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[Warshauer] CU SEE-Me: Happenings, Theater, Magic. Susan Warshauer, University of Texas at Austin.

[VRML FAQ] A Window on Shared Virtual Environments. Denis Amselem, SRI Interna-tional. VRML Frequently Asked Questions (FAQ)

[GNN FAQ] Globewide Network Academy Frenquently Asked Questions (FAQ)

[Gomez, Pea 1992] Learning through collaborative visualization: Shared technology learning environments for science. Pea, R.D. Northwestern University & Gomez, L. Bellcore. 1992.

[Gustafson] Transitioning to Collaborative Groupware Environments. Paul Gustafson. CSC Vanguard, Computer Sciences Corporation.

[Henderson] Rooms: The Use of Multiple Virtual Workspaces to Reduce Space Conten-tion in a Window-based GUI. D.A Henderson, S.K. Card. Xerox Palo Alto Research Cen-ter (PARC).

[Kindberg] Mushroom: A framework for collaboration and interaction across the Internet. Tim Kindberg. Queen Mary & West?eld College, University of London

[Lejter 1997] Collaborative Mocha user’s guide. Luis Lejter, Brown University.

[MBONE FAQ] MBONE Frequently Asked Questions (FAQ)

[Meyer, Blar, Hader] A MOO-based Collaborative Hypermedia System for WWW. Tom Meyer, Brown University. David Blair, Suzanne Hader, Brown University.

[MUD FAQ] MUD Frequently Asked Questions (FAQ)

[Parnes et al] WebDesk: The Tele-Conferencing Service of MA TES. Peter Parnes, Dick Schefstrom, Kare Synnes. University of Lulea

[Reinhardt] New Ways to Learn. Andy Reinhardt, Byte magazine.

[Riel 1990] Cooperative Learning Through Telecommunications. Margaret Riel. 1990. The AT&T Learning Network

[SICS] Human-Computer Interaction for Distributed Systems. Swedish Institute of Com-puter Science (SICS)

[Ste?k et al] Beyond the Chalkboard: Computer Support for Collaboration and Problem Solving in Meetings. M. Ste?k, G. Foster, G. Bobrow, K. Kahn, S. Lanning, L. Suchman. Xerox Palo Alto Research Center (PARC).

[Ste?k et al] WYSIWIS Revised: Early Experiences with Multiuser Interfaces. M. Ste?k, G. Bobrow,G. Foster, S. Lanning, D.Tatar. Xerox Palo Alto Research Center (PARC). [Tamassia, et al.] Algorithm Animation over the World Wide Web. James E.Baker, Isabel F.Cruz, Giuseppe Liotta, Roberto Tamassia. Brown University

[Woo, Rees] A Synchronous Collaboration Tool for World Wide Web. Tak K. Woo, Michael J. Rees. The University of Queensland

9.0 Bibliography

[Bajaj 1995] Collaborative Multimedia & Scienti?c Toolkits. Chandrajit L. Bajaj, Depart-ment of Computer Science. Purdue University

[Benford et al] Managing Mutual Awareness in Collaborative Virtual Environments. Steve Benford, The University of Nottingham. John Bowers, The University of Manchester. Lennarte E. Fahlen, The Swedish Institute of Computer Science (SICS). Chris Green-halgh, The University of Nottingham

[Benford, Fahlen] Viewpoints, Actionpoints and Spatial frames for Collaborative User Interfaces. Steve Benford, The University of Nottingham. Lennart E. Fahlen, Swedish Institute of Computer Science SICS

[Brikcer et al] Multiplayer Activities that Develop Mathematical Coordination. Lauren J. Brikcer, Steven L.Tanimoto, Alex I.Rothenberg, Danny C. Hutama, Tina H. Wong. Uni-versity of Washington

[Conner et al] Making Telecollaboration as Real as Being There. Brook Conner, Greg Turk, Jonathan Corson-Rikert. NFS-STC Computer Graphics and Scienti?c Visualization Center

[Curtis] LamdaMOO Programmer’s Guide. Pavel Curtis. Xerox Palo Alto Research Cen-ter.

[Curtis et Al.] The Jupiter Architecture: Secure Multimedia in Network Places. P. Curtis, M. Dixon, R. Frederick, D.A. Nichols. Xerox Palo Alto Research Center

[Curtis et al] The Astro VR Collaboratory, An On-line Multi-User Environment for Research in Astrophysics. D. Van Buren, Infrared Processing and Analysis Center. P. Cur-tis, D.A. Nichols, Xerox Palo Alto Research Center. M. Brundage, University of Washing-ton

[CU-SEEME FAQ] CU SEE-Me Frequently Asked Questions (FAQ)

[Frivold et al] Extending the WWW for Synchronous Collaboration. Thane J.Frivold, Ruth E. Lang, Martin W. Fong. SRI International

[Gajewska et al.] Argo: a System for Distributed Collaboration. Hania Gajewska, Jay Kis-tler, Mark S. Manasse, David D. Redell. System Research Center, Digital Equipment Cor-poration

[Gamma et al] Design Patterns. Erich Gamma, Richard Helm, Ralph Johnson, John Vis-sides. Addison Wesley.

[Gleeson et al] Beyond HyperText: Using the World Wide Web for Interactive Applica-tions. Martin Gleeson, Tina Westaway. The University of Melbourne

oped by Microsoft based on OLE. Java Beans will have the advantage of Java’s platform independence, and the security provided by the Java VM. Active X is powerful, but it is currently limited to the Intel/windows 95/NT platform and since it sends binary code over the net it presents serious security questions.

By redesigning Mocha in terms of components we can simplify the development of Mocha applications and add collaboration and algorithm animation features to existing applications as well.

8.6 Multi-threaded Server

The Collaborative Server implemented in CMocha is single-threaded. It uses the “poll”UNIX mechanism to detect data waiting to be read and avoid blocking its socket connec-tions. This design decision simpli?ed the overall implementation of the Server. However it presents the drawback that a lengthy operation in a particular algorithm animation execu-tion can produce a noticeable “lag” in the feedback to other clients running on the server at the same time This problem can be solved by implementing a fully multi-threaded Server.

