841 resultados para object representations
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We consider the quark sector of theories containing three scalar SU(2)(L) doublets in the triplet representation of A(4) (or S-4) and three generations of quarks in arbitrary A(4) (or S-4) representations. We show that for all possible choices of quark field representations and for all possible alignments of the Higgs vacuum expectation values that can constitute global minima of the scalar potential, it is not possible to obtain simultaneously nonvanishing quark masses and a nonvanishing CP-violating phase in the Cabibbo-Kobayashi-Maskawa quark mixing matrix. As a result, in this minimal form, models with three scalar fields in the triplet representation of A(4) or S-4 cannot be extended to the quark sector in a way consistent with experiment. DOI: 10.1103/PhysRevD.87.055010.
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This paper aims at revisiting the concept of ‗representation‘, in order to discuss matters like truth value and the cultural and ideological importance of representations.
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Theory building is one of the most crucial challenges faced by basic, clinical and population research, which form the scientific foundations of health practices in contemporary societies. The objective of the study is to propose a Unified Theory of Health-Disease as a conceptual tool for modeling health-disease-care in the light of complexity approaches. With this aim, the epistemological basis of theoretical work in the health field and concepts related to complexity theory as concerned to health problems are discussed. Secondly, the concepts of model-object, multi-planes of occurrence, modes of health and disease-illness-sickness complex are introduced and integrated into a unified theoretical framework. Finally, in the light of recent epistemological developments, the concept of Health-Disease-Care Integrals is updated as a complex reference object fit for modeling health-related processes and phenomena.
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Dynamical systems theory in this work is used as a theoretical language and tool to design a distributed control architecture for a team of three robots that must transport a large object and simultaneously avoid collisions with either static or dynamic obstacles. The robots have no prior knowledge of the environment. The dynamics of behavior is defined over a state space of behavior variables, heading direction and path velocity. Task constraints are modeled as attractors (i.e. asymptotic stable states) of the behavioral dynamics. For each robot, these attractors are combined into a vector field that governs the behavior. By design the parameters are tuned so that the behavioral variables are always very close to the corresponding attractors. Thus the behavior of each robot is controlled by a time series of asymptotical stable states. Computer simulations support the validity of the dynamical model architecture.
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In this paper dynamical systems theory is used as a theoretical language and tool to design a distributed control architecture for a team of two robots that must transport a large object and simultaneously avoid collisions with obstacles (either static or dynamic). This work extends the previous work with two robots (see [1] and [5]). However here we demonstrate that it’s possible to simplify the architecture presented in [1] and [5] and reach an equally stable global behavior. The robots have no prior knowledge of the environment. The dynamics of behavior is defined over a state space of behavior variables, heading direction and path velocity. Task constrains are modeled as attractors (i.e. asymptotic stable states) of a behavioral dynamics. For each robot, these attractors are combined into a vector field that governs the behavior. By design the parameters are tuned so that the behavioral variables are always very close to the corresponding attractors. Thus the behavior of each robot is controlled by a time series of asymptotic stable states. Computer simulations support the validity of the dynamical model architecture.
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Dynamical systems theory is used as a theoretical language and tool to design a distributed control architecture for teams of mobile robots, that must transport a large object and simultaneously avoid collisions with (either static or dynamic) obstacles. Here we demonstrate in simulations and implementations in real robots that it is possible to simplify the architectures presented in previous work and to extend the approach to teams of n robots. The robots have no prior knowledge of the environment. The motion of each robot is controlled by a time series of asymptotical stable states. The attractor dynamics permits the integration of information from various sources in a graded manner. As a result, the robots show a strikingly smooth an stable team behaviour.
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Dynamical systems theory is used here as a theoretical language and tool to design a distributed control architecture for a team of two mobile robots that must transport a long object and simultaneously avoid obstacles. In this approach the level of modeling is at the level of behaviors. A “dynamics” of behavior is defined over a state space of behavioral variables (heading direction and path velocity). The environment is also modeled in these terms by representing task constraints as attractors (i.e. asymptotically stable states) or reppelers (i.e. unstable states) of behavioral dynamics. For each robot attractors and repellers are combined into a vector field that governs the behavior. The resulting dynamical systems that generate the behavior of the robots may be nonlinear. By design the systems are tuned so that the behavioral variables are always very close to one attractor. Thus the behavior of each robot is controled by a time series of asymptotically stable states. Computer simulations support the validity of our dynamic model architectures.
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This paper presents a collaborative virtual learning environment, which includes technologies such as 3D virtual representations, learning and content management systems, remote experiments, and collaborative learning spaces, among others. It intends to facilitate the construction, management and sharing of knowledge among teachers and students, in a global perspective. The environment proposes the use of 3D social representations for accessing learning materials in a dynamic and interactive form, which is regarded to be closer to the physical reality experienced by teachers and students in a learning context. A first implementation of the proposed extended immersive learning environment, in the area of solid mechanics, is also described, including the access to theoretical contents and a remote experiment to determine the elastic modulus of a given object.These instructions give you basic guidelines for preparing camera-ready papers for conference proceedings. Use this document as a template if you are using Microsoft Word 6.0 or later. Otherwise, use this document as an instruction set. The electronic file of your paper will be formatted further. Define all symbols used in the abstract. Do not cite references in the abstract.
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Trabalho apresentado no âmbito do Mestrado em Engenharia Informática, como requisito parcial para obtenção do grau de Mestre em Engenharia Informática
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Dissertação de Mestrado em Engenharia Informática
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Dissertation submitted in partial fulfilment of the requirements for the Degree of Master of Science in Geospatial Technologies
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This paper reports on the creation of an interface for 3D virtual environments, computer-aided design applications or computer games. Standard computer interfaces are bound to 2D surfaces, e.g., computer mouses, keyboards, touch pads or touch screens. The Smart Object is intended to provide the user with a 3D interface by using sensors that register movement (inertial measurement unit), touch (touch screen) and voice (microphone). The design and development process as well as the tests and results are presented in this paper. The Smart Object was developed by a team of four third-year engineering students from diverse scientific backgrounds and nationalities during one semester.
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Relatório de Estágio apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ensino do 1.º e 2.º Ciclo do Ensino Básico
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The present generation of eLearning platforms values the interchange of learning objects standards. Nevertheless, for specialized domains these standards are insufficient to fully describe all the assets, especially when they are used as input for other eLearning services. To address this issue we extended an existing learning objects standard to the particular requirements of a specialized domain, namely the automatic evaluation of programming problems. The focus of this paper is the definition of programming problems as learning objects. We introduce a new schema to represent metadata related to automatic evaluation that cannot be conveniently represented using existing standards, such as: the type of automatic evaluation; the requirements of the evaluation engine; or the roles of different assets - tests cases, program solutions, etc. This new schema is being used in an interoperable repository of learning objects, called crimsonHex.
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Dissertação apresentada na Faculdade de Ciências e Tecnologia da Universidade Nova de Lisboa para obtenção do grau de Mestre em Engenharia Informática