Modeling and simulation have always been essential steps in innovation, the processesof developing new products. This is especially the case for cyber-physical systems, whichare complex systems of networked physical and computational components. Modelingplays a key role in model-based design. Immersion techniques speed up the modelingprocess by presenting the design more intuitively. This thesis investigates the possibilityof improving support of immersion in Acumen, a free and open source software platformfor modeling and simulation of cyber-physical systems. To be consistent with theopen and free nature of Acumen, we investigate immersion options that would not entailadded cost to users.This thesis shows that it is possible to allow users to interact with an Acumen model, simulateand animate them simultaneously, and synchronize the simulation with real worldtime. The results show that the immersion techniques can be easily used without degradingthe performance of Acumen simulation, and help users understand and developAcumen models. Finally, we show why it is important to build a hardware independent3D visualization for Acumen, namely, that it allows users to use Acumen without acumbersome set-up process.iii

Billboarding är en teknik som ofta används i tv- eller dataspel för att prestandaeffektivt skapa objekt i en spelmiljö. Tekniken går ut på att istället för en 3d-modell ritas en bild med genomskinlig bakgrund ut på ett polygonplan som alltid vrids mot spelaren. Hur skulle detta kunna utvecklas? Problemformuleringen för denna studie lyder: Hur uppfattar betraktaren karaktärer som representeras av billboards ur flera vinklar istället för en 3d-modell?En spelmiljö med både 3d-karaktärer och billboardskaraktärer skapades. Billboardskaraktärerna bestod av bilder av 3d-karaktärerna för att ge illusionen av att de också var 3d-karaktärer. Kvalitativa intervjuer genomfördes för att ta reda på olika respondenters uppfattning om dessa billboardskaraktärer. Resultatet blev positivt. Även om ett fåtal kunde skilja på 3d-karaktärerna och billboardskaraktärerna kunde ingen genomskåda att billboardskaraktärerna inte var 3d-karaktärer. Resultatet skulle kunna utvecklas ytterligare genom att testa billboardskaraktärer på detta sätt i en större miljö och/eller använda videotexturer istället för bilder.

Ce projet de recherche-action examine l’expérience d’enseignants participant à une communauté d’apprentissage professionnelle (CAP) afin d’améliorer leur enseignement de l’écriture en classe d’immersion française au primaire. Il s’est agi, d’une part, de déterminer si la participation des enseignants à la CAP leur a fourni un encadrement propice pour un tel développement professionnel et, d’autre part, de décrire les démarches entreprises par les participants pour élaborer un plan d’action et en évaluer les effets sur le rendement et la motivation de leurs élèves. Les résultats confirment ce qui a été observé dans plusieurs recherches antérieures : la CAP a fourni un lieu d’échanges et de collaboration propice au développement professionnel, ce qui, en retour, a affecté de façon positive la motivation, l’engagement et le rendement des élèves. Également, les résultats de cette étude mettent en évidence l’importance de s’assurer que certaines conditions soient en place afin qu’une CAP atteigne et maintienne un haut niveau de fonctionnement.

The purpose of this study was to understand the experience of “school shifters” in Manitoba. School shifters are students who transferred from French immersion to French-language schools, thus changing schools and divisions for their secondary education. Through a study of the ethnolinguistic environment surrounding three cases, this study focuses on the local context, social practices, power elements and individual agency surrounding each case. By using a reflexive, ethnolinguistic case study methodology, this study treated each participant as a case while including the researcher’s own experience. Data was collected through in-depth, semi-structured interviews (Fontana & Frey, 2000) and analyzed. Results showed that the participants’ experience had an impact on their beliefs with regards to the local context, social practices, power elements, identity formation and the importance of making new friends. This study concludes with a call for action that suggests improvements for French immersion and French-language programs in Manitoba.

Duisburg, Essen, Universiẗat, Diss., 2004.

No description available.

