A learning-based shared control architecture for interactive task execution

Shared control is a key technology for various robotic applications in which a robotic system and a human operator are meant to collaborate efficiently. In order to achieve efficient task execution in shared control, it is essential to predict the desired behavior for a given situation or context to simplify the control task for the human operator. To do this prediction, we use Learning from Demonstration (LfD), which is a popular approach for transferring human skills to robots. We encode the demonstrated behavior as trajectory distributions and generalize the learned distributions to new situations. The goal of this paper is to present a shared control framework that uses learned expert distributions to gain more autonomy. Our approach controls the balance between the controller’s autonomy and the human preference based on the distributions of the demonstrated trajectories. Moreover, the learned distributions are autonomously refined from collaborative task executions, resulting in a master-slave system with increasing autonomy that requires less user input with an increasing number of task executions. We experimentally validated that our shared control approach enables efficient task executions. Moreover, the conducted experiments demonstrated that the developed system improves its performances through interactive task executions with our shared control

‘Warrant’ revisited: Integrating mathematics teachers’ pedagogical and epistemological considerations into Toulmin’s model for argumentation

In this paper, we propose an approach to analysing teacher arguments that takes into account field dependence—namely, in Toulmin’s sense, the dependence of warrants deployed in an argument on the field of activity to which the argument relates. Freeman, to circumvent issues that emerge when we attempt to determine the field(s) that an argument relates to, proposed a classification of warrants (a priori, empirical, institutional and evaluative). Our approach to analysing teacher arguments proposes an adaptation of Freeman’s classification that distinguishes between: epistemological and pedagogical a priori warrants, professional and personal empirical warrants, epistemological and curricular institutional warrants, and evaluative warrants. Our proposition emerged from analyses conducted in the course of a written response and interview study that engages secondary mathematics teachers with classroom scenarios from the mathematical areas of analysis and algebra. The scenarios are hypothetical, grounded on seminal learning and teaching issues, and likely to occur in actual practice. To illustrate our proposed approach to analysing teacher arguments here, we draw on the data we collected through the use of one such scenario, the Tangent Task. We demonstrate how teacher arguments, not analysed for their mathematical accuracy only, can be reconsidered, arguably more productively, in the light of other teacher considerations and priorities: pedagogical, curricular, professional and personal

Siting marine protected areas based on habitat quality and extent provides the greatest benefit to spatially structured metapopulations

Connectivity and its role in the persistence and sustainability of marine metapopulations are attracting increased attention from the scientific community and coastal resource managers. Whether protection should prioritize the connectivity structure or demographic characteristics of a given patch is still unclear. We design a three-stage population model to analyze the relative importance of sources, sinks, quality and extent of juvenile and adult habitat, and node centralities (eigenvector, degree, closeness, and betweenness) as a basis for prioritizing sites. We use a logistic-type stage-structured model to describe the local dynamics of a population with a sessile adult stage and network models to elucidate propagule-exchange dynamics. Our results show that the coupled states of habitat extent and quality, which determine population carrying capacity, are good criteria for protection strategy. Protecting sites on the basis of sources, sinks, or other centrality measures of connectivity becomes optimal only in limited situations, that is, when larval production is not dependent on the adult population. Our findings are robust to a diverse set of larval pathway structures and levels of larval retention, which indicates that the network topology may not be as important as carrying capacity in determining the fate of the metapopulation. Protecting extensive, good quality habitat can help achieve both conservation and fisheries objectives

the italian didactic tradition

Starting with a historic overview highlighting the increasing interest and involvement of the community of mathematicians in educational issues, the chapter outlines some of the crucial features that shaped Italian didactics and, more specifically, the emergence of research studies on mathematics education. Some of these features are related to local conditions, for instance, the high degree of freedom left to the teacher in the design and realization of didactic interventions. The specificity of the Italian case can also be highlighted through a comparison with the reality of other countries. The fruitfulness of this comparison is presented by reporting on collective and personal collaboration experiences between the French and Italian research communities. A final contribution, coming from East Asia, puts the Italian tradition under the lens of a completely new eye, and invites reflection upon historical and institutional aspects of the Italian tradition

Comparison of different cryogenic control strategies via simulation applied to a superconducting magnet test bench at CERN

Industrial process controllers for cryogenic systems used in test facilities for superconducting magnets are typically PIDs, tuned by operational expertise according to users' requirements (covering cryogenic transients and associated thermo-mechanical constraints). In this paper, an alternative fully-automatic solution, equally based on PID controllers, is proposed. Following the comparison of the operational expertise and alternative fully-automatic approaches, a new process control configuration, based on an estimated multiple-input/multiple-output (MIMO) model is proposed. The new MIMO model-based approach fulfils the required operational constraints while improving performance compared to existing solutions. The analysis and design work is carried out using both theoretical and numerical tools and is validated on the case study of the High Field Magnet (HFM) cryogenic test bench running at the SM18 test facility located at CERN. The proposed solution have been validated by simulation using the CERN ECOSIMPRO software tools using the cryogenic library (CRYOLIB [1]) developed at CERN

Normal calcium-activated anion secretion in a mouse selectively lacking TMEM16A in intestinal epithelium