8.7 Extend course materials and work based on Mocha

As section 7 described, Mocha can be a used as an educational aid in a variety of situa-tions. These situations include a co-present environment, namely CS252 here in Brown’s CS Department, and also learning-at-distance and cooperative-learning-at-distance schemes.

The most attractive of these potential uses of Mocha is its use as an educational aid in CS252, the computational geometry course taught in our department. Chapter 7 describes how this framework can complement and expand the educational experience that students receive in the course.

However some additional work is required to successfully integrate the system in the course structure. Among this work we can mention:

?document the framework and “publish” the documentation in public-accessible web site.

?expand the number of computational geometry demos based on the system. Design new coursework that could be solved by using the system.

?improve the framework robustness

?experiment with the system performance: ?nd optimum sizes for student groups work-ing concurrently in the system. Also determine the optimum number of servers required for the system in order to provide satisfactory response times for large number of users.?explore and improve the scalability of the system. As a research system scalability was not one of Mocha design goals. However it can become an issue if the system is to be used by substantial numbers of users.

puting. Parallel algorithms can be dif?cult to design, understand and learn. An educational tool like Mocha implementing the animation of parallel algorithms for computational computing would be a powerful pedagogical tool. Among the parallel algorithms that could be implemented within the Mocha framework we can mention divide and conquer algorithms.

8.4 Support of 3D geometric algorithms

A natural extension for Mocha is the implementation of 3D algorithms. Some of the algo-rithms currently supported like convex hull and voronoi diagrams for example are well suited to a 3D implementation.

3D is not currently supported in Mocha because of present technical limitations of Java. On its actual incarnation Java supports only a 2D media API, part of its AWT GUI toolkit. There some existing 3D libraries for Java, like Liquid Reality,developed by Dimension X. However these libraries are C-coded libraries with a Java “wrapper” around them. For this reason they are platform-dependent and cannot work from inside a web browser (without modi?cation). These defeats the accessibility goal of Mocha and thus we decided against its use.

However new native 3D APIs for Java, currently in development will make possible sup-port for 3D geometric algorithms, including “?y-through” and manipulation of animations of objects like 3D convex hull and 3-D voronoi diagrams.

Another option is the use of VRML 2.0, which will allow interactively and behavior sup-ported by Java and JavaScript.

8.5 Shift to a component-based architecture

One of the current trends in the software industry is the development of component tech-nologies. Components are building blocks that can be mix and match together to create complex distributed applications.

Components offer code reusability, since they can be used as “black boxes” without requiring a deep understanding of their inner workings. Object-oriented languages’ prom-ise of greater code reuse remains to a great extent unful?lled, because of the dif?culty in designing object-oriented libraries that allow useful reuse of code.

Another bene?t of components is that they can extend existing applications with new added functionality. By inserting a component on a standard application we can add the component functionality to the “container” application. The component can even “merge”its user interface with the interface of the application, by extending the menu hierarchy for example.

In the Internet world the main component technologies are Java Beans, which Sun is cur-rently implementing for its Java language, and Active X, a component technology devel-

8.0 Future Work

8.1 Support of new collaboration frameworks and standards

The Internet is currently evolving in the direction of collaborative environments. Some of the major players in the software business including Microsoft and Netscape are position-ing themselves to gain a foothold in the emerging groupware market for the internet and for corporate intranets.

Each of these companies have developed proprietary collaborative environments for their web browsers, namely Cool Talk by Netscape for the Navigator browser and NetMeeting by Microsoft for the Web Explorer browser. These environments typically include inter-net-based telephony, shared whiteboard, chat windows, and even sharing of standard applications (NetMeeting).

If these systems become open instead of proprietary and eventually converge into a estab-lished standard they would provide a useful framework for developing collaborative appli-cations for academic research, like the Mocha system. In the case of Mocha we could take advantage of the internet support for example to provide audio conferencing in addition to the current text-based “chat” communication.

In addition Sun Microsystems has recently proposed a new set of extended APIs for the Java language including new support for 2D and 3D media, additional server support, tele-phony support, etc. If and when these API implemented the new capabilities of the lan-guage could be well exploited within the Mocha framework.

8.2 Support of new multimedia types

Collaborative Mocha can bene?t greatly from supporting new multimedia types like video and audio. By supporting audio and video conferencing the system could improve the “awareness” provided by the multi-user environment, i.e. perception of other users in the system and their actions.

This extended multimedia support should be accomplished ideally by maintaining the Mocha philosophy of leveraging existing internet technologies and supporting and taking advantage of current standards. This approach eliminates the substantial effort required for implementing proprietary solutions.

This support could be implemented by adopting one of the alternative collaborative sys-tems discussed in 8.1. Other possible options include the use of the proposed Java Multi-media extensions by SGI (new 2D Media API) and others (SGI Cosmo, etc.).

8.3 Animation of Parallel Algorithms

The work done so far with Mocha and Collaborative Mocha has been limited to serial algorithms. However a next step worthy of consideration lies in the ?eld of parallel com-

course and the TA’s. The virtual meetings would offer a convenient way for asking ques-tions and exploring further the concepts aided by on-line support from the instructor.

This virtual course could be offered under the auspices of the Center for Geometric Com-puting and can be developed as a joint project between Brown University and the other universities involved in the Center.

The assignments of the course could be done remotely by the students. The completed projects could be either emailed to the instructor or T A’s, published in a web page, or sent over by more traditional means like regular mail.

7.3 the Framework as an educational experience

The Mocha framework provides a rich set of classes encompassing geometry objects, user interface widgets, communication support objects, geometry algorithms, etc. Traditionally students in CS252 are given the liberty to choose the language and libraries to implement their projects. However they often have to rely on general-purpose libraries that require considerable effort to create the support code for the application, including graphics, user interface, data structures, etc.