In 2003, the Government of Canada embarked on an ambitious initiative to double the number of young Canadians proficient in both official languages, English and French, by 2013 (Genesee, 2007). The increase in the number of students enrolled in French immersion classrooms has materialized into a simultaneous increase in the variety of learning styles, range of academic achievements, and types of reading difficulties being experienced by students (Mannavaryaryan, 2002). Therefore, school systems and educators now need to explore new instructional strategies to address these additional challenges present in French immersion classrooms across Canada. However, educators are being bombarded with program publishers making claims that their type of learning method or style will increase student achievement (Genesee, 2007).<p> Students in the early literacy stages in French immersion programs, kindergarten up to and including Grade eight, must be able to read and comprehend increasingly complex content in French as they progress from year to year (Bournot-Trites, 2008; Deacon, Wade-Woolley, & Kelly, 2006). Teachers need to be able to identify students who may be at risk for reading difficulties as early as possible in order to provide these students with additional supports (Bournot-Trites, 2008; Genesee, 2007).<p> For a certain percentage of students, early literacy learning can be challenging enough in their first language let alone in a second one (Fisher & Stoner, 2004). Therefore, the purpose of this study was to explore: (1) the methods and strategies that Saskatchewan French immersion teachers are currently employing in their K-8 classrooms; and (2) the interventions they use to assist students having difficulty with the acquisition of reading in French immersion. One hundred and twelve elementary French immersion educators from ten out of the eighteen Saskatchewan school divisions, who have French immersion schools, participated in this study. The teachers completed the French Immersion Teacher Survey (FITS) on-line via the SurveyMonkey (2010) website. Out of the 112 respondents, 95 educators (85%) completed the survey. Seventeen surveys were started, but not completed.<p> Educators rated the amount of instructional time they devoted to seven different components or activities (independent/silent reading, shared reading, paired reading, guided reading, teaching reading with music, making words, and computer software programs) within their French reading and language arts programs on a scale of a lot to none (see Figure 3). Fifty-two (54.7%) teachers spend a moderate amount of time on shared reading as an instructional strategy to teach reading in French immersion and three (3.2%) spend a lot of time using computer software programs with their students.<p> Educators rated the effectiveness of the seven different components or activities (independent/silent reading, shared reading, paired reading, guided reading, teaching reading with music, making words, and computer software programs) as effective reading strategies to use with students who are have difficulties with the acquisition of reading in French on a scale from: very effective to not at all effective (see Figure 4). The majority of Saskatchewan French immersion educators (63 or 66.3%) rated guided reading as the most effective instructional strategy to teach reading to their students who are struggling with the acquisition of reading in French, and 38 (40.4%) rated independent or silent reading as a mildly effective strategy.<p> A teachers selected reading instructional strategies and methods are influenced by many factors: (1) the workshop, (2) the district curriculum policy, (3) teacher implementation of targeted reading strategies, (4) teachers perceptions of their own instructional efficacy, and (5) teachers perceptions of students academic needs and performance (Nichols et al., 2005). After reviewing the results of the FITS, perhaps educators will be better informed on what reading methods and strategies the majority of Saskatchewan teachers are currently using in their classrooms to assist their students with the acquisition of reading in French immersion.

