Geometry and visual realism of ship models for digital ship bridge simulators

2016 ◽  
Vol 231 (1) ◽  
pp. 329-341
Author(s):  
Jose Miguel Varela ◽  
C. Guedes Soares
Keyword(s):  
Virtual Environments ◽  
Three Dimensional ◽  
Ocean Engineering ◽  
Modelling Techniques ◽  
Marine Technology ◽  
And Performance ◽  
Visual Realism ◽  
The University

This article addresses the main requirements and the process of creating the geometry of ship models that fulfil the highly demanding request for realism and performance of the virtual environments currently used in modern ship bridge simulators. It starts with a classification of the ships based on their role in the simulation and on the type of simulator used, and defines the main characteristics of the models. It also discusses the importance of a well-defined workflow and its impact on the modelling time and on the quality of the final product. The article provides contributions in the following areas: identification of the main requirements of polygonal models of ships for ship simulators; effective workflow for ship three-dimensional modelling and identification of most suitable modelling techniques for efficient creation of ship models. The study is supported by real examples of three-dimensional modelling of ships with different sizes and characteristics currently used by the ship manoeuvring simulator in the Centre for Marine Technology and Ocean Engineering of the University of Lisbon.

FRI0524 THE ACR’S RHEUMATOLOGY INFORMATICS SYSTEM FOR EFFECTIVENESS (RISE) REGISTRY SUPPORTS SMALL RHEUMATOLOGY PRACTICES FOR FEDERAL QUALITY REPORTING PROGRAM

2020 ◽  
Vol 79 (Suppl 1) ◽  
pp. 861-862
Author(s):  
Z. Izadi ◽  
T. Johansson ◽  
J. LI ◽  
G. Schmajuk ◽  
J. Yazdany
Keyword(s):  
Quality Measures ◽  
Quality Reporting ◽  
Practice Characteristics ◽  
Informatics System ◽  
Group Practices ◽  
Status Assessment ◽  
And Performance ◽  
Reporting Programs

Background:The Rheumatology Informatics System for Effectiveness (RISE) Registry was developed by the ACR to help rheumatologists improve quality of care and meet federal reporting requirements. In the current quality program administered by the U.S. Centers for Medicare and Medicaid services, rheumatologists are scored on quality measures, and performance is tied to financial incentives or penalties. Rheumatoid arthritis (RA)-specific quality measures can only be submitted through RISE to federal programs.Objectives:This study used data from the RISE registry to investigate rheumatologists’ federal reporting patterns on five RA-specific quality measures in 2018 and investigated the effect of practice characteristics on federal reporting of these measures.Methods:We analyzed data on all rheumatologists who continuously participated in RISE between Jan 2017 to Dec 2018 and who had patients eligible for at least one RA-specific measure. Five measures were examined: tuberculosis screening before biologic use, disease activity assessment, functional status assessment, assessment and classification of disease prognosis, and glucocorticoid management. We assessed whether or not rheumatologists reported specific quality measures via RISE. We investigated the effect of practice characteristics (practice structure; number of providers; geographic region) on the likelihood of reporting using adjusted analyses that controlled for measure performance (performance in 2018; change in performance from 2017; and performance relative to national average performance). Analyses accounted for clustering by practice.Results:Data from 799 providers from 207 practices managing 213,757 RA patients was examined. The most common practice structure was a single-specialty group practice (53%), followed by solo (28%) and multi-specialty group practice (12%). Most providers (73%) had patients eligible for all five RA quality measures. Federal reporting of quality measures through RISE varied significantly by provider, ranging from no reporting (60%) to reporting all eligible RA measures (12.2%). Reporting through RISE also varied significantly by quality measure and was highest for functional status assessment (36%) and lowest for assessment and classification of disease prognosis (20%). Small practices (1-4 providers) were more likely to report all eligible RA quality measures compared to larger practices (21%, 6%; p<0.001). In adjusted analyses, solo practices were more likely than single-specialty group practices to report RA measures (42%, 31%; p<0.027) while multispecialty group practices were less likely (18%, 31%; p<0.001). Additionally, higher performance in 2018 and performance ≥ the national average performance was associated with federal reporting of the measures through RISE (p≤0.004).Conclusion:Forty percent of U.S. rheumatologists participating in RISE used the registry for federal quality reporting. Physicians using RISE for reporting were disproportionately in small and solo practices, suggesting that the registry is fulfilling an important role in helping these practices participate in national quality reporting programs. Supporting small practices is especially important given the workforce shortages in rheumatology. We observed that practices reporting through RISE had higher measure performance than other participating practices, which suggests that the registry is facilitating quality improvement. Studies are ongoing to further investigate the impact of federal quality reporting programs and RISE participation on the quality of rheumatologic care in the United States.Disclaimer: This data was supported by the ACR’s RISE Registry. However, the views expressed represent those of the authors, not necessarily those of the ACR.Disclosure of Interests:Zara Izadi: None declared, Tracy Johansson: None declared, Jing Li: None declared, Gabriela Schmajuk Grant/research support from: Pfizer, Jinoos Yazdany Grant/research support from: Pfizer

