkinson’s disease that may contribute to driving impairment were examined in a cohort study comparing patients with Parkinson’s disease (PD) to patients with Alzheimer’s disease (AD) and to healthy elderly controls. Nondemented individuals with Parkinson’s disease [Hoehn & Yahr (H&Y) stage I–III], patients with Alzheimer’s disease [Clinical Demetia Rating scale (CDR) range 0–1], and elderly controls, who were actively driving, completed a neuropsychological battery and a standardized road test administered by a professional driving instructor. On-road driving ability was rated on number of driving errors and a global rating of safe, marginal, or unsafe. Overall, Alzheimer’s patients were more impaired drivers than Parkinson’s patients. Parkinson’s patients distinguished themselves from other drivers by a head-turning deficiency. Drivers with neuropsychological impairment were more likely to be unsafe drivers in both disease groups compared to controls. Compared to controls, unsafe drivers with Alzheimer’s disease were impaired across all neuropsychological measures except finger tapping. Driving performance in Parkinson’s patients was related to disease severity (H&Y), neuropsychological measures [Rey Osterreith Complex Figure (ROCF), Trails B, Hopkins Verbal List Learning Test (HVLT)-delay], and specific motor symptoms (axial rigidity, postural instability), but not to the Unified Parkinson Disease Rating Scale (UPDRS) motor score. Multifactorial measures (ROCF, Trails B) were useful in distinguishing safe from unsafe drivers in both patient groups. PMID:16248912

Effect of tailored on-road driving lessons on driving safety in older adults: A randomised controlled trial.

PubMed

Anstey, Kaarin J; Eramudugolla, Ranmalee; Kiely, Kim M; Price, Jasmine

2018-06-01

We evaluated the effectiveness of individually tailored driving lessons compared with a road rules refresher course for improving older driver safety. Two arm parallel randomised controlled trial, involving current drivers aged 65 and older (Mean age 72.0, 47.4% male) residing in Canberra, Australia. The intervention group (n = 28) received a two-hour class-based road rules refresher course, and two one-hour driving lessons tailored to improve poor driving skills and habits identified in a baseline on-road assessment. The control group (n = 29) received the road rules refresher course only. Tests of cognitive performance, and on-road driving were conducted at baseline and at 12-weeks. Main outcome measure was the Driver safety rating (DSR) on the on-road driving test. The number of Critical Errors made during the on-road was also recorded. 55 drivers completed the trial (intervention group: 27, control group: 28). Both groups showed reduction in dangerous/hazardous driver errors that required instructor intervention. From baseline to follow-up there was a greater reduction in the number of critical errors made by the intervention group relative to the control group (IRR = 0.53, SE = 0.1, p = .008). The intervention group improved on the DSR more than the control group (intervention mean change = 1.07 SD = 2.00, control group mean change = 0.32 SD = 1.61). The intervention group had 64% remediation of unsafe driving, where drivers who achieved a score of 'fail' at baseline, 'passed' at follow-up. The control group had 25% remediation. Tailored driving lessons reduced the critical driving errors made by older adults. Longer term follow-up and larger trials are required. Copyright © 2018 Elsevier Ltd. All rights reserved.

Industrially-Situated Project-Based Learning: A Study of Feedback and Diffusion

NASA Astrophysics Data System (ADS)

Gilbuena, Debra M.

The Virtual Chemical Vapor Deposition (CVD) Process Development Project provides the context for the two areas of the research presented in this dissertation. The first area, generally referred to as feedback in this dissertation, focuses on student learning and the interactions of students and instructors that take place in the project, specifically focused on characterizing feedback and determining the influence of feedback as student teams progress towards completing the project. The characteristics of feedback found in this project are presented within a situative perspective using the analytical framework of episodes. The characteristics include: a list and categorization of episode themes, the structure and flow of episodes during the coaching session, the sub-structure present within individual episodes, and the types of feedback present. This dissertation shows how these characteristics frame participation in a community of practice and can be used as tools to scaffold instructor feedback in project-based learning. Episodes analysis is also used to investigate how feedback on professional skills can help to enculturate students into a community of practice and influence their fluency with professional skills and engagement in more technical activities. The second area examines the spread of this innovative project from its home institution to other institutions. In this area an analysis of the spread of the Virtual CVD Process Development Project in the high school setting is presented. The project was found to provide versatility for instructors and afford student learning in the areas of motivation, cognition, and epistemological beliefs. These two areas inform each other. As the project is assessed at different institutions, it is continually improved and the sensitivity of different aspects of the project is explored, e.g., the aspects of the project that are crucial to maintain effectiveness are identified. One of these aspects is the feedback that takes place in the project. As the project is further examined at the home institution in depth, more can be learned about the best ways it can be delivered. This information informs scaffolding that then can be provided to faculty at other institutions such that they can attend to crucial aspects of the project in the most efficient, effective manner, improving not only the probability of successful adaptation, but also the likelihood that the project will further diffuse to other institutions.

Using distance technology to learn across borders: a virtual travel course in nursing.

PubMed

Gallagher-Lepak, Susan; Block, Derryl; Rojas, Yrene Esperanza Urbina; Birkholz, Lorri; Melgar Morán, Carlos Christian

2011-08-01

A 6-week online course was developed and delivered to nursing students and instructors at universities in two countries. The course exposed students and faculty to nursing and health concerns in both countries. All course communications were conducted in both English and Spanish, with support from online translation software as needed. Course content covered professional nursing, global health issues, and nursing interventions used with clinical problems. Although students were initially intimidated by the course language requirements, students valued the opportunity to learn about cultural and health issues. Faculty experienced a learning curve as well and enjoyed this international experience. Copyright 2011, SLACK Incorporated.

Force Sensitive Handles and Capacitive Touch Sensor for Driving a Flexible Haptic-Based Immersive System

PubMed Central

Covarrubias, Mario; Bordegoni, Monica; Cugini, Umberto

2013-01-01

In this article, we present an approach that uses both two force sensitive handles (FSH) and a flexible capacitive touch sensor (FCTS) to drive a haptic-based immersive system. The immersive system has been developed as part of a multimodal interface for product design. The haptic interface consists of a strip that can be used by product designers to evaluate the quality of a 3D virtual shape by using touch, vision and hearing and, also, to interactively change the shape of the virtual object. Specifically, the user interacts with the FSH to move the virtual object and to appropriately position the haptic interface for retrieving the six degrees of freedom required for both manipulation and modification modalities. The FCTS allows the system to track the movement and position of the user's fingers on the strip, which is used for rendering visual and sound feedback. Two evaluation experiments are described, which involve both the evaluation and the modification of a 3D shape. Results show that the use of the haptic strip for the evaluation of aesthetic shapes is effective and supports product designers in the appreciation of the aesthetic qualities of the shape. PMID:24113680

Force sensitive handles and capacitive touch sensor for driving a flexible haptic-based immersive system.

PubMed

Covarrubias, Mario; Bordegoni, Monica; Cugini, Umberto

2013-10-09

In this article, we present an approach that uses both two force sensitive handles (FSH) and a flexible capacitive touch sensor (FCTS) to drive a haptic-based immersive system. The immersive system has been developed as part of a multimodal interface for product design. The haptic interface consists of a strip that can be used by product designers to evaluate the quality of a 3D virtual shape by using touch, vision and hearing and, also, to interactively change the shape of the virtual object. Specifically, the user interacts with the FSH to move the virtual object and to appropriately position the haptic interface for retrieving the six degrees of freedom required for both manipulation and modification modalities. The FCTS allows the system to track the movement and position of the user's fingers on the strip, which is used for rendering visual and sound feedback. Two evaluation experiments are described, which involve both the evaluation and the modification of a 3D shape. Results show that the use of the haptic strip for the evaluation of aesthetic shapes is effective and supports product designers in the appreciation of the aesthetic qualities of the shape.

Using Virtual Reality to Assess Ethical Decisions in Road Traffic Scenarios: Applicability of Value-of-Life-Based Models and Influences of Time Pressure.

PubMed

Sütfeld, Leon R; Gast, Richard; König, Peter; Pipa, Gordon

2017-01-01

Self-driving cars are posing a new challenge to our ethics. By using algorithms to make decisions in situations where harming humans is possible, probable, or even unavoidable, a self-driving car's ethical behavior comes pre-defined. Ad hoc decisions are made in milliseconds, but can be based on extensive research and debates. The same algorithms are also likely to be used in millions of cars at a time, increasing the impact of any inherent biases, and increasing the importance of getting it right. Previous research has shown that moral judgment and behavior are highly context-dependent, and comprehensive and nuanced models of the underlying cognitive processes are out of reach to date. Models of ethics for self-driving cars should thus aim to match human decisions made in the same context. We employed immersive virtual reality to assess ethical behavior in simulated road traffic scenarios, and used the collected data to train and evaluate a range of decision models. In the study, participants controlled a virtual car and had to choose which of two given obstacles they would sacrifice in order to spare the other. We randomly sampled obstacles from a variety of inanimate objects, animals and humans. Our model comparison shows that simple models based on one-dimensional value-of-life scales are suited to describe human ethical behavior in these situations. Furthermore, we examined the influence of severe time pressure on the decision-making process. We found that it decreases consistency in the decision patterns, thus providing an argument for algorithmic decision-making in road traffic. This study demonstrates the suitability of virtual reality for the assessment of ethical behavior in humans, delivering consistent results across subjects, while closely matching the experimental settings to the real world scenarios in question.

Using Virtual Reality to Assess Ethical Decisions in Road Traffic Scenarios: Applicability of Value-of-Life-Based Models and Influences of Time Pressure

PubMed Central

Sütfeld, Leon R.; Gast, Richard; König, Peter; Pipa, Gordon

2017-01-01

Self-driving cars are posing a new challenge to our ethics. By using algorithms to make decisions in situations where harming humans is possible, probable, or even unavoidable, a self-driving car's ethical behavior comes pre-defined. Ad hoc decisions are made in milliseconds, but can be based on extensive research and debates. The same algorithms are also likely to be used in millions of cars at a time, increasing the impact of any inherent biases, and increasing the importance of getting it right. Previous research has shown that moral judgment and behavior are highly context-dependent, and comprehensive and nuanced models of the underlying cognitive processes are out of reach to date. Models of ethics for self-driving cars should thus aim to match human decisions made in the same context. We employed immersive virtual reality to assess ethical behavior in simulated road traffic scenarios, and used the collected data to train and evaluate a range of decision models. In the study, participants controlled a virtual car and had to choose which of two given obstacles they would sacrifice in order to spare the other. We randomly sampled obstacles from a variety of inanimate objects, animals and humans. Our model comparison shows that simple models based on one-dimensional value-of-life scales are suited to describe human ethical behavior in these situations. Furthermore, we examined the influence of severe time pressure on the decision-making process. We found that it decreases consistency in the decision patterns, thus providing an argument for algorithmic decision-making in road traffic. This study demonstrates the suitability of virtual reality for the assessment of ethical behavior in humans, delivering consistent results across subjects, while closely matching the experimental settings to the real world scenarios in question. PMID:28725188

The Effects of Virtual Versus Physical Lab Manipulatives on Inquiry Skill Acquisition and Conceptual Understanding of Density

NASA Astrophysics Data System (ADS)

Brinson, James R.

The current study compared the effects of virtual versus physical laboratory manipulatives on 84 undergraduate non-science majors' (a) conceptual understanding of density and (b) density-related inquiry skill acquisition. A pre-post comparison study design was used, which incorporated all components of an inquiry-guided classroom, except experimental mode, and which controlled for curriculum, instructor, instructional method, time spent on task, and availability of reference resources. Participants were randomly assigned to either a physical or virtual lab group. Pre- and post-assessments of conceptual understanding and inquiry skills were administered to both groups. Paired-samples t tests revealed a significant mean percent correct score increase for conceptual understanding in both the physical lab group (M = .103, SD = .168), t(38) = -3.82, p < .001, r = .53, two-tailed, and the virtual lab group (M = .084, SD = .177), t(44) = -3.20, p = .003, r = .43, two-tailed. However, a one-way ANCOVA (using pretest scores as the covariate) revealed that the main effect of lab group on conceptual learning gains was not significant, F(1, 81) = 0.081, p = .776, two-tailed. An omnibus test of model coefficients within hierarchical logistic regression revealed that a correct response on inquiry pretest scores was not a significant predictor of a correct post-test response, chi 2(1, N = 84) = 1.68, p = .195, and that when lab mode was added to the model, it did not significantly increase the model's predictive ability, chi2(2, N = 84) = 1.95, p = .377. Thus, the data in the current study revealed no significant difference in the effect of physical versus virtual manipulatives when used to teach conceptual understanding and inquiry skills related to density.

Enhancement of a Virtual Geology Field Guide of Georgia Initiative Using Gigapan© and ArcGIS Online's Story Map

NASA Astrophysics Data System (ADS)

Mobasher, K.; Turk, H. J.; Witherspoon, W.; Tate, L.; Hoynes, J.

2015-12-01

A GIS geology geodatabase of Georgia was developed using ArcGIS 10.2. The geodatabase for each physiographic provinces of Georgia contains fields designed to store information regarding geologic features. Using ArcGIS online, the virtual field guide is created which provides an interactive learning experience for students to allow in real time photography, description, mapping and sharing their observations with the instructor and peers. Gigapan© facilitates visualizing geologic features at different scales with high resolutions and in their larger surrounding context. The classroom applications of the Gigapan© are limitless when teaching students the entire range of geologic structures from showcasing crystalline structures of minerals to understanding the geological processes responsible for formation of an entire mountain range. The addition of the Story Map enhances the virtual experience when you want to present a geo-located story point narrative featuring images or videos. The virtual field component and supplementary Gigapan© imagery coupled with Story Map added significantly to the detailed realism of virtual field guide further allowing students to more fully understand geological concepts at various scales. These technologies peaked students interest and facilitated their learning and preparation to function more effectively in the geosciences by developing better observations and new skills. These technologies facilitated increased student engagement in the geosciences by sharing, enhancing and transferring lecture information to actual field knowledge and experiences. This enhanced interactive learning experience not only begins to allow students to understand and recognize geologic features in the field but also increased their collaboration, enthusiasm and interest in the discipline. The increased interest and collaboration occurred as students assisted in populating a geologic geodatabase of Georgia.

We are what we do: Examining learner-generated content in the anatomy laboratory through the lens of activity theory.

PubMed

Doubleday, Alison F; Wille, Sarah J

2014-01-01

Video and photography are often used for delivering content within the anatomical sciences. However, instructors typically produce these resources to provide instructional or procedural information. Although the benefits of learner-generated content have been explored within educational research, virtually no studies have investigated the use of learner-generated video and photograph content within anatomy dissection laboratories. This study outlines an activity involving learner-generated video diaries and learner-generated photograph assignments produced during anatomy laboratory sessions. The learner-generated photographs and videos provided instructors with a means of formative assessment and allowed instructors to identify evidence of collaborative behavior in the laboratory. Student questionnaires (n = 21) and interviews (n = 5), as well as in-class observations, were conducted to examine student perspectives on the laboratory activities. The quantitative and qualitative data were examined using the framework of activity theory to identify contradictions between student expectations of, and engagement with, the activity and the actual experiences of the students. Results indicate that learner-generated photograph and video content can act as a rich source of data on student learning processes and can be used for formative assessment, for observing collaborative behavior, and as a starting point for class discussions. This study stresses the idea that technology choice for activities must align with instructional goals. This research also highlights the utility of activity theory as a framework for assessing classroom and laboratory activities, demonstrating that this approach can guide the development of laboratory activities. © 2014 American Association of Anatomists.

Simulated Driving Assessment (SDA) for teen drivers: results from a validation study.

PubMed

McDonald, Catherine C; Kandadai, Venk; Loeb, Helen; Seacrist, Thomas S; Lee, Yi-Ching; Winston, Zachary; Winston, Flaura K

2015-06-01

Driver error and inadequate skill are common critical reasons for novice teen driver crashes, yet few validated, standardised assessments of teen driving skills exist. The purpose of this study is to evaluate the construct and criterion validity of a newly developed Simulated Driving Assessment (SDA) for novice teen drivers. The SDA's 35 min simulated drive incorporates 22 variations of the most common teen driver crash configurations. Driving performance was compared for 21 inexperienced teens (age 16-17 years, provisional license ≤90 days) and 17 experienced adults (age 25-50 years, license ≥5 years, drove ≥100 miles per week, no collisions or moving violations ≤3 years). SDA driving performance (Error Score) was based on driving safety measures derived from simulator and eye-tracking data. Negative driving outcomes included simulated collisions or run-off-the-road incidents. A professional driving evaluator/instructor (DEI Score) reviewed videos of SDA performance. The SDA demonstrated construct validity: (1) teens had a higher Error Score than adults (30 vs. 13, p=0.02); (2) For each additional error committed, the RR of a participant's propensity for a simulated negative driving outcome increased by 8% (95% CI 1.05 to 1.10, p<0.01). The SDA-demonstrated criterion validity: Error Score was correlated with DEI Score (r=-0.66, p<0.001). This study supports the concept of validated simulated driving tests like the SDA to assess novice driver skill in complex and hazardous driving scenarios. The SDA, as a standard protocol to evaluate teen driver performance, has the potential to facilitate screening and assessment of teen driving readiness and could be used to guide targeted skill training. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

Global Versus Reactive Navigation for Joint UAV-UGV Missions in a Cluttered Environment

DTIC Science & Technology

2012-06-01

spaces. The vehicle uses a two- wheel 5 differential drive system with a third omnidirectional caster for balance. This uncomplicated system saves... wheels , two differential drive wheels and one omni- directional caster wheel . The vehicle changes the direction of its movement by altering the speed of...Virtual Speed Versus Time..........64  Figure 23:  Heading and Yaw Rate Versus Time................64  Figure 24:  Individual Wheel Speeds Versus Time

Combined virtual and real robotic test-bed for single operator control of multiple robots

NASA Astrophysics Data System (ADS)

Lee, Sam Y.-S.; Hunt, Shawn; Cao, Alex; Pandya, Abhilash

2010-04-01

Teams of heterogeneous robots with different dynamics or capabilities could perform a variety of tasks such as multipoint surveillance, cooperative transport and explorations in hazardous environments. In this study, we work with heterogeneous robots of semi-autonomous ground and aerial robots for contaminant localization. We developed a human interface system which linked every real robot to its virtual counterpart. A novel virtual interface has been integrated with Augmented Reality that can monitor the position and sensory information from video feed of ground and aerial robots in the 3D virtual environment, and improve user situational awareness. An operator can efficiently control the real multi-robots using the Drag-to-Move method on the virtual multi-robots. This enables an operator to control groups of heterogeneous robots in a collaborative way for allowing more contaminant sources to be pursued simultaneously. The advanced feature of the virtual interface system is guarded teleoperation. This can be used to prevent operators from accidently driving multiple robots into walls and other objects. Moreover, the feature of the image guidance and tracking is able to reduce operator workload.

From planes to brains: parallels between military development of virtual reality environments and virtual neurological surgery.

PubMed

Schmitt, Paul J; Agarwal, Nitin; Prestigiacomo, Charles J

2012-01-01

Military explorations of the practical role of simulators have served as a driving force for much of the virtual reality technology that we have today. The evolution of 3-dimensional and virtual environments from the early flight simulators used during World War II to the sophisticated training simulators in the modern military followed a path that virtual surgical and neurosurgical devices have already begun to parallel. By understanding the evolution of military simulators as well as comparing and contrasting that evolution with current and future surgical simulators, it may be possible to expedite the development of appropriate devices and establish their validity as effective training tools. As such, this article presents a historical perspective examining the progression of neurosurgical simulators, the establishment of effective and appropriate curricula for using them, and the contributions that the military has made during the ongoing maturation of this exciting treatment and training modality. Copyright © 2012. Published by Elsevier Inc.

78 FR 69430 - Center for Scientific Review; Notice of Closed Meetings

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2013-11-19

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Federal Register 2010, 2011, 2012, 2013, 2014

2011-03-31

... Institutes of Health, 6701 Rockledge Drive, Bethesda, MD 20892 (Virtual Meeting). Contact Person: Ai-Ping Zou....306, Comparative Medicine; 93.333, Clinical Research, 93.306, 93.333, 93.337, 93.393-93.396, 93.837-93...