In 2003, the Government of Canada embarked on an ambitious initiative to double the number of young Canadians proficient in both official languages, English and French, by 2013 (Genesee, 2007). The increase in the number of students enrolled in French immersion classrooms has materialized into a simultaneous increase in the variety of learning styles, range of academic achievements, and types of reading difficulties being experienced by students (Mannavaryaryan, 2002). Therefore, school systems and educators now need to explore new instructional strategies to address these additional challenges present in French immersion classrooms across Canada. However, educators are being bombarded with program publishers making claims that their type of learning method or style will increase student achievement (Genesee, 2007).<p> Students in the early literacy stages in French immersion programs, kindergarten up to and including Grade eight, must be able to read and comprehend increasingly complex content in French as they progress from year to year (Bournot-Trites, 2008; Deacon, Wade-Woolley, & Kelly, 2006). Teachers need to be able to identify students who may be at risk for reading difficulties as early as possible in order to provide these students with additional supports (Bournot-Trites, 2008; Genesee, 2007).<p> For a certain percentage of students, early literacy learning can be challenging enough in their first language let alone in a second one (Fisher & Stoner, 2004). Therefore, the purpose of this study was to explore: (1) the methods and strategies that Saskatchewan French immersion teachers are currently employing in their K-8 classrooms; and (2) the interventions they use to assist students having difficulty with the acquisition of reading in French immersion. One hundred and twelve elementary French immersion educators from ten out of the eighteen Saskatchewan school divisions, who have French immersion schools, participated in this study. The teachers completed the French Immersion Teacher Survey (FITS) on-line via the SurveyMonkey (2010) website. Out of the 112 respondents, 95 educators (85%) completed the survey. Seventeen surveys were started, but not completed.<p> Educators rated the amount of instructional time they devoted to seven different components or activities (independent/silent reading, shared reading, paired reading, guided reading, teaching reading with music, making words, and computer software programs) within their French reading and language arts programs on a scale of a lot to none (see Figure 3). Fifty-two (54.7%) teachers spend a moderate amount of time on shared reading as an instructional strategy to teach reading in French immersion and three (3.2%) spend a lot of time using computer software programs with their students.<p> Educators rated the effectiveness of the seven different components or activities (independent/silent reading, shared reading, paired reading, guided reading, teaching reading with music, making words, and computer software programs) as effective reading strategies to use with students who are have difficulties with the acquisition of reading in French on a scale from: very effective to not at all effective (see Figure 4). The majority of Saskatchewan French immersion educators (63 or 66.3%) rated guided reading as the most effective instructional strategy to teach reading to their students who are struggling with the acquisition of reading in French, and 38 (40.4%) rated independent or silent reading as a mildly effective strategy.<p> A teachers selected reading instructional strategies and methods are influenced by many factors: (1) the workshop, (2) the district curriculum policy, (3) teacher implementation of targeted reading strategies, (4) teachers perceptions of their own instructional efficacy, and (5) teachers perceptions of students academic needs and performance (Nichols et al., 2005). After reviewing the results of the FITS, perhaps educators will be better informed on what reading methods and strategies the majority of Saskatchewan teachers are currently using in their classrooms to assist their students with the acquisition of reading in French immersion.

My research into Virtual Reality technology and its central property of immersion has indicated that immersion in Virtual Reality (VR) electronic systems is a significant key to the understanding of contemporary culture as well as considerable aspects of previous culture as detected in the histories of philosophy and the visual arts. The fundamental change in aesthetic perception engendered by immersion, a perception which is connected to the ideal of total-immersion in virtual space, identifies certain shifts in ontology which are relevant to a better understanding of the human being. This understanding was achieved through a broad inquiry into the histories of Virtual Reality, philosophy, and the visual arts and has lead to the formulation of an aesthetic theory of immersive consciousness indicative of immersive culture. The primary subject of this discourse is immersion then: an experience which will be identified within the dissertation as the indispensable characteristic of Virtual Reality. The understanding of immersion arrived at here will be used to fashion a synchronous theory of art particularly informed by encounters and concepts of immersion into virtuality. To sufficiently address this subject in a scholarly fashion, I have researched, found and accumulated aesthetic and philosophic examples of immersive tendencies, as found within the histories of art and philosophy, which subsequently contributed towards the articulation of what I have come to call immersive consciousness. As a result of formulating such an immersive consciousness, a good deal of the basis for the questioning of the Western ontological tradition has been found in the Western tradition itself when we look with new eyes and ask new uncertain questions. Moreover, this immersive consciousness will be used to propose some abstract questions encircling today's electronic-based culture. Through the structuring of the argument within the thesis - and overtly within the conclusion -1 have articulated a non-teleological creative strategy which provides the basis for an unconstraining integration of noologies (ways of semblancing the thinking process). This strategy provides a means of exemplifying - and for honoring - various methods of thinking. This structuring strategy is consistent with the 'hacker ethic' as defined by Steven Levy, as a demand that access to computers - and anything which might teach us something about the way the world works - should be unlimited and total. To follow this strategy, this dissertation has set out to understand how topical conceptions of virtual immersion connect to pre-existing systems of thought as revealed in art as they have extended out of antecedent ontological self-understands, historical human self-understands which have evidenced themselves in the elaboration of technological objectives. To do this I have forged a certain rhizomatic paternity/maternity for Virtual Reality within this dissertation by joining choice immersive examples of simulacra technology into mental connections with the relevant examples culled from the histories of art, architecture, information-technology, sex, myth, space, consciousness and philosophy.