By providing ready to use classes designed and tailored speci?cally for computational geometry we can reduce substantially the amount of time necessary to create the support code for implementing geometry algorithm. Thus the programmer can concentrate on implementing the actual algorithms.

Ideally students should learn algorithms by programming them. In a computational geom-etry course time limitations can preclude having the students program a large number of the algorithms taught in class. However the use of a framework like Mocha allows shifting the emphasis of the course from the realm of the strictly (or mostly) theoretical into a more balanced mix of theory and implementation.

sary infrastructure the students could concentrate on programming the actual algorithms, without having to spend time creating the required geometric objects or UI widgets.

The use of this framework as integral part of the course could produce additional interac-tive demos for future use as didactic tools, and would make programming a more substan-tial part of the course, improving and expanding the learning experience of the students in the course.

For this purpose the course could require periodic programming assignments, in addition to the ?nal project currently required of the students. The use of the framework should reduce the effort and time in the part of the students to implement the algorithms, so ide-ally this assignments should not take an excessive amount of the time the students spend on coursework.

7.2.2 learning-at-a-distance: Mocha as a self-pace study aid for individual, remote learning.

Face to face collaboration and learning is not always possible. Sometimes it is necessary (and maybe even desirable) to study a subject individually without the bene?t of a class-room or a instructor. The World Wide Web has proved to be an excellent medium for dis-tributing information and knowledge. The multimedia capabilities of the Web provide a powerful setting for an learning experience and environment.

An example of a Web Site created to distribute academic information, is the Brown CS department home page (https://www.sodocs.net/doc/867307822.html,), and more speci?cally the home page for the CS252 Computational Geometry course (https://www.sodocs.net/doc/867307822.html,/course/cs252). The home page for the course contain links to documents of all the class materials, inter-active demos built by previous students of the course, hyper-link references to related material, etc. that students (and other people interested) can study at their own pace. Mocha can serve as an programming framework for creating interactive illustrations for the Web. To demonstrate this potential we have created an interactive, on-line version of the original paper that introduced the Mocha architecture. This paper combines hyper-text references, model animations, interactive illustrations and explanatory text. This docu-ment is located at the URL https://www.sodocs.net/doc/867307822.html,:8080/

The Mocha framework documentation is available on-line, and the source ?les for the framework could eventually be made public in order to offer the opportunity to others out-side Brown in the Computational Geometry community to take advantage of the bene?ts of the framework.

7.2.3 Cooperation-at-a-distance: Mocha as a virtual classroom.

Another alternative is to use Mocha as a medium for creating a virtual Computational Geometry course. The CS252 home page contains already the text of the classes given in the course. Weekly virtual meetings similar to regular classes could be scheduled to give remote students the opportunity to interact with each other and with the instructor of the

?Use of multifaceted learning tasks for cooperative group investigations.

The teacher identi?es a speci?c task. The student teams work together to plan and carry out the task.

?Inclusion of multilateral communication among students and encouragement of active learning skills.

The different teams prepare a report to present to their class for discussion and evaluation. People in the same team work closely together, but there is usually little cross-team inter-action.

?Teacher exchange with each of the groups.

The teacher works with the individual teams, providing feedback on their work and giving directions as needed. The Teams report back to the teacher and to the class as a whole. 7.2 Scenarios for Mocha

We have considered uses for Mocha both in a co-present environment and as a coopera-tion-at-a-distance tool. In this section we will describe how Mocha can provide educa-tional bene?ts in these two situations.

7.2.1 Co-present environment: Mocha as an educational aid for a traditional computational geometry course (i.e. Brown’s CS252)

We propose to extend the traditional theoretical classes in CS252 with a weekly session in Brown’s electronic classroom (also know as the sunlab). For these weekly sessions the class could be divided into sections. Each section would be coordinated by a Teaching Assistant (TA). Sections would have their own schedule and meeting times (to reduce con-gestion of the electronic classroom).

In these sessions the students could use interactive multimedia demos of the theoretical concepts seen in class that week. If case of any doubts they could ask questions to the TA’s or to other members of the section. In addition each week a problem set or a task could be offered to the section, and the students would work cooperatively to solve the problem set or achieve the given task. This work should be complementary to the concepts taught in the theory classes.

This approach is similar to the scheme used in some of Brown University’s CS department courses like CS141 and builds on the experience gathered in building educational activi-ties in the electronic classroom.

The electronic classrooms meetings would also include “help” sessions where the TA’s could teach the basics of the Mocha framework. This framework could then be used by the students (either individually or in teams) to implement computational geometry algo-rithms taught in class during the course. Since the framework provides much of the neces-

7.0 Mocha in the Classroom

Collaborative learning or “group” learning is designed to encourage cooperation, the dis-cussion of ideas, resolution of cognitive con?icts, and promote problem solving and higher-order thinking skills [9].

The advantages of using cooperative learning for the education of theoretical ?elds like mathematics has been explored and stated by researchers like Davidson []. Group learning can address some of the problems typically associated with the potentially isolating nature of math-related courses.

It is generally recognized that students can become less discouraged when working in a group as compared to students working alone. The group provides not only a source for additional help, but also becomes a support network for its members.

By combining computers with group learning in math and geometry-related ?elds in a Computer Supported Collaborative Learning (CSCL) environment we can empower the students to construct and explore mathematical and geometrical objects and worlds.

Collaborative Mocha is an attempt to bring the bene?ts of CSCL into the ?eld of Compu-tational Geometry. In this section we will propose the use of Mocha and Collaborative Mocha as an educational aid for the teaching of computational geometry.

Mocha as a tool is not meant to replace traditional classroom instruction. We envision Mocha as a complement to traditional classes. However it can also offer bene?ts in a self-paced individual study setting. Next we will discuss how to organize a classroom in order to take full advantage of the system, and propose some scenarios describing both realistic uses of Mocha and its educational bene?ts.

7.1 Group Investigations within classrooms

Group learning usually requires some reorganization in the classroom. Typical classrooms have a large number of students that often makes it impractical to arrange collaborative activities without organizing the class into smaller teams. In addition group learning rede-?nes the role of the teacher, from a mostly unidirectional exchange to a fully bidirectional experience.

