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RISS 인기검색어
- 검색키워드
- 주제어 : Drilling tasks (검색결과 6 건)
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Minimum time path planning of robotic manipulator in drilling/spot welding tasks
Zhang, Qiang,Zhao, Ming-Yong Society for Computational Design and Engineering 2016 Journal of computational design and engineering Vol.3 No.2
In this paper, a minimum time path planning strategy is proposed for multi points manufacturing problems in drilling/spot welding tasks. By optimizing the travelling schedule of the set points and the detailed transfer path between points, the minimum time manufacturing task is realized under fully utilizing the dynamic performance of robotic manipulator. According to the start-stop movement in drilling/spot welding task, the path planning problem can be converted into a traveling salesman problem (TSP) and a series of point to point minimum time transfer path planning problems. Cubic Hermite interpolation polynomial is used to parameterize the transfer path and then the path parameters are optimized to obtain minimum point to point transfer time. A new TSP with minimum time index is constructed by using point-point transfer time as the TSP parameter. The classical genetic algorithm (GA) is applied to obtain the optimal travelling schedule. Several minimum time drilling tasks of a 3-DOF robotic manipulator are used as examples to demonstrate the effectiveness of the proposed approach.
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윤강구 한국일본어교육학회 2019 日本語敎育 Vol.0 No.90
Recently, people in the education field recommend introducing PBL in the classroom for selfdirected learning. In PBL, an authentic task that requires a complicated problem solving process is chosen and students develop their problem solving skills through cooperation to deal with a task. To solve the task given, brainstorming or concept mapping that helps obtain various ideas can be useful. In the precedent study, the process is suggested in the order of ‘Task Suggestion→Exploration of Task Solving Plan→Collection of Material and Data→Solving of Task→Presentation and Assessment’. This may be helpful to developing problem solving skills, but it is still difficult to apply to language teaching as it misses a practice phase. In Japanese language education, ‘practicing’ for presentation of a completed task is needed more than an ability to solve a task. And pattern drill that focuses on communication ability or linguistic expression is more useful than linguistic form. In the Assessment phase, reviewers can comment grammatical misuse, wrong expression, or expression that violates language behavior culture. However, an indirect way, like recasting, is better than direct correction or revision. If a problem is found during the communication process or expression, it is also possible to make students open a debate.
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Kinematic and deformation analyses of a translational parallel robot for drilling tasks
R. Maldonado-Echegoyen,E. Castillo-Castaneda,M. A. Garcia-Murillo 대한기계학회 2015 JOURNAL OF MECHANICAL SCIENCE AND TECHNOLOGY Vol.29 No.10
A 3DOF translational parallel robot for drilling tasks based on two 5-bar mechanisms with a large workspace is presented in this study. The position analysis is performed by applying simple geometric procedures, and the velocity and acceleration analyses are developedusing the theory of screws. A numerical example is included in the contribution to validate the equations of the kinematic analysis, anddeformation analysis is performed to assess the accuracy considering the forces reported in the literature for drilling process. A prototypeis presented, and an experimental test is performed to validate accuracy using a circular test.
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한국어 문법 교육에서 교수 방법의 적용 양상 - 문형 연습과 과제 활동을 중심으로 -
우형식 한국언어문학교육학회 2016 한어문교육 Vol.37 No.-
The purpose of this article is to describe the views that teachers are interested in the pattern drill and the task activity as a teaching method of Korean grammar. For this purpose we investigated the aspects of appling the two methods in Korean classroom by means of a survey on the scene of teachers. In Korean grammar education, traditional grammar-translation and audio-lingual method which have the teacher-centered and result-centered attitudes are put to practical use widely. And traditional pattern drill and input enhancement are used widely as a teaching technique of Korean classroom. But the task activity is not applied to the face of awareness of the effectiveness and practical application. In conclusion, according to the survey analysis, the pattern drill is applied more widely than the task activity, teachers’ preference and the educational conditions of applying the task activity fall below the average. These aspects reflect the problems of the structure of textbooks and the curriculum of the institutions which are restricted by time and space. Korean is very complex language for foreign students because of agglutinative morphs, but the monotonous teaching methods are applicated in a lot of classes of Korean grammar. Consequently, it is necessary to merge the pattern drill and the task activity eclectically and yield a synergetic and meaningful result in Korean grammar education.
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한국어 교재에 나타난 학습 활동의 현황과 변천 과정 연구
신현숙 국제한국어교육학회 2006 한국어 교육 Vol.17 No.3
There are many differences between the Korean Textbooks of the past and the most recent Korean Language Education materials. While communicative language teaching and the integrative approach constitute the main current, more recent texts emphasize learning activities which focus on the learner. In this study, and through the analysis of the Korean textbooks, learning activities are arranged into 4 basic categories. First, ‘exercises’-in which repeated practice (usually in the form of substitution drills) was used (usually referred to as the audio-lingual method) has been changed to ‘activity’. The substitution drill practice presented a relatively passive repetition activity that was weak in developing learner’s practical communication abilities. The need to use active and original ‘activities’ in the latest learning exercises focused on the learner. Second, the ‘after-learning activity’ was changed to ‘combined learning activity’. The latest learning activities are intensifying and practicing the ‘before/during/after’ aspects of the teaching-learning process. Third, current trends emphasize the four language skills- speaking․listening․reading․writing. Forth, changing the learning activity from ‘self-practice’ to a ‘reciprocal learning activity’ done in pairs or groups is appearing frequently promotes actual verbal interaction and therefore practical communication. On this basis, the purpose of the learning activity should be presented clearly, and the frame of the possible learning activity should be presented as a concrete process. Finally, and if the learning activity relates to cultural aspects of the language, it should attract the interest of the learners in order to create as memorable an activity as possible.
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