Expressing Anger Is More Dangerous than Feeling Angry when Driving

PubMed Central

Qu, Weina; Dai, Mengnuo; Zhao, Wenguo; Zhang, Kan

2016-01-01

Anger is an emotion that drivers often feel and express while driving, and it is believed by researchers to be an important cause of dangerous driving behavior. In this study, the relationships between driving trait anger, driving anger expression, and dangerous driving behaviors were analyzed. The Driving Anger Scale (DAS) was used to measure driving trait anger, whereas the Driving Anger Expression (DAX) Inventory was used to measure expressions of driving anger. A sample of 38 drivers completed the DAS, DAX, and a driving simulation session on a simulator where their driving behaviors were recorded. Correlation analysis showed that the higher scores on the DAS were associated with longer durations of speeding in the simulator. The more participants expressed their anger in verbal and physical ways, the more likely they were to crash the virtual vehicle during the simulation. Regression analyses illustrated the same pattern. The findings suggest that, although trait anger is related to speeding, the passive expression of anger is the real factor underling traffic accidents. This study extends findings about the predictive effects of self-report scales of driving behaviors to behaviors recorded on a simulator. Thus, if in traffic safety propaganda, guiding drivers to use positive ways to cope with driving anger is recommended by our findings. PMID:27258144

Expressing Anger Is More Dangerous than Feeling Angry when Driving.

PubMed

Qu, Weina; Dai, Mengnuo; Zhao, Wenguo; Zhang, Kan; Ge, Yan

2016-01-01

Anger is an emotion that drivers often feel and express while driving, and it is believed by researchers to be an important cause of dangerous driving behavior. In this study, the relationships between driving trait anger, driving anger expression, and dangerous driving behaviors were analyzed. The Driving Anger Scale (DAS) was used to measure driving trait anger, whereas the Driving Anger Expression (DAX) Inventory was used to measure expressions of driving anger. A sample of 38 drivers completed the DAS, DAX, and a driving simulation session on a simulator where their driving behaviors were recorded. Correlation analysis showed that the higher scores on the DAS were associated with longer durations of speeding in the simulator. The more participants expressed their anger in verbal and physical ways, the more likely they were to crash the virtual vehicle during the simulation. Regression analyses illustrated the same pattern. The findings suggest that, although trait anger is related to speeding, the passive expression of anger is the real factor underling traffic accidents. This study extends findings about the predictive effects of self-report scales of driving behaviors to behaviors recorded on a simulator. Thus, if in traffic safety propaganda, guiding drivers to use positive ways to cope with driving anger is recommended by our findings.

The Interactive Virtual Earth Science Teaching (InVEST) project: preliminary results

NASA Astrophysics Data System (ADS)

Gallus, W.; Cervato, C.; Parham, T.; Larsen, M.; Cruz-Neira, C.; Boudreaux, H.

2009-04-01

The InVEST (Interactive Virtual Earth Science Teaching) project has as its goal the development of state-of-the-art virtual reality geoscience tools that can be used to correct student misunderstandings about some geoscience phenomena. One tool, originally developed several years ago, the virtual tornadic thunderstorm, was recently modified based on feedback from instructors given the opportunity to use the tool. The modified virtual storm will be demonstrated during the presentation. In addition, a virtual volcano application is currently under development. To steer the development of this application, a Volcanic Concept Survey was recently administered to over 600 students at six U.S. institutions with the goal of identifying areas of greatest misconception relating to volcanoes. Both mean and median scores on the instrument were exceptionally low, indicating that students generally possessed minimal understanding of volcanic systems. High scores were restricted to the simplest aspects of volcanism (terminology, basic volcano shape) while questions requiring higher thinking and deeper conceptual connections (analysis of patterns, eruptive controls, and hazards) saw much lower scores. Categorical analysis of response types revealed the extent of specific misconceptions, the most predominant of which demonstrated a failure to link tectonics to a global volcanic pattern. Eruptive catalysts and controls also appear poorly understood, as are volcanic impacts on the environment and human endeavors. The survey also included demographic information which has been analyzed. Analysis of student sources of knowledge found that over 41% of students said that they had acquired most of their understanding about volcanoes from non-traditional sources such as the popular media and Hollywood films. Application of a multiple linear regression model and an expanded model suggests that these students were much less likely to receive high scores on questions relating to understanding. In contrast, traditional sources of knowledge (in-class learning, learning from textbooks) were highly significant predictors of high score in both models.

Effectiveness of virtual classroom training in improving the knowledge and key maternal neonatal health skills of general nurse midwifery students in Bihar, India: A pre- and post-intervention study.

PubMed

Agrawal, Neeraj; Kumar, Somesh; Balasubramaniam, Sudharsanam Manni; Bhargava, Saurabh; Sinha, Pallavi; Bakshi, Bhawna; Sood, Bulbul

2016-01-01

In 2008-09, the National Health Systems Resource Center of India reported overall quality of nurse-midwifery education in Bihar as grossly sub-optimal. To address this, we implemented a competency-based training using virtual classrooms in two general nurse midwives (GNM) schools of Bihar. The students from remotely located nursing institutions were now able to see live demonstrations of maternal and newborn health (MNH) practices performed by a trained faculty on simulation models at instructor location. To evaluate the effectiveness of virtual classroom training in improving the MNH-related skills of the nursing-midwifery students in Bihar, India. This study used a pre- and post-intervention design without a control group. Students from two public GNM schools of Bihar. Final-year students from both the GNM schools who have completed their coursework in MNH. A total of 83 students from selected GNM schools were assessed for their competencies in six key MNH practices using objective structured clinical examination method prior to intervention. A 72hour standardized training package was then implemented in these schools through virtual classroom approach. Post-intervention, 92 students from the next batch who attended virtual training were assessed for the same competencies. The mean student score assessed before the intervention was 21.3 (95% CI, 19.9-22.6), which increased to 62.0 (95% CI, 60.3-63.7) post-intervention. This difference was statistically significant. When adjusted for clustering using linear regression analysis, the students in post-intervention scored 52.3 (95% CI, 49.4%-55.3%) percentage points higher than pre-intervention, and this was statistically significant. Virtual classroom training was found to be effective in improving knowledge and key MNH skills of GNM students in Bihar, India. Copyright © 2015. Published by Elsevier Ltd.

Virtual reality in surgery and medicine.

PubMed

Chinnock, C

1994-01-01

This report documents the state of development of enhanced and virtual reality-based systems in medicine. Virtual reality systems seek to simulate a surgical procedure in a computer-generated world in order to improve training. Enhanced reality systems seek to augment or enhance reality by providing improved imaging alternatives for specific patient data. Virtual reality represents a paradigm shift in the way we teach and evaluate the skills of medical personnel. Driving the development of virtual reality-based simulators is laparoscopic abdominal surgery, where there is a perceived need for better training techniques; within a year, systems will be fielded for second-year residency students. Further refinements over perhaps the next five years should allow surgeons to evaluate and practice new techniques in a simulator before using them on patients. Technical developments are rapidly improving the realism of these machines to an amazing degree, as well as bringing the price down to affordable levels. In the next five years, many new anatomical models, procedures, and skills are likely to become available on simulators. Enhanced reality systems are generally being developed to improve visualization of specific patient data. Three-dimensional (3-D) stereovision systems for endoscopic applications, head-mounted displays, and stereotactic image navigation systems are being fielded now, with neurosurgery and laparoscopic surgery being major driving influences. Over perhaps the next five years, enhanced and virtual reality systems are likely to merge. This will permit patient-specific images to be used on virtual reality simulators or computer-generated landscapes to be input into surgical visualization instruments. Percolating all around these activities are developments in robotics and telesurgery. An advanced information infrastructure eventually will permit remote physicians to share video, audio, medical records, and imaging data with local physicians in real time. Surgical robots are likely to be deployed for specific tasks in the operating room (OR) and to support telesurgery applications. Technical developments in robotics and motion control are key components of many virtual reality systems. Since almost all of the virtual reality and enhanced reality systems will be digitally based, they are also capable of being put "on-line" for tele-training, consulting, and even surgery. Advancements in virtual and enhanced reality systems will be driven in part by consumer applications of this technology. Many of the companies that will supply systems for medical applications are also working on commercial products. A big consumer hit can benefit the entire industry by increasing volumes and bringing down costs.(ABSTRACT TRUNCATED AT 400 WORDS)

A Cloud-Based Virtual Reality App for a Novel Telemindfulness Service: Rationale, Design and Feasibility Evaluation.

PubMed

Cikajlo, Imre; Cizman Staba, Ursa; Vrhovac, Suzana; Larkin, Frances; Roddy, Mark

2017-06-05

Worldwide, there has been a marked increase in stress and anxiety, also among patients with traumatic brain injury (TBI). Access to psychology services is limited, with some estimates suggesting that over 50% of sufferers are not accessing the existing services available to them for reasons such as inconvenience, embarrassment, or stigmatization concerns around mental health. Health service providers have increasingly been turning to drug-free therapies, such as mindfulness programs, as complementary treatments. Virtual reality (VR) as a new delivery method for meditation-based stress and anxiety reduction therapy offers configurable environments and privacy protection. Our objective was to design a serious learning-meditation environment and to test the feasibility of the developed telemindfulness approach based on cloud technologies. We developed a cloud-based system, which consisted of a Web interface for the mindfulness instructor and remote clients, who had 3D VR headsets. The mindfulness instructor could communicate over the Web interface with the participants using the headset. Additionally, the Web app enabled group sessions in virtual rooms, 360-degree videos, and real interactions or standalone meditation. The mindfulness program was designed as an 8-week Mindfulness-Based Stress Reduction course specifically for the developed virtual environments. The program was tested with four employees and four patients with TBI. The effects were measured with psychometric tests, the Mindful Attention Awareness Scale (MAAS) and the Satisfaction With Life Scale (SWLS). Patients also carried out the Mini-Mental State Examination (MMSE). An additional objective evaluation has also been carried out by tracking head motion. Additionally, the power spectrum analyses of similar tasks between sessions were tested. The patients achieved a higher level of life satisfaction during the study (SWLS: mean 23.0, SD 1.8 vs mean 18.3, SD 3.9) and a slight increase of the MAAS score (mean 3.4, SD 0.6 vs mean 3.3, SD 0.4). Particular insight into the MAAS items revealed that one patient had a lower MAAS score (mean 2.3). Employees showed high MAAS scores (mean 4.3, SD 0.7) and although their SWLS dropped to mean 26, their SWLS was still high (mean 27.3, SD 2.8). The power spectrum showed that the employees had a considerable reduction in high-frequency movements less than 0.34 Hz, particularly with the 360-degree video. As expected, the patients demonstrated a gradual decrease of high-frequency movements while sitting during the mindfulness practices in the virtual environment. With such a small sample size, it is too early to make any specific conclusions, but the presented results may accelerate the use of innovative technologies and challenge new ideas in research and development in the field of mindfulness/telemindfulness. ©Imre Cikajlo, Ursa Cizman Staba, Suzana Vrhovac, Frances Larkin, Mark Roddy. Originally published in JMIR Research Protocols (http://www.researchprotocols.org), 05.06.2017.

Postural stability and vehicle kinematics during an evasive lane change manoeuvre: a driver training study.

PubMed

Petersen, Andrew; Barrett, Rod

2009-05-01

The purpose of this study was to investigate the effect of a 2-day driver-training course that emphasised postural stability maintenance during critical driving situations on postural stability and vehicle kinematics during an evasive lane change manoeuvre. Following training, the trainee group experienced enhanced postural stability during specific phases of the task. In terms of vehicle kinematics, the main adaptation to training was that trained drivers reduced the extent to which they experienced vehicle decelerations during rapid turning compared to controls. Such a strategy may confer a safety benefit due to the increased risks associated with simultaneous braking while turning during an evasive manoeuvre. The newly learned strategy was consistent with the strategy used by a group of highly skilled drivers (driving instructors). Taken together, the results of the study suggest postural stability may be a useful variable to consider in relation to the skill-based component of hierarchical driver training programmes. The findings of this study provide some preliminary evidence to suggest that postural stability may be an important consideration when instructing individuals on how to safely negotiate obstacles during driving.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Gonzalez Anez, Francisco

This paper presents two development projects (STARMATE and VIRMAN) focused on supporting training on maintenance. Both projects aim at specifying, designing, developing, and demonstrating prototypes allowing computer guided maintenance of complex mechanical elements using Augmented and Virtual Reality techniques. VIRMAN is a Spanish development project. The objective is to create a computer tool for maintenance training course elaborations and training delivery based on 3D virtual reality models of complex components. The training delivery includes 3D record displays on maintenance procedures with all complementary information for intervention understanding. Users are requested to perform the maintenance intervention trying to follow up themore » procedure. Users can be evaluated about the level of knowledge achieved. Instructors can check the evaluation records left during the training sessions. VIRMAN is simple software supported by a regular computer and can be used in an Internet framework. STARMATE is a forward step in the area of virtual reality. STARMATE is a European Commission project in the frame of 'Information Societies Technologies'. A consortium of five companies and one research institute shares their expertise in this new technology. STARMATE provides two main functionalities (1) user assistance for achieving assembly/de-assembly and following maintenance procedures, and (2) workforce training. The project relies on Augmented Reality techniques, which is a growing area in Virtual Reality research. The idea of Augmented Reality is to combine a real scene, viewed by the user, with a virtual scene, generated by a computer, augmenting the reality with additional information. The user interface is see-through goggles, headphones, microphone and an optical tracking system. All these devices are integrated in a helmet connected with two regular computers. The user has his hands free for performing the maintenance intervention and he can navigate in the virtual world thanks to a voice recognition system and a virtual pointing device. The maintenance work is guided with audio instructions, 2D and 3D information are directly displayed into the user's goggles: There is a position-tracking system that allows 3D virtual models to be displayed in the real counterpart positions independently of the user allocation. The user can create his own virtual environment, placing the information required wherever he wants. The STARMATE system is applicable to a large variety of real work situations. (author)« less

Using Virtual Astronomical Observatory Tools for Astronomy 101

NASA Astrophysics Data System (ADS)

Mighell, Kenneth J.; Garmany, K.; Larson, K.; Eastwood, K. D.

2009-01-01

The Virtual Observatory provides several tools that are useful for educators. With these tools, instructors can easily provide real data to students in an environment that engages student curiosity and builds student understanding. In this poster we demonstrate how the tools Aladin and TOPCAT can be used to enhance astronomy education. The Aladin Sky Atlas is a Virtual Observatory portal from the CDS that displays images, superimposes catalogs, and provides interactive access to data. For illustration, we show an exercise for non-science majors in a college-level astronomy course that introduces students to the HR diagram of star clusters. After launching the pre-loaded Aladin applet, students select their own stars, connecting visual cues of brightness and color to the conceptual meaning behind a quantitative HR diagram. TOPCAT can be linked with Aladin on the desktop to let students analyze their data, perform calculations, and create professional-quality graphs. The basic exercise can be easily expanded to address other learning objectives and provides a launching point for students to access, visualize, and explore multi-wavelength data as they continue in astronomy. As a second example, we show an exercise that uses TOPCAT to do three-dimensional plotting of the positions of open and globular cluster to illustrate galactic structure. Detailed information is available at the following website: http://www.noao.edu/staff/mighell/nvoss2008/ . This research was done at the 2008 U.S. National Virtual Observatory Summer School which was held in Santa Fe, New Mexico on September 3 - 11, 2008 and was sponsored by the National Science Foundation.

Virtual rounds: simulation-based education in procedural medicine

NASA Astrophysics Data System (ADS)

Shaffer, David W.; Meglan, Dwight A.; Ferrell, Margaret; Dawson, Steven L.

1999-07-01

Computer-based simulation is a goal for training physicians in specialties where traditional training puts patients at risk. Intuitively, interactive simulation of anatomy, pathology, and therapeutic actions should lead to shortening of the learning curve for novice or inexperienced physicians. Effective transfer of knowledge acquired in simulators must be shown for such devices to be widely accepted in the medical community. We have developed an Interventional Cardiology Training Simulator which incorporates real-time graphic interactivity coupled with haptic response, and an embedded curriculum permitting rehearsal, hypertext links, personal archiving and instructor review and testing capabilities. This linking of purely technical simulation with educational content creates a more robust educational purpose for procedural simulators.

Interactive visualization to advance earthquake simulation

USGS Publications Warehouse

Kellogg, L.H.; Bawden, G.W.; Bernardin, T.; Billen, M.; Cowgill, E.; Hamann, B.; Jadamec, M.; Kreylos, O.; Staadt, O.; Sumner, D.

2008-01-01

The geological sciences are challenged to manage and interpret increasing volumes of data as observations and simulations increase in size and complexity. For example, simulations of earthquake-related processes typically generate complex, time-varying data sets in two or more dimensions. To facilitate interpretation and analysis of these data sets, evaluate the underlying models, and to drive future calculations, we have developed methods of interactive visualization with a special focus on using immersive virtual reality (VR) environments to interact with models of Earth's surface and interior. Virtual mapping tools allow virtual "field studies" in inaccessible regions. Interactive tools allow us to manipulate shapes in order to construct models of geological features for geodynamic models, while feature extraction tools support quantitative measurement of structures that emerge from numerical simulation or field observations, thereby enabling us to improve our interpretation of the dynamical processes that drive earthquakes. VR has traditionally been used primarily as a presentation tool, albeit with active navigation through data. Reaping the full intellectual benefits of immersive VR as a tool for scientific analysis requires building on the method's strengths, that is, using both 3D perception and interaction with observed or simulated data. This approach also takes advantage of the specialized skills of geological scientists who are trained to interpret, the often limited, geological and geophysical data available from field observations. ?? Birkhaueser 2008.

Combining millimeter-wave radar and communication paradigms for automotive applications : a signal processing approach.

DOT National Transportation Integrated Search

2016-05-01

As driving becomes more automated, vehicles are being equipped with more sensors generating even higher data rates. Radars (RAdio Detection and Ranging) are used for object detection, visual cameras as virtual mirrors, and LIDARs (LIght Detection and...

76 FR 62081 - Center for Scientific Review; Notice of Closed Meetings

Federal Register 2010, 2011, 2012, 2013, 2014

2011-10-06

... Rockledge Drive, Bethesda, MD 20892 (Virtual Meeting). Contact Person: Ai-Ping Zou, M.D., PhD, Scientific..., Comparative Medicine; 93.333, Clinical Research, 93.306, 93.333, 93.337, 93.393-93.396, 93.837-93.844, 93.846...

Disability and rehabilitation in the dizzy patient.

PubMed

Cohen, Helen S

2006-02-01

This review focuses on prospective studies of vertigo and balance therapy in the past 3 years, including advances in vertigo-habituation exercises for adults, pediatric intervention, and virtual reality techniques, and, in more depth, the literature pertinent to driving motor vehicles. Increased support has been generated for the efficacy of a minimal, home-based vertigo-habituation program for adults with peripheral vestibular disorders. Vestibular rehabilitation has been shown to be associated with improvements in independence and dynamic visual acuity. Community-based vestibular rehabilitation has been shown to be efficacious for selected patients, after careful screening, when trained personnel provide intervention. Vestibular rehabilitation has been incorporated into the rehabilitation program for head-injured military personnel who will be returned to duty, and multifactorial balance rehabilitation has been shown to be useful for children with hearing and balance impairments. Virtual reality techniques have made significant advances, so immersive environments have potential for rehabilitation for patients with vestibular disorders and for developing training regimens for astronauts to ameliorate some effects of exposure to microgravity. Driving skill, in general, is affected by use of benzodiazepines. For many patients with vestibular impairments driving is a particularly problematic activity of daily living. Progress has been made in studies of acute care, community-based, and pediatric vestibular rehabilitation. Work on simulator-based paradigms has moved toward readiness for implementation. Studies of driving have provided some insight into the problems of these patients. More work remains to be done on all of these problems.

Strong homeostatic TCR signals induce formation of self-tolerant virtual memory CD8 T cells.

PubMed

Drobek, Ales; Moudra, Alena; Mueller, Daniel; Huranova, Martina; Horkova, Veronika; Pribikova, Michaela; Ivanek, Robert; Oberle, Susanne; Zehn, Dietmar; McCoy, Kathy D; Draber, Peter; Stepanek, Ondrej

2018-05-11

Virtual memory T cells are foreign antigen-inexperienced T cells that have acquired memory-like phenotype and constitute 10-20% of all peripheral CD8 + T cells in mice. Their origin, biological roles, and relationship to naïve and foreign antigen-experienced memory T cells are incompletely understood. By analyzing T-cell receptor repertoires and using retrogenic monoclonal T-cell populations, we demonstrate that the virtual memory T-cell formation is a so far unappreciated cell fate decision checkpoint. We describe two molecular mechanisms driving the formation of virtual memory T cells. First, virtual memory T cells originate exclusively from strongly self-reactive T cells. Second, the stoichiometry of the CD8 interaction with Lck regulates the size of the virtual memory T-cell compartment via modulating the self-reactivity of individual T cells. Although virtual memory T cells descend from the highly self-reactive clones and acquire a partial memory program, they are not more potent in inducing experimental autoimmune diabetes than naïve T cells. These data underline the importance of the variable level of self-reactivity in polyclonal T cells for the generation of functional T-cell diversity. © 2018 The Authors. Published under the terms of the CC BY 4.0 license.