By having the teacher interact with teams instead of having to interact individually with each and every student we can keep his work more manageable Investigators like Sharan and Hertz-Lazarowitz have developed procedures for organizing group investigations. Successful organization of group learning requires the coordination of four dimensions of classroom life:

?The organization of the classroom into a “group of groups”

The class is divided in small groups to form teams. Team members work cooperatively. Inter-team work can be cooperative or competitive.

6.5 Persistence and History

Each room exists in the server until it is explicitly deleted. If the user leaves a room and comes back later, it will still be there, even if there is no one in the room. The user can also explicitly save or restore the room state to/from disk. Persistence in Mocha exist in both primary and secondary storage.

Rooms persist in memory unless they are explicitly removed by the user. In addition they can be stored in disk, and recalled at will. It is important to note also that persistence exists only in the server side, not on the client. Java applets have security restrictions imposed by their very nature, as applications “downloaded” on demand by a remote server whose security cannot be guaranteed.

In order to reduce the risk of a possible destructive action by a Java applet the Java Virtual Machine restrict access to certain local resources from the applet, including access to the local ?lesystem. This limitation makes impossible the de?nition of local persistence. Per-sistence is achieved by maintaining an individual and independent history for each room. The history has three components:

?the geometry state, with a current image of the geometry model in the room.

?the sketch history: with a list of all sketching commands issued by users in the given room

?the chat history: a list of all the chat text sent over by users in the room (identi?ed by originator).

6.4 Communication and Personal Interaction

6.4.1 Conversation

The whiteboard allows different levels of conversation between the various users in a shared room. On one level they all have access to the geometric model (by using the baton) and can manipulate it jointly, in a common visual interaction. Other mechanisms provided are the chat Panel, which allows text-based conversation, and sketching, which allows visual gestures. The overall “conversation” between the users of a given room is the sum of these schemes.

6.4.2 Gesturing

Gestures are a non-verbal form of communication usually involving body language. Since the CM system doesn’t currently support videoconferencing, the users of the system can’t see each other, so visual body language is out of the question. Sketching is offered as a alternative way of visually expressing non-verbal gestures to remote users.

This form of gesturing is supported by sketching and annotation capabilities over the background. this allows the user to pinpoint particular features in the geometric model, or the whiteboard in general, and permits a greater degree of communication. The sketching options are quite ?exible and lets the users de?ne their own schemes (like different shapes or colors) if desired for identifying the owner of the gestures. Gesturing is available to all members of the room at all times, regardless of baton possession.

6.4.3 Data Sharing: locking mechanisms

A collaborative system can very easily degrade into anarchy if no forms of coordination are provided. If users try to interact simultaneously with the same object, for example by moving the same node in opposite directions, the result will be that neither of them will succeed on his interaction.

Mocha provides a means for coordinating and arbitrating between multi-user interaction based on a “pass the baton” control model. Each room has a single baton. When an user owns the baton he gains exclusive control over the room geometry model until he yields the baton.

An user can request the baton at any time. If there is no current baton owner the baton is granted automatically by the Server. If there is already a baton owner the request is trans-mitted to him. The baton owner can then yield the baton or reject the request. If the baton owner leaves the room the baton is declared free.

This allows organized interaction between multiple users sharing the same working space. In the screen image above we can see 2 nodes enclosed in a green box, which have been “selected” by the baton owner. The baton indicator on the top session information panel is green, indicating possession. On the right of the session information panel we can see the name of the baton owner.

We use a color scheme reminiscent of traf?c lights (which should come naturally to most people). The color green is used to indicate that an asset is controlled by oneself. The color red indicates lack of control. This color scheme is used with the baton possession indicator on the session information panel. Any geometry model elements selected by the baton owner are also shown bounded in green.

The visual cues work in conjuction with an internal locking mechanism that keeps collab-orating users from having interaction con?icts in the shared environment.

6.3 Synchronization

Mocha provides a synchronized What Y ou See Is What I See (WYSIWIS) shared environ-ment. Collaboration systems range from the completely asynchronous to the fully syn-chronized. Under WYSIWIS users see the same objects, in the same ways and the same places, and it has been proposed as a foundation concept for shared systems [Ste?k et al]. WYSIWIS requires a tightly coupled synchronization between multi-user interfaces. However a strict WYSIWIS implementation requires certain overhead necessary to keep all the user environments synchronized. Any change introduced by one user has to be

re?ected instantly in the environment of the other users. This overhead is re?ected in the need of complex locking mechanisms and heavyweight and costly network protocols.“Relaxed” WYSIWIS is a related form of synchronization proposed by [Ste?k et al]. It allows synchronization constraints to be relaxed along four key dimensions: space, time, population and congruence. Mocha supports some of the relaxed WYSIWIS features, but it is more strict in other aspects.

?space: WYSIWIS is applied only to a subset of visible objects. In Mocha objects inside

a room are always synchronized (event if not visible) to users of the room.

?time: allows delays in updating views. Mocha users who simultaneously share a room are always synchronized (with minimum delays).

?population: sharing is limited to subgroups of the user population. Mocha for example synchronizes only users sharing a common “room” or session, not all the users present in the system.

?congruence: allows alternative views of objects. Mocha supports alternative views of the geometric model, possible by the MVC model on which the system is based. How-ever the prototype system that we have in place is not yet taking advantage of this fea-ture.

The persistence qualities of Mocha rooms support a form of asynchronous collaboration. Users can access a common room at different times and examine the changes that the other introduced in the room. However simultaneous use of a shared room is always synchro-nized.

This canvas is customized on each of the Mocha clients to support the different geometric services provided by the Mocha servers.

In the following screen image we can see an example of a V oronoi diagram shared canvas, where the user is using sketching in order to hilight some features in the diagram, and using the chat panel to communicate with fellow users in the shared canvas.

