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Introduction
(2019)
This book started as a conversation about successful societies and human development. It was originally based on a simple idea— it would be unusual if, in a society that might be reasonably deemed as successful, its citizens were deeply unhappy. This combination— successful societies and happy citizens— raised immediate and obvious problems. How might one define “success” when dealing, for example, with a society as large and as complex as the United States? We ran into equally major problems when trying to understand “happiness.” Yet one constantly hears political analysts talking about the success or failure of various democratic institutions. In ordinary conversations one constantly hears people talking about being happy or unhappy. In the everyday world, conversations about living in a successful society or about being happy do not appear to cause bewilderment or confusion. “Ordinary people” do not appear to find questions like— is your school successful or are you happily married?— meaningless or absurd. Yet, in the social sciences, both “successful societies” and “happy lives” are seen to be troublesome.
As our research into happiness and success unfolded, the conundrums we discussed were threefold: societal conditions, measurements and concepts. What are the key social factors that are indispensable for the social and political stability of any given society? Is it possible to develop precise measures of social success that would give us reliable data? There are a range of economic indicators that might be associated with success, such as labor productivity, economic growth rates, low inflation and a robust GDP. Are there equally reliable political and social measures of a successful society and human happiness? For example, rule of law and the absence of large- scale corruption might be relevant to the assessment of societal happiness. These questions about success led us inexorably to what seems to be a futile notion: happiness. Economic variables such as income or psychological measures of well- being in terms of mental health could be easily analyzed; however, happiness is a dimension that has been elusive to the social sciences.
In our unfolding conversation, there was also another stream of thought, namely that the social sciences appeared to be more open to the study of human unhappiness rather than happiness.
Interactive Close-Up Rendering for Detail plus Overview Visualization of 3D Digital Terrain Models
(2019)
This paper presents an interactive rendering technique for detail+overview visualization of 3D digital terrain models using interactive close-ups. A close-up is an alternative presentation of input data varying with respect to geometrical scale, mapping, appearance, as well as Level-of-Detail (LOD) and Level-of-Abstraction (LOA) used. The presented 3D close-up approach enables in-situ comparison of multiple Regionof-Interests (ROIs) simultaneously. We describe a GPU-based rendering technique for the image-synthesis of multiple close-ups in real-time.
A fundamental task in 3D geovisualization and GIS applications is the visualization of vector data that can represent features such as transportation networks or land use coverage. Mapping or draping vector data represented by geometric primitives (e.g., polylines or polygons) to 3D digital elevation or 3D digital terrain models is a challenging task. We present an interactive GPU-based approach that performs geometry-based draping of vector data on per-frame basis using an image-based representation of a 3D digital elevation or terrain model only.
Subject-oriented learning
(2019)
The transformation to a digitized company changes not only the work but also social context for the employees and requires inter alia new knowledge and skills from them. Additionally, individual action problems arise. This contribution proposes the subject-oriented learning theory, in which the employees´ action problems are the starting point of training activities in learning factories. In this contribution, the subject-oriented learning theory is exemplified and respective advantages for vocational training in learning factories are pointed out both theoretically and practically. Thereby, especially the individual action problems of learners and the infrastructure are emphasized as starting point for learning processes and competence development.
Cloud Storage Broker (CSB) provides value-added cloud storage service for enterprise usage by leveraging multi-cloud storage architecture. However, it raises several challenges for managing resources and its access control in multiple Cloud Service Providers (CSPs) for authorized CSB stakeholders. In this paper we propose unified cloud access control model that provides the abstraction of CSP's services for centralized and automated cloud resource and access control management in multiple CSPs. Our proposal offers role-based access control for CSB stakeholders to access cloud resources by assigning necessary privileges and access control list for cloud resources and CSB stakeholders, respectively, following privilege separation concept and least privilege principle. We implement our unified model in a CSB system called CloudRAID for Business (CfB) with the evaluation result shows it provides system-and-cloud level security service for cfB and centralized resource and access control management in multiple CSPs.
The Schwarzenberg mining district in the western Erzgebirge hosts numerous skarn-hosted tin-polymetallic deposits, such as Breitenbrunn. The St. Christoph mine is located in the Breitenbrunn deposit and is the locus typicus of christophite, an iron-rich sphalerite variety, which can be associated with indium enrichment. This study presents a revision of the paragenetic scheme, a contribution to the indium behavior and potential, and discussion on the origin of the sulfur. This was achieved through reflected light microscopy, SEM-based MLA, EPMA, and bulk mineral sulfur isotope analysis on 37 sulfide-rich skarn samples from a mineral collection. The paragenetic scheme includes: a pre-mineralization stage of anhydrous calc-silicates and hydrous minerals; an oxide stage, dominated by magnetite; a sulfide stage of predominantly sphalerite, minor pyrite, chalcopyrite, arsenopyrite, and galena. Some sphalerite samples present elevated indium contents of up to 0.44 wt%. Elevated iron contents (4-10 wt%) in sphalerite can be tentatively linked to increased indium incorporation, but further analyses are required. Analyzed sulfides exhibit homogeneous delta S-34 values (-1 to +2 parts per thousand VCDT), assumed to be post-magmatic. They correlate with other Fe-Sn-Zn-Cu-In skarn deposits in the western Erzgebirge, and Permian vein-hosted associations throughout the Erzgebirge region.
The supercritical Hopf bifurcation is one of the simplest ways in which a stationary state of a nonlinear system can undergo a transition to stable self-sustained oscillations. At the bifurcation point, a small-amplitude limit cycle is born, which already at onset displays a finite frequency. If we consider a reaction-diffusion system that undergoes a supercritical Hopf bifurcation, its dynamics is described by the complex Ginzburg-Landau equation (CGLE). Here, we study such a system in the parameter regime where the CGLE shows spatio-temporal chaos. We review a type of time-delay feedback methods which is suitable to suppress chaos and replace it by other spatio-temporal solutions such as uniform oscillations, plane waves, standing waves, and the stationary state.
MOOCs in Secondary Education
(2019)
Computer science education in German schools is often less than optimal. It is only mandatory in a few of the federal states and there is a lack of qualified teachers. As a MOOC (Massive Open Online Course) provider with a German background, we developed the idea to implement a MOOC addressing pupils in secondary schools to fill this gap. The course targeted high school pupils and enabled them to learn the Python programming language. In 2014, we successfully conducted the first iteration of this MOOC with more than 7000 participants. However, the share of pupils in the course was not quite satisfactory. So we conducted several workshops with teachers to find out why they had not used the course to the extent that we had imagined. The paper at hand explores and discusses the steps we have taken in the following years as a result of these workshops.