Integration of the virtual model of a Stewart platform with the avatar of a vehicle in a virtual reality

NASA Astrophysics Data System (ADS)

Herbuś, K.; Ociepka, P.

2016-08-01

The development of methods of computer aided design and engineering allows conducting virtual tests, among others concerning motion simulation of technical means. The paper presents a method of integrating an object in the form of a virtual model of a Stewart platform with an avatar of a vehicle moving in a virtual environment. The area of the problem includes issues related to the problem of fidelity of mapping the work of the analyzed technical mean. The main object of investigations is a 3D model of a Stewart platform, which is a subsystem of the simulator designated for driving learning for disabled persons. The analyzed model of the platform, prepared for motion simulation, was created in the “Motion Simulation” module of a CAD/CAE class system Siemens PLM NX. Whereas the virtual environment, in which the moves the avatar of the passenger car, was elaborated in a VR class system EON Studio. The element integrating both of the mentioned software environments is a developed application that reads information from the virtual reality (VR) concerning the current position of the car avatar. Then, basing on the accepted algorithm, it sends control signals to respective joints of the model of the Stewart platform (CAD).

Innovative approaches to the rehabilitation of upper extremity hemiparesis using virtual environments

PubMed Central

MERIANS, A. S.; TUNIK, E.; FLUET, G. G.; QIU, Q.; ADAMOVICH, S. V.

2017-01-01

Aim Upper-extremity interventions for hemiparesis are a challenging aspect of stroke rehabilitation. Purpose of this paper is to report the feasibility of using virtual environments (VEs) in combination with robotics to assist recovery of hand-arm function and to present preliminary data demonstrating the potential of using sensory manipulations in VE to drive activation in targeted neural regions. Methods We trained 8 subjects for 8 three hour sessions using a library of complex VE’s integrated with robots, comparing training arm and hand separately to training arm and hand together. Instrumented gloves and hand exoskeleton were used for hand tracking and haptic effects. Haptic Master robotic arm was used for arm tracking and generating three-dimensional haptic VEs. To investigate the use of manipulations in VE to drive neural activations, we created a “virtual mirror” that subjects used while performing a unimanual task. Cortical activation was measured with functional MRI (fMRI) and transcranial magnetic stimulation. Results Both groups showed improvement in kinematics and measures of real-world function. The group trained using their arm and hand together showed greater improvement. In a stroke subject, fMRI data suggested virtual mirror feedback could activate the sensorimotor cortex contralateral to the reflected hand (ipsilateral to the moving hand) thus recruiting the lesioned hemisphere. Conclusion Gaming simulations interfaced with robotic devices provide a training medium that can modify movement patterns. In addition to showing that our VE therapies can optimize behavioral performance, we show preliminary evidence to support the potential of using specific sensory manipulations to selectively recruit targeted neural circuits. PMID:19158659

Microstructure Applications for Battery Design | Transportation Research |

Science.gov Websites

NREL Microstructure Applications for Battery Design Microstructure Applications for Battery Design NREL's Computer-Aided Engineering for Electric Drive Vehicle Batteries (CAEBAT) work includes simulating physics at the electrode microstructure level and created a virtual design tool for battery

Prototype architecture for a VLSI level zero processing system. [Space Station Freedom

NASA Technical Reports Server (NTRS)

Shi, Jianfei; Grebowsky, Gerald J.; Horner, Ward P.; Chesney, James R.

1989-01-01

The prototype architecture and implementation of a high-speed level zero processing (LZP) system are discussed. Due to the new processing algorithm and VLSI technology, the prototype LZP system features compact size, low cost, high processing throughput, and easy maintainability and increased reliability. Though extensive control functions have been done by hardware, the programmability of processing tasks makes it possible to adapt the system to different data formats and processing requirements. It is noted that the LZP system can handle up to 8 virtual channels and 24 sources with combined data volume of 15 Gbytes per orbit. For greater demands, multiple LZP systems can be configured in parallel, each called a processing channel and assigned a subset of virtual channels. The telemetry data stream will be steered into different processing channels in accordance with their virtual channel IDs. This super system can cope with a virtually unlimited number of virtual channels and sources. In the near future, it is expected that new disk farms with data rate exceeding 150 Mbps will be available from commercial vendors due to the advance in disk drive technology.

Communicating Climate Change: Sometimes It's Not about the Science

NASA Astrophysics Data System (ADS)

Mandia, S. A.

2014-12-01

Although there is an overwhelming scientific consensus that humans are driving modern day climate change, a significant portion of Americans are not convinced. This gap in understanding challenges both instructors and students who wish to effectively communicate climate change science. Individuals subconsciously resist factual information that threatens their worldview. Their misperceptions are reinforced by journalistic false balance, coordinated misinformation campaigns, and incorrect or misleading information that is easily accessible via social media. Here the author presents effective refutation strategies that avoid the most common backfire effects while also offering strategies to properly frame the discussion to audiences holding diverse worldviews.

Social Gaming and Learning Applications: A Driving Force for the Future of Virtual and Augmented Reality?

NASA Astrophysics Data System (ADS)

Dörner, Ralf; Lok, Benjamin; Broll, Wolfgang

Backed by a large consumer market, entertainment and education applications have spurred developments in the fields of real-time rendering and interactive computer graphics. Relying on Computer Graphics methodologies, Virtual Reality and Augmented Reality benefited indirectly from this; however, there is no large scale demand for VR and AR in gaming and learning. What are the shortcomings of current VR/AR technology that prevent a widespread use in these application areas? What advances in VR/AR will be necessary? And what might future “VR-enhanced” gaming and learning look like? Which role can and will Virtual Humans play? Concerning these questions, this article analyzes the current situation and provides an outlook on future developments. The focus is on social gaming and learning.

A pilot study comparing the effectiveness of conventional training and virtual reality simulation in the skills acquisition of junior dental students.

PubMed

Quinn, Frank; Keogh, Paul; McDonald, Ailbhe; Hussey, David

2003-02-01

The use of virtual reality (VR) in the training of operative dentistry is a recent innovation and little research has been published on its efficacy compared to conventional training methods. To evaluate possible benefits, junior undergraduate dental students were randomly assigned to one of three groups: group 1 as taught by conventional means only; group 2 as trained by conventional means combined with VR repetition and reinforcement (with access to a human instructor for operative advice); and group 3 as trained by conventional means combined with VR repetition and reinforcement, but without instructor evaluation/advice, which was only supplied via the VR-associated software. At the end of the research period, all groups executed two class 1 preparations that were evaluated blindly by 'expert' trainers, under traditional criteria (outline, retention, smoothness, depth, wall angulation and cavity margin index). Analyses of resulting scores indicated a lack of significant differences between the three groups except for scores for the category of 'outline form', for group 2, which produced significantly lower (i.e. better) scores than the conventionally trained group. A statistical comparison between scores from two 'expert' examiners indicated lack of agreement, despite identical written and visual criteria being used for evaluation by both. Both examiners, however, generally showed similar trends in evaluation. An anonymous questionnaire suggested that students recognized the benefits of VR training (e.g. ready access to assessment, error identification and how they can be corrected), but the majority felt that it would not replace conventional training methods (95%), although participants recognized the potential for development of VR systems in dentistry. The most common reasons cited for the preference of conventional training were excessive critical feedback (55%), lack of personal contact (50%) and technical hardware difficulties (20%) associated with VR-based training.

Cross-sectional study assessing the addition of contrast sensitivity to visual acuity when testing for fitness to drive

PubMed Central

Spreng, Lucie; Favrat, Bernard; Borruat, François-Xavier; Vaucher, Paul

2018-01-01

Objectives The aim of this study is to quantify the importance of loss of contrast sensitivity (CS) and its relationship to loss of visual acuity (VA), driving restrictions and daytime, on-road driving evaluations in drivers aged 70+. Design A predictive cross-sectional study. Setting Volunteer participants to a drivers’ refresher course for adults aged 70+ delivered by the Swiss Automobile Club in western Switzerland from 2011 to 2013. Participants 162 drivers, male and female, aged 70 years or older. Clinical predictors We used a vision screener to estimate VA and the The Mars Letter Contrast Sensitivity Test to test CS. Outcomes We asked drivers to report whether they found five driving restrictions useful for their condition; restrict driving to known roads, avoid driving on highways, avoid driving in the dark, avoid driving in dense traffic and avoid driving in fog. All participants also underwent a standardised on-road evaluation carried out by a driving instructor. Results Moderate to severe loss of CS for at least one eye was frequent (21.0% (95% CI 15.0% to 28.1%)) and often isolated from a loss of VA (11/162 cases had a VA ≥0.8 decimal and a CS of ≤1.5 log(CS); 6.8% (95% CI 3.4% to 11.8%)). Drivers were more likely (R2=0.116, P=0.004) to report a belief that self-imposed driving restrictions would be useful if they had reduced CS in at least one eye. Daytime evaluation of driving performance seems limited in its ability to correctly identify difficulties related to CS loss (VA: R2=0.004, P=0.454; CS: R2=0.006, P=0.332). Conclusion CS loss is common for older drivers. Screening CS and referring for cataract surgery even in the absence of VA loss could help maintain mobility. Reduced CS and moderate reduction of VA were both poor predictors of daytime on-road driving performances in this research study. PMID:29374663

Electronic Campus Meets Today's Education Mission.

ERIC Educational Resources Information Center

Swalec, John J.; And Others

Waubonsee Community College (WCC) employs electronic technology to meet the needs of its students and community in virtually every phase of campus operations. WCC's Information System Center, housing three mainframe computers, drives an online registration system, a computerized self-registration system that can be accessed by telephone from…

SSWAP: A Simple Semantic Web Architecture and Protocol for Semantic Web Services

USDA-ARS?s Scientific Manuscript database

SSWAP (Simple Semantic Web Architecture and Protocol) is an architecture, protocol, and platform for using reasoning to semantically integrate heterogeneous disparate data and services on the web. SSWAP is the driving technology behind the Virtual Plant Information Network, an NSF-funded semantic w...

Virtual Rover Takes its First Turn

NASA Image and Video Library

2004-01-13

This image shows a screenshot from the software used by engineers to drive the Mars Exploration Rover Spirit. The software simulates the rover's movements across the martian terrain, helping to plot a safe course for the rover. The virtual 3-D world around the rover is built from images taken by Spirit's stereo navigation cameras. Regions for which the rover has not yet acquired 3-D data are represented in beige. This image depicts the state of the rover before it backed up and turned 45 degrees on Sol 11 (01-13-04). http://photojournal.jpl.nasa.gov/catalog/PIA05063

The application of virtual prototyping methods to determine the dynamic parameters of mobile robot

NASA Astrophysics Data System (ADS)

Kurc, Krzysztof; Szybicki, Dariusz; Burghardt, Andrzej; Muszyńska, Magdalena

2016-04-01

The paper presents methods used to determine the parameters necessary to build a mathematical model of an underwater robot with a crawler drive. The parameters present in the dynamics equation will be determined by means of advanced mechatronic design tools, including: CAD/CAE software andMES modules. The virtual prototyping process is described as well as the various possible uses (design adaptability) depending on the optional accessories added to the vehicle. A mathematical model is presented to show the kinematics and dynamics of the underwater crawler robot, essential for the design stage.

14 CFR 61.189 - Flight instructor records.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 14 Aeronautics and Space 2 2013-01-01 2013-01-01 false Flight instructor records. 61.189 Section...) AIRMEN CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors Other than Flight Instructors With a Sport Pilot Rating § 61.189 Flight instructor records. (a) A flight instructor...

14 CFR 61.189 - Flight instructor records.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 14 Aeronautics and Space 2 2012-01-01 2012-01-01 false Flight instructor records. 61.189 Section...) AIRMEN CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors Other than Flight Instructors With a Sport Pilot Rating § 61.189 Flight instructor records. (a) A flight instructor...

Visual search and urban driving under the influence of marijuana and alcohol.

PubMed

Lamers, C. T. J.; Ramaekers, J. G.

2001-07-01

The purpose of the present study was to assess the effects of low doses of marijuana and alcohol, and their combination, on visual search at intersections and on general driving proficiency in the City Driving Test. Sixteen recreational users of alcohol and marijuana (eight males and eight females) were treated with these substances or placebo according to a balanced, 4-way, cross-over, observer- and subject-blind design. On separate evenings, subjects received weight-calibrated doses of THC, alcohol or placebo in each of the following treatment conditions: alcohol placebo + THC placebo, alcohol + THC placebo, THC 100 &mgr;g/kg + alcohol placebo, THC 100 &mgr;g/kg + alcohol. Alcohol doses administered were sufficient for achieving a blood alcohol concentration (BAC) of about 0.05 g/dl. Initial drinking preceded smoking by one hour. The City Driving Test commenced 15 minutes after smoking and lasted 45 minutes. The test was conducted over a fixed route within the city limits of Maastricht. An eye movement recording system was mounted on each subject's head for providing relative frequency measures of appropriate visual search at intersections. General driving quality was rated by a licensed driving instructor on a shortened version of the Royal Dutch Tourist Association's Driving Proficiency Test. After placebo treatment subjects searched for traffic approaching from side streets on the right in 84% of all cases. Visual search frequency in these subjects did not change when they were treated with alcohol or marijuana alone. However, when treated with the combination of alcohol and marijuana, the frequency of visual search dropped by 3%. Performance as rated on the Driving Proficiency Scale did not differ between treatments. It was concluded that the effects of low doses of THC (100 &mgr;g/kg) and alcohol (BAC < 0.05 g/dl) on higher-level driving skills as measured in the present study are minimal. Copyright 2001 John Wiley & Sons, Ltd.

76 FR 51379 - Center for Scientific Review; Notice of Closed Meetings

Federal Register 2010, 2011, 2012, 2013, 2014

2011-08-18

... Drive, Bethesda, MD 20892, (Virtual Meeting). Contact Person: John Bleasdale, PhD, Scientific Review.... Contact Person: Reed A Graves, PhD, Scientific Review Officer, Center for Scientific Review, National... Group Biochemistry and Biophysics of Membranes Study Section. Date: September 26-27, 2011. Time: 8 a.m...

Two fungicides alter reproduction of the small brown planthopper, Laodelphax striatellus by influencing gene and protein expression

USDA-ARS?s Scientific Manuscript database

Aside from their intended actions, fungicides can drive pest insect outbreaks and, due to virtually continuous use, evolution. Small brown planthopper (SBPH), Laodelphax striatellus, outbreaks occurred recently in many provinces in China, with devastating rice losses. Because exposure to the fungici...

Military display market segment: avionics (Invited Paper)

NASA Astrophysics Data System (ADS)

Desjardins, Daniel D.; Hopper, Darrel G.

2005-05-01

The military display market is analyzed in terms of one of its segments: avionics. Requirements are summarized for 13 technology-driving parameters for direct-view and virtual-view displays in cockpits and cabins. Technical specifications are discussed for selected programs. Avionics stresses available technology and usually requires custom display designs.

76 FR 81953 - Center for Scientific Review; Notice of Closed Meetings

Federal Register 2010, 2011, 2012, 2013, 2014

2011-12-29

... Person: John Firrell, Ph.D., Scientific Review Officer, Center for Scientific Review, National Institutes...: Biological Chemistry and Macromolecular Biophysics. Date: January 19-20, 2012. Time: 11 a.m. to 10 p.m... Drive, Bethesda, MD 20892 (Virtual Meeting). Contact Person: Donald L. Schneider, Ph.D., Scientific...

Virtual Road Safety Audits: Recommended Procedures for Using Driving Simulation and Technology to Expand Existing Practices

DOT National Transportation Integrated Search

2018-02-02

One approach that has been proposed to address the limitations of the current reactive safetymonitoring approaches is the use of road safety audits (RSAs). As part of an RSA, the existing or expected characteristics and traffic conditions of a locati...

Occupational Trends: Education, Technology, Trade, and Corporate Restructuring.

ERIC Educational Resources Information Center

Schirmer, Peter; Goetz, Stephan J.

New corporate practices and strategies, technological advances and rising job skill requirements are making postsecondary training a virtual necessity for a high-paying job. This is driving a wedge between the earnings of education "haves" and "have nots." Corporate restructuring is eliminating hundreds of thousands of jobs,…

The Generality of Deviance in Late Adolescence and Early Adulthood.

ERIC Educational Resources Information Center

Osgood, D. Wayne; And Others

1988-01-01

Examination of self-reports by high school seniors about substance abuse, dangerous driving, and other criminal behavior demonstrates that a relatively stable general involvement in deviance accounted for virtually all association between different types of deviance, but the stability of each behavior could be explained only by equally important…

Social Work Continuing Education: Current Issues and Future Direction

ERIC Educational Resources Information Center

Kurzman, Paul A.

2016-01-01

Continuing education is arising as an area of rapid growth and increased attention in the social work profession. Conceptually, the impetus and focus are on the promotion of the principles of lifelong learning and professional replenishment; but pragmatically, the driving force has been the virtually universal requirement of continuing education…

Quantum Linguistics and Didactics of Foreign Language Intensive Teaching

ERIC Educational Resources Information Center

Natarelli, Larissa I.

2011-01-01

This dissertation focuses on quantum linguistics, a sub-field of philosophy of language, preoccupied with studying of the processes on a virtual drive of the human mind: patterns and dynamics of thoughts, verbal and non-verbal codification, cultural conditioning, and foreign language acquisition. While adopting an educational perspective fitting…

God's eye news: The use of drones in journalism, a documentary film

NASA Astrophysics Data System (ADS)

Carroll, Robert L., Jr.

This thesis uses the format of documentary film to investigate the aesthetic, legal, and ethical issues surrounding the use of Unmanned Aircraft Systems, commonly known as drones, in journalism. Particularly important are the topics of public perception, safety, freedom of speech, and privacy. Do journalists' First Amendment protections extend to the right to gather images using drones? How will the privacy of citizens be protected against aerial cameras that can go virtually unnoticed? Can drones be safely integrated into the National Airspace System? The goal of the documentary is not necessarily to answer these questions, but to gather opinions from journalists, video professionals, legal experts, flight instructors and historians, to provide the facts so that viewers can reach their own informed conclusions.

Interactive 3D Models and Simulations for Nuclear Security Education, Training, and Analysis.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Warner, David K.; Dickens, Brian Scott; Heimer, Donovan J.

By providing examples of products that have been produced in the past, it is the hopes of the authors that the audience will have a more thorough understanding of 3D modeling tools, potential applications, and capabilities that they can provide. Truly the applications and capabilities of these types of tools are only limited by one’s imagination. The future of three-dimensional models lies in the expansion into the world of virtual reality where one will experience a fully immersive first-person environment. The use of headsets and hand tools will allow students and instructors to have a more thorough spatial understanding ofmore » facilities and scenarios that they will encounter in the real world.« less

Interactive Visualization to Advance Earthquake Simulation

NASA Astrophysics Data System (ADS)

Kellogg, Louise H.; Bawden, Gerald W.; Bernardin, Tony; Billen, Magali; Cowgill, Eric; Hamann, Bernd; Jadamec, Margarete; Kreylos, Oliver; Staadt, Oliver; Sumner, Dawn

2008-04-01

The geological sciences are challenged to manage and interpret increasing volumes of data as observations and simulations increase in size and complexity. For example, simulations of earthquake-related processes typically generate complex, time-varying data sets in two or more dimensions. To facilitate interpretation and analysis of these data sets, evaluate the underlying models, and to drive future calculations, we have developed methods of interactive visualization with a special focus on using immersive virtual reality (VR) environments to interact with models of Earth’s surface and interior. Virtual mapping tools allow virtual “field studies” in inaccessible regions. Interactive tools allow us to manipulate shapes in order to construct models of geological features for geodynamic models, while feature extraction tools support quantitative measurement of structures that emerge from numerical simulation or field observations, thereby enabling us to improve our interpretation of the dynamical processes that drive earthquakes. VR has traditionally been used primarily as a presentation tool, albeit with active navigation through data. Reaping the full intellectual benefits of immersive VR as a tool for scientific analysis requires building on the method’s strengths, that is, using both 3D perception and interaction with observed or simulated data. This approach also takes advantage of the specialized skills of geological scientists who are trained to interpret, the often limited, geological and geophysical data available from field observations.

