A Study of Speed of the Boundary Element Method as applied to the Realtime Computational Simulation of Biological Organs

In this work, possibility of simulating biological organs in realtime using the Boundary Element Method (BEM) is investigated. Biological organs are assumed to follow linear elastostatic material behavior, and constant boundary element is the element type used. First, a Graphics Processing Unit (GPU) is used to speed up the BEM computations to achieve the realtime performance. Next, instead of the GPU, a computer cluster is used. Results indicate that BEM is fast enough to provide for realtime graphics if biological organs are assumed to follow linear elastostatic material behavior. Although the present work does not conduct any simulation using nonlinear material models, results from using the linear elastostatic material model imply that it would be difficult to obtain realtime performance if highly nonlinear material models that properly characterize biological organs are used. Although the use of BEM for the simulation of biological organs is not new, the results presented in the present study are not found elsewhere in the literature.

Conceptualization of a Behavior Modification Tool for University Systems and Doctoral Students

This paper describes a university based system relevant to doctoral students who have problems with themselves, their peers and research supervisors. Doctoral students have various challenges to solve and these challenges contribute to delays in their thesis submission. This tool aims at helping them think through their problem in a pre-counseling stage. The tool uses narratives and hypothetical stories to walk a doctoral student through options of responses he or she can make given the situation in the narrative. Narratives were developed after a preliminary survey (n=57) of doctoral students. The survey indicated that problems they experienced were: busy supervisors, negative competition from peers and laziness with self. The narrative scenarios in the tool prompt self-reflection and provide for options to chose from leading to the next scenario that will ensue. The different stages of the stimulus-response cycles are designed based on Thomas-Kilmann conflict resolution techniques (collaboration and avoidance). Each stimulus-response cycle has a score attached that reflects the student's ability to judge a collaborative approach. At the end of all the stages a scorecard is generated indicating either a progressive or regressive outcome of thesis submission.