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This paper discusses an Induction Generator (IG) system that provides regulated voltage at any load condition. It utilizes the classical self-excitation principle but, in addition to that, it makes use of a current regulated PWM inverter to control the output voltage magnitude. It is primarily intended for micro hydro plants to be used in rural areas, where the cost of conventional distribution system is high, and the water resources are available to drive an unregulated low hear turbine. The proposed topology is presented, followed by an analysis of the control structure. The methodology is validated via simulation studies.
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An energy harvesting device for obtaining instantaneous energy from drops without needing of moving the drops along the device, in a reduced scale and combinable with other types of harvesting devices, the energy harvesting device comprising one or more triboelectric generators comprising a bottom electrode, a friction or triboelectric element placed over the bottom electrode, and at least two top exposed electrodes electrically connected placed over the triboelectric element and defining at least one gap between them, exposing the triboelectric element to the external environment so that on contacting a drop of liquid makes an electrical connection between the top electrodes varying instantaneously (microseconds range) the capacitance of the triboelectric generators.
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An energy harvesting device for obtaining energy from drops without needing of moving the drops along the device, in a reduced scale and combinable with othertypes of harvesting devices, the energy harvesting device comprising one or more triboelectric generators comprising a bottom electrode, a friction or triboelectric element placed over the bottom electrode, and at least two top electrodes placed over the triboelectric element and defining at least one gap between them, exposing the triboelectric element to the external environment so that on contacting a drop of liquid makes an electrical connection between the top electrodes varying the capacitance of the triboelectric generators and alternatively for functioning as a power unit for a sensor or as a self-powered sensor producing an electrical signal generated by the contact of the liquid with the electrodes.
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In this paper we present a system that generates questions from an ontology to determine a crisis situation by ordinary people using their mobile phone: the Situation Awareness Question Generator. To generate questions from an ontology we propose a formalization based on Situation Theory and several strategies to determine a situation as quickly as possible. A suitable ontology should comply with human categorization to enhance trustworthiness. We created three ontologies, i.e. a pragmatic-based ontology, an expert-based ontology and a basiclevel ontology. Several experiments, published elsewhere, showed that the basic-level ontology is most suitable.
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Grammar-based procedural level generation raises the productivity of level designers for games such as dungeon crawl and platform games. However, the improved productivity comes at cost of level quality assurance. Authoring, improving and maintaining grammars is difficult because it is hard to predict how each grammar rule impacts the overall level quality, and tool support is lacking. We propose a novel metric called Metric of Added Detail (MAD) that indicates if a rule adds or removes detail with respect to its phase in the transformation pipeline, and Specification Analysis Reporting (SAnR) for expressing level properties and analyzing how qualities evolve in level generation histories. We demonstrate MAD and SAnR using a prototype of a level generator called Ludoscope Lite. Our preliminary results show that problematic rules tend to break SAnR properties and that MAD intuitively raises flags. MAD and SAnR augment existing approaches, and can ultimately help designers make better levels and level generators.
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A level designer typically creates the levels of a game to cater for a certain set of objectives, or mission. But in procedural content generation, it is common to treat the creation of missions and the generation of levels as two separate concerns. This often leads to generic levels that allow for various missions. However, this also creates a generic impression for the player, because the potential for synergy between the objectives and the level is not utilised. Following up on the mission-space generation concept, as described by Dormans, we explore the possibilities of procedurally generating a level from a designer-made mission. We use a generative grammar to transform a mission into a level in a mixed-initiative design setting. We provide two case studies, dungeon levels for a rogue-like game, and platformer levels for a metroidvania game. The generators differ in the way they use the mission to generate the space, but are created with the same tool for content generation based on model transformations. We discuss the differences between the two generation processes and compare it with a parameterized approach.
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Research about design cognition acknowledges the importance of knowledge about exiting solutions. Designers tend to employ solution oriented thinking strategies; they generate idea’s starting from initial solutions - called primary generators; they are known to rely on episodic knowledge and precedent throughout the design process; and they iterate frequently between the problem and solution space . This raises the question how such solutions, often in the form of existing designs are taught. Few design programs explicitly acknowledge existing solutions as part of the designers knowledge base, or specify, for example, what types of analyses designers should be able to perform on them. We believe design education could benefit from rethinking how their curricula handle solutions and from explicating this role. To this end we introduce the notion of ‘solution repertoire’. With this term we refer to the knowledge designers have of existing solutions. An analysis of the notion of solution repertoire helps us to identify and recognize solution oriented knowledge and its treatment in our schools. This, in turn, helps us to make more informed choices in our curriculum development.
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