The RoboCup Mixed Reality League - A Case Study

NASA Astrophysics Data System (ADS)

Gerndt, Reinhard; Bohnen, Matthias; da Silva Guerra, Rodrigo; Asada, Minoru

In typical mixed reality systems there is only a one-way interaction from real to virtual. A human user or the physics of a real object may influence the behavior of virtual objects, but real objects usually cannot be influenced by the virtual world. By introducing real robots into the mixed reality system, we allow a true two-way interaction between virtual and real worlds. Our system has been used since 2007 to implement the RoboCup mixed reality soccer games and other applications for research and edutainment. Our framework system is freely programmable to generate any virtual environment, which may then be further supplemented with virtual and real objects. The system allows for control of any real object based on differential drive robots. The robots may be adapted for different applications, e.g., with markers for identification or with covers to change shape and appearance. They may also be “equipped” with virtual tools. In this chapter we present the hardware and software architecture of our system and some applications. The authors believe this can be seen as a first implementation of Ivan Sutherland’s 1965 idea of the ultimate display: “The ultimate display would, of course, be a room within which the computer can control the existence of matter …” (Sutherland, 1965, Proceedings of IFIPS Congress 2:506-508).

A tyre slip-based integrated chassis control of front/rear traction distribution and four-wheel independent brake from moderate driving to limit handling

NASA Astrophysics Data System (ADS)

Joa, Eunhyek; Park, Kwanwoo; Koh, Youngil; Yi, Kyongsu; Kim, Kilsoo

2018-04-01

This paper presents a tyre slip-based integrated chassis control of front/rear traction distribution and four-wheel braking for enhanced performance from moderate driving to limit handling. The proposed algorithm adopted hierarchical structure: supervisor - desired motion tracking controller - optimisation-based control allocation. In the supervisor, by considering transient cornering characteristics, desired vehicle motion is calculated. In the desired motion tracking controller, in order to track desired vehicle motion, virtual control input is determined in the manner of sliding mode control. In the control allocation, virtual control input is allocated to minimise cost function. The cost function consists of two major parts. First part is a slip-based tyre friction utilisation quantification, which does not need a tyre force estimation. Second part is an allocation guideline, which guides optimally allocated inputs to predefined solution. The proposed algorithm has been investigated via simulation from moderate driving to limit handling scenario. Compared to Base and direct yaw moment control system, the proposed algorithm can effectively reduce tyre dissipation energy in the moderate driving situation. Moreover, the proposed algorithm enhances limit handling performance compared to Base and direct yaw moment control system. In addition to comparison with Base and direct yaw moment control, comparison the proposed algorithm with the control algorithm based on the known tyre force information has been conducted. The results show that the performance of the proposed algorithm is similar with that of the control algorithm with the known tyre force information.

Estimating Driving Performance Based on EEG Spectrum Analysis

NASA Astrophysics Data System (ADS)

Lin, Chin-Teng; Wu, Ruei-Cheng; Jung, Tzyy-Ping; Liang, Sheng-Fu; Huang, Teng-Yi

2005-12-01

The growing number of traffic accidents in recent years has become a serious concern to society. Accidents caused by driver's drowsiness behind the steering wheel have a high fatality rate because of the marked decline in the driver's abilities of perception, recognition, and vehicle control abilities while sleepy. Preventing such accidents caused by drowsiness is highly desirable but requires techniques for continuously detecting, estimating, and predicting the level of alertness of drivers and delivering effective feedbacks to maintain their maximum performance. This paper proposes an EEG-based drowsiness estimation system that combines electroencephalogram (EEG) log subband power spectrum, correlation analysis, principal component analysis, and linear regression models to indirectly estimate driver's drowsiness level in a virtual-reality-based driving simulator. Our results demonstrated that it is feasible to accurately estimate quantitatively driving performance, expressed as deviation between the center of the vehicle and the center of the cruising lane, in a realistic driving simulator.

Virtual environment application with partial gravity simulation

NASA Technical Reports Server (NTRS)

Ray, David M.; Vanchau, Michael N.

1994-01-01

To support manned missions to the surface of Mars and missions requiring manipulation of payloads and locomotion in space, a training facility is required to simulate the conditions of both partial and microgravity. A partial gravity simulator (Pogo) which uses pneumatic suspension is being studied for use in virtual reality training. Pogo maintains a constant partial gravity simulation with a variation of simulated body force between 2.2 and 10 percent, depending on the type of locomotion inputs. this paper is based on the concept and application of a virtual environment system with Pogo including a head-mounted display and glove. The reality engine consists of a high end SGI workstation and PC's which drive Pogo's sensors and data acquisition hardware used for tracking and control. The tracking system is a hybrid of magnetic and optical trackers integrated for this application.

Mastery-Based Virtual Reality Robotic Simulation Curriculum: The First Step Toward Operative Robotic Proficiency.

PubMed

Hogg, Melissa E; Tam, Vernissia; Zenati, Mazen; Novak, Stephanie; Miller, Jennifer; Zureikat, Amer H; Zeh, Herbert J

Hepatobiliary surgery is a highly complex, low-volume specialty with long learning curves necessary to achieve optimal outcomes. This creates significant challenges in both training and measuring surgical proficiency. We hypothesize that a virtual reality curriculum with mastery-based simulation is a valid tool to train fellows toward operative proficiency. This study evaluates the content and predictive validity of robotic simulation curriculum as a first step toward developing a comprehensive, proficiency-based pathway. A mastery-based simulation curriculum was performed in a virtual reality environment. A pretest/posttest experimental design used both virtual reality and inanimate environments to evaluate improvement. Participants self-reported previous robotic experience and assessed the curriculum by rating modules based on difficulty and utility. This study was conducted at the University of Pittsburgh Medical Center (Pittsburgh, PA), a tertiary care academic teaching hospital. A total of 17 surgical oncology fellows enrolled in the curriculum, 16 (94%) completed. Of 16 fellows who completed the curriculum, 4 fellows (25%) achieved mastery on all 24 modules; on average, fellows mastered 86% of the modules. Following curriculum completion, individual test scores improved (p < 0.0001). An average of 2.4 attempts was necessary to master each module (range: 1-17). Median time spent completing the curriculum was 4.2 hours (range: 1.1-6.6). Total 8 (50%) fellows continued practicing modules beyond mastery. Survey results show that "needle driving" and "endowrist 2" modules were perceived as most difficult although "needle driving" modules were most useful. Overall, 15 (94%) fellows perceived improvement in robotic skills after completing the curriculum. In a cohort of board-certified general surgeons who are novices in robotic surgery, a mastery-based simulation curriculum demonstrated internal validity with overall score improvement. Time to complete the curriculum was manageable. Published by Elsevier Inc.

14 CFR 61.193 - Flight instructor privileges.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 14 Aeronautics and Space 2 2012-01-01 2012-01-01 false Flight instructor privileges. 61.193... (CONTINUED) AIRMEN CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors Other than Flight Instructors With a Sport Pilot Rating § 61.193 Flight instructor privileges. A person who...

14 CFR 61.193 - Flight instructor privileges.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 14 Aeronautics and Space 2 2013-01-01 2013-01-01 false Flight instructor privileges. 61.193... (CONTINUED) AIRMEN CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors Other than Flight Instructors With a Sport Pilot Rating § 61.193 Flight instructor privileges. A person who...

14 CFR 61.191 - Additional flight instructor ratings.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 14 Aeronautics and Space 2 2012-01-01 2012-01-01 false Additional flight instructor ratings. 61... (CONTINUED) AIRMEN CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors Other than Flight Instructors With a Sport Pilot Rating § 61.191 Additional flight instructor ratings. (a) A...

14 CFR 61.191 - Additional flight instructor ratings.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 14 Aeronautics and Space 2 2013-01-01 2013-01-01 false Additional flight instructor ratings. 61... (CONTINUED) AIRMEN CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors Other than Flight Instructors With a Sport Pilot Rating § 61.191 Additional flight instructor ratings. (a) A...

Pain modulation during drives through cold and hot virtual environments.

PubMed

Mühlberger, Andreas; Wieser, Matthias J; Kenntner-Mabiala, Ramona; Pauli, Paul; Wiederhold, Brenda K

2007-08-01

Evidence exists that virtual worlds reduce pain perception by providing distraction. However, there is no experimental study to show that the type of world used in virtual reality (VR) distraction influences pain perception. Therefore, we investigated whether pain triggered by heat or cold stimuli is modulated by "warm "or "cold " virtual environments and whether virtual worlds reduce pain perception more than does static picture presentation. We expected that cold worlds would reduce pain perception from heat stimuli, while warm environments would reduce pain perception from cold stimuli. Additionally, both virtual worlds should reduce pain perception in general. Heat and cold pain stimuli thresholds were assessed outside VR in 48 volunteers in a balanced crossover design. Participants completed three 4-minute assessment periods: virtual "walks " through (1) a winter and (2) an autumn landscape and static exposure to (3) a neutral landscape. During each period, five heat stimuli or three cold stimuli were delivered via a thermode on the participant's arm, and affective and sensory pain perceptions were rated. Then the thermode was changed to the other arm, and the procedure was repeated with the opposite pain stimuli (heat or cold). We found that both warm and cold virtual environments reduced pain intensity and unpleasantness for heat and cold pain stimuli when compared to the control condition. Since participants wore a head-mounted display (HMD) in both the control condition and VR, we concluded that the distracting value of virtual environments is not explained solely by excluding perception of the real world. Although VR reduced pain unpleasantness, we found no difference in efficacy between the types of virtual world used for each pain stimulus.

Driving Comparisons Between Young Adults with Autism Spectrum Disorder and Typical Development.

PubMed

Patrick, Kristina E; Hurewitz, Felicia; McCurdy, Mark D; Agate, Frederic Taylor; Daly, Brian P; Tarazi, Reem A; Chute, Douglas L; Schultheis, Maria T

2018-05-18

Many individuals with autism spectrum disorder (ASD) are reluctant to pursue driving because of concerns about their ability to drive safely. This study aimed to assess differences in simulated driving performance in young adults with ASD and typical development, examining relationships between driving performance and the level of experience (none, driver's permit, licensed) across increasingly difficult driving environments. Participants included 50 English-speaking young adults (16-26 years old) with ASD matched for sex, age, and licensure with 50 typically-developing (TD) peers. Participants completed a structured driving assessment using a virtual-reality simulator that included increasingly complex environmental demands. Differences in mean speed and speed and lane variability by diagnostic group and driving experience were analyzed using multilevel linear modeling. Young adults with ASD demonstrated increased variability in speed and lane positioning compared with controls, even during low demand tasks. When driving demands became more complex, group differences were moderated by driving experience such that licensed drivers with ASD drove similarly to TD licensed drivers for most tasks, whereas unlicensed drivers with ASD had more difficulty with speed and lane management than TD drivers. Findings suggest that young adults with ASD may have more difficulty with basic driving skills than peers, particularly in the early stages of driver training. Increased difficulty compared with peers increases as driving demands become more complex, suggesting that individuals with ASD may benefit from a slow and gradual approach to driver training. Future studies should evaluate predictors of driving performance, on-road driving, and ASD-specific driving interventions.

Decentralized real-time simulation of forest machines

NASA Astrophysics Data System (ADS)

Freund, Eckhard; Adam, Frank; Hoffmann, Katharina; Rossmann, Juergen; Kraemer, Michael; Schluse, Michael

2000-10-01

To develop realistic forest machine simulators is a demanding task. A useful simulator has to provide a close- to-reality simulation of the forest environment as well as the simulation of the physics of the vehicle. Customers demand a highly realistic three dimensional forestry landscape and the realistic simulation of the complex motion of the vehicle even in rough terrain in order to be able to use the simulator for operator training under close-to- reality conditions. The realistic simulation of the vehicle, especially with the driver's seat mounted on a motion platform, greatly improves the effect of immersion into the virtual reality of a simulated forest and the achievable level of education of the driver. Thus, the connection of the real control devices of forest machines to the simulation system has to be supported, i.e. the real control devices like the joysticks or the board computer system to control the crane, the aggregate etc. Beyond, the fusion of the board computer system and the simulation system is realized by means of sensors, i.e. digital and analog signals. The decentralized system structure allows several virtual reality systems to evaluate and visualize the information of the control devices and the sensors. So, while the driver is practicing, the instructor can immerse into the same virtual forest to monitor the session from his own viewpoint. In this paper, we are describing the realized structure as well as the necessary software and hardware components and application experiences.

Assessment of immigrant certified nursing assistants' communication when responding to standardized care challenges.

PubMed

Massey, Meredith; Roter, Debra L

2016-01-01

Certified nursing assistants (CNAs) provide 80% of the hands-on care in US nursing homes; a significant portion of this work is performed by immigrants with limited English fluency. This study is designed to assess immigrant CNA's communication behavior in response to a series of virtual simulated care challenges. A convenience sample of 31 immigrant CNAs verbally responded to 9 care challenges embedded in an interactive computer platform. The responses were coded with the Roter Interaction Analysis System (RIAS), CNA instructors rated response quality and spoken English was rated. CNA communication behaviors varied across care challenges and a broad repertoire of communication was used; 69% of response content was characterized as psychosocial. Communication elements (both instrumental and psychosocial) were significant predictors of response quality for 5 of 9 scenarios. Overall these variables explained between 13% and 36% of the adjusted variance in quality ratings. Immigrant CNAs responded to common care challenges using a variety of communication strategies despite fluency deficits. Virtual simulation-based observation is a feasible, acceptable and low cost method of communication assessment with implications for supervision, training and evaluation of a para-professional workforce. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

Forecasting the impact of virtual environment technology on maintenance training

NASA Technical Reports Server (NTRS)

Schlager, Mark S.; Boman, Duane; Piantanida, Tom; Stephenson, Robert

1993-01-01

To assist NASA and the Air Force in determining how and when to invest in virtual environment (VE) technology for maintenance training, we identified possible roles for VE technology in such training, assessed its cost-effectiveness relative to existing technologies, and formulated recommendations for a research agenda that would address instructional and system development issues involved in fielding a VE training system. In the first phase of the study, we surveyed VE developers to forecast capabilities, maturity, and estimated costs for VE component technologies. We then identified maintenance tasks and their training costs through interviews with maintenance technicians, instructors, and training developers. Ten candidate tasks were selected from two classes of maintenance tasks (seven aircraft maintenance and three space maintenance) using five criteria developed to identify types of tasks most likely to benefit from VE training. Three tasks were used as specific cases for cost-benefit analysis. In formulating research recommendations, we considered three aspects of feasibility: technological considerations, cost-effectiveness, and anticipated R&D efforts. In this paper, we describe the major findings in each of these areas and suggest research efforts that we believe will help achieve the goal of a cost-effective VE maintenance training system by the next decade.

Portable Virtual Training Units

NASA Technical Reports Server (NTRS)

Malone, Reagan; Johnston, Alan

2015-01-01

The Mission Operations Lab initiated a project to design, develop, deliver, test, and validate a unique training system for astronaut and ground support personnel. In an effort to keep training costs low, virtual training units (VTUs) have been designed based on images of actual hardware and manipulated by a touch screen style interface for ground support personnel training. This project helped modernized the training system and materials by integrating them with mobile devices for training when operators or crew are unavailable to physically train in the facility. This project also tested the concept of a handheld remote device to control integrated trainers using International Space Station (ISS) training simulators as a platform. The portable VTU can interface with the full-sized VTU, allowing a trainer co-located with a trainee to remotely manipulate a VTU and evaluate a trainee's response. This project helped determine if it is useful, cost effective, and beneficial for the instructor to have a portable handheld device to control the behavior of the models during training. This project has advanced NASA Marshall Space Flight Center's (MSFC's) VTU capabilities with modern and relevant technology to support space flight training needs of today and tomorrow.

Analysis, design, and testing of a low cost, direct force command linear proof mass actuator for structural control

NASA Technical Reports Server (NTRS)

Slater, G. L.; Shelley, Stuart; Jacobson, Mark

1993-01-01

In this paper, the design, analysis, and test of a low cost, linear proof mass actuator for vibration control is presented. The actuator is based on a linear induction coil from a large computer disk drive. Such disk drives are readily available and provide the linear actuator, current feedback amplifier, and power supply for a highly effective, yet inexpensive, experimental laboratory actuator. The device is implemented as a force command input system, and the performance is virtually the same as other, more sophisticated, linear proof mass systems.

Interactions with Virtual People: Do Avatars Dream of Digital Sheep?. Chapter 6

NASA Technical Reports Server (NTRS)

Slater, Mel; Sanchez-Vives, Maria V.

2007-01-01

This paper explores another form of artificial entity, ones without physical embodiment. We refer to virtual characters as the name for a type of interactive object that have become familiar in computer games and within virtual reality applications. We refer to these as avatars: three-dimensional graphical objects that are in more-or-less human form which can interact with humans. Sometimes such avatars will be representations of real-humans who are interacting together within a shared networked virtual environment, other times the representations will be of entirely computer generated characters. Unlike other authors, who reserve the term agent for entirely computer generated characters and avatars for virtual embodiments of real people; the same term here is used for both. This is because avatars and agents are on a continuum. The question is where does their behaviour originate? At the extremes the behaviour is either completely computer generated or comes only from tracking of a real person. However, not every aspect of a real person can be tracked every eyebrow move, every blink, every breath rather real tracking data would be supplemented by inferred behaviours which are programmed based on the available information as to what the real human is doing and her/his underlying emotional and psychological state. Hence there is always some programmed behaviour it is only a matter of how much. In any case the same underlying problem remains how can the human character be portrayed in such a manner that its actions are believable and have an impact on the real people with whom it interacts? This paper has three main parts. In the first part we will review some evidence that suggests that humans react with appropriate affect in their interactions with virtual human characters, or with other humans who are represented as avatars. This is so in spite of the fact that the representational fidelity is relatively low. Our evidence will be from the realm of psychotherapy, where virtual social situations are created that do test whether people react appropriately within these situations. We will also consider some experiments on face-to-face virtual communications between people in the same shared virtual environments. The second part will try to give some clues about why this might happen, taking into account modern theories of perception from neuroscience. The third part will include some speculations about the future developments of the relationship between people and virtual people. We will suggest that a more likely scenario than the world becoming populated by physically embodied virtual people (robots, androids) is that in the relatively near future we will interact more and more in our everyday lives with virtual people- bank managers, shop assistants, instructors, and so on. What is happening in the movies with computer graphic generated individuals and entire crowds may move into the space of everyday life.

Improving Geoscience Outreach Through Multimedia Enhanced Web Sites - An Example From Connecticut

NASA Astrophysics Data System (ADS)

Hyatt, J. A.; Coron, C. R.; Schroeder, T. J.; Fleming, T.; Drzewiecki, P. A.

2005-12-01

Although large governmental web sites (e.g. USGS, NASA etc.) are important resources, particularly in relation to phenomena with global to regional significance (e.g. recent Tsunami and Hurricane disasters), smaller academic web portals continue to make substantive contributions to web-based learning in the geosciences. The strength of "home-grown" web sites is that they easily can be tailored to specific classes, they often focus on local geologic content, and they potentially integrate classroom, laboratory, and field-based learning in ways that improve introductory classes. Furthermore, innovative multimedia techniques including virtual reality, image manipulations, and interactive streaming video can improve visualization and be particularly helpful for first-time geology students. This poster reports on one such web site, Learning Tools in Earth Science (LTES, http://www.easternct .edu/personal/faculty/hyattj/LTES-v2/), a site developed by geoscience faculty at two state institutions. In contrast to some large web sites with media development teams, LTES geoscientists, with strong support from media and IT service departments, are responsible for geologic content and verification, media development and editing, and web development and authoring. As such, we have considerable control over both content and design of this site. At present the main content modules for LTES include "mineral" and "virtual field trip" links. The mineral module includes an interactive mineral gallery, and a virtual mineral box of 24 unidentified samples that are identical to those used in some of our classes. Students navigate an intuitive web portal to manipulate images and view streaming video segments that explain and undertake standard mineral identification tests. New elements highlighted in our poster include links to a virtual petrographic microscope, in which users can manipulate images to simulate stage rotation in both plane- and cross-polarized light. Virtual field trips include video-based excursions to sites in Georgia, Connecticut and Greenland. New to these VFT's is the integration of "virtual walks" in which users are able to navigate through some field sites in a virtual sense. Development of this resource is ongoing, but response from students, faculty outside of Earth Science and K-12 instructors indicate that this small web site can provide useful resources for those educators utilizing web-based learning in their courses. .edu/personal/faculty/hyattj/LTES-v2/

Virtual reality simulator: demonstrated use in neurosurgical oncology.

PubMed

Clarke, David B; D'Arcy, Ryan C N; Delorme, Sebastien; Laroche, Denis; Godin, Guy; Hajra, Sujoy Ghosh; Brooks, Rupert; DiRaddo, Robert

2013-04-01

The overriding importance of patient safety, the complexity of surgical techniques, and the challenges associated with teaching surgical trainees in the operating room are all factors driving the need for innovative surgical simulation technologies. Despite these issues, widespread use of virtual reality simulation technology in surgery has not been fully implemented, largely because of the technical complexities in developing clinically relevant and useful models. This article describes the successful use of the NeuroTouch neurosurgical simulator in the resection of a left frontal meningioma. The widespread application of surgical simulation technology has the potential to decrease surgical risk, improve operating room efficiency, and fundamentally change surgical training.

