Sound signal modelling based on recorded object sound

Disclosed is a hearing device, an electronic device and a method for modelling a sound signal in a hearing device. The hearing device is configured to be worn by a user. The hearing device comprises a first input transducer for providing an input signal. The hearing device comprises a first processing unit configured for processing the input signal according to a first sound signal model. The hearing device comprises an acoustic output transducer coupled to an output of the first processing unit for conversion of an output signal from the first processing unit into an audio output signal. The method comprises recording a first object signal by a recording unit. The recording is initiated by the user of the hearing device. The method comprises determining, by a second processing unit, a first set of parameter values of a second sound signal model for the first object signal. The method comprises subsequently receiving, in the first processing unit of the hearing device, an input signal comprising a first signal part, corresponding at least partly to the first object signal, and a second signal part. The method comprises applying the determined first set of parameter values of the second sound signal model to the first sound signal model. The method comprises processing the input signal according to the first sound signal model.</p

Sound signal modelling based on recorded object sound

Disclosed is a hearing device 2, an electronic device 46 and a method for modelling a sound signal in a hearing device. The hearing device comprises a first processing unit configured for processing the input signal according to a first sound signal model. The method comprises recording, initiated by the user, a first object signal 20 by a recording unit. A second processing unit determines a first set of parameter values of a second sound signal model for the first object signal. In the first processing unit of the hearing device, an input signal is then received, that comprises a first signal part, corresponding at least partly to the first object signal 20, and a second signal part. The determined first set of parameter values of the second sound signal model is applied to the first sound signal model and the input signal is processed according to the first sound signal model.</p

Modelling routes towards learning goals

Citation: Tattersall, C., Janssen, J., van den Berg, B., & Koper, R. (2006). Modelling routes towards learning goals. Campus Wide Information Systems, 23(5), 312-324.The traditional notion of the curriculum as a fixed list of topics to be studied sequentially is undergoing change informed by constructivist theories. However, abandoning the notion of the curriculum as a study plan raises the need to help learners in understanding both where they stand with respect to their desired competences and how these competences can be attained. This article presents a formal model for the description of routes to learning goals, designed to underpin guidance support systems for learners. The article compares the model to other work in the area, illustrates its application with a number of case studies and concludes with a discussion of the broader e-learning infrastructure required in implementing the approach

On the mobility, membrane location and functionality of mechanosensitive channels in Escherichia coli

We thank Frans Bianchi and Franz Ho for assistance with molecular cloning, Tim Rasmussen for providing the pTRC-MscK plasmid, Andrew Robinson for providing the pBAD-mEos3.2 plasmid, Matthias Heinemann for assistance with the flow cytometry measurements, Paul Schavemaker for performing Smoldyn simulations and Michiel Punter for programming ImageJ plugins for PALM reconstructions and single-particle tracking. We thank Ian Booth for critical reading of the manuscript, and Christoffer Åberg and Matteo Gabba for valuable discussions. The authors would like to thank David Dryden and Marcel Reuter for performing preliminary experiments from which this work has been built. The work was funded by the EU FP7 ITN-network program NICHE.Peer reviewedPublisher PD

Dilemmas in counselling females with the fragile X syndrome

The dilemmas in counselling a mildly retarded female with the fragile X syndrome and her retarded partner are presented. The fragile X syndrome is an X linked mental retardation disorder that affects males and, often less severely, females. Affected females have an increased risk of having affected offspring. The counselling of this couple was complicated by their impaired comprehension which subsequently impaired their thinking on the different options. The woman became pregnant and underwent CVS, which showed an affected male fetus. The pregnancy was terminated. Whether nondirective counselling for this couple was the appropriate method is discussed and the importance of a system oriented approach, through involving relatives, is stressed

Studieadvies op basis van zelforganisatie: Dynamische wegwijzers in een veranderend onderwijslandschap

Van den Berg, B., Tattersall, C., Janssen, J., Van Es, R., & Koper, R. (2006). Studieadvies op basis van zelforganisatie: Dynamische wegwijzers in een veranderend onderwijslandschap. Unpublished manuscriptStudenten kunnen tegenwoordig kiezen uit een steeds groter aanbod van cursussen en trainingen, die vaak in de vorm van losse modules op verschillende manieren aan elkaar geschakeld kunnen worden. Dit biedt veel voordelen maar vormt ook de basis voor een keuzeprobleem: wat is de meest effectieve weg naar mijn doel? Dit artikel beschrijft de software architectuur die is ontworpen om Life-Long-Learners te ondersteunen bij het kiezen van hun leerpad in een leernetwerk. Deze architectuur sluit aan bij theorieën over zelforganisatie en indirecte sociale communicatie. De architectuur omvat de opslag, verwerking en presentatie van collectief studiegedrag en verschaft informatie over succesvolle leerpaden van medestudenten aan studenten die een vervolgkeuze voor hun studie maken. Er wordt een implementatie beschreven van een leernetwerk en verslag gedaan van de uitkomsten van een experiment met dit prototype. De resultaten leiden tot de conclusie dat er door het geven van een advies convergentie van leerpaden optreedt en dat de studenten die een studieadvies krijgen effectiever zijn

Modelling test-interactions

This report presents the results of work package 2 ('Technology') of the Development programme of the OUNL. The activities reported upon have been carried out from October 2001 until the first week of December 2001 on the specific area of test-interactions. Initially the intended scope was to cover the whole process of creating an UML domain model within the area of test-interactions, validating this model by gathering relevant cases and working out best practices, and at last translating this model into a XML DTD binding. However, reallocation of the available human resources in the beginning of December 2001 forced us to stop the process temporarily. As a result this report does not cover the whole spectrum, but presents the interim results. The main focus in this report is on the process of constructing a coherent domain model on interactions. The WP2 handbook on interactions complements this report

Personal recommender system to advice learning tasks in Moodle

Drachsler, H., Van den Berg, B., Nadolski, R., Berlanga, A., & Hummel, H. (2007). Personal recommender system to advise learning tasks in Moodle. [Software source code and documentation] Available under the three clause BSD licence, Copyright TENCompetence Foundation.The Open University of the Netherlands designed a prototypical Personalised Recommendation System (PRS) and evaluated it in a first experimental field study, attended by around 180 students. The PRS recommends most suitable learning activities to learners, by taking into account their personal profile and the (successful) behavior from other (similar) learners. We used a special kind of collaborative filtering technique, called stereotype filtering, and combined this with an ontology.The work on this publication has been sponsored by the TENCompetence Integrated Project that is funded by the European Commission's 6th Framework Programme, priority IST/Technology Enhanced Learning. Contract 027087 [http://www.tencompetence.org

Using IMS Learning Design to Model Curricula

Tattersall, C., Janssen, J., van den Berg, B., & Koper, R. (2006). Using IMS Learning Design to model curricula. In R. Koper & K. Stefanov (Eds.). Proceedings of International Workshop in Learning Networks for Lifelong Competence Development (pp. 37-42). March, 30-31, 2006, Sofia, Bulgaria: TENCompetence Conference. Retrieved June 30th, 2006, from http://dspace.learningnetworks.orgThe traditional notion of the curriculum as a fixed list of topics to be studied sequentially is under strain as pressure for flexibility in education increases. However, curriculum flexibility can lead to curriculum complexity, hindering learners in the development of their competences. This article presents a formal model for the description of curricula, designed to underpin guidance support systems for learners. The article compares the model to other work in the area, illustrates its application with a number of case studies and concludes with a discussion of the broader e-learning infrastructure required in implementing the approach.This work has been sponsored by the EU project TENCompetenc