Date: Thu, 6 May 93 05:00:06 From: Space Digest maintainer Reply-To: Space-request@isu.isunet.edu Subject: Space Digest V16 #533 To: Space Digest Readers Precedence: bulk Space Digest Thu, 6 May 93 Volume 16 : Issue 533 Today's Topics: BBS in Space? Coriolis (was Re: ASTRONAUTS---What does weightlessness feel like?) HST Servicing Mission Scheduled for 11 Days Info about JSC tours Level 5? P-Quest, Lunar Plaque Philosophy Quest. How Boldly? (2 msgs) Space Camps at Huntsville & Montreal Space Debris SSTO Alert Star Fleet Academy Space Science Education Vandalizing the sky Welcome to the Space Digest!! Please send your messages to "space@isu.isunet.edu", and (un)subscription requests of the form "Subscribe Space " to one of these addresses: listserv@uga (BITNET), rice::boyle (SPAN/NSInet), utadnx::utspan::rice::boyle (THENET), or space-REQUEST@isu.isunet.edu (Internet). ---------------------------------------------------------------------- Date: 29 Apr 93 17:10:18 GMT From: Ralph Buttigieg Subject: BBS in Space? Newsgroups: sci.space G'day All This is just an idea that has occurred to me. We can make telephone calls to international aircraft via the imarasat satellite system. Can such calls be made to an orbiting space craft? If it is possible perhaps we should see what would be involved in setting up a BBS on Mir or an eventual international Space Station. Reckon having a space station as part of fido or Internet would be neat. ta Ralph --- GoldED 2.41+ * Origin: VULCAN'S WORLD - Sydney Australia (02) 635-1204 3:713/6 (3:713/635) ------------------------------ Date: Wed, 5 May 1993 15:46:10 GMT From: Henry Spencer Subject: Coriolis (was Re: ASTRONAUTS---What does weightlessness feel like?) Newsgroups: sci.space,sci.physics In article zowie@daedalus.stanford.edu (Craig "Powderkeg" DeForest) writes: >I first experienced this in the `Shuttle ride' centrifuge at the >Huntsville Space Museum, in Alabama -- it's a very good ride, as they've >carefully removed all visible non-rotating reference points, and >the bearings are quite smooth. The only clue that you're rotating >is the coriolis force. The Huntsville ride is definitely pretty good. Anybody know offhand what the peak acceleration is? -- SVR4 resembles a high-speed collision | Henry Spencer @ U of Toronto Zoology between SVR3 and SunOS. - Dick Dunn | henry@zoo.toronto.edu utzoo!henry ------------------------------ Date: 3 May 93 16:29:04 GMT From: Dani Eder Subject: HST Servicing Mission Scheduled for 11 Days Newsgroups: sci.space,sci.space.shuttle,sci.astro In the interest of spreading useful knowledge, the following data about the HST repair mission are provided. My source is the "Shuttle Systems Weight and Performance" Status Report, 21 Jan 92. The mission was known as "L33", and was listed as 5 crew for 8 days. The altitude was 330 NM, and the inclination 28.45 degrees. Listed Payload: HST M&R Payload weight 14001 lb Lift Capability 27212 OMS propellant 25064 (this is the largest value for any mission in the report) MECO Targets - Alt 57 NM - Vel 26148 fps - Flight path angle 1.48 deg Payload Components: - Fuselage Support Station 4183 lb - Repair Unit 9818 lb (The first seems to be the workstand the HST will rest on while being repaired. It has tilt and rotation capability, and can be used to lower the HST into the cargo bay if needed. The second is probably the replacement parts for the HST, the tools needed, and carriers to hold all the stuff in the Shuttle cargo bay) Other items of note carried: Payload Bay keel camera 90 lb Airlock Stowed Items 290 Dani Eder -- Dani Eder/Meridian Investment Company/(205)464-2697(w)/232-7467(h)/ Rt.1, Box 188-2, Athens AL 35611/Location: 34deg 37' N 86deg 43' W +100m alt. ------------------------------ Date: 04 May 93 23:10 PDT From: tom@igc.apc.org Subject: Info about JSC tours Newsgroups: sci.space yes, nasa is slowly moving into the 20th century with handicapped access. it's been many years since i visited jsc but some older nasa buildings don't have elevators or ramps. tom ------------------------------ Date: Wed, 5 May 1993 15:36:36 GMT From: kjenks@gothamcity.jsc.nasa.gov Subject: Level 5? Newsgroups: sci.space : In Andrew Folkins writes: : >A good description is chapter 4 of "Decline & Fall of the American : >Programmer" by Edward Yourdon (ISBN 0-13-203670-3). Basically, level 1 is : >code hacking. You don't know how long it will take, how much it will cost, : >or how well it will work. At level 2, you can create and usually meet : >budgets and schedules, mostly though capable project management. In level : >3, the development process has been defined, formalized and written down, : >process improvment is now possible. Level 4 adds quantitative metrics to : >measure the process. Level 5 uses those statistics to optimize the : >process. Greg Stewart-Nicholls (nicho@vnet.IBM.COM) wrote: : How does this structure deal with