6.2.2 Conversational text

Mocha supports a “chat” panel widget where all the collaborators in the room can “talk” to one another via text. The chat panel will identify every line of text by its author name. This chat widget supports a form of written communication that complements the

6.2.3 Sketching

The system allows “sketching” and annotation over the background in order to provide additional support for gestures. However the geometric model is always on the foreground of the whiteboard.

6.2.4 Visual feedback and responsiveness

All interactions (either local or remote) generate immediate (within reason, depends on network lag) visual feedback. Visual “cues” indicate who has control over the whiteboard.

the user can keep track of the different rooms available on the server and the users that are in a given room. The user can go very quickly and without restrictions from one room to another. In the Control Window the user can also de?ne his name, or change it.

In case of a change of name the new name will be updated in all the other clients sharing the same room. If the user leaves a room all selected geometry objects will become unse-lected and all other clients will be updated as well.

The control window has on the left side a list widget that contains the rooms compatible with the client type that exists on the environment at the given time. On the right side of the window it is located another list widget that contains all the users sharing the same room with the local user. On the center there is a button panel widget with different activi-ties that the user can do.

The activities include creating a new room, removing a room, saving the room contents to disk and restoring the room content from disk. In order to remove a room the user must be the only one left in the room (he must be in it at the time). In order to select a room the user double clicks on the room’s name in the room list widget. Every room is identi?ed by a unique name.

In the bottom of the window a text label indicates the room where the user is. In the top of the window a text label describes the name of the user. If the user changes his name (by using the change name button) a input ?eld appears for that purpose.

The Session Information Panel on the top of every geometry client provides information about the current room, current baton owner in the room, a baton possession indicator, and a baton request. Every user in a room knows at every time who the owner of the baton is. Every action on the geometry model is clearly identi?ed by the baton owner.

6.2 Visualization

Mocha supports different forms of multimedia information. This information is presented to the user in different ways to allow different degrees of visualization. Among the infor-mation handled by the system we can mention geometry objects, conversational text, and “sketches” or drawing information. The user can interact with these different types of data according to their nature. The geometric objects can be manipulated to change their attributes: the user can have geometric algorithms run over them and see the results.

6.2.1 Geometric model

The geometric model varies depending on the type of client, but usually will include geo-metric objects like graphs, nodes edges etc. We support a MVC model where the underly-ing geometric data could potentially be displayed in different ways depending on the particular geometric client used.

In order to provide a space for displaying the geometric model and have the users interact and collaborate with the geometric objects the Mocha clients provide a geometric canvas.

Rooms were proposed originally as a single-user application mechanism for organizing collections of windows in related screenfulls of information[Henderson]. Other research-ers proposed extending this idea to multiuser situations [Ste?k et al].

The use of rooms as an underlying metaphor for a collaborative system is not unique to Mocha. As an example of another system that makes use of the room metaphor we can mention Mushroom [Kindberg], a framework for collaboration and interaction across the Internet.

Each CM room is completely independent of one another, has it is own unique state and history. Since rooms are persistent, users can interact either synchronously (in the same room at the same time) or asynchronously (users occupy the room at different times, but observe each other’s changes to the shared data).

There is no physical limits on the number of people on each room or the number of rooms on the server. (of course, there are practical limitations imposed by external factors like network latency). Rooms can be created and removed dynamically by the user.

Each room has a “type”, according to the activities that can be carried out in that room. The supported activities correspond to the geometry and animation services provided by the Mocha server. The rooms of a given type will be accessible only to Mocha clients who support that type. The server itself supports all client types and all activities.

Rooms are accessed by pointing the web browser to the Mocha URL. After the Mocha cli-ent starts it will request and receive from the server a list of all the existing rooms of the same type as the client. The user can either choose an existing room or create a new one.

After the user selects a room the client will receive and display a list of all the other users in the room. This list will be update automatically every time a user enters or leaves the room. Users can go from one room to another by simply selecting another room.

Each room has a single “baton”. The baton gives its owner sole control over the geometry model in the room. The sketch or chat text capabilities of the room require no baton and can be accessed by any room member at any time.

6.1.2 Explicit Embodiment

Every user has a name that identi?es him to the other users in the same shared working space. This name represents the identity of the user in the Mocha environment. The name will identify both the presence of the user and some of his actions to other users.

The position of the user in the environment is de?ned by the room where the user is at the moment. The presence of a user is shown to other users only in the context of a shared room. Users are aware only of the presence (and thus the position) of the users who are in the same room at a given point. This allows a degree of privacy to users.

Mocha conveys explicitly identity and presence of the users by means of a Control Win-dow and a Session Information panel. Every Mocha client has a Control Window where

6.0 Collaboration in Mocha

6.1 Awareness and embodiment

One of the important issues that raises in collaborative environments is the one of aware-ness and embodiment. Awareness is the perception that a user of a collaborative environ-ment has of the presence other users sharing this common environment. It is also related to how the users perceive their own and each other actions.

Collaboration requires developing ?exible mechanisms so that users can manage their awareness of other users and so they can encourage other’s awareness of them. A related issue is embodiment, how users are going to be represented to one another in relation to the information they are using.

Among the issues raised in awareness we can include conveying presence, position, iden-tity, activity, gestures and “verbal” communication (voice or text based), etc.

6.1.1 Room Metaphor

The internet is spread world-wide across traditional boundaries like geography or nation-states. Since Mocha uses the internet and the WWW as its distribution channel the system users can be located anywhere in the world. Some sort of collaboration infrastructure is required to enable remote user interactions and collaboration based around mutual goals and shared data.

Collaborative Mocha relies on a “room” metaphor in order to organize the interaction of different groups of users (both remote and local). In common speech a room is a physical location where people gather for some purpose, for example learning in a classroom. Mocha virtual rooms are environments for collaboration and containers for shared data.

tor has the option of terminating any of the users if he desires to do so. Any active room can also be closed by the administrator. In addition a list of all rooms on disk of that par-ticular type is shown to the user.

