Stability of nonlinear teleoperators using PD controllers without velocity measurements     

Emmanuel Nuño  Luis Basañez  Carlos López-Franco  Nancy Arana-Daniel 《Journal of The Franklin Institute》2014

This paper presents two Proportional-Derivative (PD) like controllers for nonlinear bilateral teleoperation systems. Compared to previous controllers of this kind, these schemes do not make use of velocity measurements. Under the assumptions that the human operator and the environment define passive maps from velocity to force, both controllers can ensure boundedness of velocities and position error. Moreover, in the case that the human and environment forces are zero, the controllers ensure velocity and position synchronization. Furthermore, the paper also presents a generalization to the case of teleoperation of networks of multiple robots. Simulations and real experiments, comparing the performance on free motion and interacting with a stiff wall, support the performance of the reported schemes. The experiments have been performed using two 3-degree-of-freedom nonlinear manipulators.  相似文献   

Teacher factors and perceived assessment practices needs of social studies teachers in Cross River State, Nigeria     

Emmanuel Etta Ekuri  Julius Michael Egbai  Caroline Iserome Ita 《Educational Assessment, Evaluation and Accountability》2011,23(4):307-319

This study evaluated perceived assessment practices needs among social studies teachers in Cross River State, Nigeria, in relation to some teacher factors (attitude towards social studies, sex, teaching experience and educational qualification). Subjects who participated in this study were 297 social studies teachers (144 males and 153 females) from 116 secondary schools in the state. Teacher Classroom Assessment Practices Needs Questionnaire (TCANQ) and Teacher Attitude towards social studies Inventory were used for data collection in the study. Cronbach coefficient alpha of .81 and .93 were obtained as estimate of construct validity and internal consistency reliability for the Teacher Classroom Assessment Practices Needs Questionnaire and the Teacher Attitude towards social studies Inventory respectively. Independent t-test, one way analysis of variance and Pearson Product Moment correlation were used to test the hypotheses. Results indicated that gender and teacher qualification significantly influence perceived assessment practices needs of social studies teachers. Significant positive relationship was observed between years of teaching experience and expressed assessment practices needs; and between attitude towards social studies and assessment needs. It was concluded that factors such as years of teaching experience, attitude towards social studies, gender and educational qualification significantly influence social studies teachers perceive priority needs in assessment practices.  相似文献   

Project DyAdd: Implicit learning in adult dyslexia and ADHD     

Marja Laasonen  Jenni Väre  Henna Oksanen-Hennah  Sami Leppämäki  Pekka Tani  Hanna Harno  Laura Hokkanen  Emmanuel Pothos  Axel Cleeremans 《Annals of dyslexia》2014,64(1):1-33

In this study of the project DyAdd, implicit learning was investigated through two paradigms in adults (18–55 years) with dyslexia (n?=?36) or with attention deficit/hyperactivity disorder (ADHD, n?=?22) and in controls (n?=?35). In the serial reaction time (SRT) task, there were no group differences in learning. However, those with ADHD exhibited faster RTs compared to other groups. In the artificial grammar learning (AGL) task, the groups did not differ from each other in their learning (i.e., grammaticality accuracy or similarity choices). Further, all three groups were sensitive to fragment overlap between learning and test-phase items (i.e., similarity choices were above chance). Grammaticality performance of control participants was above chance, but that of participants with dyslexia and participants with ADHD failed to differ from chance, indicating impaired grammaticality learning in these groups. While the main indices of AGL performance, grammaticality accuracy and similarity choices did not correlate with the neuropsychological variables that reflected dyslexia-related (phonological processing, reading, spelling, arithmetic) or ADHD-related characteristics (executive functions, attention), or intelligence, the explicit knowledge for the AGL grammar (i.e., ability to freely generate grammatical strings) correlated positively with the variables of phonological processing and reading. Further, SRT reaction times correlated positively with full scale intelligence quotient (FIQ). We conclude that, in AGL, learning difficulties of the underlying rule structure (as measured by grammaticality) are associated with dyslexia and ADHD. However, learning in AGL is not related to the defining neuropsychological features of dyslexia or ADHD. Instead, the resulting explicit knowledge relates to characteristics of dyslexia.  相似文献   

Social Status Profiles Among First Grade Children     

Emmanuel O. Acquah  Tuire Palonen  Erno Lehtinen  Kaarina Laine 《Scandinavian Journal of Educational Research》2014,58(1):73-92

The focus of our study is social status among first graders. In particular, we will consider the relationship between acceptance and rejection, and how these are connected to three social behavioral traits: bullying, victimization, and social withdrawal. The data set is from peer nominations of 748 children from 49 classrooms in the southwest of Finland, collected by interviews. A Social Network Analysis technique was used to analyze the data. The results indicated a negative correlation between acceptance and rejection, bullying, and social withdrawal, but did not correlate victimization. Positive correlations, however, were observed between rejection and all social behavioral traits. Based on cluster analysis, the first graders can be divided into Liked Children (N?=?447), Popular Bullies (N?=?68), Unpopular Bullies (N?=?28), Marginalized Children (N?=?135) and High Risk Children (N?=?21). All Unpopular Bullies and almost all High Risk children were boys. Boys were also nominated more often than girls as Popular Bullies, whilst girls were more often reported as marginalized or as Liked Children.  相似文献   