Calcium-activated anion secretion is expected to ameliorate cystic fibrosis, a genetic disease that carries an anion secretory defect in exocrine tissues. Human patients and animal models of the disease that present a mild intestinal phenotype have been postulated to bear a compensatory calcium-activated anion secretion in the intestine. TMEM16A is calcium-activated anion channel whose presence in the intestinal epithelium is contradictory. We aim to test the functional expression of TMEM16A using animal models with Cftr and/or Tmem16a intestinal silencing. Expression of TMEM16A was studied in a wild type and intestinal Tmem16a knockout mice by mRNA-seq, mass-spectrometry, q-PCR, Western blotting and immunolocalization. Calcium-activated anion secretion was recorded in the ileum and proximal colon of these animals including intestinal Cftr knockout and double mutants with dual Tmem16a and Cftr intestinal ablation. Mucus homeostasis was studied by immune-analysis of Mucin-2 (Muc2) and survival curves were recorded. Tmem16a transcript was found in intestine. Nevertheless, protein was barely detected in colon samples. Electrophysiological measurements demonstrated that the intestinal deletion of Tmem16a did not change calcium-activated anion secretion induced by carbachol or ATP in ileum and proximal colon. Muc2 architecture was not altered by Tmem16a silencing as was observed when Cftr was deleted from mouse intestine. Tmem16a silencing neither affected animal survival nor modified the lethality observed in the intestinal Cftr-null mouse. Our results demonstrate that TMEM16A function in the murine intestine is not related to electrogenic calcium-activated anion transport and does not affect mucus homeostasis and survival of animals

Changing classroom culture, curricula, and instruction for proof and proving: how amenable to scaling up, practicable for curricular integration, and capable of producing long-lasting effects are current interventions?

This paper is a commentary on the classroom interventions on the teaching and learning of proof reported in the seven empirical papers in this special issue. The seven papers show potential to enhance student learning in an area of mathematics that is not only notoriously difficult for students to learn and for teachers to teach, but also critically important to knowing and doing mathematics. Although the seven papers, and the intervention studies they report, vary in many ways—student population, content domain, goals and duration of the intervention, and theoretical perspectives, to name a few—they all provide valuable insight into ways in which classroom experiences might be designed to positively influence students’ learning to prove. In our commentary, we highlight the contributions and promise of the interventions in terms of whether and how they present capacity to change the classroom culture, the curriculum, or instruction. In doing so, we distinguish between works that aim to enhance students’ preparedness for, and competence in, proof and proving and works that explicitly foster appreciation for the need and importance of proof and proving. Finally, we also discuss briefly the interventions along three dimensions: how amenable to scaling up, how practicable for curricular integration, and how capable of producing long-lasting effects these interventions are

Conceptions of basic education teachers about math proof: influence of professional experience

A prova é uma atividade que desempenha um papel fundamental na construção do conhecimento matemático, razão pela qual adquire relevância nos programas escolares de Matemática. Admitindo que as conceções dos professores sobre a prova afetam a forma como ela é tratada em sala de aula, procuramos averiguar as conceções de professores portugueses de Matemática do 3.º ciclo do Ensino Básico (do 7.º ao 9.º ano) sobre diferentes aspetos da prova matemática e a influência que a experiência profissional tem nessas conceções. Adotando uma abordagem metodológica mista, recolhemos os dados através de um questionário, respondido por 72 professores, e de uma entrevista a duas professoras com experiências profissionais diferentes. Os resultados revelam que os professores, sobretudo os que têm menos tempo de docência, consideram que a prova matemática tem uma natureza distinta da de outras disciplinas, é uma atividade essencial para a construção do conhecimento matemático, tem como função verificar e explicar a veracidade de uma afirmação e permite desenvolver o raciocínio e a comunicação matemática. No que respeita à participação dos alunos na atividade de provar, são os professores com mais tempo de docência que mais o destacam, o que permite aos alunos perceberem a natureza desta atividade. Em termos curriculares, são os professores com menos experiência docente que mais concordam com a presença da prova logo nos primeiros anos, embora salientem que esta atividade só faz sentido em alguns tópicos programáticos.Proof is an activity that plays a key role in the construction of mathematical knowledge, which is why it acquires relevance in mathematics programs. Admitting that teachers' conceptions about proof influence how it is handled in the classroom, we tried to investigate the conceptions of Portuguese mathematics teachers from the 3rd cycle of basic education (grade 7 to 9) on different aspects of mathematical proof and the relationship that the teachers’ experience has in these conceptions. Adopting a mixed methodological approach, we collected data through a questionnaire answered by 72 teachers, and an interview with two teachers with different professional experience. The results show that teachers, especially those with less experience, consider that mathematical proof has a distinct nature from other disciplines, it is an essential activity for the construction of mathematical knowledge and its function is to verify and explain the truth of a statement by developing reasoning and mathematical communication. With respect to student participation in the activity of proving, teachers with more teaching experience are the ones that most highlight it, which allows students to realize the nature of this activity. In curriculum terms, teachers with less experience are the ones that most agree with the presence of proof in early grades, while emphasizing that this activity only makes sense in some program topics.Este trabalho contou com o apoio de Fundos Nacionais através da FCT – Fundação para a Ciência e a Tecnologia no âmbito do projeto PEst-OE/CED/UI1661/2014, do CIEdUM e do projeto UID/Multi/04016/2016info:eu-repo/semantics/publishedVersio

Approaching Proof in the Classroom Through the Logic of Inquiry

The paper analyses a basic gap, highlighted by most of the literature concerning the teaching of proofs, namely, the distance between students' argumentative and proving processes. The analysis is developed from both epistemological and cognitive standpoints: it critiques the Toulmin model of reasoning and introduces a new model, the Logic of Inquiry of Hintikka, more suitable for bridging this gap. An example of didactical activity within Dynamic Geometry Environments is sketched in order to present a concrete illustration of this approach and to show the pedagogical effectiveness of the model