The administration client is a tool for both visualizing the state of the server at any time and for managing the server. This client does not implement a security mechanism at this time to restrict the access of non-authorized users. However such a security mechanism would be a desirable addition in the future given the level of control granted to this client.

General “Tab” Panel of the CServerAdmin client

CConvexHull “Tab” Panel of the CServerAdmin client

Each algorithm produces a different visual result as a product of running the algorithm. For example the search algorithm results will be represented in the client as “visit num-bers” attached to the nodes, indicating the order in which the nodes where visited in the search. In addition the visited nodes will be marked by a yellow ?lled circle.

The connected components algorithm results are represented by color-?lled circles sur-rounding all the nodes in the geometry canvas. Each color represents a different connected component. The user can identify visually right away which nodes belong to which com-ponent. Each edge is colored as it is considered by the algorithm.

In the Minimum-Spanning-Tree algorithm by Kruskal the orange color is used to indicate that an edge is part of the Minimum-Spanning-Tree. In addition the same color scheme is used to represent the different connected components to which the nodes in the graph belong. As the algorithm progresses the number of connected components present in the graph will diminish as the Minimum-Spanning-Tree is built.

The CGraphEditor client uses a speci?c Animation Panel GUI component to let the user control the algorithm animation. This panel de?nes a Algorithm choice widget for select-ing the algorithm, and a button tool bar with functions like start, for starting the algorithm, step ahead and step forward, for running the algorithm one step a a time, and clear, for clearing the visual results of the algorithm from the geometry canvas.

The different algorithms are run in the Collaborative Server, in accord with the architec-ture of Collaborative Mocha. The Model Manager object in the server has been extended to support the additional data structures needed for each of the animated algorithms. The algorithms themselves are coded into the server and when run send update events to the different clients sharing the graph editor room where the algorithm is being executed. The algorithm animation is kept synchronized between all the involved graph editor cli-ents keeping the WYSIWIS philosophy adapted by CMocha. Any changes on the graphs created and edited in the CGraphEditor is immediately re?ected on both the Collaborative Server and all CGraphEditors sharing the same room.

?Collaborative Server Administration Tool

The collaboration administration tool (CServerAdmin) lets an user administrate the Col-laboration server. This tool has several “tab” panels, one for each type of geometry clients that the CMocha server currently supports, and one main panel for general information about the operation of the server. The user can selected which “tab” panel to display by clicking on the tab name (on the top of the panel).

This main panel has information about the number of total connections the server has for each type of client and the status of the server.

The client-type panels display the number of active rooms that the server has of that par-ticular client, and given a particular room, what users are in it at the time. The administra-

?New collaboration-only clients: Collaborative Graph Editor with animated graph algo-rithms (CGraphEditor)

This new client de?nes a collaborative graph editor which allows the user to input and manipulate a graph. The user can interactively create and manipulate nodes and edges. The graph can be either directed or undirected, and the edges can have weights attached to them.

This collaborative graph editor has a complete UI for entering and manipulating graphs and for choosing, con?guring and running algorithm animations over them.

The user can then execute an animated algorithm over the graph and see step-by-step how the algorithms runs and arrives to the result. The algorithm can be executed and animated with both forward steps and back steps. The algorithm currently runs on the CM server, and the client only displays the results received from the server.

Six graph algorithms have been implemented so far: Breadth-First Search (BFS), Depth-First Search (DFS), Connected Components, Minimum-Spanning-Tree Algorithms by Kruskal and Prim, and a Minimum-Path Algorithm by Dijkstra. However many other algorithms can be implemented using the infrastructure provided by this Graph Editor cli-ent and the CMocha collaborative Server.

Depending on the algorithm speci?ed by the user additional information can be entered about the graph. For example if one of the search algorithms is chosen then a root node can be selected. If the selected algorithm requires it then a weight can be entered for each edge in the graph. The additional information will be hidden from the user if it is not nec-essary for the currently selected algorithm.

Flash知识点总结(有用哦)

Flash基础知识点总结(一) Flash的工作界面 标题栏 主工具栏 文档选 项卡 工具箱 舞台属性面板编辑栏库面板

舞台:进行创作的主要工作区域。 标尺、网格、编辑栏中设置显示比例。 场景概念: 时间轴窗口:由一系列的帧组成,每一帧是一幅瞬时图。分为:图层控制区和时间轴控制区。时间线是通过时间变化精确控制图层在每一秒的位置的工具。默认12帧/秒。Fps(framepersecond) 工具箱:主要绘图工具 动画播放控制器面板 属性窗口:设置对象属性 动作窗口:编写动作脚本 浮动面板:如:库窗口:用于存放重复元素。 (二)Flash动画的制作原理 在时间轴的不同帧上放置不同的对象或设置同一对象的不同属性,例如形状、位置、大小、颜色和透明度等,当播放指针在这些帧之间移动时,便形成了动画。

(三)重要概念 图形:是组成Flash动画的基本元素。制作动画时,可利用Flash的工具箱提供的工具绘制出动画需要的任何图形。 元件:是指可以在动画场景中反复使用的一种动画元素。它可以是一个图形,也可以是一个小动画,或者是一个按钮。 图层:图层就像好多透明的纸,用户可以在不同的纸上绘制各种图画,然后再将所有的纸叠在一起就构成了一幅完整的图画。位于下层的图形将在上层中空白或者透明的地方显示出来。 帧:帧分为关键帧、空白关键帧和普通帧三种类型。 关键帧是可以直接在舞台上编辑其内容的帧, 记录动画内容发生根本性变化的画面。只有关键帧才能进行编辑。F6:插入关键帧。插入关键帧时将上一状态的帧内容完全复制。 空白关键帧帧内没有画面,帧标识是空心小圆圈; 普通帧的作用是延伸关键帧上的内容。 帧频:每秒钟播放的帧数,默认12fps 一般认为是网页上最合适的速度。