those capable of producing working : software on time, within budget, but don't have a 'process' ???? (I know I shouldn't laugh, but picture that: somebody from Big Blue talking about "producing working software on time, within budget"!) To answer Greg's question, if you don't have a process, you're hacking at Level 1. In our MIS shop, we're barely at Level 2 for some of our projects, while we're at Level 1 for most. We have one system which is at Level 3. (But that's OK -- it's just MIS, not flight software. We don't care if we waste the taxpayers' money here.) One of the most difficult parts of implementing any kind of rational software management approach in the space business is that rocket scientists seem to think that bug-free code is developed by magic or by hacking (which is amazingly similar to magic). Many of our software developers have the mind-set Greg demonstrates: "Why should we have a 'process' if we are capable of producing working software on time, within budget?" Of course, this applies to hardware development, too. Why would a machine shop need to document every step they perform during flight hardware fabrication? The answer to both questions is the same: space flight requires very high reliability and tracability. To insure both, we must document the manufacturing process which leads to the end products. Picture this (this actually happened): a piece of flight hardware is manufactured by process X, which leaves a little chemical residue. The part fails during the flight, and post-flight analysis reveals that the chemical residue caused a problem in the space environment. Without documentation of the flight hardware production processes, it would be impossible to go back and look at all flight hardware which was manufactured using process X to insure that the problem won't happen again. Now picture a similar situation in software. If we configure the software to use a particular command sequence, and testing in the Shuttle Avionics Integration Laboratory (SAIL) reveals problems with the code, we need documentation of the flight software production process to go back and look at all flight software which uses that command sequence. Nobody pretends that a high level of software engineering expertise is not needed in flight software, but we have a thousand hackers pretending to be software engineers who pretend that we don't need any kind of process for software we use on the ground for simulations, planning, communication, and program management. The worst part is the ignorance that such processes even exist. Most of the programmers I know in the NASA community (and I know literally thousands of them; it's my job) are hackers at heart and don't know and/or don't care about using software engineering to create code. I don't imagine this is limited to NASA and its prime contractors. Software engineering is perceived as "too complicated" and "too much overhead" and "too much work" to be useful in daily hacking. The Carnegie Mellon folks would do the software world a great service if they could convince people that software manufacturing needs the same level of professionalism and craftsmanship that high-rise construction or high-precision tool-and-die manufacturing requires. Possibly because of the BASIC programming language, and the evils of CS 101, almost every engineer thinks he can program, at least a little, and thinks that's all there is to programming. Most engineers and managers have no clue what a true software professional does, and the managers are unwilling to embrace -- and fund -- the unknown. -- Ken Jenks, NASA/JSC/GM2, Space Shuttle Program Office kjenks@gothamcity.jsc.nasa.gov (713) 483-4368 "NASA turns dreams into realities and makes science fiction into fact" -- Daniel S. Goldin, NASA Administrator ------------------------------ Date: Wed, 5 May 93 20:20:04 EET From: flb@flb.optiplan.fi (F.Baube[tm]) Subject: P-Quest, Lunar Plaque From: Michael Nielsen > Subject: Philosophy Quest. How Boldly? > > I will argue the fact that every encounter between cultures > on earth there has been one which is more "powerful" than the > other and it has been used to destroy the weaker culture, rather > than co-existing with it. [..] I cannot recall a single instance > in history where this has not happened. Marco Polo, but only because he couldn't fit an army in his bags ? From: kjenks@gothamcity.jsc.nasa.gov > Subject: Info about JSC tours > > "HERE MEN FROM THE PLANET EARTH > FIRST SET FOOT UPON THE MOON > JULY 1969, A.D. > WE CAME IN PEACE FOR ALL MANKIND." This is probably an old question, but I take it there was a "contingency" plaque in case the launch was delayed into August ? -- * Fred Baube (tm) * In times of intellectual ferment, * baube@optiplan.fi * advantage to him with the intellect * #include * most fermented ! * How is Frank Zappa doing ? * May '68, Paris: It's Retrospective Time !! ------------------------------ Date: Wed, 5 May 1993 13:47:07 GMT From: Doug Loss Subject: Philosophy Quest. How Boldly? Newsgroups: sci.space In article <1993May5.045652.21757@marlin.jcu.edu.au> cemn@marlin.jcu.edu.au (Michael Nielsen) writes: >In article fiddler@concertina.Eng.Sun.COM (steve hix) writes: >>[...] >> >>An alien culture stumbling over us will also have an immense impact on us, one >>that might even destroy our culture, intentionally or not. >> >>It's not necessary that we force our culture on the others at all. > > Yes however I will argue the fact that every encounter between >cultures on earth there has been one which is more "powerful" than the >other and it has been used to destroy the weaker culture, rather than >co-existing with it. (And it has been a choice to destroy the other >culture in all the cases known to me), I cannot recall a single instance in >history where this has not happened. (of course I am not a historian) > What about the great Chinese trading expedition of the middle ages? I'm a bit hazy on the details, but I think the Emperor commanded a sailing expediton of hundreds of ships to travel east across the Indian Ocean to explore. It contacted African and Arabian civilizations (and probably Indian too), then sailed home. The decision from the Emperor (or the bureaucracy) was that there was nothing to be gained from continuing this venture. China then went into a period of isolation that wasn't broken till Europeans visited _them_, in the 18th century. As I say, I'm hazy on the details, and would welcome corrections, but my general point is that the more powerful Chinese culture neither destroyed or coexisted with the contactees (I know the term has been coopted by the UFO folks, but it's the correct one here), but ignored them. I suppose the argument could be made that the contact did change the Chinese culture by making it isolationist. That would then be an effect of the "weaker" culture on the "stronger" one. Interesting thought. Doug Loss loss@husky.bloomu.edu ------------------------------ Date: Wed, 05 May 1993 16:28:52 GMT From: Randy King Subject: Philosophy Quest. How Boldly? Newsgroups: sci.space I have been loosely following this thread. Everyone seems to presume that we will be in control of the situation. It is feasable that the aliens we encounter will want to force their philosophies and religions on us. Or perhaps they will want to assimilate ours. What if Columbus had decided to stay in America and live a simple existence with the natives? What if the American indians had discovered Europe first? --------- I like what-if scenarios. They can be so meaningless. ------------------------------ Date: Wed, 5 May 1993 13:08:14 GMT From: Doug Dillhoff Subject: Space Camps at Huntsville & Montreal Newsgroups: sci.space In article <1s6orjINNqm3@rave.larc.nasa.gov> C.O.Egalon@larc.nasa.gov (Claudio Oliveira Egalon) writes: >I am aware that the Space Camp in Huntsville has >a 1-800 phone number. Call 1-800-633-7280. I believe you select item 2 on the touch-tone list. doug -- Doug Dillhoff Any opinions expressed are strictly my own. ------------------------------ Date: Wed, 5 May 1993 16:35:13 GMT From: Farmer Ted Subject: Space Debris Newsgroups: sci.space Thanks to everyone who responded to my request for info in space debris. Rich "The earth is a cradle of the mind. But, we cannot live forever in a cradle" K.E. Tsiolkovski Father of Russian Astronautics ------------------------------ Date: Wed, 5 May 1993 12:46:22 GMT From: "Allen W. Sherzer" Subject: SSTO Alert Newsgroups: sci.space,talk.politics.space An important vote on the future of SSTO is scheduled for May 19. The House Armed Services Research and Technology subcommittee will be marking up their authorization. Language supporting SSTO will be proposed for the report. Currently the situation is very fluid and the politics are not totally worked out. However, we do need letters, phone calls, and faxes to the Subcommittee chair (Rep. Schroeder). Please ask her to support the SSTO language in the Authorization Bill. Her address is: Patricia Schroeder (D-CO) 2208 RH Washington DC 20515 Phone: 225-4431 Fax: 225-5842 I'll post more details and another list of targets soon. Please be ready to support this as well. Your efforts saved DC-X last year and the odds of some sort of DC-X followon being built are good *IF* we lobby these people equally hard. Allen -- +---------------------------------------------------------------------------+ | Lady Astor: "Sir, if you were my husband I would poison your coffee!" | | W. Churchill: "Madam, if you were my wife, I would drink it." | +----------------------42 DAYS TO FIRST FLIGHT OF DCX-----------------------+ ------------------------------ Date: Wed, 5 May 1993 16:06:31 GMT From: Jack Sarfatti Subject: Star Fleet Academy Space Science Education Newsgroups: sci.space Followup information