Using sensor and GPS to make a trajectory planning for the stationary obstacle, autonommus mobile robot can asstmae that it is placed at the center of the map, and from the distance information between autonomous mobi...Using sensor and GPS to make a trajectory planning for the stationary obstacle, autonommus mobile robot can asstmae that it is placed at the center of the map, and from the distance information between autonomous mobile robot and obstacles. But in case of active moving obstacle, many components and information need to process since their moving trace should be considered in real time. This paper mobile robot＇s driving algorithm of unknown dynamic envirormaent in order to drive intelligently to destination using ultrasonic and Global Positional Systern （GPS）. Sensors adjusted the placement dependment on driving of robot, and the robot plans the evasion method according to obstacle which are detected by sensors. The robot saves GPS coordinate of complex obstacle. If there are many repeated driving, robot creates new obstacles to the hr, ation by itself. And then it drives to the destination resolving a large range of local minirmnn point If it needs an intelligent circtmtantial decision, a proposed algorithm is suited for effective obstacle avoidance and arrival at the destination by performing simulations.展开更多
The study documents an intervention programme based on the Self-determination Theory of Deci and Ryan （2000） with school beginners in an Austrian primary school with the aim to improve perceived self-determination a...The study documents an intervention programme based on the Self-determination Theory of Deci and Ryan （2000） with school beginners in an Austrian primary school with the aim to improve perceived self-determination and academic self-regulation of school beginners. For two years, teachers were guided by a team of educational scientists to design challenging autonomous learning settings and to foster self-determined academic regulation. Before and after the intervention, about 100 pupils were questioned concerning their well-being in school, perceived autonomy support, their academic self-regulation, and school-related self-efficacy. Teachers＇ autonomy support decreased during the first year but remained stable from then on. Pupils＇ intrinsic regulation, as well as their introjected and external regulation and their self-efficacy, decreased throughout the intervention but identified regulation remained stable. The results indicate that perceived self-determination, self-determined academic regulation, and self-efficacy contribute to school-related well-being and offer interesting recommendations for improving the climate in schools for pupils and teachers.展开更多
基金supported by the MKE(The Ministry of Knowledge Economy),Koreathe ITRC(Information Technology Research Center)support program(NIPA-2010-C1090-1021-0010)
文摘Using sensor and GPS to make a trajectory planning for the stationary obstacle, autonommus mobile robot can asstmae that it is placed at the center of the map, and from the distance information between autonomous mobile robot and obstacles. But in case of active moving obstacle, many components and information need to process since their moving trace should be considered in real time. This paper mobile robot＇s driving algorithm of unknown dynamic envirormaent in order to drive intelligently to destination using ultrasonic and Global Positional Systern （GPS）. Sensors adjusted the placement dependment on driving of robot, and the robot plans the evasion method according to obstacle which are detected by sensors. The robot saves GPS coordinate of complex obstacle. If there are many repeated driving, robot creates new obstacles to the hr, ation by itself. And then it drives to the destination resolving a large range of local minirmnn point If it needs an intelligent circtmtantial decision, a proposed algorithm is suited for effective obstacle avoidance and arrival at the destination by performing simulations.
文摘The study documents an intervention programme based on the Self-determination Theory of Deci and Ryan （2000） with school beginners in an Austrian primary school with the aim to improve perceived self-determination and academic self-regulation of school beginners. For two years, teachers were guided by a team of educational scientists to design challenging autonomous learning settings and to foster self-determined academic regulation. Before and after the intervention, about 100 pupils were questioned concerning their well-being in school, perceived autonomy support, their academic self-regulation, and school-related self-efficacy. Teachers＇ autonomy support decreased during the first year but remained stable from then on. Pupils＇ intrinsic regulation, as well as their introjected and external regulation and their self-efficacy, decreased throughout the intervention but identified regulation remained stable. The results indicate that perceived self-determination, self-determined academic regulation, and self-efficacy contribute to school-related well-being and offer interesting recommendations for improving the climate in schools for pupils and teachers.
