Erscheinungsdatum: 20.04.2010, Medium: Taschenbuch, Einband: Kartoniert / Broschiert, Titel: Gesture in Embodied Communication and Human Computer Interaction, Titelzusatz: 8th International Gesture Workshop, GW 2009, Bielefeld, Germany, February 25-27, 2009 Revised Selected Papers, Auflage: 2010 // 2010. 2010, Redaktion: Kopp, Stefan // Wachsmuth, Ipke, Verlag: Springer-Verlag GmbH // Springer Berlin, Sprache: Englisch, Schlagworte: Intelligenz // Künstliche Intelligenz // KI // AI // Roboter // Robotik // Industrieroboter // Mustererkennung // Bildbearbeitung // Bildverarbeitung // Grafik // EDV // Schnittstelle // Maschinelles Sehen // Bildverstehen // Interfacedesign // Benutzerfreundlichkeit // Usability // Digitale Animation // Unternehmensanwendungen, Rubrik: Informatik, Seiten: 336, Abbildungen: 136 schwarz-weiße Abbildungen, Bibliographie, Reihe: Lecture Notes in Computer Science (Nr. 5934) // Lecture Notes in Artificial Intelligence, Informationen: Book, Gewicht: 536 gr, Verkäufer: averdo
Modeling Communication with Robots and Virtual Humans ab 74.99 € als Taschenbuch: Second ZiF Research Group 2005/2006 International Workshop on Embodied Communication in Humans and Machines Bielefeld Germany April 5-8 2006 Revised Selected Papers. Auflage 2008. Aus dem Bereich: Bücher, English, International, Gebundene Ausgaben,
Gesture in Embodied Communication and Human Computer Interaction ab 84.99 € als Taschenbuch: 8th International Gesture Workshop GW 2009 Bielefeld Germany February 25-27 2009 Revised Selected Papers. 2010. 2010. Aus dem Bereich: Bücher, English, International, Gebundene Ausgaben,
Gesture in Embodied Communication and Human Computer Interaction ab 84.99 EURO 8th International Gesture Workshop GW 2009 Bielefeld Germany February 25-27 2009 Revised Selected Papers. 2010. 2010
Modeling Communication with Robots and Virtual Humans ab 74.99 EURO Second ZiF Research Group 2005/2006 International Workshop on Embodied Communication in Humans and Machines Bielefeld Germany April 5-8 2006 Revised Selected Papers. Auflage 2008
The International Gesture Workshops (GW) are interdisciplinary events for those researching gesture-based communication across the disciplines. The focus of these events is a shared interest in understanding gestures and sign language in their many facets, and using them for advancing human-machine interaction. Since 1996, International Gesture Workshops have been held roughly every second year, with fully reviewed proceedings published by Springer. The International Gesture Workshop GW 2009 was hosted by Bielefeld University's Center for Interdisciplinary Research (ZiF - Zentrum für interdisziplinäre Forschung) during February 25-27, 2009. Like its predecessors, GW 2009 aimed to provide a platform for participants to share, discuss, and criticize recent and novel research with a multidisciplinary audience. More than 70 computer scientists, linguistics, psychologists, neuroscientists as well as dance and music scientists from 16 countries met to present and exchange their newest results under the umbrella theme "Gesture in Embodied Communication and Human-Computer Interaction. " Consistent with the steady growth of research activity in this area, a large number of high-quality submissions were received, which made GW 2009 an exciting and important event for anyone interested in gesture-related technological research relevant to human-computer interaction. In line with the practice of previous gesture workshops, presenters were invited to submit theirs papers for publication in a subsequent peer-reviewed publication of high quality. The present book is the outcome of this effort. Representing the research work from eight countries, it contains a selection of 28 thoroughly reviewed articles.