on Star Fleet Proposal for Presidio from Jack Sarfatti (415) 885 5194 e-mail: sarfatti@ well.sf.ca.us 2000 Broadway, #406 San Francisco, CA 94115 This proposal is being considered by Paramount Pictures and has been read by editors at New York Times. Your comments endoresments etc. would be most welcome. From moon!virtent.nbn.com!fox Sun Feb 7 18:22:57 1993 To: Starfleet Subject: Starfleet Academy Proposal [part 1 of 1] From: fox@virtent.nbn.com (David Fox) Date: Sun, 07 Feb 93 18:00:30 -0800 X-Attached-File: Starfleet Academy.1 txt --- David Fox 415 485-0882 Electric Eggplant Entertainment Virtual Entertainment fox@virtent.nbn.com fox@well.sf.ca.us Starfleet Academy February 7, 1993 ) 1993 David Fox, Jack Sarfatti page 1 ) 1993 David Fox, Jack Sarfatti page 1 Starfleet Academy January 5, 1993 ) 1993 David Fox and Jack Sarfatti page 1 Virtual Entertainment 11 Indian Rock Road San Anselmo, CA 94960 Phone 415.485.0882 FAX 415.485.5232 Starfleet Academy David Fox Jack Sarfatti February 7, 1993 The Mission The education America's youth receives through its public school system has steadily eroded over the past several decades. Various strategies have been implemented to re-capture the students' imaginations and stimulate their desire to learn. These programs have enjoyed various levels of success, but most are available only to a very few. Things look particularly bleak in mathematics and the "hard sciences." Many people view these subjects as "way too difficult to understand" and "just plain boring." In addition to the inability of most instructors to inspire students' success in the traditional curriculum areas, there are currently many "21st Century" sciences being developed which will further tax their teaching skills. For example, theoretical physicists are seriously examining problems previously considered to fall within the realm of Science Fiction. This "New Physics" involves an exploration of time travel, faster than light travel and communication, and telepathy. Obviously, none of these subject areas is being taught in even the most "forward thinking" educational environments, and yet, research breakthroughs in any of these areas will totally change the world as we know it. We propose a new program be created to reach all students and provide them with an entertaining and accessible way to learn about these fields. This will be accomplished by creating an actual Starfleet Academy: a school, or series of schools, where students can not only study subjects related to space exploration, but also be immersed in the positive life lessons featured in the Star Trek universe. We will also create a multimedia curriculum which can be used on home computers as well as at the Academy. The Experience Starfleet Academy is a 21st century version of the Boy or Girl Scouts merged with a fully involving experience such as NASA's Space Camp. Instead of earning scout merit badges for starting fires and surviving in the wilderness, Starfleet Cadets will earn insignias for mastering basic skills in mathematics and physical science using programmed interactive multimedia instruction and virtual reality simulations. Whereas Space Camp is focused on today's exploration of space, Starfleet will embrace science and the future of science in general. Although Starfleet Academy will start out small, after several years it could very likely expand to many "campuses" throughout the world. By locating these campuses adjacent to Star Trek Virtual Reality Centers, a wonderful synergy could be created. In this way Cadets could practice what they have learned at the Academy while participating in the VR simulation games. For example, a Cadet who has successfully completed Astro Navigation courses could become the Enterprise's navigator and command the helm at a much higher game level than someone coming in off the street. The Cadets progress at their own speed in pursuit of promotions and receive certifications as Science Officer, Medical Assistant, Android Robotics Technician, Warp Drive Engineer, Holodeck Experience Designer, Navigator, Pilot, Star Ship Command, Star Ship Design Engineer, Sub-Space Communications Engineer, Inter-Species Negotiations, Galactic Ethics Counselor, etc., all with increasing levels of difficulty (with benchmarks appropriate to the age level of the participants). Using Today's Technology Starfleet Academy will be equipped with the latest in multimedia workstations, virtual reality systems, science labs, video production equipment as well as lecture/meeting rooms, and a theater. As new Academies spring up around the planet, they will be linked by high speed communication equipment, thus facilitating multi-center simulation experiences. But being in possession of the latest technology is not enough to insure success. Starfleet Academy will incorporate essential lessons learned from the entertainment industry, especially