Teachers' emotional intelligence as a predictor of their attitude,concerns and sentiments about inclusive education: teacher professional-related factors as control variables     

Kingsley Chinaza Nwosu  Williem Petrus Wahl  Adeline Nne Anyanwu  Ngozi Elizabeth Ezenwosu  Emmanuel Nkemakolam Okwuduba 《Journal of Research in Special Educational Needs》2023,23(1):38-51

Our study determined the impact of emotional intelligence (EI) on teachers' attitudes, concerns and sentiments about inclusive education while controlling for teachers' professional-related factors. This is predicated on the increasing influence of EI on teacher effectiveness. The sample size consisted of 508 regular classroom teachers. Using hierarchical regression analysis, our findings revealed that teacher EI was significantly associated with attitude and concerns about inclusive education after controlling teacher professional-related factors. There was no significant relationship between EI and teachers' sentiments about inclusive education, and teachers' professional-related factors did not account for individual contributions to the variances in teachers' sentiments. It was concluded that teachers' EI, may be a crucial factor that can impact aspects of teachers' perception of inclusive education such as attitude, and concerns about inclusive education but may not be able to erase teachers' deep-seated beliefs on inclusion. Implications of the study were highlighted.  相似文献   

Pre-service teachers’ views about the use of digital educational games for collaborative learning     

Kaimara  Polyxeni  Fokides  Emmanuel  Oikonomou  Andreas  Deliyannis  Ioannis 《Education and Information Technologies》2022,27(4):5397-5416

Education and Information Technologies - Digital educational games (DEGs) constitute an effective teaching approach, particularly when they are used in combination with collaborative learning...  相似文献   

Static and animated presentations in learning dynamic mechanical systems     

Jean-Michel Boucheix  Emmanuel Schneider 《Learning and Instruction》2009,19(2):112-127

In two experiments, we investigated how learners comprehend the functioning of a three-pulley system from a presentation on a computer screen. In the first experiment (N = 62) we tested the effect of static vs. animated presentations on comprehension. In the second experiment (N = 45), we tested the effect of user-control of an animated presentation on comprehension. In both experiments the participants were university students. Comprehension was measured with a test including three comprehension indicators. The first experiment indicated that an animation as well as integrated sequential static frames enhanced comprehension. The second experiment showed that a controllable animation did not have a powerful effect on comprehension, except for learners with low spatial and mechanical reasoning abilities.  相似文献   

The importance of respect in teaching and learning: perspectives of final year pre-service teachers in a regional university in Ireland     

Emmanuel O’Grady  Carmel Hinchion  Patricia Mannix McNamara 《欧洲师范教育杂志》2011,34(4):501-518

This article aims to address the lack of attention given to respect as an important relational construct for pre-service teachers. It seeks to inform teacher educators on how to better understand its practice and the implications for teaching and learning. This study examined second level pre-service teachers’ perceptions and experiences of respect. A qualitative design was employed and 12 undergraduate pre-service teachers in their final year of study were interviewed twice (pre and post practicum) about their perceptions of respect and their experiences of respectful teaching and learning. The emerging data indicate that the relational component of respect was identified by the pre-service teacher participants as being important to feeling respected as a teacher. Recommendations are made, in light of these findings, to help teacher educators support pre-service teachers gain a greater understanding of the relational nature of respect.  相似文献   

Pre-service teachers’ beliefs and knowledge about multiculturalism     

Emmanuel O. Acquah  Nancy L. Commins 《欧洲师范教育杂志》2013,36(4):445-463

The present study examined pre-service teachers’ knowledge of issues related to multiculturalism and diversity before and after taking a multicultural education course. Data from 38 degree students in an urban university in the southwest of Finland were analysed using a mixed method approach. The results indicate that pre-service teachers’ knowledge levels increased with respect to diversity and multicultural education after taking the course. In addition, pre-service teachers felt more competent and prepared to teach students with diverse backgrounds after the exposure. The implications of the findings for teacher education programmes and teacher educators are discussed.  相似文献   

An Introduction to Sustainable Development,edited by P.P. Rogers,K.F. Jalal,and J.A. Boyd. Published by The continuing education division of Harvard University,Cambridge, 2006, (ISBN 0674019644), 404 pp., paperback [euro] 33, (ISBN 1844075214), hardback [euro] 95,70.     

Emmanuel Dormon 《The Journal of Agricultural Education and Extension》2013,19(4):365-370

  相似文献