Thesis (M.S.)--Oregon State University, 2010. / Printout. Includes bibliographical references (leaves 72-74). Also available on the World Wide Web.

Thesis (Ph. D.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 112-119). Available also in a digital version from Dissertation Abstracts.

Thesis (M.A.)--York University, 2002. Graduate Programme in Dance. / Typescript. Includes bibliographical references (leaves 96-109). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ71627.

This project explored a new work in the lighting and video area of the entertainment industry. This thesis archives the creative process of this specific new piece, resulting in a realized and finished work open to the public. The Box opened in the Oscar Brockett Theater on the University of Texas at Austin campus on March 19, 2012, and ran from 10 am to 7 pm for three days. The Box was an installation piece of art that told a story. This seemingly simple structure of a large black box contained a surprising inner life. The sculpture had an opening cut into its side, which upon entering transports the viewer into a space with a modified perspective. More than one person can view the piece at a time. Visitors entered the box and became immersed in a world of manipulated lighting, video, and sound. Characters existed in the form of animated light, color, and audio. These characters expressed elemental energies of air, fire, earth, and water that communicated primal emotions. The Box wove a narrative fabricated from lighting, animation, sound, and manipulation of perspective, without using traditional methods of storytelling such as actors or speech. While The Box was on display, viewers visited multiple times and interacted with the environment in different ways. Dancers danced in The Box, actors delivered monologues, and some viewers simply lay on the floor and became part of the art itself. / text

published_or_final_version / Computer Science and Information Systems / Master / Master of Philosophy

No description available.

Outlined is a new approach to the problem of surfacing particle-based fluid simulations. The key idea is to construct a surface that is as smooth as possible while remaining faithful to the particle locations. We describe a mesh-based algorithm that expresses the surface in terms of a constrained optimization problem. Our algorithm incorporates a secondary contribution in Marching Tiles, a generalization of the Marching Cubes isosurfacing algorithm. Marching Tiles provides guarantees on the minimum vertex valence, making the surface mesh more amenable to numerical operators such as the Bilaplacian.

Many variety computer systems for advanced mathematics are now being used by hundreds of thousands of engineers, scientists and students across a broad range of exact science disciplines to perform calculations, drawing, to interface with other programs, and to publish their “live” documents on the Web. Maple, Mathcad and Matlab are computer systems for advanced mathematics and a rich problem-solving environments that gives you a wide choice of tools and supports a variety of analysis and visualization techniques. They provide many ways of representing data and mathematical expressions graphically using plots. They also have unique animating of graphs. Animation feature allows you to see a plot change in real time when the value of a variable changes. In this paper, we investigated and compared the creating, controling and using animation in Maple, Mathcad and Matlab and give animation examples for teaching mathematics. The main stress of this research work was to clear and to explain ways for practical use of animation as this area of computer systems has not been investigated in Lithuania yet.

Vart står vi och vårat förhållande till trovärdighet i en medial värld i ständig utveckling? Hur är det med det digitala inflytandet i en analog värld? Vad händer med upplevelsen och trovärdigheten i dokumentära filmsammanhang när bilden är animerad? Med hjälp utav två informationsmässigt likvärdiga filmer undersöks hur graden av trovärdighet upplevs i en animerad dokumentär kortfilm, i förhållande till en version med fotografisk bild. Ett antal respondenter får se filmerna och svara på tillhörande frågor i en enkätundersökning vars resultat redovisas och diskuteras i en större analys. Med hjälp av undersökningens resultat avgörs huruvida frågeställningen går att besvara samt vad dess slutsats föreslås ha för betydelse i framtida forskning inom ämnet.

In a world that is increasingly digital, the ability to communicate clearly in writing is of utmost importance. An important part of writing in both professional and academic settings is self-regulation. In academics, the use of video as a teaching tool in online environments is becoming more popular. This thesis investigated whether or not video scribed animation could be used to teach writing self-regulation strategies in an online course. Student perceptions of video scribed animation and its use in education were also examined. Students completed self-report measures of their grade goals, self-efficacy for grade achievement, and self-regulation strategy use on blogging assignments. Results showed that there were statistically significant increases in students’ environmental self-regulation and goal setting. For example, students worked in quieter environments and set more concrete, challenging goals after watching the video scribed animation that modeled self-regulation strategies. Students found the video both entertaining and educational, and indicated that it caught and sustained their attention. Treatment group students that opted not to watch the video scribed animation were more likely to have achieved their grade goals on the previous assignment than the students that watched the video.