computer games and participatory theater. For example, rather than lecturing a Cadet on theories of direction vectors and gravitational effects, the Cadet would actually fly a computer simulated starship. Lessons on basic thrust and direction vectors, electromagnetic and gravitational effects, and other factors have to mastered for the Cadet to fly the ship successfully. Interspersed with the simulation will be pointers (in the form of animated demonstrations) on how these various forces can be manipulated. In other words, the Cadet has to master the principles of physics in order to succeed. We will be combining absolute state-of-the-art in graphic and audio realism (or hyper-realism as the case may be), with the state-of-the-art in our empirical and theoretical knowledge of the physical world. It's a revolutionary kind of "classroom" and it all boils down to this: if a Cadet wants to play these games successfully, he or she is really going to have to learn something. Not just pop some facts into short term memory so that they can be regurgitated for an exam (as is so often the modus operandi in traditional education) but to understand new information so that knowledge is retained and able to be put into practical application). It should be noted that Starfleet is not just about math and science. Just as important are interpersonal skills. Theater games and role playing will be used to teach proficiency in communication, leadership, and negotiation prowess. Cadets will be presented with ethical dilemmas, not unlike Captain Picard trying to enforce The Prime Directive, even if it means the inevitable suffering of millions of people. In order for these ethical dilemmas to be elevated from mere mental exercises, Cadets will be given roles to play and encouraged to improvise their solutions in dramatic settings. After choices have been made and the drama played out, Cadets will discuss what happened, how they felt about the consequences of their actions, and what other courses of action might have been available. For example, in the simulation, "Federation Foreign Service" -- you might be assigned the role of Federation Ambassador, somewhere out in the far reaches of the galaxy. Before you embark on your mission, you must undergo an intensive study of alien biology, psychology, sociology, language, religion, and history, etc. The other Cadets are assigned to be the citizens of the alien race. Any number of various "missions" are possible, as are a myriad of "situations" within each mission. As in life, each party has its own agenda, with the role of the Ambassador dedicated to following the course of action which best represents the greater interests of the Federation while following The Prime Directive. Use of the Facilities During the weekday hours of 9 to 3, Starfleet Academy will only be open to school field trips. Visiting students will be presented with special demonstrations and given access to the many computer and VR simulations. After 3 o'clock and on weekends, Starfleet will be open to the general public for drop-in visits and ongoing classes. The "curriculum" for this after school usage might include guest lecturers, film and video documentaries, hands-on computer and A/V production training, "science projects," etc. As always, however, the emphasis would be on educational fun. Field trips to a variety of corporate and educational research facilities would be a regular part of the program. During school holidays and summer vacations, extended programs will be offered. These may include day camps as well as resident camps. It would be interesting also, through user feedback, to encourage the kids to assist in the development and evolution of Starfleet Academy's curriculum. Curriculum These are some examples of what could be included: Computer science -- computer game design and programming, Virtual Reality worldmaking, 3D modeling, ray tracing, computer animation, movie special effects. Fractals and chaos theory -- with applications to ecology, weather prediction, behavior of financial markets, chaotic behavior of heart and brain. Classical mechanics -- emphasis on robotics, rocket propulsion and orbital mechanics of space-flight in the solar system. Sub-nuclear physics -- anti-matter propulsion of star ships of the Galactic Class, "zero point quantum energy propulsion." Astronomy -- planetary physics of the solar system and astrophysics of stars, galaxies, clusters, dark matter. Einstein's theories of curved spacetime -- including the big bang creation of the universe, black holes, and wormhole time machines for travel to past and future, alternate time probabilities. Mind-matter interaction -- how we see, hear and think including evidence for telepathy, precognition, psychokinesis; science, good, bad, or bogus? Other life forms -- terran animal intelligence, extra-terrestrial intelligence, UFO research. The New Physics The last few years have seen several breakthroughs in physics that are helping to make Star Trek real: 1. Breakthrough in Einstein's general theory of relativity that permits, in principle, time travel from present to future, and more astounding, from future back to present or past, using "traversable wormholes." Time travel back in time can be done in a consistent way and forms the basis for "warp drive." There are a growing number of publications in time travel physics in professional journals. 