Seminar paper from the year 2005 in the subject English - Pedagogy, Didactics, Literature Studies, grade: 2,3, Bielefeld University, 4 entries in the bibliography, language: English, abstract: The discussion about aims, content and methods of foreign language lessons resulted in demands for a broader integration of intercultural learning. Jörg Roche, who dedicated one chapter of his book Interkulturelle Sprachdidaktik: Eine Einführung to the role of intercultural language didactics in the teaching and learning of foreign languages, makes specific suggestions about restructuring the traditional concepts of foreign language lessons. According to him, the best learning success is achieved when intercultural learning and foreign language teaching are integrated. He explains conclusively that language and culture are inseparably bound to one another. Roche also warns not to use isolated or poorly researched pieces of cultural information, since this would lead to a falsified image of the target culture and prevent the learners from authentic language use. Roche's appeal illustrates the growing need of intercultural communication. Young pupils in Germany do not only live in a country that maintains contact with cultures all over the world, but they are also part of a multicultural society that is mirrored by the school classes. Foreign language lessons offer the opportunity to help them deal with it and prepare them for living in a multicultural society. After the introduction of English as a foreign language as an obligatory school subject in the classes 3 and 4 of the primary schools in 2003, it is now possible for the young learners in Germany to exhaust their enormous language learning potential more effectively. However, how they should be taught, and what exactly, is still discussed extensively. The new school subject made it necessary to develop a new curriculum and new school books, which were supposed to meet the needs of the young foreign language learners and the conditions of the guidelines. Considering the textbooks Bumblebee 3 and Bumblebee 4 (Schroedel 2003) as examples, this paper examines in how far the school books concur with the regulations concerning intercultural learning. Of course, school books do not solely represent what is taught in the lessons; the way the teachers uses them and what they teach additionally must also be regarded for that. Yet, the books play a central role in the lessons. Tasks, content and especially the illustrations have much influence on how the lessons are perceived by the pupils. Furthermore, the pupils can take the books home where they can work autonomously.
Bachelor Thesis from the year 2008 in the subject Communications - Multimedia, Internet, New Technologies, grade: 1.3, Bielefeld University, course: Politikwissenschaft, language: English, abstract: The question at heart of this paper is how society manages to maintain what has become its most important communication network, the Internet. The coordinative mechanisms necessary to achieve this are regarded as governance mechanisms. Since 'governance' is understood as a property of social systems and 'Internet infrastructure' relates to a technological system, two system/environment relations need to be observed: technology as the environment of society and society as the environment of technology. This circular system/environment relationship complicates the notion of governance, because governance (the establishment of social coordination) shapes and limits Internet architecture (the basic design principles of the Internet platform) and Internet architecture shapes and limits governance. Thus, before governance mechanisms regarding Internet infrastructure can be addressed, some preliminary considerations have to be made regarding the interaction between society and technology in general. This topic has been the subject of many academic publications covering disciplines such as sociology, political science, economics and network engineering; but the solutions proposed usually tend to either oversimplify the problem or use the jargon of complex systems to paraphrase them. The approach presented here examines the fundamental technical principles of Internet connectivity, sets them in relationship to social systems and regards 'Internet governance' as contextual intervention (Willke 1989).
Bachelor Thesis from the year 2009 in the subject English Language and Literature Studies - Linguistics, grade: 2,0, Bielefeld University, language: English, abstract: While I was doing an internship in several English classes in a 'Gymnasium' in 2007, a teacher asked me to take a test in his class (8th grade) of the vocabulary of a certain unit in their textbook. I did so and graded the tests according to his requirements. Every incorrect word led to zero points regardless of how 'wrong' the word was. In one case the students were supposed to give the English word for 'Süssigkeiten' which, of course, is 'sweets'. While some simply gave no word, others gave solutions that were wrong, yet creative, for instance a circumlocution, 'sweet things' or newly coined word, 'sweetys'. It did not seem fair to me to disregard these solutions, as someone using them in a communicative situation would be able to better communicate his intention than by simply saying nothing. From this experience I got the idea for my B.A. thesis to deal with the topic of communication strategies , to which these examples belong, and to further examine their role in language learning. This thesis is an attempt to inspect what CSs are and what their part in education could and should be, respectively actually is. In the beginning I will present a summary of the history of research in the field of CSs and I will give an overview of existing (and often varying) theories, definitions and taxonomies of CSs. After introducing this background knowledge I will examine the practical implications of CS research. By discussing studies and theories by various researchers I will prove that the employment of CSs in communication is useful and effective and that teaching CSs in school is both possible and sensible. I will then go on in the empirical part to examine the curricula for 'Sekundarstufe I and II' of the 'Gymnasium' in North Rhine Westphalia with regard to CS teaching. I will also look at various school books to see to what degree results from CS research have been taken into consideration in their design, i.e. whether or not they teach CSs, and if so, how they do it. I will evaluate these results and make suggestions for possible improvements. In the conclusion I will sum up my results and make suggestions for further research. The appendix includes various material used for this thesis that is helpful and sometimes necessary to understand the text, such as taxonomies of CSs or charts showing results of my research. At the end of the thesis is a list explaining common abbreviations used in this thesis, as well as a glossary of ...