Virtual reality 3D headset based on DMD light modulators

DOE Office of Scientific and Technical Information (OSTI.GOV)

Bernacki, Bruce E.; Evans, Allan; Tang, Edward

We present the design of an immersion-type 3D headset suitable for virtual reality applications based upon digital micro-mirror devices (DMD). Our approach leverages silicon micro mirrors offering 720p resolution displays in a small form-factor. Supporting chip sets allow rapid integration of these devices into wearable displays with high resolution and low power consumption. Applications include night driving, piloting of UAVs, fusion of multiple sensors for pilots, training, vision diagnostics and consumer gaming. Our design is described in which light from the DMD is imaged to infinity and the user’s own eye lens forms a real image on the user’s retina.

Understanding interactions in virtual HIV communities: a social network analysis approach.

PubMed

Shi, Jingyuan; Wang, Xiaohui; Peng, Tai-Quan; Chen, Liang

2017-02-01

This study investigated the driving mechanism of building interaction ties among the people living with HIV/AIDS in one of the largest virtual HIV communities in China using social network analysis. Specifically, we explained the probability of forming interaction ties with homophily and popularity characteristics. The exponential random graph modeling results showed that members in this community tend to form homophilous ties in terms of shared location and interests. Moreover, we found a tendency away from popularity effect. This suggests that in this community, resources and information were not disproportionally received by a few of members, which could be beneficial to the overall community.

75 FR 42452 - Center for Scientific Review; Notice of Closed Meetings

Federal Register 2010, 2011, 2012, 2013, 2014

2010-07-21

... DEPARTMENT OF HEALTH AND HUMAN SERVICES National Institutes of Health Center for Scientific Review...: Diabetes and Obesity. Date: August 12-13, 2010. Time: 1 p.m. to 5 p.m. Agenda: To review and evaluate grant applications. Place: National Institutes of Health, 6701 Rockledge Drive, Bethesda, MD 20892, (Virtual Meeting...

High-Tech College Counseling

ERIC Educational Resources Information Center

Hoover, Eric

2012-01-01

In this digital age, teaching has transcended the classroom. So why should school walls confine college counseling? The question is driving innovation that could change the way students prepare for college and careers. Just as learning is now a hybrid of face-to-face and virtual interactions, the transmission of college know-how is fast becoming a…

77 FR 63847 - Center for Scientific Review; Notice of Closed Meetings

Federal Register 2010, 2011, 2012, 2013, 2014

2012-10-17

... Emphasis Panel; PAR-10-235: Climate Change and Health. Date: November 8, 2012. Time: 11:30 a.m. to 6:30 p.m... DEPARTMENT OF HEALTH AND HUMAN SERVICES National Institutes of Health Center for Scientific Review... applications. Place: National Institutes of Health, 6701 Rockledge Drive, Bethesda, MD 20892, (Virtual Meeting...

Creating a Campus Community for Conversation about Assessing Student Learning

ERIC Educational Resources Information Center

Musun, Linda; Baker, Aaron D.; Fulmer, Jim

2006-01-01

While assessment of student learning outcomes has become standard operating procedure on virtually every campus, the driving forces for pursuing assessment remain primarily external. For that to change, campuses must evolve toward a culture of assessment based on the shared values and expectations that arise out of a community. The first step in…

Drinking-driving knowledge, attitudes and behavior : an analysis of the 1973 and 1974 household surveys of the Fairfax Alcohol Safety Action Project.

DOT National Transportation Integrated Search

1976-01-01

The results of the 1974 Household Survey of the Fairfax Alcohol Safety Action Project indicated an unimpressive level of factual knowledge which had not increased significantly since the 1973 survey. There were virtually no meaningful shifts in the r...

Miniaturized haploscope for testing binocular vision

NASA Technical Reports Server (NTRS)

Decker, T. A.

1973-01-01

Device can reproduce virtually all binocular stimulus conditions (target configuration, vergence angle, and accommodative distance) used to test binocular performance. All subsystems of electronic controls are open-loop and solid-state-controlled and, with the exception of vergence angle drive, utilize dc stepping motors as prime movers. Arrangement is also made for readouts of each variable.

14 CFR 61.413 - What are the privileges of my flight instructor certificate with a sport pilot rating?

Code of Federal Regulations, 2014 CFR

2014-01-01

... instructor certificate with a sport pilot rating? 61.413 Section 61.413 Aeronautics and Space FEDERAL... INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating § 61.413 What are the privileges of my flight instructor certificate with a sport pilot rating? If you hold a flight instructor...

14 CFR 61.423 - What are the recordkeeping requirements for a flight instructor with a sport pilot rating?

Code of Federal Regulations, 2014 CFR

2014-01-01

... a flight instructor with a sport pilot rating? 61.423 Section 61.423 Aeronautics and Space FEDERAL... INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating § 61.423 What are the recordkeeping requirements for a flight instructor with a sport pilot rating? (a) As a flight instructor with a...

14 CFR 61.423 - What are the recordkeeping requirements for a flight instructor with a sport pilot rating?

Code of Federal Regulations, 2012 CFR

2012-01-01

... a flight instructor with a sport pilot rating? 61.423 Section 61.423 Aeronautics and Space FEDERAL... INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating § 61.423 What are the recordkeeping requirements for a flight instructor with a sport pilot rating? (a) As a flight instructor with a...

14 CFR 61.423 - What are the recordkeeping requirements for a flight instructor with a sport pilot rating?

Code of Federal Regulations, 2013 CFR

2013-01-01

... a flight instructor with a sport pilot rating? 61.423 Section 61.423 Aeronautics and Space FEDERAL... INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating § 61.423 What are the recordkeeping requirements for a flight instructor with a sport pilot rating? (a) As a flight instructor with a...

14 CFR 61.413 - What are the privileges of my flight instructor certificate with a sport pilot rating?

Code of Federal Regulations, 2013 CFR

2013-01-01

... instructor certificate with a sport pilot rating? 61.413 Section 61.413 Aeronautics and Space FEDERAL... INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating § 61.413 What are the privileges of my flight instructor certificate with a sport pilot rating? If you hold a flight instructor...

14 CFR 61.413 - What are the privileges of my flight instructor certificate with a sport pilot rating?

Code of Federal Regulations, 2012 CFR

2012-01-01

... instructor certificate with a sport pilot rating? 61.413 Section 61.413 Aeronautics and Space FEDERAL... INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating § 61.413 What are the privileges of my flight instructor certificate with a sport pilot rating? If you hold a flight instructor...

14 CFR 61.423 - What are the recordkeeping requirements for a flight instructor with a sport pilot rating?

Code of Federal Regulations, 2010 CFR

2010-01-01

... a flight instructor with a sport pilot rating? 61.423 Section 61.423 Aeronautics and Space FEDERAL... INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating § 61.423 What are the recordkeeping requirements for a flight instructor with a sport pilot rating? (a) As a flight instructor with a...

14 CFR 61.423 - What are the recordkeeping requirements for a flight instructor with a sport pilot rating?

Code of Federal Regulations, 2011 CFR

2011-01-01

... a flight instructor with a sport pilot rating? 61.423 Section 61.423 Aeronautics and Space FEDERAL... INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating § 61.423 What are the recordkeeping requirements for a flight instructor with a sport pilot rating? (a) As a flight instructor with a...

14 CFR 61.413 - What are the privileges of my flight instructor certificate with a sport pilot rating?

Code of Federal Regulations, 2011 CFR

2011-01-01

... instructor certificate with a sport pilot rating? 61.413 Section 61.413 Aeronautics and Space FEDERAL... INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating § 61.413 What are the privileges of my flight instructor certificate with a sport pilot rating? If you hold a flight instructor...

Aviation Instructor's Handbook.

ERIC Educational Resources Information Center

Federal Aviation Administration (DOT), Washington, DC.

This handbook is designed for ground instructors, flight instructors, and aviation maintenance instructors, providing beginning instructors the foundation to understand and apply fundamentals of instruction. The handbook also provides aviation instructors with up-to-date information on learning and teaching, and how to relate this information to…

Driving time modulates accommodative response and intraocular pressure.

PubMed

Vera, Jesús; Diaz-Piedra, Carolina; Jiménez, Raimundo; Morales, José M; Catena, Andrés; Cardenas, David; Di Stasi, Leandro L

2016-10-01

Driving is a task mainly reliant on the visual system. Most of the time, while driving, our eyes are constantly focusing and refocusing between the road and the dashboard or near and far traffic. Thus, prolonged driving time should produce visual fatigue. Here, for the first time, we investigated the effects of driving time, a common inducer of driver fatigue, on two ocular parameters: the accommodative response (AR) and the intraocular pressure (IOP). A pre/post-test design has been used to assess the impact of driving time on both indices. Twelve participants (out of 17 recruited) completed the study (5 women, 24.42±2.84years old). The participants were healthy and active drivers with no visual impairment or pathology. They drove for 2h in a virtual driving environment. We assessed AR and IOP before and after the driving session, and also collected subjective measures of arousal and fatigue. We found that IOP and AR decreased (i.e., the accommodative lag increased) after the driving session (p=0.03 and p<0.001, respectively). Moreover, the nearest distances tested (20cm, 25cm, and 33cm) induced the highest decreases in AR (corrected p-values<0.05). Consistent with these findings, the subjective levels of arousal decreased and levels of fatigue increased after the driving session (all p-values<0.001). These results represent an innovative step towards an objective, valid, and reliable assessment of fatigue-impaired driving based on visual fatigue signs. Copyright © 2016 Elsevier Inc. All rights reserved.

Prototyping a Hybrid Cooperative and Tele-robotic Surgical System for Retinal Microsurgery.

PubMed

Balicki, Marcin; Xia, Tian; Jung, Min Yang; Deguet, Anton; Vagvolgyi, Balazs; Kazanzides, Peter; Taylor, Russell

2011-06-01

This paper presents the design of a tele-robotic microsurgical platform designed for development of cooperative and tele-operative control schemes, sensor based smart instruments, user interfaces and new surgical techniques with eye surgery as the driving application. The system is built using the distributed component-based cisst libraries and the Surgical Assistant Workstation framework. It includes a cooperatively controlled EyeRobot2, a da Vinci Master manipulator, and a remote stereo visualization system. We use constrained optimization based virtual fixture control to provide Virtual Remote-Center-of-Motion (vRCM) and haptic feedback. Such system can be used in a hybrid setup, combining local cooperative control with remote tele-operation, where an experienced surgeon can provide hand-over-hand tutoring to a novice user. In another scheme, the system can provide haptic feedback based on virtual fixtures constructed from real-time force and proximity sensor information.

Neurocognitive Treatment for a Patient with Alzheimer’s Disease Using a Virtual Reality Navigational Environment

PubMed Central

White, Paul J.F.; Moussavi, Zahra

2016-01-01

In this case study, a man at the onset of Alzheimer’s disease (AD) was enrolled in a cognitive treatment program based upon spatial navigation in a virtual reality (VR) environment. We trained him to navigate to targets in a symmetric, landmark-less virtual building. Our research goals were to determine whether an individual with AD could learn to navigate in a simple VR navigation (VRN) environment and whether that training could also bring real-life cognitive benefits. The results show that our participant learned to perfectly navigate to desired targets in the VRN environment over the course of the training program. Furthermore, subjective feedback from his primary caregiver (his wife) indicated that his skill at navigating while driving improved noticeably and that he enjoyed cognitive improvement in his daily life at home. These results suggest that VRN treatments might benefit other people with AD. PMID:27840579

Prototyping a Hybrid Cooperative and Tele-robotic Surgical System for Retinal Microsurgery

PubMed Central

Balicki, Marcin; Xia, Tian; Jung, Min Yang; Deguet, Anton; Vagvolgyi, Balazs; Kazanzides, Peter; Taylor, Russell

2013-01-01

This paper presents the design of a tele-robotic microsurgical platform designed for development of cooperative and tele-operative control schemes, sensor based smart instruments, user interfaces and new surgical techniques with eye surgery as the driving application. The system is built using the distributed component-based cisst libraries and the Surgical Assistant Workstation framework. It includes a cooperatively controlled EyeRobot2, a da Vinci Master manipulator, and a remote stereo visualization system. We use constrained optimization based virtual fixture control to provide Virtual Remote-Center-of-Motion (vRCM) and haptic feedback. Such system can be used in a hybrid setup, combining local cooperative control with remote tele-operation, where an experienced surgeon can provide hand-over-hand tutoring to a novice user. In another scheme, the system can provide haptic feedback based on virtual fixtures constructed from real-time force and proximity sensor information. PMID:24398557

Instructors Who Resist "College Lite": The Neutralizing Effect of Instructor Immediacy on Students' Course-Workload Violations and Perceptions of Instructor Credibility and Affective Learning

ERIC Educational Resources Information Center

Mottet, Timothy P.; Parker-Raley, Jessica; Beebe, Steven A.; Cunningham, Cory

2007-01-01

The purpose of this study was to investigate the effects of an instructor's nonverbal immediacy behaviors and course-workload demands on student perceptions of instructor credibility and student higher-order affective learning. H1 and H2 predicted that an instructor's nonverbal immediacy behaviors would neutralize the instructor's violations of…

14 CFR 121.412 - Qualifications: Flight instructors (airplane) and flight instructors (simulator).

Code of Federal Regulations, 2014 CFR

2014-01-01

... (airplane) and flight instructors (simulator). 121.412 Section 121.412 Aeronautics and Space FEDERAL... OPERATIONS Training Program § 121.412 Qualifications: Flight instructors (airplane) and flight instructors... section and § 121.414: (1) A flight instructor (airplane) is a person who is qualified to instruct in an...

14 CFR 121.412 - Qualifications: Flight instructors (airplane) and flight instructors (simulator).

Code of Federal Regulations, 2012 CFR

2012-01-01

... (airplane) and flight instructors (simulator). 121.412 Section 121.412 Aeronautics and Space FEDERAL... OPERATIONS Training Program § 121.412 Qualifications: Flight instructors (airplane) and flight instructors (simulator). (a) For the purposes of this section and § 121.414: (1) A flight instructor (airplane) is a...

14 CFR 121.412 - Qualifications: Flight instructors (airplane) and flight instructors (simulator).

Code of Federal Regulations, 2013 CFR

2013-01-01

... (airplane) and flight instructors (simulator). 121.412 Section 121.412 Aeronautics and Space FEDERAL... OPERATIONS Training Program § 121.412 Qualifications: Flight instructors (airplane) and flight instructors (simulator). (a) For the purposes of this section and § 121.414: (1) A flight instructor (airplane) is a...

14 CFR 121.412 - Qualifications: Flight instructors (airplane) and flight instructors (simulator).

Code of Federal Regulations, 2011 CFR

2011-01-01

... (airplane) and flight instructors (simulator). 121.412 Section 121.412 Aeronautics and Space FEDERAL... OPERATIONS Training Program § 121.412 Qualifications: Flight instructors (airplane) and flight instructors (simulator). (a) For the purposes of this section and § 121.414: (1) A flight instructor (airplane) is a...

14 CFR 121.412 - Qualifications: Flight instructors (airplane) and flight instructors (simulator).

Code of Federal Regulations, 2010 CFR

2010-01-01

... (airplane) and flight instructors (simulator). 121.412 Section 121.412 Aeronautics and Space FEDERAL... OPERATIONS Training Program § 121.412 Qualifications: Flight instructors (airplane) and flight instructors (simulator). (a) For the purposes of this section and § 121.414: (1) A flight instructor (airplane) is a...

Model-based sensorimotor integration for multi-joint control: development of a virtual arm model.

PubMed

Song, D; Lan, N; Loeb, G E; Gordon, J

2008-06-01

An integrated, sensorimotor virtual arm (VA) model has been developed and validated for simulation studies of control of human arm movements. Realistic anatomical features of shoulder, elbow and forearm joints were captured with a graphic modeling environment, SIMM. The model included 15 musculotendon elements acting at the shoulder, elbow and forearm. Muscle actions on joints were evaluated by SIMM generated moment arms that were matched to experimentally measured profiles. The Virtual Muscle (VM) model contained appropriate admixture of slow and fast twitch fibers with realistic physiological properties for force production. A realistic spindle model was embedded in each VM with inputs of fascicle length, gamma static (gamma(stat)) and dynamic (gamma(dyn)) controls and outputs of primary (I(a)) and secondary (II) afferents. A piecewise linear model of Golgi Tendon Organ (GTO) represented the ensemble sampling (I(b)) of the total muscle force at the tendon. All model components were integrated into a Simulink block using a special software tool. The complete VA model was validated with open-loop simulation at discrete hand positions within the full range of alpha and gamma drives to extrafusal and intrafusal muscle fibers. The model behaviors were consistent with a wide variety of physiological phenomena. Spindle afferents were effectively modulated by fusimotor drives and hand positions of the arm. These simulations validated the VA model as a computational tool for studying arm movement control. The VA model is available to researchers at website http://pt.usc.edu/cel .

An introduction to electronic learning and its use to address challenges in surgical training.

PubMed

Baran, Szczepan W; Johnson, Elizabeth J; Kehler, James

2009-06-01

The animal research community faces a shortage of surgical training opportunities along with an increasing demand for expertise in surgical techniques. One possible means of overcoming this challenge is the use of computer-based or electronic learning (e-learning) to disseminate material to a broad range of animal users. E-learning platforms can take many different forms, ranging from simple text documents that are posted online to complex virtual courses that incorporate dynamic video or audio content and in which students and instructors can interact in real time. The authors present an overview of e-learning and discuss its potential benefits as a supplement to hands-on rodent surgical training. They also discuss a few basic considerations in developing and implementing electronic courses.

A Virtual Sensor for Online Fault Detection of Multitooth-Tools

PubMed Central

Bustillo, Andres; Correa, Maritza; Reñones, Anibal

2011-01-01

The installation of suitable sensors close to the tool tip on milling centres is not possible in industrial environments. It is therefore necessary to design virtual sensors for these machines to perform online fault detection in many industrial tasks. This paper presents a virtual sensor for online fault detection of multitooth tools based on a Bayesian classifier. The device that performs this task applies mathematical models that function in conjunction with physical sensors. Only two experimental variables are collected from the milling centre that performs the machining operations: the electrical power consumption of the feed drive and the time required for machining each workpiece. The task of achieving reliable signals from a milling process is especially complex when multitooth tools are used, because each kind of cutting insert in the milling centre only works on each workpiece during a certain time window. Great effort has gone into designing a robust virtual sensor that can avoid re-calibration due to, e.g., maintenance operations. The virtual sensor developed as a result of this research is successfully validated under real conditions on a milling centre used for the mass production of automobile engine crankshafts. Recognition accuracy, calculated with a k-fold cross validation, had on average 0.957 of true positives and 0.986 of true negatives. Moreover, measured accuracy was 98%, which suggests that the virtual sensor correctly identifies new cases. PMID:22163766

A virtual sensor for online fault detection of multitooth-tools.

PubMed

Bustillo, Andres; Correa, Maritza; Reñones, Anibal

2011-01-01

The installation of suitable sensors close to the tool tip on milling centres is not possible in industrial environments. It is therefore necessary to design virtual sensors for these machines to perform online fault detection in many industrial tasks. This paper presents a virtual sensor for online fault detection of multitooth tools based on a bayesian classifier. The device that performs this task applies mathematical models that function in conjunction with physical sensors. Only two experimental variables are collected from the milling centre that performs the machining operations: the electrical power consumption of the feed drive and the time required for machining each workpiece. The task of achieving reliable signals from a milling process is especially complex when multitooth tools are used, because each kind of cutting insert in the milling centre only works on each workpiece during a certain time window. Great effort has gone into designing a robust virtual sensor that can avoid re-calibration due to, e.g., maintenance operations. The virtual sensor developed as a result of this research is successfully validated under real conditions on a milling centre used for the mass production of automobile engine crankshafts. Recognition accuracy, calculated with a k-fold cross validation, had on average 0.957 of true positives and 0.986 of true negatives. Moreover, measured accuracy was 98%, which suggests that the virtual sensor correctly identifies new cases.

Developing a constructivist learning environment in online postsecondary science courses

NASA Astrophysics Data System (ADS)

Hackworth, Sylvester N.

