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Shahram Azizi Ghanbari |
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Multi-Agenten
System: „Einsatz von künstlichen Agenten, z.B. in der Schule“ (Multi-Agenten System: “The artificial agent
at school”) |
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Alfred Toth |
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Grundlegung einer polykontexturalen Semiotik |
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(Outline of a Polycontextural Semiotics) |
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L. |
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Amr Badr |
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Stochastic
Modeling of Population Dynamics of Genetic Algorithms and Re- combinative
Simulated Annealing with Birth-Death Processes |
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(La modélisation stochastique de la population
dynamique pour les algorithmes genétiques et l’annealisation simulée recombinée
avec les processus naissance-mort) |
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Aktuelles und Unkonventionelles K.
Alsleben: Vorschläge zur Pflege und Lehre der Künste in dem Departemento
Akademia Internacia an der Universität Lucian Blaga in Sibiu und in der
Freien Europäischen Universität Academia Kelementia in Komarno (SL) |
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Mitteilungen * Sciigoj * News * Nouvelles * Comunicazioni Offizielle Bekanntmachungen * Oficialaj Sciigoj |
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Shahram
Azizi Ghanbari:
Multi-Agenten System: “The artificial agent at school”
(Summary)
The
action of “school –Agency” should
help teachers and pupils in practice their occupations. To develop the adequate
software, the tasks which should be done by the agency, have to be clearly
defined. The artificial intelligence should help at the organisation of school
life. At the other side the aim is a pedagogic one, to advance the acquisition
of knowledge. “School-Agencies” task is it, to assist the acquisition of
knowledge, it means, to advance and to assist the schooling education of
pupils.
The situated cognition-movement
Knowledge
is an individual construction, learning an active, constructive process in a
definite context of action. The learning-environment has to offer situations,
in which pupils should be able to develop
self-made constructions and learn context-concerned. In this
connection, they talk about a situated learning environment. “Goal of it is,
that pupils understand new topics, use their knowledge flexible and develop
abilities to solve problems and other cognitive strategies.” (Reinmann-Rothmeier, G. & Mandl,H. 2001, S.615). Like the concept of constructivism
also the terminus situates cognition is not clearly defined. But there are some
similar fundamental ideas:
a)
A societies
knowledge is a “divided knowledge” it means because of transactions between people, the knowledge gets developed
together and will be exchanged.
b)
The special
thinking and doing of one individual could be only understood by knowing the
background of it’s social context.
c)
Learning always
is situated, it means depending on regard to the contents and social experiences.
d)
Knowledge is
actively constructed by the student and wont be passively acquired.
Learning has to be interpreted an a context-depending,
situated process. Situations of learning and practice should be nearly similar.
This would be an idea to bridge over the lamentable chasm between learning and
all day experiences.
In this
first outline of polycontextural semiotics, the semiotic limiting principles of
the transcendental object and the constancy of the sign are abolished, then the
concept of keno-sign is introduced by mapping semiotic categories onto
kenogrammatic structures. It shows that a minimal polycontextural semiotics is
a quaternary-tetradic semiotics, which itself is a morphogrammatic fragment of
higher polycontextural semiotics, while, on the other side, it also shows that
monocontextural semiotics are morphogrammatic fragments of polycontextural
semiotics. Hence polycontextural semiotics is not a rejection, but a
relativization of monocontextural semiotics.
Amr Badr: La
modélisation stochastique de la population dynamique pour les algorithmes
genétiques et l’annealisation simulée recombinée avec les processus naissance-mort (Résumé)
Les processus
genéraux naissance-mort sont employés dans la modélisation des algorithmes genétiques avec la stratégie elitisée et l’annealisation simulée recombinée. Les termes de la ration de la naissance et du mort pour les individus
moyens de la population sont déduits. Le modèle est basé sur la consistance de la coupée M/M/∞, dans la manière
que la probabilité est limitée, pour le plupart dominé
des termes est la probabilité
du Poisson. Les résultats montrent que le système est très saturé avec la probabilitée Un. Ceci clarifie une convergence charactéristique d’algorithmes
genétiques et l’annealisation simulée recombinée.
Kurd Alsleben: Suggestions to care and instruction of
arts in the Academical International Department on the Lucian
Blaga University in Sibiu and on the Free European University Academia
Kelemantia in Komárno (Summary)
I.
Going off the modern artistic limit
transgressions hinting at art kinds, we introduce the overreaching notion of
Mousike (sensuel M., mental M., social M. ).
II.
Following the model communication chain,
rhetorics and the four steps model of cybernetics (with exceptional reference
to the instruction machine GEROMAT), the Author/Work/Public-Art is compared
with mutual art as to reciprocity.
III.
Institutions named in the title intend a peace
protecting, continuing, transcultural dialog.
IV.
Particulary for the study planning of the
department in Sibiu, we propose one or more of art conversatories to the
realisation of the personal concrete side of the visavis or internet dialog.
V.
We propose the following disposition of the Art
Sector and for art instruction:
section 1 artes operis = verkaj artoj, section 2 artes
conversationis = mutualaj artoj, section 3 artes laicorum = laikaj artoj.
Subdivisions in three expert departments of
each sector will develop from real existing groups because of the mentioned
limit transgressions.