适合娶亲婚礼上唱的歌最全版本

1.《水晶》(新人对唱的) 2.《真想见到你》(李汶的歌,新娘独唱的哦,实力派!) 3.《月亮代表我的心》(比较悠久啦) 4.《深情相拥》(对新人的唱功要求颇高啊) 5.《很爱很爱你》(也是新娘独唱哦,不过改了歌词,例如”看着她走向你,那幅画面多美丽”改成“我现在走向你,那幅画面多美丽”) 6.《第一次》(光良的歌,不用我多说了吧) 7.《love,love,love》(八错,调动现场气氛满灵的,新娘唱的也八错滴好象唱歌的新娘居多,我们的男士们很害羞呢) 8.《明明很爱你》(马来西亚的歌手唱的歌满受JMS的欢迎,大概是曲风比较明快吧) 9.《神话》(成龙大哥的版本比较通俗,八过对MM的要求高些,韩红的版本实力派的JMS挑战一下啊!) 10.《选择》(内敛型的JMS可以考虑的一种) 11.《最浪漫的事》(经典的歌曲,用在婚礼上再合适不过。) 12.《宁静的夏天》(节奏轻快,简洁,个人满喜欢,夏天结婚的可以试试) 13.《牵手》(应该是满老的歌了,有空我去听下再发表意见恩,听了个开头就知道了,应该是满苦情的歌,婚礼上就需要考虑是否适合了额.跟年龄有关吧) 14.《你最珍贵》(又一个对唱功有要求的) 15.《恋爱达人》(利用歌词可以搞些小剧情,效果应该不错。) 16.《恋爱频率》(看来是对流行音乐把握很敏锐的MM,) 17.《我只在乎你》(大家帮忙改改歌词吧) 18.《明明白白我的心》(简单的情歌,不太唱歌的JMS也可以小试身手了) 19.《你是我最深爱的人》(应该是男士发挥的时候了吧) 20.《屋顶》(个人还是喜欢杰伦的版本) 21.《在我生命中的每一天》(对唱的、抒情的慢歌永远是大家的最爱+首选) 22.《小夫妻》(一般用来做背景音乐较多的歌,可能太通俗了些,唱的人八多啊,不过还 是赞一个) 23.《不得不爱》() 24.《爱你一万年》(LG唱给LP听,记住表情,一定要深情!迷倒一大片。。。。。掌声鼓励一下) 25.《让我取暖》(很适合年轻夫妻对唱的情歌,有Young的气息) 26.《明天我要嫁给你了》 27.《你是我的老婆》(好歌啊,好歌。。。,终于又有适合GG们独唱的好歌了。) 28.《大城小爱》() 29.《你是我的幸福吗》(MM们独唱之作,不要害羞,大胆的唱给GG们听吧!) 30.《出嫁》(zhangning_she MM真是需要再表扬一下,提供了这么多歌,而且首首都这么经典,不错的情歌,可对唱) 31.《我愿意》(可独唱,也可双人合唱的佳作) 32.《你是我心底的烙印》(一人一句,配合默契啊) 33.《甜蜜蜜》(邓JJ的怀旧老歌,永远最好听) 34.《北极雪》(旋律很容易上口,不只冬天适合唱,夏天唱可以带来一丝凉意) 35.《被风吹过的夏天》(如果是在夏天相恋的JMS注意了额,这里就有一首适合你们对唱 的歌曲了)

flash复习题及答案汇总资料

f l a s h复习题及答案 汇总

Flash试题 一、单选题 1、()就是将选中的图形对象按比例放大或缩小,也可在水平方向或垂直方向分别放大或缩小。 A、缩放对象* B、水平翻转 C、垂直翻转 D、任意变形工具 2、Flash MX所提供的遮蔽功能,是将指定的()改变成具有遮蔽的属性,使用遮蔽功能右以产生类似聚光灯扫射的效果。 A、遮蔽 B、图层* C、时间 轴 D、属性 3、对一个做好的Flash 产品来说,一般是由()及()设置、场景、符号、库、帧、舞台、屏幕显示等要素组成。 A、动画、属性* B、窗口、菜单 C、动画、窗口 D、窗口、属性 4、()是指元素的外形发生了很大的变化,例如从矩形转变成圆形;而()则是指元素的位置、大小及透明度等的一些变化,这样的动画如飞机从远处慢慢靠近,一个基本图形的颜色由深变浅等,逐帧动画相对来说就比较容易理解的,但实际操作起来却很复杂。 A、逐帧动画、移动动画 B、形状动画、移动动画 * C、关键帧动画、逐帧动画 D、移动动画、形状动画 5、()是用来连接两个相邻的关键帧,过渡帧可以有不同的形态,它有作为移动渐变动画产生的过渡帧,有时作为无移动渐变动画之间的过渡帧,还可以是空白关键帧之间的过渡。 A、空白帧 B、关键帧* C、转换帧 D、动画帧

6、要播放QuickTime电影,在导出动画文件时要选择()格式,而不能选择swf。 A、Avi B、mpg C、 dat D、mov* 7、()是通过把称作像素的不同颜色的点安排在网格中形成图像,在对位图文件进行编辑时,对象是()而不是()。位图显示的质量与分辨率有关,因为图像的每一个数据是针对特定大小的网格。 A、位图、曲线、像素 B、矢量图、像素图、曲线 C、位图、像素、曲线* D、矢量图、直线、曲线 8、()通过直线和曲线来描述图形,在对一幅()进行编辑修改时,实际上修改的是其中曲线的属性,可对其进行移动、缩放、改变形状和颜色不而影响它的显示质量。 A、矢量图* B、位图 C、gif动画 D、矢量动画 9、()实际上就是各种游荡在空气中的声波。 A、音乐 B、声波 C、声 道 D、声音* 10、()就是一边下载一边播放的驱动方式。 A、流式声音* B、事件声音 C、开始 D、数据流 11、GIF文件提供了()和简单的动画,适合在网上使用。 A、声音 B、帧* C、关键 帧 D、场景