This Delphi study addressed the concerns of postsecondary educators regarding the quality of education received by postsecondary science students who receive their instruction online. This study was framed with the constructivist learning theory and Piaget's and Dewey's cognitive development theories. The overarching question addressed a gap in research literature surrounding the pedagogical practices that could be successfully applied to future postsecondary online science education. The panel consisted of 30 experts in the area of online postsecondary education. Qualitative data from the initial seed questions were used to create a Likert-type survey to seek consensus of the themes derived from participant responses. Participants reached agreement on six items: apply constructivism to science curricula, identify strengths and challenges of online collegiate students, explicate students' consequences due to lack of participation in discussion forums, ensure that online course content is relevant to students' lives, reinforce academic integrity, and identify qualities face-to-face collegiate science instructors need when transitioning to online science instructors. The majority of participants agreed that gender is not an important factor in determining the success of an online collegiate science student. There was no consensus on the efficacy of virtual labs in an online science classroom. This study contributes to positive social change by providing information to new and struggling postsecondary science teachers to help them successfully align their instruction with students' needs and, as a result, increase students' success.

[Standards in rehabilitation following anterior cruciate ligament reconstruction in the German-speaking world].

PubMed

Valle, Christina; Hirschmüller, Anja; Schmitt-Sody, Marcus; Haller, Bernhard; Keller, Matthias; Schoch, Wolfgang; Hoffman, Helmut; Minzlaff, Philipp

2018-06-01

 Rehabilitation protocols following anterior cruciate ligament (ACL) reconstruction often differ among orthopaedic surgeons. The primary aim of this study was to investigate which follow-up treatment is recommended by "AGA instructors" certified by the German-speaking Association for Arthroscopic and Open Joint Surgery (AGA). The secondary aim was to compare these findings with the current literature.  A structured anonymous online survey was performed with "AGA instructors" specialised in knee or ACL surgery. All participants were asked about their recommendations for rehabilitation following isolated ACL reconstruction using a questionnaire containing 23 items.  117 out of 218 mail questionnaires were fully completed and analysed. 96.5 % of all surgeons allowed full weight-bearing after 4 weeks or earlier, 52.6 % put a limit on knee flexion, 9.7 % on knee extension after the operation. A brace was prescribed by 82.8 % of all participants. During the first six weeks, isometric training and closed-chain exercises were recommended by the majority of surgeons. Riding a bicycle or driving a car after 6 weeks or earlier was permitted by 78.5 % and 86.2 %, respectively. Jogging (65.5 %) or jumping activities (67.0 %) were allowed after 3 months or earlier. Skiing (53.0 %) or contact/team sport (55.2 % / 46.2 %) was often permitted after 12 months. 82.6 % of all surgeons would like to use return-to-sport test protocols.  Rehabilitation protocols differ significantly even among experienced knee surgeons working as instructors. Their recommendations are often not evidence-based considering the current literature. © Georg Thieme Verlag KG Stuttgart · New York.

Can We Study Autonomous Driving Comfort in Moving-Base Driving Simulators? A Validation Study.

PubMed

Bellem, Hanna; Klüver, Malte; Schrauf, Michael; Schöner, Hans-Peter; Hecht, Heiko; Krems, Josef F

2017-05-01

To lay the basis of studying autonomous driving comfort using driving simulators, we assessed the behavioral validity of two moving-base simulator configurations by contrasting them with a test-track setting. With increasing level of automation, driving comfort becomes increasingly important. Simulators provide a safe environment to study perceived comfort in autonomous driving. To date, however, no studies were conducted in relation to comfort in autonomous driving to determine the extent to which results from simulator studies can be transferred to on-road driving conditions. Participants ( N = 72) experienced six differently parameterized lane-change and deceleration maneuvers and subsequently rated the comfort of each scenario. One group of participants experienced the maneuvers on a test-track setting, whereas two other groups experienced them in one of two moving-base simulator configurations. We could demonstrate relative and absolute validity for one of the two simulator configurations. Subsequent analyses revealed that the validity of the simulator highly depends on the parameterization of the motion system. Moving-base simulation can be a useful research tool to study driving comfort in autonomous vehicles. However, our results point at a preference for subunity scaling factors for both lateral and longitudinal motion cues, which might be explained by an underestimation of speed in virtual environments. In line with previous studies, we recommend lateral- and longitudinal-motion scaling factors of approximately 50% to 60% in order to obtain valid results for both active and passive driving tasks.

Food Advertising and Eating Disorders: Marketing Body Dissatisfaction, the Drive for Thinness, and Dieting in Women's Magazines.

ERIC Educational Resources Information Center

Wilson, Nona L.; Blackhurst, Anne E.

1999-01-01

States that although the influence of fashion advertising on women's relationships with food and their bodies has received considerable attention, the role of food advertising in women's magazines has been virtually unexplored. Argues that food advertisements reflect and contribute to the primary precursors of eating disorders: body…

Brain Dynamics in Predicting Driving Fatigue Using a Recurrent Self-Evolving Fuzzy Neural Network.

PubMed

Liu, Yu-Ting; Lin, Yang-Yin; Wu, Shang-Lin; Chuang, Chun-Hsiang; Lin, Chin-Teng

2016-02-01

This paper proposes a generalized prediction system called a recurrent self-evolving fuzzy neural network (RSEFNN) that employs an on-line gradient descent learning rule to address the electroencephalography (EEG) regression problem in brain dynamics for driving fatigue. The cognitive states of drivers significantly affect driving safety; in particular, fatigue driving, or drowsy driving, endangers both the individual and the public. For this reason, the development of brain-computer interfaces (BCIs) that can identify drowsy driving states is a crucial and urgent topic of study. Many EEG-based BCIs have been developed as artificial auxiliary systems for use in various practical applications because of the benefits of measuring EEG signals. In the literature, the efficacy of EEG-based BCIs in recognition tasks has been limited by low resolutions. The system proposed in this paper represents the first attempt to use the recurrent fuzzy neural network (RFNN) architecture to increase adaptability in realistic EEG applications to overcome this bottleneck. This paper further analyzes brain dynamics in a simulated car driving task in a virtual-reality environment. The proposed RSEFNN model is evaluated using the generalized cross-subject approach, and the results indicate that the RSEFNN is superior to competing models regardless of the use of recurrent or nonrecurrent structures.

Waterfront Certification Changes.

ERIC Educational Resources Information Center

O'Brien, Laurie

1995-01-01

Overviews certification changes affecting lifeguard training, progressive swimming instructors, CPR and first aid training, canoeing and kayaking instructors, sailing instructors, water skiing instructors, and instructor trainers. Addresses how changes impact American Camping Association standards. Provides addresses of training organizations. (LP)

14 CFR 61.403 - What are the age, language, and pilot certificate requirements for a flight instructor...

Code of Federal Regulations, 2012 CFR

2012-01-01

... certificate requirements for a flight instructor certificate with a sport pilot rating? 61.403 Section 61.403... CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating... certificate with a sport pilot rating? To be eligible for a flight instructor certificate with a sport pilot...

14 CFR 61.403 - What are the age, language, and pilot certificate requirements for a flight instructor...

Code of Federal Regulations, 2013 CFR

2013-01-01

... certificate requirements for a flight instructor certificate with a sport pilot rating? 61.403 Section 61.403... CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating... certificate with a sport pilot rating? To be eligible for a flight instructor certificate with a sport pilot...

14 CFR 61.403 - What are the age, language, and pilot certificate requirements for a flight instructor...

Code of Federal Regulations, 2014 CFR

2014-01-01

... certificate requirements for a flight instructor certificate with a sport pilot rating? 61.403 Section 61.403... CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating... certificate with a sport pilot rating? To be eligible for a flight instructor certificate with a sport pilot...

14 CFR 61.403 - What are the age, language, and pilot certificate requirements for a flight instructor...

Code of Federal Regulations, 2011 CFR

2011-01-01

... certificate requirements for a flight instructor certificate with a sport pilot rating? 61.403 Section 61.403... CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating... certificate with a sport pilot rating? To be eligible for a flight instructor certificate with a sport pilot...

14 CFR 61.403 - What are the age, language, and pilot certificate requirements for a flight instructor...

Code of Federal Regulations, 2010 CFR

2010-01-01

... certificate requirements for a flight instructor certificate with a sport pilot rating? 61.403 Section 61.403... CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating... certificate with a sport pilot rating? To be eligible for a flight instructor certificate with a sport pilot...

14 CFR Appendix G to Part 141 - Flight Instructor Instrument (For an Airplane, Helicopter, or Powered-Lift Instrument Instructor...

Code of Federal Regulations, 2010 CFR

2010-01-01

... 14 Aeronautics and Space 3 2010-01-01 2010-01-01 false Flight Instructor Instrument (For an...—Flight Instructor Instrument (For an Airplane, Helicopter, or Powered-Lift Instrument Instructor Rating... curriculum for a flight instructor instrument certification course required under this part, for the...

14 CFR Appendix G to Part 141 - Flight Instructor Instrument (For an Airplane, Helicopter, or Powered-Lift Instrument Instructor...

Code of Federal Regulations, 2013 CFR

2013-01-01

... 14 Aeronautics and Space 3 2013-01-01 2013-01-01 false Flight Instructor Instrument (For an...—Flight Instructor Instrument (For an Airplane, Helicopter, or Powered-Lift Instrument Instructor Rating... curriculum for a flight instructor instrument certification course required under this part, for the...

14 CFR Appendix G to Part 141 - Flight Instructor Instrument (For an Airplane, Helicopter, or Powered-Lift Instrument Instructor...

Code of Federal Regulations, 2011 CFR

2011-01-01

... 14 Aeronautics and Space 3 2011-01-01 2011-01-01 false Flight Instructor Instrument (For an...—Flight Instructor Instrument (For an Airplane, Helicopter, or Powered-Lift Instrument Instructor Rating... curriculum for a flight instructor instrument certification course required under this part, for the...

14 CFR Appendix G to Part 141 - Flight Instructor Instrument (For an Airplane, Helicopter, or Powered-Lift Instrument Instructor...

Code of Federal Regulations, 2014 CFR

2014-01-01

... 14 Aeronautics and Space 3 2014-01-01 2014-01-01 false Flight Instructor Instrument (For an...—Flight Instructor Instrument (For an Airplane, Helicopter, or Powered-Lift Instrument Instructor Rating... curriculum for a flight instructor instrument certification course required under this part, for the...

14 CFR Appendix G to Part 141 - Flight Instructor Instrument (For an Airplane, Helicopter, or Powered-Lift Instrument Instructor...

Code of Federal Regulations, 2012 CFR

2012-01-01

... 14 Aeronautics and Space 3 2012-01-01 2012-01-01 false Flight Instructor Instrument (For an...—Flight Instructor Instrument (For an Airplane, Helicopter, or Powered-Lift Instrument Instructor Rating... curriculum for a flight instructor instrument certification course required under this part, for the...

A Comparison of the Preferred Teaching Styles of Oklahoma Aviation Maintenance Instructors and Flight Instructors

ERIC Educational Resources Information Center

King, Deann Marie

2013-01-01

The purpose of this study was to compare the preferred teaching styles of Oklahoma aviation maintenance instructors and flight instructors. The scope of this study included maintenance instructors in CareerTech schools (Part 147 programs) and ground/flight instructors in Part 141 flight schools in Oklahoma. The methodology included administering…

Virtual testing of speed reduction schemes on urban collector roads.

PubMed

Domenichini, Lorenzo; Branzi, Valentina; Meocci, Monica

2018-01-01

Urban collector roads are complex driving environments often encompassing both the mobility and the access road functions. In these conditions motorized traffic and vulnerable road users compete continually. Speed reduction measures may play a relevant role in these contexts, provided that such measures are also designed in compliance with the driver's capabilities and expectations. The paper describes a test procedure using driving simulation experiments, designed to evaluate the reconfiguration project of Via Pistoiese, an urban road collector located in Florence (Italy). The road improvement design consisted of several engineering treatments aimed to reduce and homogenize the driving speed, as well as to manage the co-existence of the different road users and mainly to protect pedestrians. The main focus of the research was to understand if the drivers' behaviour was according to the design hypothesis before the safety treatments are implemented in the real world. Due to the multiple engineering treatments included in the reconfiguration project, the evaluation of the overall safety effectiveness of the project rather than the single treatment safety impact was the main concern of the research study. In addition, the study aimed to assess the usefulness of the considered testing method to understand how to integrate road design with drivers' performances, especially in heterogeneous traffic environments where drivers' behaviour plays a decisive role in the success of the proposed design solutions. Fifty-eight participants drove through two immersive virtual environments, reproducing the existing configuration and the project reconfiguration, while data relating to different driving aspects were collected. Two analyses were performed. The first was focused on the analysis of the mean speed profiles and revealed that the considered engineering treatments are able to control the speeding behaviour without providing a too high discomfort to the drivers. The second analysis was finalized to evaluate the driver's behaviour approaching zebra crossing, evaluating the impact of countermeasures allowing the drivers to perceive in advance a critical situation (a pedestrian that suddenly crossed the street) and consequently to perform a smoother and safer manoeuvre. The experiments confirmed the validity of the considered engineering treatments, allowing expecting the improvement of the traffic safety in via Pistoiese, and support the usefulness of virtual reality experimentations to predict of the safety effectiveness of design solutions, taking into account the drivers' behaviour. Copyright © 2017 Elsevier Ltd. All rights reserved.

The World Wide Web--a new tool for biomedical engineering education.

PubMed

Blanchard, S M

1997-01-01

An ever-increasing variety of materials (text, images, videos, and sound) are available through the World Wide Web (WWW). While textbooks, which are often outdated by the time they are published, are usually limited to black and white text and images, many supplemental materials can be found on the WWW. The WWW also provides many resources for student projects. In BAE 465: Biomedical Engineering Applications, student teams developed WWW-based term projects on biomedical topics, e.g. biomaterials, MRI, and medical ultrasound. After the projects were completed and edited by the instructor, they were placed on-line for world-wide access if permission for this had been granted by the student authors. Projects from three classes have been used to form the basis for an electronic textbook which is available at http:@www.eos.ncsu.edu/bae/research/blanchard /www/465/textbook/. This electronic textbook also includes instructional objectives and sample tests for specific topic areas. Student projects have been linked to the appropriate topic areas within the electronic textbook. Links to relevant sites have been included within the electronic textbook as well as within the individual projects. Students were required to link to images and other materials they wanted to include in their project in order to avoid copyright issues. The drawback to this approach to copyright protection is that addresses can change making links unavailable. In BAE 465 and in BAE 235: Engineering Biology, the WWW has also been used to distribute instructional objectives, the syllabi and class policies, homework problems, and abbreviated lecture notes. This has made maintaining course-related material easier and has reduced the amount of paper used by both the students and the instructor. Goals for the electronic textbook include the addition of instructional simulation programs that can be run from remote sites. In the future, biomedical engineering may be taught in a virtual classroom with participation by an instructor and students from many different parts of the world.

Modeling of Passive Forces of Machine Tool Covers

NASA Astrophysics Data System (ADS)

Kolar, Petr; Hudec, Jan; Sulitka, Matej

The passive forces acting against the drive force are phenomena that influence dynamical properties and precision of linear axes equipped with feed drives. Covers are one of important sources of passive forces in machine tools. The paper describes virtual evaluation of cover passive forces using the cover complex model. The model is able to compute interaction between flexible cover segments and sealing wiper. The result is deformation of cover segments and wipers which is used together with measured friction coefficient for computation of cover total passive force. This resulting passive force is dependent on cover position. Comparison of computational results and measurement on the real cover is presented in the paper.

X3DOM as Carrier of the Virtual Heritage

NASA Astrophysics Data System (ADS)

Jung, Y.; Behr, J.; Graf, H.

2011-09-01

Virtual Museums (VM) are a new model of communication that aims at creating a personalized, immersive, and interactive way to enhance our understanding of the world around us. The term "VM" is a short-cut that comprehends various types of digital creations. One of the carriers for the communication of the virtual heritage at future internet level as de-facto standard is browser front-ends presenting the content and assets of museums. A major driving technology for the documentation and presentation of heritage driven media is real-time 3D content, thus imposing new strategies for a web inclusion. 3D content must become a first class web media that can be created, modified, and shared in the same way as text, images, audio and video are handled on the web right now. A new integration model based on a DOM integration into the web browsers' architecture opens up new possibilities for declarative 3 D content on the web and paves the way for new application scenarios for the virtual heritage at future internet level. With special regards to the X3DOM project as enabling technology for declarative 3D in HTML, this paper describes application scenarios and analyses its technological requirements for an efficient presentation and manipulation of virtual heritage assets on the web.

The inherent catastrophic traps in retrograde CTO PCI.

PubMed

Wu, Eugene B; Tsuchikane, Etsuo

2018-05-01

When we learn to drive, our driving instructor tells us how to check the side mirror and turn your head to check the blind spot before changing lanes. He tells us how to stop at stop signs, how to drive in slippery conditions, the safe stopping distances, and these all make our driving safe. Similarly, when we learn PCI, our mentors teach us to seat the guiding catheter co-axially, to wire the vessel safely, to deliver balloon and stents over the wire, to watch the pressure of the guiding, in order that we perform PCI safely and evade complications. In retrograde CTO PCI, there is no such published teaching. Also many individual mentors have not had the wide experience to see all the possible complications of retrograde CTO PCI and, therefore, may not be able to warn their apprentice. As the number of retrograde procedures increase worldwide, there is a corresponding increase in catastrophic complications, many of which, we as experts, can see are easily avoidable. To breach this gap in knowledge, this article describes 12 commonly met inherent traps in retrograde CTO PCI. They are inherent because by arranging our equipment in the manner to perform retrograde CTO PCI, these complications are either induced directly or happen easily. We hope this work will enhance safety of retrograde CTO PCI and avoid many catastrophic complications for our readers and operators. © 2017 Wiley Periodicals, Inc. © 2017 Wiley Periodicals, Inc.

Teaching and Evaluating Instructor Effectiveness Using the Instructor Effectiveness Questionnaire and the Instructor Effectiveness Check Sheet Combination

ERIC Educational Resources Information Center

Phipps, Maurice L.; Hayashi, Aya; Lewandowski, April; Padgett, Allison H.

2005-01-01

This article describes the use of two linked instruments, the Instructor Effectiveness Check Sheet (IEC) and Instructor Effectiveness Questionnaire (IEQ). The use of an evaluation instrument during a course can enable improvements to be made--even with experienced instructors. Detail can be taken from the IEC and IEQ to find obvious and not so…

14 CFR 61.407 - What aeronautical knowledge must I have to apply for a flight instructor certificate with a sport...

Code of Federal Regulations, 2013 CFR

2013-01-01

... apply for a flight instructor certificate with a sport pilot rating? 61.407 Section 61.407 Aeronautics... CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating § 61.407 What aeronautical knowledge must I have to apply for a flight instructor certificate with a...

14 CFR 61.407 - What aeronautical knowledge must I have to apply for a flight instructor certificate with a sport...

Code of Federal Regulations, 2012 CFR

2012-01-01

... apply for a flight instructor certificate with a sport pilot rating? 61.407 Section 61.407 Aeronautics... CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating § 61.407 What aeronautical knowledge must I have to apply for a flight instructor certificate with a...

14 CFR 61.407 - What aeronautical knowledge must I have to apply for a flight instructor certificate with a sport...

Code of Federal Regulations, 2014 CFR

2014-01-01

... apply for a flight instructor certificate with a sport pilot rating? 61.407 Section 61.407 Aeronautics... CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating § 61.407 What aeronautical knowledge must I have to apply for a flight instructor certificate with a...

14 CFR 61.213 - Eligibility requirements.

Code of Federal Regulations, 2014 CFR

2014-01-01

...) AIRMEN CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Ground Instructors § 61.213...) Student evaluation and testing; (iv) Course development; (v) Lesson planning; and (vi) Classroom training...) Holds a ground instructor certificate or flight instructor certificate issued under this part; (2) Holds...

14 CFR 61.195 - Flight instructor limitations and qualifications.

Code of Federal Regulations, 2012 CFR

2012-01-01

... that flight instructor has determined the student's flight preparation, planning, equipment, and... 14 Aeronautics and Space 2 2012-01-01 2012-01-01 false Flight instructor limitations and... TRANSPORTATION (CONTINUED) AIRMEN CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight...

14 CFR 61.213 - Eligibility requirements.

Code of Federal Regulations, 2012 CFR

2012-01-01

...) AIRMEN CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Ground Instructors § 61.213...) Student evaluation and testing; (iv) Course development; (v) Lesson planning; and (vi) Classroom training...) Holds a ground instructor certificate or flight instructor certificate issued under this part; (2) Holds...

14 CFR 61.195 - Flight instructor limitations and qualifications.

Code of Federal Regulations, 2011 CFR

2011-01-01

... that flight instructor has determined the student's flight preparation, planning, equipment, and... 14 Aeronautics and Space 2 2011-01-01 2011-01-01 false Flight instructor limitations and... TRANSPORTATION (CONTINUED) AIRMEN CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight...