2. Breakthrough in quantum physics showing a faster-than-light connectedness. This quantum connection may be the link between mind and matter. Some physicists believe that the quantum connection may have important practical applications which might eventually lead to "subspace communication" and "beam transporter technology." 3. Breakthrough in the understanding of randomness. The new mathematics of fractals shows hidden order in seemingly random processes that are important in complex systems like the weather, the stock market, the human brain and the human heart. 4. Breakthroughs in high energy physics and cosmology suggest the possibility of a new super-efficient rocket fuel using "dark matter." This application would permit the "impulse engines" of Starfleet. Dark matter would also be used to make the traversable wormholes of warp drive. Source of Funding Starfleet Academy could be set up as either "for profit" or as a non- profit educational organization. In either case, Cadets will pay to participate, but the goal will be to turn no one away because of financial hardship. The Starfleet Academy would charge a nominal membership fee which will entitle the Cadet to discounted use of its facilities as well as reduced class fees. Scholarships will be made available for the more comprehensive programs, and rates will be on a sliding scale. Additional funding will be sought from technology-oriented companies. Initial funding may be provided by Paramount in partnership with the same technology companies. Home Software Another source of income will be the sale of home versions of Starfleet Academy's software to the public. Besides producing CD-ROM based multimedia programs, we could create networkable programs that allow people at home to participate in simulations taking place at their local Academy. Project Phases As we see it, these are the Starfleet Academy project's developmental phases: Phase I: Research -- A one year research phase will be launched in which we will: 1. Become familiar with Paramount's organization, plans, and capabilities, with the objective of integrating our expertise so as to enhance our mutual objectives. 2. Identify educational software already "in the can" that can be used as is or further developed; visit innovative science and technology museums, schools; interview physicists, scientists, involved in pertinent research. 3. Identify technical and managerial talent to join our creative team to design details of Starfleet Academy. By the end of this period, we will have developed detailed plans for the following successive phases. Phase II: Multimedia/home entertainment titles -- a production group will be created to begin the creation of several titles for PC and Macintosh. Production will continue over several years, turning out 2-3 titles per year. Phase III: Pilot programs in a school -- concurrent with Phase II, an in-school program will be developed teaching one or two subjects using the ideas researched in Phase I. These will be gradually increased both in number of subjects covered, and the depth to which each is explored. Multimedia software from Phase II will be used in this program. Phase IV: Virtual Reality projects -- we will work with the Star Trek VR centers to develop educationally oriented simulations. Phase V: Short sessions -- when we have developed enough of a curriculum from the above phases, we can begin to have short, 1-2 week sessions during school breaks and summer vacation. These will be equivalent to day camps. Phase VI: Establishment of a permanent facility -- this Phase could be implemented 2-3 years from the inception of the program. Chief Personnel The following people will be involved in creating Starfleet Academy. Each brings his expertise from many divergent fields. Jack Sarfatti Jack Sarfatti has a Ph.D. in theoretical physics from the University of California (Riverside 1969), an M.S. in physics also from the University of California (San Diego, 1967) and a B.A. in physics from Cornell University (1960). He was an assistant professor of physics at San Diego State University. He was an Honorary Research Fellow at Birkbeck College of the University of London, a visiting scientist at UNESCO International Centre for Theoretical Physics in Trieste Italy, and a visiting professor at the Institute of Mathematics of UNICAMP in Brazil. Jack has taught