Topologically Accurate Dual Isosurfacing Using Ray Intersection

“Dual contouring” approaches provide an alternative to standard Marching Cubes (MC) method to extract and approximate an isosurface from trivariate data given on a volumetric mesh. These dual approaches solve some of the problems encountered by the MC methods. We present a simple method based on the MC method and the ray intersection technique to compute isosurface points in the cell interior. One of the advantages of our method is that it does not require us to use Hermite interpolation scheme, unlike other dual contouring methods. We perform a complete analysis of all possible configurations to generate a look-up table for all configurations. We use the look-up table to optimize the ray-intersection method to obtain minimum number of points necessarily sufficient for defining topologically correct isosurfaces in all possible configurations. Isosurface points are connected using a simple strategy.

Adaptive Cube Tessellation for Topologically Correct Isosurfaces

Three dimensional datasets representing scalar fields are frequently rendered using isosurfaces. For datasets arranged as a cubic lattice, the marching cubes algorithm is the most used isosurface extraction method. However, the marching cubes algorithm produces some ambiguities which have been solved using different approaches that normally imply a more complex process. One of them is to tessellate the cubes into tetrahedra, and by using a similar method (marching tetrahedra), to build the isosurface. The main drawback of other tessellations is that they do not produce the same isosurface topologies as those generated by improved marching cubes algorithms. We propose an adaptive tessellation that, being independent of the isovalue, preserves the topology. Moreover the tessellationallows the isosurface to evolve continuously when the isovalue is changed continuously.

Governance of Massive Multiauthor Collaboration – Linux, Wikipedia, and Other Networks: Governed by Bilateral Contracts, Partnerships, or Something in Between?

Open collaborative projects are moving to the foreground of knowledge production. Some online user communities develop into longterm projects that generate a highly valuable and at the same time freely accessible output. Traditional copyright law that is organized around the idea of a single creative entity is not well equipped to accommodate the needs of these forms of collaboration. In order to enable a peculiar network-type of interaction participants instead draw on public licensing models that determine the freedoms to use individual contributions. With the help of these access rules the operational logic of the project can be implemented successfully. However, as the case of the Wikipedia GFDL-CC license transition demonstrates, the adaptation of access rules in networks to new circumstances raises collective action problems and suffers from pitfalls caused by the fact that public licensing is grounded in individual copyright. Legal governance of open collaboration projects is a largely unexplored field. The article argues that the license steward of a public license assumes the position of a fiduciary of the knowledge commons generated under the license regime. Ultimately, the governance of decentralized networks translates into a composite of organizational and contractual elements. It is concluded that the production of global knowledge commons relies on rules of transnational private law.

MOOCs – Massive Open Online Courses

Massive Open Online Courses (MOOCs) bezeichnen Kurse, die online stattfinden und auf Grund fehlender Zugangsbeschränkungen und kostenfreien Zugangs sehr hohe Teilnehmerzahlen erreichen. Der erste MOOC wurde 2011 durch Sebastian Thrun, Professor für Informatik an der Stanford University, zum Thema der Künstlichen Intelligenz angeboten und hatte 160.000 Teilnehmende. In der Folge wurden MOOCs als die revolutionäre Lehr-/Lerninnovation gepriesen, immer mehr Unternehmen gründeten MOOCs-Plattformen. Seit Ende 2012 bieten auch in Deutschland erste Institutionen eigene Plattformen mit MOOCs an. Man unterscheidet im Wesentlichen zwei Varianten – xMoocs und cMOOCs: xMoocs bieten auf Video aufgezeichnete Vorlesungen, die durch Tests und Fragen unterbrochen und zu denen Aufgaben ausgeteilt werden. Sie werden ergänzt durch Foren. cMOOCs orientieren sich eher an der Form eines Seminars oder Workshops, in ihnen können die Teilnehmenden die Inhalte selbst miterarbeiten und -gestalten. Um die Potenziale, aber auch die Schwächen der MOOCs bewerten zu können, bedarf es aber einer differenzierten Betrachtung, als sie bisher stattgefunden hat. Dieser Band stellt Erfahrungsberichte und Beispiele aus deutschen Hochschulen oder mit deutscher Beteiligung vor und reflektiert das Phänomen der MOOCs unter didaktischen, historischen und bildungspolitischen Aspekten.