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The purpose of this paper is to present a new vision-based control method, which enables delta-type parallel robots to track and manipulate objects moving in arbitrary trajectories. This constitutes an enhanced variant of the linear camera model-camera space manipulation (LCM-CSM).

After obtaining the LCM-CSM view parameters, a moving target’s position and its velocity are estimated in camera space using Kalman filter. The robot is then commanded to reach the target. The proposed control strategy has been experimentally validated using a PARALLIX LKF-2040, an academic delta-type parallel platform and seven different target trajectories for which the positioning errors were recorded.

For objects that moved manually along a sawtooth, zigzag or increasing spiral trajectory with changing velocities, a maximum positioning error of 4.31 mm was found, whereas objects that moved on a conveyor belt at constant velocity ranging from 7 to 12 cm/s, average errors between 2.2-2.75 mm were obtained. For static objects, an average error of 1.48 mm was found. Without vision-based control, the experimental platform used has a static positioning accuracy of 3.17 mm.

The LCM-CSM method has a low computational cost and does not require calibration or computation of Jacobians. The new variant of LCM-CSM takes advantage of aforementioned characteristics and applies them to vision-based control of parallel robots interacting with moving objects.

A new variant of the LCM-CSM method, traditionally used only for static positioning of a robot’s end-effector, was applied to parallel robots enabling the manipulation of objects moving along unknown trajectories.

Looks at the first 100 years of Italian cinema examining its role in Italy’s recent history. Provides a bibliography of major film directors, Italian cinema sources, reference works, histories, themes, theory and criticism and articles in journals.

The Maroon & White Leadership Program at Texas A&M University is a formal leadership program that involves students completing eight leadership experiences including leadership education, training, and development dimensions. Students also reflect on each leadership experience and meet with a leadership coach to synthesize the experience. In our content analysis of 134 reflections from 17 students, we found that students articulate learning in the developing self area of the leadership identity development model including deepening self- awareness, building self-confidence, establishing interpersonal efficacy, and expanding motivations. Applying new skills was not as evident from the reflections. Students also demonstrated a broadening view of leadership in moving to thinking of leadership as a process and not just a position.