physics and math for the U.S. Navy and has recently taught physics and math to 11th and 12th graders at a private high school. Jack was the first director of the Esalen Physics Seminars in Big Sur in the mid-seventies which nurtured the popular physics books, Space-Time and Beyond, Tao of Physics, and The Dancing Wu Li Masters. Jack was recently appointed to the Science Board of Academie Universitaire Libre Mondiale; World University. Jack is widely known for his visionary research on the outer limits of the New Physics. David Fox David Fox and his wife Annie co-founded the world's first public-access microcomputer center in 1977. Marin Computer Center was a prototype for bringing new technology to the public. David is the co-author of Computer Animation Primer, Armchair BASIC, and Pascal Primer. In 1982 he became one of the founding members of the Games Division at Lucasfilm Ltd. (now LucasArts Games). During his 10 year stay with LucasArts, he was the designer, project leader, and one of the programmers for the games Rescue on Fractalus!, Labyrinth, Zak McKracken and the Alien Mindbenders, and Indiana Jones and the Last Crusade: The Graphic Adventure. He also worked on Maniac Mansion as the primary script programmer. During his last two years at LucasArts he was the Manager of Entertainment Software on Mirage (a collaboration between LucasArts and Hughes Aircraft Corporation). This multi-player, networked Virtual Reality entertainment system is intended for theme parks. David is now independently designing and producing children's CD-ROM titles, writing books, and consulting with various entertainment companies on Virtual Reality projects. Scott Fisher Scott Fisher attended the Massachusetts Institute of Technology, where he held a research fellowship at the Center for Advanced Visual Studies from 1974 to 1976 and was a member of the Architecture Machine Group from 1978 to 1982. There he participated in development of the "Aspen Movie Map" surrogate travel videodisk project and several stereoscopic display systems for teleconferencing and telepresence applications. He received the Master of Science degree in Media Technology from MIT in 1981. His research interests focus primarily in stereoscopic imaging technologies, interactive display environments and the development of media technology for representing "first-person" sensory experience From 1985 to 1990, Scott was Founder and Director of the Virtual Environment Workstation Project (VIEW) at NASA's Ames Research Center in which the objective was to develop a multisensory "virtual environment" workstation for use in Space Station teleoperation, telepresence, and automation activities. Most recently, he has co-founded Telepresence Research to continue research on first-person media, and to develop Virtual Environment and Remote Presence systems and applications. Prior to the Ames Research Center, Scott has served as Research Scientist with Atari Corporation's Sunnyvale Research Laboratory and has provided consulting services for several other corporations in the areas of spatial imaging and interactive display technology. His work has been recognized internationally in numerous invited presentations, professional publications and by the popular media. In addition, his stereoscopic imagery and artwork has been exhibited in the U.S., Europe, and Japan. ------------------------------ Date: Wed, 05 May 93 17:23:09 EDT From: Tom <18084TM@msu.edu> Subject: Vandalizing the sky I wrote >>I would guess that the best legal and moral basis for protest would >>be violation of private property. "I bought this house, out in >>the boondocks, specifically to enjoy my hobby, amateur astronomy. Now >>this billboard has made that investment worthless, so I want the >>price of the property, in damages." It wouldn't take too many >>succesful cases like that to make bill-sats prohibitively expensive. Fred responds: >Except for one small detail: I thought it had already been >established that this would interfere minimally, if at all, with even >*professional* astronomers, much less with amateurs. Damned difficult >to win a case where you can't demonstrate damages, and I don't think >complaining that your sky has been 'besmirched by vile mankind' is >going to get you real far. I don't recall the establishment of the lack of potential interference, but if there is none, I'd agree there would be no point in pursuing compensation for it. I had no idea that you feel people are vile, Fred ;-) -Tommy Mac ------------------------------------------------------------------------- Tom McWilliams 517-355-2178 wk \ They communicated with the communists, 18084tm@ibm.cl.msu.edu 336-9591 hm \ and pacified the pacifists. -TimBuk3 ------------------------------------------------------------------------- ------------------------------ End of Space Digest Volume 16 : Issue 533 ------------------------------