14 CFR 61.195 - Flight instructor limitations and qualifications.

Code of Federal Regulations, 2013 CFR

2013-01-01

... that flight instructor has determined the student's flight preparation, planning, equipment, and... 14 Aeronautics and Space 2 2013-01-01 2013-01-01 false Flight instructor limitations and... TRANSPORTATION (CONTINUED) AIRMEN CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight...

14 CFR 61.213 - Eligibility requirements.

Code of Federal Regulations, 2013 CFR

2013-01-01

...) AIRMEN CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Ground Instructors § 61.213...) Student evaluation and testing; (iv) Course development; (v) Lesson planning; and (vi) Classroom training...) Holds a ground instructor certificate or flight instructor certificate issued under this part; (2) Holds...

14 CFR 61.195 - Flight instructor limitations and qualifications.

Code of Federal Regulations, 2014 CFR

2014-01-01

... that flight instructor has determined the student's flight preparation, planning, equipment, and... 14 Aeronautics and Space 2 2014-01-01 2014-01-01 false Flight instructor limitations and... TRANSPORTATION (CONTINUED) AIRMEN CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight...

14 CFR 61.195 - Flight instructor limitations and qualifications.

Code of Federal Regulations, 2010 CFR

2010-01-01

... that flight instructor has determined the student's flight preparation, planning, equipment, and... 14 Aeronautics and Space 2 2010-01-01 2010-01-01 false Flight instructor limitations and... TRANSPORTATION (CONTINUED) AIRMEN CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight...

STS-83 Crew ride in M-113

NASA Technical Reports Server (NTRS)

1997-01-01

Members of the STS-83 flight crew pay attention to KSC instructor George Hoggard (center) as he gives them pointers about driving the M-113 rescue vehicle they are riding in during training that is a part of the Terminal Countdown Demonstration Test (TCDT) exercises at KSC for Shuttle flight crews prior to their mission. Pilot Susan L. Still is in the left foreground, while Mission Commander James D. Halsell Jr., is on the right. Other members of the STS- crew who will be aboard the Space Shuttle Columbia during the 16-day Microgravity Science Laboratory- Specialists Michael L. Gernhardt and Donald A. Thomas; and Payload Specialists Roger K. Crouch and Gregory T. Linteris.

14 CFR 61.429 - May I exercise the privileges of a flight instructor certificate with a sport pilot rating if I...

Code of Federal Regulations, 2013 CFR

2013-01-01

... instructor certificate with a sport pilot rating if I hold a flight instructor certificate with another... Instructors With a Sport Pilot Rating § 61.429 May I exercise the privileges of a flight instructor certificate with a sport pilot rating if I hold a flight instructor certificate with another rating? If you...

14 CFR 61.405 - What tests do I have to take to obtain a flight instructor certificate with a sport pilot rating?

Code of Federal Regulations, 2014 CFR

2014-01-01

... flight instructor certificate with a sport pilot rating? 61.405 Section 61.405 Aeronautics and Space..., FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating § 61.405 What tests do I have to take to obtain a flight instructor certificate with a sport pilot rating? To obtain a...

14 CFR 61.429 - May I exercise the privileges of a flight instructor certificate with a sport pilot rating if I...

Code of Federal Regulations, 2014 CFR

2014-01-01

... instructor certificate with a sport pilot rating if I hold a flight instructor certificate with another... Instructors With a Sport Pilot Rating § 61.429 May I exercise the privileges of a flight instructor certificate with a sport pilot rating if I hold a flight instructor certificate with another rating? If you...

14 CFR 61.405 - What tests do I have to take to obtain a flight instructor certificate with a sport pilot rating?

Code of Federal Regulations, 2012 CFR

2012-01-01

... flight instructor certificate with a sport pilot rating? 61.405 Section 61.405 Aeronautics and Space..., FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating § 61.405 What tests do I have to take to obtain a flight instructor certificate with a sport pilot rating? To obtain a...

14 CFR 61.405 - What tests do I have to take to obtain a flight instructor certificate with a sport pilot rating?

Code of Federal Regulations, 2013 CFR

2013-01-01

... flight instructor certificate with a sport pilot rating? 61.405 Section 61.405 Aeronautics and Space..., FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating § 61.405 What tests do I have to take to obtain a flight instructor certificate with a sport pilot rating? To obtain a...

14 CFR 61.429 - May I exercise the privileges of a flight instructor certificate with a sport pilot rating if I...

Code of Federal Regulations, 2012 CFR

2012-01-01

... instructor certificate with a sport pilot rating if I hold a flight instructor certificate with another... Instructors With a Sport Pilot Rating § 61.429 May I exercise the privileges of a flight instructor certificate with a sport pilot rating if I hold a flight instructor certificate with another rating? If you...

14 CFR 61.429 - May I exercise the privileges of a flight instructor certificate with a sport pilot rating if I...

Code of Federal Regulations, 2011 CFR

2011-01-01

... instructor certificate with a sport pilot rating if I hold a flight instructor certificate with another... Instructors With a Sport Pilot Rating § 61.429 May I exercise the privileges of a flight instructor certificate with a sport pilot rating if I hold a flight instructor certificate with another rating? If you...

14 CFR 61.429 - May I exercise the privileges of a flight instructor certificate with a sport pilot rating if I...

Code of Federal Regulations, 2010 CFR

2010-01-01

... instructor certificate with a sport pilot rating if I hold a flight instructor certificate with another... Instructors With a Sport Pilot Rating § 61.429 May I exercise the privileges of a flight instructor certificate with a sport pilot rating if I hold a flight instructor certificate with another rating? If you...

14 CFR 61.185 - Aeronautical knowledge.

Code of Federal Regulations, 2014 CFR

2014-01-01

...) AIRMEN CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors Other than Flight Instructors With a Sport Pilot Rating § 61.185 Aeronautical knowledge. (a) A person who is applying for a flight instructor certificate must receive and log ground training from an authorized...

14 CFR 61.185 - Aeronautical knowledge.

Code of Federal Regulations, 2012 CFR

2012-01-01

...) AIRMEN CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors Other than Flight Instructors With a Sport Pilot Rating § 61.185 Aeronautical knowledge. (a) A person who is applying for a flight instructor certificate must receive and log ground training from an authorized...

14 CFR 61.185 - Aeronautical knowledge.

Code of Federal Regulations, 2013 CFR

2013-01-01

...) AIRMEN CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors Other than Flight Instructors With a Sport Pilot Rating § 61.185 Aeronautical knowledge. (a) A person who is applying for a flight instructor certificate must receive and log ground training from an authorized...

14 CFR 61.183 - Eligibility requirements.

Code of Federal Regulations, 2010 CFR

2010-01-01

...) AIRMEN CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors Other than... instructor certificate or ground instructor certificate issued under this part; (2) Holds a teacher's... educational level of the 7th grade or higher; or (3) Is employed as a teacher at an accredited college or...

What’s in a Name? The Importance of Students Perceiving That an Instructor Knows Their Names in a High-Enrollment Biology Classroom

PubMed Central

Cooper, Katelyn M.; Haney, Brian; Krieg, Anna; Brownell, Sara E.

2017-01-01

Learning student names has been promoted as an inclusive classroom practice, but it is unknown whether students value having their names known by an instructor. We explored this question in the context of a high-enrollment active-learning undergraduate biology course. Using surveys and semistructured interviews, we investigated whether students perceived that instructors know their names, the importance of instructors knowing their names, and how instructors learned their names. We found that, while only 20% of students perceived their names were known in previous high-enrollment biology classes, 78% of students perceived that an instructor of this course knew their names. However, instructors only knew 53% of names, indicating that instructors do not have to know student names in order for students to perceive that their names are known. Using grounded theory, we identified nine reasons why students feel that having their names known is important. When we asked students how they perceived instructors learned their names, the most common response was instructor use of name tents during in-class discussion. These findings suggest that students can benefit from perceiving that instructors know their names and name tents could be a relatively easy way for students to think that instructors know their names. PMID:28188281

ARC+(Registered Trademark) and ARC PC Welding Simulators: Teach Welders with Virtual Interactive 3D Technologies

NASA Technical Reports Server (NTRS)

Choquet, Claude

2011-01-01

123 Certification Inc., a Montreal based company, has developed an innovative hands-on welding simulator solution to help build the welding workforce in the most simple way. The solution lies in virtual reality technology, which has been fully tested since the early 90's. President and founder of 123 Certification Inc., Mr. Claude Choquet Ing. Msc. IWE. acts as a bridge between the welding and the programming world. Working in these fields for more than 20 years. he has filed 12 patents world-wide for a gesture control platform with leading edge hardware related to simulation. In the summer of 2006. Mr Choquet was proud to be invited to the annual IIW International Weld ing Congress in Quebec City to launch the ARC+ welding simulator. A 100% virtual reality system and web based training center was developed to simulate multi process. multi-materiaL multi-position and multi pass welding. The simulator is intended to train welding students and apprentices in schools or industries. The welding simulator is composed of a real welding e[eetrode holder (SMAW-GTAW) and gun (GMAW-FCAW). a head mounted display (HMD), a 6 degrees of freedom tracking system for interaction between the user's hands and head. as well as external audio speakers. Both guns and HMD are interacting online and simultaneously. The welding simulation is based on the law of physics and empirical results from detailed analysis of a series of welding tests based on industrial applications tested over the last 20 years. The simulation runs in real-time, using a local logic network to determine the quality and shape of the created weld. These results are based on the orientation distance. and speed of the welding torch and depth of penetration. The welding process and resulting weld bc.1d are displayed in a virtual environment with screenplay interactive training modules. For review. weld quality and recorded process values can be displayed and diagnosed after welding. To help in the le.tming process, a learning curve for each student and each Virtual Welding Class'" can be plotted, for an instructor's review or a required third party evaluation.

14 CFR Appendix F to Part 141 - Flight Instructor Certification Course

Code of Federal Regulations, 2014 CFR

2014-01-01

... 14 Aeronautics and Space 3 2014-01-01 2014-01-01 false Flight Instructor Certification Course F...—Flight Instructor Certification Course 1. Applicability. This appendix prescribes the minimum curriculum for a flight instructor certification course and an additional flight instructor rating course...

14 CFR Appendix F to Part 141 - Flight Instructor Certification Course

Code of Federal Regulations, 2011 CFR

2011-01-01

... 14 Aeronautics and Space 3 2011-01-01 2011-01-01 false Flight Instructor Certification Course F...—Flight Instructor Certification Course 1. Applicability. This appendix prescribes the minimum curriculum for a flight instructor certification course and an additional flight instructor rating course...

14 CFR Appendix F to Part 141 - Flight Instructor Certification Course

Code of Federal Regulations, 2013 CFR

2013-01-01

... 14 Aeronautics and Space 3 2013-01-01 2013-01-01 false Flight Instructor Certification Course F...—Flight Instructor Certification Course 1. Applicability. This appendix prescribes the minimum curriculum for a flight instructor certification course and an additional flight instructor rating course...

14 CFR Appendix F to Part 141 - Flight Instructor Certification Course

Code of Federal Regulations, 2012 CFR

2012-01-01

... 14 Aeronautics and Space 3 2012-01-01 2012-01-01 false Flight Instructor Certification Course F...—Flight Instructor Certification Course 1. Applicability. This appendix prescribes the minimum curriculum for a flight instructor certification course and an additional flight instructor rating course...

14 CFR Appendix F to Part 141 - Flight Instructor Certification Course

Code of Federal Regulations, 2010 CFR

2010-01-01

... 14 Aeronautics and Space 3 2010-01-01 2010-01-01 false Flight Instructor Certification Course F...—Flight Instructor Certification Course 1. Applicability. This appendix prescribes the minimum curriculum for a flight instructor certification course and an additional flight instructor rating course...

Computerized Maze Navigation and On-Road Performance by Drivers With Dementia

PubMed Central

Ott, Brian R.; Festa, Elena K.; Amick, Melissa M.; Grace, Janet; Davis, Jennifer D.; Heindel, William C.

2012-01-01

This study examined the ability of computerized maze test performance to predict the road test performance of cognitively impaired and normal older drivers. The authors examined 133 older drivers, including 65 with probable Alzheimer disease, 23 with possible Alzheimer disease, and 45 control subjects without cognitive impairment. Subjects completed 5 computerized maze tasks employing a touch screen and pointer as well as a battery of standard neuropsychological tests. Parameters measured for mazes included errors, planning time, drawing time, and total time. Within 2 weeks, subjects were examined by a professional driving instructor on a standardized road test modeled after the Washington University Road Test. Road test total score was significantly correlated with total time across the 5 mazes. This maze score was significant for both Alzheimer disease subjects and control subjects. One maze in particular, requiring less than 2 minutes to complete, was highly correlated with driving performance. For the standard neuropsychological tests, highest correlations were seen with Trail Making A (TrailsA) and the Hopkins Verbal Learning Tests Trial 1 (HVLT1). Multiple regression models for road test score using stepwise subtraction of maze and neuropsychological test variables revealed significant independent contributions for total maze time, HVLT1, and TrailsA for the entire group; total maze time and HVLT1 for Alzheimer disease subjects; and TrailsA for normal subjects. As a visual analog of driving, a brief computerized test of maze navigation time compares well to standard neuropsychological tests of psychomotor speed, scanning, attention, and working memory as a predictor of driving performance by persons with early Alzheimer disease and normal elders. Measurement of maze task performance appears to be useful in the assessment of older drivers at risk for hazardous driving. PMID:18287166

Teacher Working Conditions are Student Learning Conditions. A Report to Mike Easley on the 2004 North Carolina Teacher Working Conditions Survey

ERIC Educational Resources Information Center

Southeast Center for Teaching Quality (The), University of North Carolina, 2004

2004-01-01

For virtually any business or organization, the conditions in which employees work drive their satisfaction and productivity. Yet, while business often focuses on employee satisfaction, many schools often struggle to address critical working conditions -- isolating teachers in classrooms with closed doors, denying them basic materials to do their…

NASA Technology Transfer - Human Robot Teaming

NASA Image and Video Library

2016-12-23

Produced for Intelligent Robotics Group to show at January 2017 Consumer Electronics Show (CES). Highlights development of VERVE (Visual Environment for Remote Virtual Exploration) software used on K-10, K-REX, SPHERES and AstroBee projects for 3D awareness. Also mentions transfer of software to Nissan for their development in their Autonomous Vehicle project. Video includes Nissan's self-driving car around NASA Ames.

Efficient Z gates for quantum computing

NASA Astrophysics Data System (ADS)

McKay, David C.; Wood, Christopher J.; Sheldon, Sarah; Chow, Jerry M.; Gambetta, Jay M.

2017-08-01

For superconducting qubits, microwave pulses drive rotations around the Bloch sphere. The phase of these drives can be used to generate zero-duration arbitrary virtual Z gates, which, combined with two Xπ /2 gates, can generate any SU(2) gate. Here we show how to best utilize these virtual Z gates to both improve algorithms and correct pulse errors. We perform randomized benchmarking using a Clifford set of Hadamard and Z gates and show that the error per Clifford is reduced versus a set consisting of standard finite-duration X and Y gates. Z gates can correct unitary rotation errors for weakly anharmonic qubits as an alternative to pulse-shaping techniques such as derivative removal by adiabatic gate (DRAG). We investigate leakage and show that a combination of DRAG pulse shaping to minimize leakage and Z gates to correct rotation errors realizes a 13.3 ns Xπ /2 gate characterized by low error [1.95 (3 ) ×10-4] and low leakage [3.1 (6 ) ×10-6] . Ultimately leakage is limited by the finite temperature of the qubit, but this limit is two orders of magnitude smaller than pulse errors due to decoherence.

Virtual screening of inorganic materials synthesis parameters with deep learning

NASA Astrophysics Data System (ADS)

Kim, Edward; Huang, Kevin; Jegelka, Stefanie; Olivetti, Elsa

2017-12-01

Virtual materials screening approaches have proliferated in the past decade, driven by rapid advances in first-principles computational techniques, and machine-learning algorithms. By comparison, computationally driven materials synthesis screening is still in its infancy, and is mired by the challenges of data sparsity and data scarcity: Synthesis routes exist in a sparse, high-dimensional parameter space that is difficult to optimize over directly, and, for some materials of interest, only scarce volumes of literature-reported syntheses are available. In this article, we present a framework for suggesting quantitative synthesis parameters and potential driving factors for synthesis outcomes. We use a variational autoencoder to compress sparse synthesis representations into a lower dimensional space, which is found to improve the performance of machine-learning tasks. To realize this screening framework even in cases where there are few literature data, we devise a novel data augmentation methodology that incorporates literature synthesis data from related materials systems. We apply this variational autoencoder framework to generate potential SrTiO3 synthesis parameter sets, propose driving factors for brookite TiO2 formation, and identify correlations between alkali-ion intercalation and MnO2 polymorph selection.

How does pea architecture influence light sharing in virtual wheat–pea mixtures? A simulation study based on pea genotypes with contrasting architectures

PubMed Central

Barillot, Romain; Combes, Didier; Chevalier, Valérie; Fournier, Christian; Escobar-Gutiérrez, Abraham J.

2012-01-01

Background and aims Light interception is a key factor driving the functioning of wheat–pea intercrops. The sharing of light is related to the canopy structure, which results from the architectural parameters of the mixed species. In the present study, we characterized six contrasting pea genotypes and identified architectural parameters whose range of variability leads to various levels of light sharing within virtual wheat–pea mixtures. Methodology Virtual plants were derived from magnetic digitizations performed during the growing cycle in a greenhouse experiment. Plant mock-ups were used as inputs of a radiative transfer model in order to estimate light interception in virtual wheat–pea mixtures. The turbid medium approach, extended to well-mixed canopies, was used as a framework for assessing the effects of leaf area index (LAI) and mean leaf inclination on light sharing. Principal results Three groups of pea genotypes were distinguished: (i) early and leafy cultivars, (ii) late semi-leafless cultivars and (iii) low-development semi-leafless cultivars. Within open canopies, light sharing was well described by the turbid medium approach and was therefore determined by the architectural parameters that composed LAI and foliage inclination. When canopy closure started, the turbid medium approach was unable to properly infer light partitioning because of the vertical structure of the canopy. This was related to the architectural parameters that determine the height of pea genotypes. Light capture was therefore affected by the development of leaflets, number of branches and phytomers, as well as internode length. Conclusions This study provides information on pea architecture and identifies parameters whose variability can be used to drive light sharing within wheat–pea mixtures. These results could be used to build up the architecture of pea ideotypes adapted to multi-specific stands towards light competition. PMID:23240074

Effects of two doses of methylphenidate on simulator driving performance in adults with attention deficit hyperactivity disorder.

PubMed

Barkley, Russell A; Murphy, Kevin R; O'Connell, Trisha; Connor, Daniel F

2005-01-01

Numerous studies have documented an increased frequency of vehicular crashes, traffic citations, driving performance deficits, and driving-related cognitive impairments in teens and adults with attention deficit hyperactivity disorder. The present study evaluated the effects of two single, acute doses of methylphenidate (10 and 20 mg) and a placebo on the driving performance of 53 adults with ADHD (mean age=37 years, range=18-65) using a virtual reality driving simulator, examiner and self-ratings of simulator performance, and a continuous performance test (CPT) to evaluate attention and inhibition. A double-blind, drug-placebo, within-subjects crossover design was used in which all participants were tested at baseline and then experienced all three drug conditions. A significant beneficial effect for the high dose of medication was observed on impulsiveness on CPT, variability of steering in the standard driving course, and driving speed during the obstacle course. A beneficial effect of the low dose of medication also was evident on turn signal use during the standard driving course. An apparent practice effect was noted on some of the simulator measures between the baseline and subsequent testing sessions that may have interacted with and thereby obscured drug effects on those measures. The results, when placed in the context of prior studies of stimulants on driving performance, continue to recommend their clinical use as one means of reducing the driving risks in ADHD teens and adults. Given the significantly higher risk of adverse driving outcomes associated with ADHD, industry needs to better screen for ADHD among employees who drive as part of employment so as to improve safety and reduce costs. Use of stimulants to treat the adult ADHD driver may reduce safety risks.

14 CFR 91.1091 - Qualifications: Flight instructors (aircraft) and flight instructors (simulator).

Code of Federal Regulations, 2011 CFR

2011-01-01

... (aircraft) and flight instructors (simulator). 91.1091 Section 91.1091 Aeronautics and Space FEDERAL... Qualifications: Flight instructors (aircraft) and flight instructors (simulator). (a) For the purposes of this... aircraft, in a flight simulator, or in a flight training device for a particular type, class, or category...

14 CFR 91.1091 - Qualifications: Flight instructors (aircraft) and flight instructors (simulator).

Code of Federal Regulations, 2012 CFR

2012-01-01

... (aircraft) and flight instructors (simulator). 91.1091 Section 91.1091 Aeronautics and Space FEDERAL... Qualifications: Flight instructors (aircraft) and flight instructors (simulator). (a) For the purposes of this... aircraft, in a flight simulator, or in a flight training device for a particular type, class, or category...

