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Computers will soon be powerful enough to simulate consciousness. The artificial life community should start to try to understand how consciousness could be simulated. The proposal is to build an artificial life system in which consciousness might be able to evolve. The idea is to develop internet-wide artificial universe in which the agents can evolve. Users play games by defining agents that form communities. The communities have to perform tasks, or compete, or whatever the specific game demands. The demands should be such that agents that are more aware of their universe are more likely to succeed. The agents reproduce and evolve within their user’s machine, but can also sometimes transfer to other machine across the internet. Users will be able to choose the capabilities of their agents from a fixed list, but may also write their own powers for their agents.
We developed a scene text recognition system with active vision capabilities, namely: auto-focus, adaptive aperture control and auto-zoom. Our localization system is able to delimit text regions in images with complex backgrounds, and is based on an attentional cascade, asymmetric adaboost, decision trees and Gaussian mixture models. We think that text could become a valuable source of semantic information for robots, and we aim to raise interest in it within the robotics community. Moreover, thanks to the robot’s pan-tilt-zoom camera and to the active vision behaviors, the robot can use its affordances to overcome hindrances to the performance of the perceptual task. Detrimental conditions, such as poor illumination, blur, low resolution, etc. are very hard to deal with once an image has been captured and can often be prevented. We evaluated the localization algorithm on a public dataset and one of our own with encouraging results. Furthermore, we offer an interesting experiment in active vision, which makes us consider that active sensing in general should be considered early on when addressing complex perceptual problems in embodied agents.
Application performance improvements through VM parameter modification after runtime analysis
(2013)
Der Wechsel vom Lehren zum aktiven Lernen kann durch studentische Projekte gelingen. Studierende wenden das bisher vermittelte Wissen an und erleben dadurch Ihre eigene Handlungskompetenz während der Bearbeitung einer berufsnahen Aufgabenstellung. Lernziel ist hierbei die Steigerung der Handlungskompetenz, bestehend aus Fach-, Sozial-, Methoden- und Individualkompetenz durch die Aufgabenbearbeitung im Team. Insbesondere wird dabei auch Wert auf die Vermittlung und Erfahrung von Skills, wie z. B. Kooperationsfähigkeit, Kommunikationsverhalten und Arbeitsorganisation gelegt.
Switched power electronic subsystems are widely used in various applications. A fault in one of their components may have a significant effect on the system’s load or may even cause a damage. Therefore, it is important to detect and isolate faults and to report true faults to a supervisory system in order to avoid malfunction of or damage to a load. If, in a model-based approach to fault detection and isolation of hybrid systems, switching devices are considered as ideal switches then some equations must be reformulated whenever some devices have switched. In this paper, a fixed causality bond graph representation of hybrid system models is used, i.e., computational causalities assigned according to the Standard Causality Assignment Procedure (SCAP) are independent of system modes of operation. The latter are taken into account by transformer moduli mi(t) ∈ {0, 1} ∀t ≥ 0 in a unique set of equations of motion. In a case study, this approach is used for fault diagnosis in a three-phase full-wave rectifier. Residuals of Analytical Redundancy Relations (ARRs) holding for all modes of operations and serving as fault indicators are computed in an offline simulation as part of a DAE system by using a bond graph model of the faulty system instead of the real one and by coupling it to a bond graph of the healthy system by means of residual sinks.
Radio pulsars in relativistic binary systems are unique tools to study the curved space-time around massive compact objects. The discovery of a pulsar closely orbiting the super-massive black hole at the centre of our Galaxy, Sgr A⋆, would provide a superb test-bed for gravitational physics. To date, the absence of any radio pulsar discoveries within a few arc minutes of Sgr A⋆ has been explained by one principal factor: extreme scattering of radio waves caused by inhomogeneities in the ionized component of the interstellar medium in the central 100 pc around Sgr A⋆. Scattering, which causes temporal broadening of pulses, can only be mitigated by observing at higher frequencies. Here we describe recent searches of the Galactic centre region performed at a frequency of 18.95 GHz with the Effelsberg radio telescope.
When it comes to university-level mathematics in engineering education it is getting harder and harder to bridge the gap between the requirements of the curriculum and the actual math skills of first-year students. Often students fail to realise that they lack elementary math skills. Lecturers intend to help them to learn what they have not learned at school. But obstacles like for example lapses in their concentration while working on exercises or playing down their problems can make it difficult to bridge existing gaps.
In order to increase the concentration while solving problems that deal with elementary mathematics students could communicate in a foreign language. By doing so, they have to understand the subject matter in order to talk about it. The Bonn-Rhein-Sieg University of Applied Science tries to launch a project that examines how dealing with these mathematical problems in a foreign language can support students acquiring fundamental mathematical skill. For this purpose the university is seeking for an international partnership. Via virtual communications students from both universities work in teams in English on mathematical problems. The research question if foreign language teaching can advance the acquisition of knowledge is the focus of interest.
This paper examines how students learn to collaborate in English by participating in an intercultural project that focuses on teaching students to work together on a digital writing project using various online tools, and participated in this digital collaboration project. Mixed groups of students, two French and two German, used several synchronous and asynchronous tools to communicate with their counterparts (Facebook, WordPress blog, WIMS e-learning platform, email, videoconferencing). Students had to produce an article together, comparing French and German attitudes about a topic they negotiated freely in their groups. Before publishing their post, students were expected to peer-review the article written by their group. Once published, the stage consisted of voting for the best posts on the e-learning platform, WIMS. A videoconference was also organized to create cohesion between the participants. The result of the student evaluations, together with the administrative, technical vastly differing university setups is presented.