Si les possibilités de numérisation 3D de la présente réalité d'un site archéologique par le biais des dernières techniques d'acquisition 3D (photogrammétrie/scan laser) aident à la compréhension de son fonctionnement, elles peuvent aussi permettre de véritables hypothèses de reconstitutions de celui-ci tel qu'il a pu l'être à une époque donnée. Les besoins de la communauté archéologique concernant ces restitutions de structures ou d'environnements sont en effet considérables car, au-delà d'un intérêt évident en termes de valorisation du patrimoine, celles-ci permettent de véritablement mieux appréhender leurs fonctionnements et les sociétés qui les ont occupés. C'est partant de ce contexte que le premier objectif de cette thèse a été d'opérer, traiter et analyser différents niveaux de production d'environnements archéologiques 3D pour la recherche archéologique. Le second objectif a concerné la conception et la mise en place de méthodes d'interactions et de simulations immersives pour que les archéologues puissent démontrer certaines hypothèses, notamment en travaillant sur la perception d'indices visuels pertinents. / The possibilities of 3D digitisations of an archaeological site's current reality help to understand how it works, but they can also enable hypothesis about the reconstitutions of the site as it should have been in the past. Indeed the needs of archaeologists in the reproductions of those structures or environments are significant because, beyond an obvious advantage in terms of valuation of the heritage, they make it possible to understand better their organisation and the people that lived there. It is from this context that the first objective of this thesis was to operate, process and analyze different levels of 3D archaeological environments production for archaeological research. The second objective has concerned the design and implementation of immersive interaction and simulation methods so that archaeologists could demonstrate certain hypotheses, in particular by working on the perception of relevant visual cues / Se le possibilità di digitalizzazione 3D della situazione presente di un sito archeologico tramite le ultime tecniche di acquisizione 3D ( fotogrammetria, scan laser) aiutano alla comprensione del suo funzionamento, possono permettere anche delle veritiere ipotesi di ricostituzione di come esso potesse essere ad una determinata epoca. I bisogni della comunità archeologica riguardo a queste restituzioni di strutture o ambienti sono in effetti considerevoli poiché, al di là di un evidente interesse in termini di valorizzazione di patrimonio, permettono di comprendere al meglio i loro funzionamenti e le società che li hanno occupati. E' a partire da questo contesto, che il primo obbiettivo di questa tesi è stato quello di operare, trattare e analizzare diversi livelli di produzione di ambienti archeologici 3D per la ricerca archeologica. Il secondo obbiettivo riguarda la concezione e la realizzazione di metodi di interazione e di simulazione immersivi affinchè gli archeologi possano mostrare certe ipotesi, in particolar modo lavorando sulla percezione di indici visuali pertinenti. / Se as possibilidades de digitalização 3D da realidade actual de um sítio arqueológico através das mais recentes técnicas de aquisição 3D (fotogrametria / laser scanning) ajudam à compreensão do funcionamento do mesmo, elas possibilitam, também, hipóteses de reconstituição do sítio tal como este seria no passado. As necessidades da comunidade arqueológica no que concerne a reproduções de estruturas ou de ambientes são, sem dúvida, consideráveis, uma vez que, para além do claro interesse em termos de valorização do património, estas permitem uma melhor apreensão dos seus funcionamentos e das sociedades que os ocuparam. Neste contexto, o primeiro objectivo da presente dissertação foi o de criar, processar e analisar diferentes níveis de produção de ambientes arqueológicos 3D destinados à investigação arqueológica. O segundo objectivo visou a concepção e a implementação de métodos de interacção e simulação imersivas para que os arqueólogos pudessem demonstrar determinadas hipóteses, em particular incidindo na percepção de índices visuais pertinentes. / 最新の３次元データー収集技術（写真計測・レーザースキャン）による遺跡の現状の３次元デジタル化により、遺跡の仕組みの理解が容易となり、過去の様子を再現し仮説を立てることも可能となる。