味道歌词解析

10 味道 作词:姚谦 作曲:黄国伦 演唱:张学友 专辑:张学友活出生命Live演唱会 今天晚上的星星很少 不知道它们跑那去了 赤裸裸的天空 星星多寂廖 我以为伤心可以很少 我以为我能过的很好 谁知道一想你 思念苦无药 无处可逃 想念你的笑 想念你的外套 想念你白色袜子 和你身上的味道 我想念你的吻和手指淡淡烟草味道 记忆中曾被爱的味道

今天晚上心事很少 不知道这样算好不好 赤裸裸的寂寞 朝着心头绕 我以为伤心可以很少 我以为我能过的很好 谁知道一想你 思念苦无药 无处可逃 想念你的笑 想念你的外套 想念你白色袜子 和你身上的味道 我想念你的吻和手指淡淡烟草味道 记忆中曾被爱的味道 想念你的笑 想念你的外套 想念你白色袜子 和你身上的味道 我想念你的吻和手指淡淡烟草味道 记忆中曾被爱的味道 这首歌是张学友活出生命Live演唱会上翻唱辛晓琪的。辛晓琪这首歌是1994年出来的,在上高中时,早晨广播中有时候就会播放这首歌。听到辛晓琪的“味道”,还真没有什么味道,总觉得她的声音不对,总觉得有点像一个怨妇在回忆。如果这首歌让张惠妹,或者声音不那么尖的人唱会更好一点。而张学友版的“味道”,真的唱出了“味道”的“味道”。一种成熟的人,面对自己的过去,面对自己空荡荡的内心。这是一种理性的回味,是一种让人怜爱的心痛。能让人听出她的不舍,听出她内心的伤痛。所以,这个男版的味道才真正的唱出了这首歌的意境和胸襟。 这首歌也是年纪稍微大一点的人所喜欢的歌曲。所以,在这里解析,也算是比较有代表性,代表了70后的人对情感的回味。 其实听这首歌就可以感受到很重的70后气息。这么投入的女人,想念外套,问题是还想念袜子。我觉得我们八零,九零的,那有空去想起来谁的白色袜子啊。但是,这样的风格适合九十年代初的风格,那时候,流行音乐还是比较新鲜的东西,人们抒情也比较委婉。这样的歌曲在当时已经是很够意思了。 另外一点,我要补充的是,我保证,就在今天之前,我还不知道是谁作的词,就刚才才查的,又是姚谦。他在那个时候已经如此牛了。这首歌已经传唱

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的动画片是我们这几代人所担忧的问题。 本文将研究《宝莲灯》和《人猿泰山》从思维方式、意识观念、结构造型、表现手法四个方面分析国产动画角色与国外动画角色造型的差异和共同点,从而为本国动画的塑造方向提出意见和建议。 2国内现状发展趋势 国产动画一直没能处理好国内外两种动画文化的关系,对于国产动画所处的阶段缺乏认识与分析,静心思考国产动画的现状,因地制宜,对症下药,方能促进国产动画的发展。 本文将分析中国动画产业目前的发展状况。研究分析动画角色设定的内涵及中外经典动画角色设计的成功案例,领悟动画角色背后的文化内涵和特点。剖析当今我国动画产业发展的不足之处。并且提出对于中国未来动画发展空间的展望 3主伦依据 二中外动画英雄形象的特点比较 1 美国动画 美国的动画产业起步最早,在此带动下,动画文化十分发达,除了在动画艺术上取得了辉煌的成就,它也是最初把动画片推向市场,并且形成产业规模的国家。 美国动画设计经过长期的发展,具有一种鲜明的特点。它大多以童话故事,寓言传说为基础的剧情片为主,叙事风格幽默,故事结构清晰,人物性格鲜明且生动活泼,音乐优美动听,引人入胜,特别注重细节的刻画,做到了雅俗共赏,适合绝大多数观众的审美口味。多以大团圆结局,悲剧性的影片很少,努力迎合广大观众的心里需求。美国善于塑造典型,推出动画明星。其动画中的英雄角色形象鲜明,衣着与其他动画人物不同,富有正义,在危难之中脱颖而出,吸引人

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歌词

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(整理)flash动画考试.

湖北汽院Flash 动画设计考试要点 一、客观题 1、什么是动画?动画的类型? Flash是一种交互式动画设计工具,动画是通过快速而连续地呈现一系列原先不活动的图象或图形,变成会活动的影像,用它可以将音乐,声效,动画以及富有新意的界面融合在一起,以制作出高品质的网页动态效果。动画的类型主要分为逐帧动画、补间动画、形变动画、引导动画、和遮罩动画几种 2、动画构成的要素。 ①多个画面 ②各个画面连续且有差异 ③画面表现的动作连续,即后一幅画是前一幅画的连续 3、Flash 适用于制作什么动画?特点?制作用途? Flash适合制作网页交互式二维矢量动画 特点:矢量图像,流媒体播放技术,动画小,可加入音频文件,交互性强,适用范围广 用途:音乐动画、电影动画、网页广告等 4、给Flash 中的几何体填入的颜色类型。 纯色,线性状,发射状,位图

5、制作动画的素材包括?获取的形式? 素材:文字,图形,图像,音频和视频文件,其他媒体文件 获取形式:导入,自制 6、Flash 中【刷子工具】的五种填充模式。 标准绘画,颜料填充,后面绘画,颜料选择,内部绘画 7、Flash 中的滤镜含义,其效果包括。 含义:指能应用于文本、影片剪辑、按钮的,能为对象增添奇妙视觉效果的图形效果 效果:投影,模糊,发光,斜角,渐变发光,渐变斜角,调整颜色 8、请说明套索工具的魔术棒设置对话框中阈值的含义及取值范围。 含义:用来定义在选取范围内的相邻像素色质的接近程度。数值越大表明范围越宽 取值范围:0~200的整数 9、什么是元件?元件的类型?各自的优点或特点是什么? 元件:是指在动画制作过程中可以重复使用的元素, 它包括电影剪辑、按钮和图形三种类型。 图形元件:用于创建可反复使用的图形或连接到主时间轴的动画片断,它可以是静止的图片,也可以是由多帧组成的动画。不能加入动

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