Search results

The purpose of this paper is to extend the usage of stroke gestures in manipulation tasks to make the interaction between human and robot more efficient.

In this paper, a set of stroke gestures is designed for typical manipulation tasks. A gesture recognition and parameter extraction system is proposed to exploit the information in stroke gestures drawn by the users.

The results show that the designed gesture recognition subsystem can reach a recognition accuracy of 99.00 per cent. The parameter extraction subsystem can successfully extract parameters needed for typical manipulation tasks with a success rate about 86.30 per cent. The system shows an acceptable performance in the experiments.

Using stroke gesture in manipulation tasks can make the transmission of human intentions to the robots more efficient. The proposed gesture recognition subsystem is based on convolutional neural network which is robust to different input. The parameter extraction subsystem can extract the spatial information encoded in stroke gestures.

The author designs stroke gestures for manipulation tasks which is an extension of the usage of stroke gestures. The proposed gesture recognition and parameter extraction system can make use of stroke gestures to get the type of the task and important parameters for the task simultaneously.

The impending demographic shift in the United States (Vespa et al., 2020) will require leadership educators to reexamine the relationship between diversity and inclusive leadership. Our literature review revealed inclusive leadership has historically not been viewed with a diversity perspective. To better understand the link between diversity and inclusive leadership, we reviewed how leadership scholars, researchers, and authors have described the attributes and impacts of inclusive leaders. Through inductive coding, we identified seven attributes (i.e., characteristics and actions) of inclusive leaders. When these attributes are acted upon, inclusive leaders create various impacts on followers. These impacts are applied to Shore et al.’s (2011) inclusion framework. Both the attributes and impacts are presented to provide information and tools to better equip leadership educators with the knowledge to foster classroom inclusion in diverse classroom environments.