Formation of a system of risk-based internal control in educational organizations

2021 ◽  
Vol 20 (12) ◽  
pp. 2324-2344
Author(s):  
Tat'yana A. POZHIDAEVA
Keyword(s):  
Risk Management ◽  
Internal Control ◽  
University Management ◽  
Educational Organizations ◽  
Educational Organization ◽  
Effective System ◽  
The University ◽  
Traditional Approaches

Subject. The article investigates the construction of a system of risk-oriented internal control of educational organizations’ activities. Objectives. The purpose is to develop a classification of risks associated with various activities of an educational organization, identify entities of internal control responsible for risk management, create a portfolio and risk register that serve as a basis for organizing an effective system of risk-oriented internal control and improving the quality of university management. Methods. The study draws on methods of detailing, observation, generalization, comparison, classification, etc. Results. Using the university case, I disclose approaches to risk classification, considering the specifics of educational organization's activities, the formation of a passport and risk register, enabling through internal control tools to identify opportunities for their mitigating and to make appropriate management decisions. Conclusions. It is possible and advisable to apply a risk-based approach to the organization of internal control in an educational organization along with traditional approaches that are aimed at identifying violations of the requirements of legitimate, targeted and rational spending of budgetary and extra-budgetary funds. It is necessary to classify and assess risks associated with various activities of an educational organization, to monitor the implementation of risk management initiatives.

Assessing Spatial Design in Virtual Environments

2014 ◽  
pp. 74-123 ◽  
Author(s):  
Andrew Cram ◽  
Russell Lowe ◽  
Katy Lumkin
Keyword(s):  
Virtual Environments ◽  
Collaborative Design ◽  
Three Dimensional ◽  
Spatial Design ◽  
Student Cohorts ◽  
Assessment Techniques ◽  
Modelling Techniques ◽  
Digital Modelling ◽  
Work Samples ◽  
Support Students

There is growing interest in adopting three-dimensional virtual environments within spatial design courses to use digital modelling techniques to support students' learning. One pedagogical issue that has received little attention so far is the question of how 3D virtual environments can be used to implement assessment techniques that support students' learning of spatial design expertise. This chapter seeks to assist spatial design educators who are considering digital modelling by presenting two case studies that highlight assessment practices within spatial design courses using virtual environments. Rubrics and student work samples are included. These courses both involve students creating architectural designs within virtual environments, yet contrast in several ways: learning outcomes, 3D modelling technologies, and student cohorts. The cases examine how the affordances of virtual environments for iterative, immersive, and collaborative design can enable formative and summative assessment, with both design process and the final artefact playing important roles.

Usability and Affordances for Teaching and Learning in Second Life

2012 ◽  
pp. 1307-1322
Author(s):  
Trevor Barker
Keyword(s):  
Virtual Environments ◽  
Small Groups ◽  
Second Life ◽  
Teaching And Learning ◽  
Empirical Studies ◽  
Three Dimensional ◽  
Task Completion ◽  
Science Students ◽  
The University ◽  
3D Virtual Environments

This chapter presents a summary of research undertaken at the University of Hertfordshire into the usability and affordances of three-dimensional (3D) virtual environments (VE) used in teaching and learning. Our earlier experimental work identified important variables related to individual differences and how these affected task completion, learning, and attitude to the environment. More recently the results of these laboratory-based empirical studies have been applied to teaching and learning in the Second Life virtual world. The results of two studies are presented with undergraduate Computer Science students. In the first study the affordances of the Second Life environment for project group working and teaching was evaluated. In the second study small groups of learners developed real world games and modified these for play in Second Life. Based on experiences from these studies, a set of recommendations related to the use of 3D virtual environments in teaching and learning is presented.

Thirty-day all-cause readmission rate at a cancer center as a quality of care measure.

