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Actin filaments are conductive to ionic currents, mechanical and voltage solitons. These travelling localisations can be utilised to generate computing circuits from actin networks. The propagation of localisations on a single actin filament is experimentally unfeasible to control. Therefore, we consider excitation waves propagating on bundles of actin filaments. In computational experiments with a two-dimensional slice of an actin bundle network we show that by using an arbitrary arrangement of electrodes, it is possible to implement two-inputs-one-output circuits.
Actin droplet machine
(2019)
The actin droplet machine is a computer model of a three-dimensional network of actin bundles developed in a droplet of a physiological solution, which implements mappings of sets of binary strings. The actin bundle network is conductive to travelling excitations, i.e. impulses. The machine is interfaced with an arbitrary selected set of k electrodes through which stimuli, binary strings of length k represented by impulses generated on the electrodes, are applied and responses are recorded. The responses are recorded in a form of impulses and then converted to binary strings. The machine's state is a binary string of length k: if there is an impulse recorded on the ith electrode, there is a '1' in the ith position of the string, and '0' otherwise. We present a design of the machine and analyse its state transition graphs. We envisage that actin droplet machines could form an elementary processor of future massive parallel computers made from biopolymers.
The PSFC, or Pioneer Sound Field Controller, is a DSP-driven hemispherical loudspeaker array, installed at the University of Aizu Multimedia Center. The PSFC features realtime manipulation of the primary components of sound spatialization for each of two audio sources located in a virtual environment, including the content (apparent direction and distance) and context (room characteristics: reverberation level, room size and liveness). In an alternate mode, it can also direct the destination of the two separate input signals across 14 loudspeakers, manipulating the direction of the virtual sound sources with no control over apparent distance other than that afforded by source loudness (including no simulated environmental reflections or reverberation). The PSFC speaker dome is about 10 m in diameter, accommodating about fifty simultaneous users, including about twenty users comfortably standing or sitting near its ``sweet spot,'' the area in which the illusions of sound spatialization are most vivid. Collocated with a large screen rear-projection stereographic display, the PSFC is intended for advanced multimedia and virtual reality applications.
Music-related decision-making encompasses a wide range of behaviours including those associated with listening choices, composition and performance, and decisions involving music education and therapy. Although research programmes in psychology and economics have contributed to an improved understanding of music-related behaviour, historically, these disciplines have been unconnected. Recently, however, researchers have begun to bridge this gap by employing tools from behavioural economics. This article contributes to the literature by providing a discussion about the benefits of using behavioural economics in music-decision research. We achieve this in two ways. First, through a systematic review, we identify the current state of the literature within four key areas of behavioural economics-heuristics and biases, social decision-making, behavioural time preferences, and dual-process theory. Second, taking findings of the literature as a starting point, we demonstrate how behavioural economics can inform future research. Based on this, we propose the Behavioural Economics of Music (BEM), an integrated research programme that aims to break new ground by stimulating interdisciplinary research in the intersection between music, psychology, and economics.
In dieser Arbeit werden die definierenden Eigenschaften von Open Educational Resources (OER) recherchiert. Wie können die Anforderungen an Inhalten, Medien-wahl, didaktischen Konzept mit einem hohen Grad an Interaktivität erfüllt werden? – Die Literatur zu diesen Fragestellungen liefert den aktuellen Forschungsstand.
Through constant technical progress, multi-user virtual reality is transforming towards a social activity that is no longer only used by remote users, but also in large-scale location-based experiences. We evaluate the usage of realtime-tracked avatars in co-located business-oriented applications in a "guide-user-scenario" in comparison to audio only instructions. The present study examined the effect of an avatar-guide on the user-related factors of Spatial Presence, Social Presence, User Experience and Task Load in order to propose design guidelines for co-located collaborative immersive virtual environments. Therefore, an application was developed and a user study with 40 participants was conducted in order to compare both guiding techniques of a realtime-tracked avatar guide and a non-visualised guide with otherwise constant conditions. Results reveal that the avatar-guide enhanced and stimulated communicative processes while facilitating interaction possibilities and creating a higher sense of mental immersion for users. Furthermore, the avatar-guide appeared to make the storyline more engaging and exciting while helping users adapt to the medium of virtual reality. Even though no assertion could be made concerning the Task Load factor, the avatar-guide achieved a higher subjective value on User Experience. Due to the results, avatars can be considered valuable social elements in the design of future co-located collaborative virtual environments.
Das Agile Manifest (https://agilemanifesto.org) hat weltweit große Bedeutung erlangt. Der Begriff der Agilität ist allgegenwärtig, sei es in der Softwareentwicklung, im Projektmanagement oder in der Welt der Startups. Aber wie sieht es mit Bildungsprozessen aus? Möchte man nicht auch hier schnell und flexibel auf veränderte Anforderungen oder spontan entstehende Lernbedarfe reagieren? Und erlangen nicht auch hier kooperative, ergebnisoffenere und vor allem selbstorganisierte Lernprozesse zunehmend an Bedeutung, weil sie die Lernenden möglicherweise besser auf die zunehmend digitalisierte Lebens und Arbeitswelt vorbereiten? Und wie steht es um Werte wie Transparenz, Kommunikation auf Augenhöhe, Akzeptanz und Wertschätzung? Definieren sie nicht wichtige Rahmenbedingungen, wie gelehrt und gelernt werden sollte?