遺構や古環境の復元は、埋蔵文化財の活用を支えるという明白な寄与だけでなく、遺跡の様々な利用や古文化の理解を深める役割を果たすため、考古学界にとって非常に重要である。そういう事情で、本論文の目的は第一に、考古学的研究のために多様レベルの３d考古学環境を操作し、処理、分析する事であった。第二の目的は、没入型インタラクションとシミュレーション手法の構想と実装であり、特に適切な視覚的手がかりの知覚を用いて、考古学者の特定の仮説を支えることであった。 / Si las posibilidades de digitalización 3D de la realidad presente de un sitio arqueológico a través de las últimas técnicas de adquisición 3D (fotogrametría / escaneo láser) ayudan a entender su funcionamiento, también permiten auténticas hipótesis de reconstrucción de éste tal y como pudo ser en cierta época. Las necesidades de la comunidad arqueológica cuanto a estas restituciones de estructuras o de entornos son de hecho considerables pues, además del interés evidente en términos de valorización del patrimonio, estas permiten de concebir realmente mejor tanto sus funciones como las sociedades que los han ocupado. Es partiendo de este contexto que el primer objetivo de esta tesis ha sido el de realizar, tratar y analizar diferentes niveles de producción de entornos arqueológicos 3D para la investigación arqueológica. El segundo objetivo ha abarcado la concepción y el establecimiento de métodos de interacciones y de simulaciones inmersivos para que los arqueólogos puedan demostrar ciertas hipótesis, especialmente trabajando sobre la percepción de indicios visuales pertinentes. / Die 3D-Digitalisierung biete die Möglichkeit die aktuelle Realität einer archäologischen Stätte abzubilden und damit zu versehen wie diese funktioniert. Zudem können sie auch Hypothesen über die Wiederherstellung der Stätte ermöglichen, so wie diese in der Vergangenheit hätte aussehen sollen. In der Tat sind die Erkenntnisse der Archäologen bei der Reproduktion dieser Strukturen oder deren Umgebungen bedeutsam, da sie einen offensichtlichen Vorteil hinsichtlich der Bewertung und des Verständnisses über die Herkunft, die Organisation und die Menschen, die dort lebten, ermöglichen. Vor diesem Hintergrund war das erste Ziel dieser Arbeit, verschiedene Ebenen der 3D-Archäologie für die archäologische Forschung zu bearbeiten, zu prozessieren und anschließend zu analysieren. Das zweite Ziel dieser Arbeit befasste sich mit dem Entwurf und der Implementierung von Interaktions- und Simulationsmethoden. mit denen die Archäologen, dann bestimmte Hypothesen demonstrieren könnten. Insbesondere durch die Verarbeitung der Wahrnehmung von relevanten visuellen Hinweisen. / Möjligheten att 3D-digitalisera ett arkeologiskt områdes nuvarande tillstånd underlättar förståelsen av området, och kan generera hypoteser kring hur området kan ha sett ut tidigare. Arkeologers behov av att återskapa strukturer och miljöer är betydande, eftersom det inte bara förenklar värderingen av fynden, utan för att det också gör det möjligt att bättre förstå hur miljön var organiserad och fösta människorna som levde där. Utifrån denna kontext är det första syftet med denna avhandling att styra, bearbeta och analysera olika nivåer av produktion av arkeologiska 3D-modeller för arkeologisk forskning. Det andra syftet rör design och implementering av immersiva interaktions- och simuleringsmetoder för att arkeologer ska kunna visa specifika hypoteser, särskilt genom varseblivning av relevanta visuella signaler.