2012 ◽  
Vol 30 (34_suppl) ◽  
pp. 247-247 ◽  
Author(s):  
Ronald Stewart Walters ◽  
Lisa M. Kidin ◽  
Joyce Roquemore ◽  
Victoria S. Jordan ◽  
Douglas Browning
Keyword(s):  
Quality Of Care ◽  
Readmission Rate ◽  
Peer Group ◽  
Cancer Center ◽  
Medical Needs ◽  
The Stability ◽  
The University ◽  
Present On Admission

247 Background: Recently, a 30-day all-cause readmission rate has been proposed as a measure of quality of care. Readmissions are assumed to reflect failure by the discharging physician, hospital, or post acute care. These rates are generally easily calculated from available administrative data, and classifiable as "related to the previous discharge diagnosis" or not. Present on admission modifiers may enhance classification and assignment to "preventable" or "non-preventable," "expected or non-expected." This methodology is not generally applicable to the oncology population. The experience with one major cancer center is presented as an example of the limitations of such an approach. Methods: We analyzed 52,097 oncology admissions in an all-payer population that occurred between January 2010 and January 2012. Results: A mean of 32.5% (n=16,918) were readmitted within 30 days, compared to a "peer" group in the database of the University Health Consortium, median of 15%. The attached graph demonstrates the stability of this proportion. Leukemia, lymphoma, stem cell patients (46%), all patients with intense medical needs and frequent readmissions, n=7,635, were the largest subgroup. 42% (n=7,099) were readmissions for chemotherapy or immunotherapy, both planned and expected, and 11% (n=1,803) due to neutropenic fever, pneumonia, or sepsis, all common in this population and neither unexpected nor usually preventable. The most preventable, unexpected, and unplanned readmissions were for postoperative infection, dehydration, and urinary tract infection, accounting for 3.6% (n=609). Thus, the majority of readmissions were planned, expected, or not preventable. Conclusions: In a cancer population at an academic cancer hospital, the majority of readmission are not only planned, but also expected for this population of patients and should not be construed as representative of a quality of care issue. Proper stratification and classification of readmissions is essential to the interpretation of such a measure.

Origins and Elements of Virtual Environments

1995 ◽  
Author(s):  
Stephen R. Ellis
Keyword(s):  
Virtual Environments ◽  
Interface Design ◽  
Three Dimensional ◽  
Computer Interface ◽  
Adaptation Period ◽  
Two Dimensional ◽  
Conversational Interaction ◽  
Stereoscopic Displays ◽  
Graphical Interfaces ◽  
And Performance

Virtual environments created through computer graphics are communications media (Licklider et al., 1978). Like other media, they have both physical and abstract components. Paper, for example, is a medium for communication. The paper is itself one possible physical embodiment of the abstraction of a two-dimensional surface onto which marks may be made. The corresponding abstraction for head-coupled, virtual image, stereoscopic displays that synthesize a coordinated sensory experience is an environment. These so-called “virtual reality” media have only recently caught the international public imagination (Pollack, 1989; D’Arcy, 1990; Stewart, 1991; Brehde, 1991), but they have arisen from continuous development in several technical and non-technical areas during the past 25 years (Brooks Jr., 1988; Ellis, 1990; Ellis, et al., 1991, 1993; Kalawsky, 1993). A well designed computer interface affords the user an efficient and effortless flow of information to and from the device with which he interacts. When users are given sufficient control over the pattern of this interaction, they themselves can evolve efficient interaction strategies that match the coding of their communications to the characteristics of their communication channel (Zipf, 1949; Mandelbrot, 1982; Ellis and Hitchcock, 1986; Grudin and Norman, 1991). But successful interface design should strive to reduce this adaptation period by analysis of the user’s task and performance limitations. This analysis requires understanding of the operative design metaphor for the interface in question. The dominant interaction metaphor for the computer interface changed in the 1980’s. Modern graphical interfaces, like those first developed at Xerox PARC (Smith et al., 1982) and used for the Apple Macintosh, have transformed the “conversational” interaction from one in which users “talked” to their computers to one in which they “acted out” their commands in a “desk-top” display. This so called desk-top metaphor provides the users with an illusion of an environment in which they enact wishes by manipulating symbols on a computer screen. Virtual environment displays represent a three-dimensional generalization of the two-dimensional “desk-top” metaphor. These synthetic environments may be experienced either from egocentric or exocentric viewpoints. That is to say, the users may appear to actually be in the environment or see themselves represented as a “You are here” symbol (Levine, 1984) which they can control.

Creative methods of training of students in the directions of preparation "Tourism" and "Service"

2015 ◽  
Vol 9 (2) ◽  
pp. 0-0 ◽  
Author(s):  
Анне Гри Стурод ◽  
Anne Gri Sturod ◽  
Александр Ермаков ◽  
Aleksandr Ermakov
Keyword(s):  
Educational Material ◽  
Educational Materials ◽  
Teaching Aids ◽  
Real Presence ◽  
Qualitative Level ◽  
The Individual ◽  
Education Of Students ◽  
The University