14 CFR 91.1091 - Qualifications: Flight instructors (aircraft) and flight instructors (simulator).

Code of Federal Regulations, 2013 CFR

2013-01-01

... (aircraft) and flight instructors (simulator). 91.1091 Section 91.1091 Aeronautics and Space FEDERAL... Qualifications: Flight instructors (aircraft) and flight instructors (simulator). (a) For the purposes of this... aircraft, in a flight simulator, or in a flight training device for a particular type, class, or category...

14 CFR 91.1091 - Qualifications: Flight instructors (aircraft) and flight instructors (simulator).

Code of Federal Regulations, 2014 CFR

2014-01-01

... (aircraft) and flight instructors (simulator). 91.1091 Section 91.1091 Aeronautics and Space FEDERAL... Qualifications: Flight instructors (aircraft) and flight instructors (simulator). (a) For the purposes of this... aircraft, in a flight simulator, or in a flight training device for a particular type, class, or category...

Instructor Misbehaviors as Digital Expectancy Violations: What Students Despise and What They Let Slide

ERIC Educational Resources Information Center

MacArthur, Brenda L.; Villagran, Melinda M.

2015-01-01

This study examines students' motives for communicating with their instructors when the instructor exhibits inappropriate or unprofessional online behavior. To understand the relationship between what we call instructors' digital expectancy violations and students' motives for communicating with instructors, students' levels of task, social, and…

14 CFR 61.19 - Duration of pilot and instructor certificates.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 14 Aeronautics and Space 2 2011-01-01 2011-01-01 false Duration of pilot and instructor... TRANSPORTATION (CONTINUED) AIRMEN CERTIFICATION: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS General § 61.19 Duration of pilot and instructor certificates. (a) General. The holder of a certificate with an...

Effects of Instructor Attractiveness on Learning.

PubMed

Westfall, Richard; Millar, Murray; Walsh, Mandy

2016-01-01

Although a considerable body of research has examined the impact of student attractiveness on instructors, little attention has been given to the influence of instructor attractiveness on students. This study tested the hypothesis that persons would perform significantly better on a learning task when they perceived their instructor to be high in physical attractiveness. To test the hypothesis, participants listened to an audio lecture while viewing a photograph of instructor. The photograph depicted either a physically attractive instructor or a less attractive instructor. Following the lecture, participants completed a forced choice recognition task covering material from the lecture. Consistent with the predictions; attractive instructors were associated with more learning. Finally, we replicated previous findings demonstrating the role attractiveness plays in person perception.

Distance education through the Internet: the GNA-VSNS biocomputing course.

PubMed

de la Vega, F M; Giegerich, R; Fuellen, G

1996-01-01

A prototype course on biocomputing was delivered via international computer networks in early summer 1995. The course lasted 11 weeks, and was offered free of charge. It was organized by the BioComputing Division of the Virtual School of Natural Sciences, which is a member school of the Globewide Network Academy. It brought together 34 students and 7 instructors from all over the world, and covered the basics of sequence analysis. Five authors from Germany and USA prepared a hypertext book which was discussed in weekly study sessions that took place in a virtual classroom at the BioMOO electronic conferencing system. The course aimed at students with backgrounds in molecular biology, biomedicine or computer science, complementing and extending their skills with an interdisciplinary curriculum. Special emphasis was placed on the use of Internet resources, and the development of new teaching tools. The hypertext book includes direct links to sequence analysis and databank search services on the Internet. A tool for the interactive visualization of unit-cost pairwise sequence alignment was developed for the course. All course material will stay accessible at the World Wide Web address (Uniform Resource Locator) http://+www.techfak.uni-bielefeld.de/bcd/welcome .html. This paper describes the aims and organization of the course, and gives a preliminary account of this novel experience in distance education.

A virtual reality dental simulator predicts performance in an operative dentistry manikin course.

PubMed

Imber, S; Shapira, G; Gordon, M; Judes, H; Metzger, Z

2003-11-01

This study was designed to test the ability of a virtual reality dental simulator to predict the performance of students in a traditional operative dentistry manikin course. Twenty-six dental students were pre-tested on the simulator, prior to the course. They were briefly instructed and asked to prepare 12 class I cavities which were automatically graded by the simulator. The instructors in the manikin course that followed were unaware of the students' performances in the simulator pre-test. The scores achieved by each student in the last six simulator cavities were compared to their final comprehensive grades in the manikin course. Class standing of the students in the simulator pre-test positively correlated with their achievements in the manikin course with a correlation coefficient of 0.49 (P = 0.012). Eighty-nine percent of the students in the lower third of the class in the pre-test remained in the low performing half of the class in the manikin course. These results indicate that testing students in a dental simulator, prior to a manikin course, may be an efficient way to allow early identification of those who are likely to perform poorly. This in turn could enable early allocation of personal tutors to these students in order to improve their chances of success.

14 CFR 135.338 - Qualifications: Flight instructors (aircraft) and flight instructors (simulator).

Code of Federal Regulations, 2013 CFR

2013-01-01

... (aircraft) and flight instructors (simulator). 135.338 Section 135.338 Aeronautics and Space FEDERAL... instructors (aircraft) and flight instructors (simulator). (a) For the purposes of this section and § 135.340... flight simulator, or in a flight training device for a particular type, class, or category aircraft. (2...

14 CFR 135.338 - Qualifications: Flight instructors (aircraft) and flight instructors (simulator).

Code of Federal Regulations, 2011 CFR

2011-01-01

... (aircraft) and flight instructors (simulator). 135.338 Section 135.338 Aeronautics and Space FEDERAL... instructors (aircraft) and flight instructors (simulator). (a) For the purposes of this section and § 135.340... flight simulator, or in a flight training device for a particular type, class, or category aircraft. (2...

14 CFR 135.338 - Qualifications: Flight instructors (aircraft) and flight instructors (simulator).

Code of Federal Regulations, 2014 CFR

2014-01-01

... (aircraft) and flight instructors (simulator). 135.338 Section 135.338 Aeronautics and Space FEDERAL... instructors (aircraft) and flight instructors (simulator). (a) For the purposes of this section and § 135.340... flight simulator, or in a flight training device for a particular type, class, or category aircraft. (2...

14 CFR 135.338 - Qualifications: Flight instructors (aircraft) and flight instructors (simulator).

Code of Federal Regulations, 2012 CFR

2012-01-01

... (aircraft) and flight instructors (simulator). 135.338 Section 135.338 Aeronautics and Space FEDERAL... instructors (aircraft) and flight instructors (simulator). (a) For the purposes of this section and § 135.340... flight simulator, or in a flight training device for a particular type, class, or category aircraft. (2...

The Dark Side of Teaching: Destructive Instructor Leadership and Its Association with Students' Affect, Behaviour, and Cognition

ERIC Educational Resources Information Center

Balwant, Paul T.

2017-01-01

Leadership theory can provide a route for investigating teaching via the concept of instructor leadership. Instructor leadership is defined as a process whereby instructors exert intentional influence over students to guide, structure and facilitate classroom activities and relationships in a class. Instructor leadership in higher education…

Instructor Credibility across Disciplines: Identifying Students' Differentiated Expectations of Instructor Behaviors

ERIC Educational Resources Information Center

Obermiller, Carl; Ruppert, Bryan; Atwood, April

2012-01-01

Business communication instructors can face a unique set of challenges to maintain their credibility with students. Communication plays an important role in the instructor-student relationship, and students judge instructors' ability to teach communication based on their ability to practice what they teach. The authors' empirical study shows that…

Exploring the Relationship Between Students Needing Accommodations and Instructor Self-Efficacy in Complying with Accommodations

ERIC Educational Resources Information Center

Wright, Anna M.; Meyer, Kevin R.

2017-01-01

The willingness and flexibility of university instructors to comply with and provide accommodations for students with disabilities is critical to academic success. The authors examine how communication between students needing accommodations and university instructors impacts instructor self-efficacy, or instructors' perception that they can meet…

A sonification algorithm for developing the off-roads models for driving simulators

NASA Astrophysics Data System (ADS)

Chiroiu, Veturia; Brişan, Cornel; Dumitriu, Dan; Munteanu, Ligia

2018-01-01

In this paper, a sonification algorithm for developing the off-road models for driving simulators, is proposed. The aim of this algorithm is to overcome difficulties of heuristics identification which are best suited to a particular off-road profile built by measurements. The sonification algorithm is based on the stochastic polynomial chaos analysis suitable in solving equations with random input data. The fluctuations are generated by incomplete measurements leading to inhomogeneities of the cross-sectional curves of off-roads before and after deformation, the unstable contact between the tire and the road and the unreal distribution of contact and friction forces in the unknown contact domains. The approach is exercised on two particular problems and results compare favorably to existing analytical and numerical solutions. The sonification technique represents a useful multiscale analysis able to build a low-cost virtual reality environment with increased degrees of realism for driving simulators and higher user flexibility.

The Implementation and Validation of a Virtual Environment for Training Powered Wheelchair Manoeuvres.

PubMed

John, Nigel W; Pop, Serban R; Day, Thomas W; Ritsos, Panagiotis D; Headleand, Christopher J

2018-05-01

Navigating a powered wheelchair and avoiding collisions is often a daunting task for new wheelchair users. It takes time and practice to gain the coordination needed to become a competent driver and this can be even more of a challenge for someone with a disability. We present a cost-effective virtual reality (VR) application that takes advantage of consumer level VR hardware. The system can be easily deployed in an assessment centre or for home use, and does not depend on a specialized high-end virtual environment such as a Powerwall or CAVE. This paper reviews previous work that has used virtual environments technology for training tasks, particularly wheelchair simulation. We then describe the implementation of our own system and the first validation study carried out using thirty three able bodied volunteers. The study results indicate that at a significance level of 5 percent then there is an improvement in driving skills from the use of our VR system. We thus have the potential to develop the competency of a wheelchair user whilst avoiding the risks inherent to training in the real world. However, the occurrence of cybersickness is a particular problem in this application that will need to be addressed.

Dropout during a driving simulator study: A survival analysis.

PubMed

Matas, Nicole A; Nettelbeck, Ted; Burns, Nicholas R

2015-12-01

Simulator sickness is the occurrence of motion-sickness like symptoms that can occur during use of simulators and virtual reality technologies. This study investigated individual factors that contributed to simulator sickness and dropout while using a desktop driving simulator. Eighty-eight older adult drivers (mean age 72.82±5.42years) attempted a practice drive and two test drives. Participants also completed a battery of cognitive and visual assessments, provided information on their health and driving habits, and reported their experience of simulator sickness symptoms throughout the study. Fifty-two participants dropped out before completing the driving tasks. A time-dependent Cox Proportional Hazards model showed that female gender (HR=2.02), prior motion sickness history (HR=2.22), and Mini-SSQ score (HR=1.55) were associated with dropout. There were no differences between dropouts and completers on any of the cognitive abilities tests. Older adults are a high-risk group for simulator sickness. Within this group, female gender and prior motion sickness history are related to simulator dropout. Higher reported experience of symptoms of simulator sickness increased rates of dropout. The results highlight the importance of screening and monitoring of participants in driving simulation studies. Older adults, females, and those with a prior history of motion sickness may be especially at risk. Copyright © 2015 Elsevier Ltd and National Safety Council. All rights reserved.

Simulated Fuel Economy and Emissions Performance during City and Interstate Driving for a Heavy-Duty Hybrid Truck

DOE Office of Scientific and Technical Information (OSTI.GOV)

Daw, C. Stuart; Gao, Zhiming; Smith, David E.

2013-04-08

We compare simulated fuel economy and emissions for both conventional and hybrid class 8 heavy-duty diesel trucks operating over multiple urban and highway driving cycles. Both light and heavy freight loads were considered, and all simulations included full aftertreatment for NOx and particulate emissions controls. The aftertreatment components included a diesel oxidation catalyst (DOC), urea-selective catalytic NOx reduction (SCR), and a catalyzed diesel particulate filter (DPF). Our simulated hybrid powertrain was configured with a pre-transmission parallel drive, with a single electric motor between the clutch and gearbox. A conventional HD truck with equivalent diesel engine and aftertreatment was also simulatedmore » for comparison. Our results indicate that hybridization can significantly increase HD fuel economy and improve emissions control in city driving. However, there is less potential hybridization benefit for HD highway driving. A major factor behind the reduced hybridization benefit for highway driving is that there are fewer opportunities to utilize regenerative breaking. Our aftertreatment simulations indicate that opportunities for passive DPF regeneration are much greater for both hybrid and conventional trucks during highway driving due to higher sustained exhaust temperatures. When passive DPF regeneration is extensively utilized, the fuel penalty for particulate control is virtually eliminated, except for the 0.4%-0.9% fuel penalty associated with the slightly higher exhaust backpressure.« less

Impact of distributions on the archetypes and prototypes in heterogeneous nanoparticle ensembles.

PubMed

Fernandez, Michael; Wilson, Hugh F; Barnard, Amanda S

2017-01-05

The magnitude and complexity of the structural and functional data available on nanomaterials requires data analytics, statistical analysis and information technology to drive discovery. We demonstrate that multivariate statistical analysis can recognise the sets of truly significant nanostructures and their most relevant properties in heterogeneous ensembles with different probability distributions. The prototypical and archetypal nanostructures of five virtual ensembles of Si quantum dots (SiQDs) with Boltzmann, frequency, normal, Poisson and random distributions are identified using clustering and archetypal analysis, where we find that their diversity is defined by size and shape, regardless of the type of distribution. At the complex hull of the SiQD ensembles, simple configuration archetypes can efficiently describe a large number of SiQDs, whereas more complex shapes are needed to represent the average ordering of the ensembles. This approach provides a route towards the characterisation of computationally intractable virtual nanomaterial spaces, which can convert big data into smart data, and significantly reduce the workload to simulate experimentally relevant virtual samples.

Learning from a distance: high school students' perceptions of virtual presence, motivation, and science identity during a remote microscopy investigation

NASA Astrophysics Data System (ADS)

Childers, Gina; Jones, M. Gail

2017-02-01

Through partnerships with scientists, students can now conduct research in science laboratories from a distance through remote access technologies. The purpose of this study was to explore factors that contribute to a remote learning environment by documenting high school students' perceptions of science motivation, science identity, and virtual presence during a remote microscopy investigation. Exploratory factor analysis identified 3 factors accounting for 63% of the variance, which suggests that Science Learning Drive (students' perception of their competence and performance in science and intrinsic motivation to do science), Environmental Presence (students' perception of control of the remote technology, sensory, and distraction factors in the learning environment, and relatedness to scientists), and Inner Realism Presence (students' perceptions of how real is the remote programme and being recognised as a science-oriented individual) were factors that contribute to a student's experience during a remote investigation. Motivation, science identity, and virtual presence in remote investigations are explored.

75 FR 36465 - Agency Information Collection Activity Seeking OMB Approval

Federal Register 2010, 2011, 2012, 2013, 2014

2010-06-25

..., flight instructors, and ground instructors. The information collected is used to determine compliance... instructors, and ground instructors. The information collected is used to determine compliance with applicant...

Saturday Driving Restrictions Fail to Improve Air Quality in Mexico City.

PubMed

Davis, Lucas W

2017-02-02

Policymakers around the world are turning to license-plate based driving restrictions in an effort to address urban air pollution. The format differs across cities, but most programs restrict driving once or twice a week during weekdays. This paper focuses on Mexico City, home to one of the oldest and best-known driving restriction policies. For almost two decades Mexico City's driving restrictions applied during weekdays only. This changed recently, however, when the program was expanded to include Saturdays. This paper uses hourly data from pollution monitoring stations to measure the effect of the Saturday expansion on air quality. Overall, there is little evidence that the program expansion improved air quality. Across eight major pollutants, the program expansion had virtually no discernible effect on pollution levels. These disappointing results stand in sharp contrast to estimates made before the expansion which predicted a 15%+ decrease in vehicle emissions on Saturdays. To understand why the program has been less effective than expected, the paper then turns to evidence from subway, bus, and light rail ridership, finding no evidence that the expansion was successful in getting drivers to switch to lower-emitting forms of transportation.

Saturday Driving Restrictions Fail to Improve Air Quality in Mexico City

NASA Astrophysics Data System (ADS)

Davis, Lucas W.

2017-02-01

Policymakers around the world are turning to license-plate based driving restrictions in an effort to address urban air pollution. The format differs across cities, but most programs restrict driving once or twice a week during weekdays. This paper focuses on Mexico City, home to one of the oldest and best-known driving restriction policies. For almost two decades Mexico City’s driving restrictions applied during weekdays only. This changed recently, however, when the program was expanded to include Saturdays. This paper uses hourly data from pollution monitoring stations to measure the effect of the Saturday expansion on air quality. Overall, there is little evidence that the program expansion improved air quality. Across eight major pollutants, the program expansion had virtually no discernible effect on pollution levels. These disappointing results stand in sharp contrast to estimates made before the expansion which predicted a 15%+ decrease in vehicle emissions on Saturdays. To understand why the program has been less effective than expected, the paper then turns to evidence from subway, bus, and light rail ridership, finding no evidence that the expansion was successful in getting drivers to switch to lower-emitting forms of transportation.

Saturday Driving Restrictions Fail to Improve Air Quality in Mexico City

PubMed Central

Davis, Lucas W.

2017-01-01

Policymakers around the world are turning to license-plate based driving restrictions in an effort to address urban air pollution. The format differs across cities, but most programs restrict driving once or twice a week during weekdays. This paper focuses on Mexico City, home to one of the oldest and best-known driving restriction policies. For almost two decades Mexico City’s driving restrictions applied during weekdays only. This changed recently, however, when the program was expanded to include Saturdays. This paper uses hourly data from pollution monitoring stations to measure the effect of the Saturday expansion on air quality. Overall, there is little evidence that the program expansion improved air quality. Across eight major pollutants, the program expansion had virtually no discernible effect on pollution levels. These disappointing results stand in sharp contrast to estimates made before the expansion which predicted a 15%+ decrease in vehicle emissions on Saturdays. To understand why the program has been less effective than expected, the paper then turns to evidence from subway, bus, and light rail ridership, finding no evidence that the expansion was successful in getting drivers to switch to lower-emitting forms of transportation. PMID:28151487

How sleep problems contribute to simulator sickness: Preliminary results from a realistic driving scenario.

PubMed

Altena, Ellemarije; Daviaux, Yannick; Sanz-Arigita, Ernesto; Bonhomme, Emilien; de Sevin, Étienne; Micoulaud-Franchi, Jean-Arthur; Bioulac, Stéphanie; Philip, Pierre

2018-04-17

Virtual reality and simulation tools enable us to assess daytime functioning in environments that simulate real life as close as possible. Simulator sickness, however, poses a problem in the application of these tools, and has been related to pre-existing health problems. How sleep problems contribute to simulator sickness has not yet been investigated. In the current study, 20 female chronic insomnia patients and 32 female age-matched controls drove in a driving simulator covering realistic city, country and highway scenes. Fifty percent of the insomnia patients as opposed to 12.5% of controls reported excessive simulator sickness leading to experiment withdrawal. In the remaining participants, patients with insomnia showed overall increased levels of oculomotor symptoms even before driving, while nausea symptoms further increased after driving. These results, as well as the realistic simulation paradigm developed, give more insight on how vestibular and oculomotor functions as well as interoceptive functions are affected in insomnia. Importantly, our results have direct implications for both the actual driving experience and the wider context of deploying simulation techniques to mimic real life functioning, in particular in those professions often exposed to sleep problems. © 2018 European Sleep Research Society.

Dynamic Simulation Research on Chain Drive Mechanism of Corn Seeder Based on ADAMS

NASA Astrophysics Data System (ADS)

Wang, Y. B.; Jia, H. P.

2017-12-01

In order to reduce the damage to the chain and improve the seeding quality of the seeding machine, the corn seeder has the characteristics of the seeding quality and some technical indexes in the work of the corn seeding machine. The dynamic analysis of the chain drive mechanism is carried out by using the dynamic virtual prototype. In this paper, the speed of the corn planter is 5km/h, and the speed of the simulated knuckle is 0.1~0.9s. The velocity is 0.12m/s, which is equal to the chain speed when the seeder is running normally. Of the dynamic simulation of the movement and the actual situation is basically consistent with the apparent speed of the drive wheel has changed the acceleration and additional dynamic load, the chain drive has a very serious damage, and the maximum load value of 47.28N, in order to reduce the damage to the chain, As far as possible so that the sowing machine in the work to maintain a reasonable uniform speed, to avoid a greater acceleration, the corn sowing machine drive the design of a certain reference.