Distance education of students has its own specific, which requires prompt creation of various educational materials. A particular problem is caused by the fact that these documents are created in parallel with the preparation of materials for the regular internal form of training. The use of the device of creation of entries from screen and camera and viewing presentations in the new format is proposed. Construction of a lecture script and its division into separate scenes and shots requires a new approach to its drafting, systematization and storage of information. Material a lecture should be presented with taking into account the effectiveness of its perception by the student audience, and it should be is systematized and consider classification of the reflect objects and their hierarchy in relation to each other. Scaling of images, creation in the presentation the individual objects and their autonomous modeling allows its easy modification with the appearance of innovation in this facility. The authors propose decision for the creation of teaching aids (presentations of lectures) using screencasts and presentations by using new software. In the educational material with the use of screencasts is created the effect of real presence on the solving the problem by the teacher in class.In the preparation of educational material for lessons, students can take part in accordance with the program of implementation self-work on of discipline. New software means allow to construct lecture at a higher qualitative level that improves the quality of teaching, not only in the traditional forms, but also makes it possible to demonstrate the open lectures for online versions on the website of the University.

scholarly journals INTELIGENCIA EMOCIONAL EN EL DESEMPEÑO DOCENTE.

2018 ◽  
Vol 2 (2) ◽  
pp. 32-40
Author(s):  
Iván Pincay-Aguilar ◽  
Gabriela Candelario-Suarez ◽  
Jesús Castro-Guevara
Keyword(s):  
Emotional Intelligence ◽  
Work Performance ◽  
Self Evaluation ◽  
Management Evaluation ◽  
University Level ◽  
And Performance ◽  
Mood Scale ◽  
The University ◽  
The Relationship

En esta investigación se estudió la relación existente entre la inteligencia emocional (IE) y la evaluación de desempeño (ED) que se realiza la institución como parte de los procesos, comportamientos y competencia de la academia a nivel universitario, a partir de una muestra de 150 docentes, en edades comprendidas entre los 25 y 69 años, en el contexto de Milagro- Guayas, Ecuador. El objetivo del estudio fue establecer las características de inteligencia emocional presente en los docentes en correlación al nivel de desempeño laboral.  Para la recolección de la información de la primera variable, se utilizó el test Traid Meta-Mood Scale (TMMS-24), instrumento utilizado para medir el índice (IE) presente en los docentes, contiene 24 ítem divididos en tres categorías atención, claridad y reparación. Para medir el desempeño docente se consideró los datos proporcionados por el departamento de evaluación y aseguramiento de la calidad de la institución. Esta evaluación consideró cuatro parámetros; la auto evaluación, evaluación de pares, heteroevaluación y evaluación directivos. Los datos fueron analizados de forma descriptiva y correlacional. Como conclusión relevante, se estableció que, mientras mayor son los niveles de inteligencia emocional, mayor es el desempeño laboral en los docentes investigados.   Abstract In this research we studied the relationship between emotional intelligence (EI) and performance evaluation (ED) carried out by the institution as part of the processes, behaviors and competence of the academy at the university level, starting from a sample of 150 teachers, between the ages of 25 and 69, in the context of Milagro-Guayas, Ecuador. The objective of the study was to establish the characteristics of emotional intelligence present in teachers correlated to the level of work performance. For the collection of the information of the first variable, the Traid Meta-Mood Scale (TMMS-24) was used, an instrument used to measure the index (IE) present in teachers, it contains 24 items divided into three categories. Attention, clarity and repair. To measure the teaching performance, the data provided by the department of evaluation and assurance of the quality of the institution was considered. This evaluation considered four parameters; self-evaluation, peer evaluation, hetero-evaluation and management evaluation. The data was analyzed in a descriptive and correlational manner. As a relevant conclusion, it was established that, the higher the levels of emotional intelligence, the greater the job performance of the investigated teachers.

scholarly journals Online-synchronized clinical simulation: an efficient teaching-learning option for the COVID-19 pandemic time and: beyond

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Diego Andrés Díaz-Guio ◽  
Elena Ríos-Barrientos ◽  
Pablo Andrés Santillán-Roldan ◽  
Santiago Mora-Martinez ◽  
Ana Sofía Díaz-Gómez ◽  
...  
Keyword(s):  
Virtual Environments ◽  
Latin American ◽  
Health Science ◽  
Face To Face ◽  
Clinical Simulation ◽  
Health Science Education ◽  
And Performance ◽  
Teaching Learning ◽  
Latin American Countries

AbstractFace-to-face clinical simulation has been a powerful methodology for teaching, learning, and research, and has positioned itself in health science education. However, due to the COVID-19 pandemic, social distancing has forced universities to abandon simulation centers and make use of alternatives that allow the continuation of educational programs safely for students and teachers through virtual environments such as distance simulation. In Latin America, before the pandemic, the use of non-presential simulation was very limited and anecdotal. This article has three main objectives: to establish the efficacy of online-synchronized clinical simulation in the learning and performance of medical students on the management of patients with COVID-19 in simulation centers of three Latin American countries, to determine the quality of the online debriefing from the students’ perspective, and to deepen the understanding of how learning is generated with this methodology.

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