This paper presents the development of a Robot Operating System (ROS)-based mobile robot control using electromyography (EMG) signals. The proposed robot's structure is specifically designed to provide modularity and is controlled by a Raspberry Pi 3 running on top of an ROS application and a Teensy microcontroller. The EMG muscle commands are sent to the robot with hand gestures that are captured using a Thalmic Myo Armband and recognized using a k-Nearest Neighbour (k-NN) classifier. The robot's performance is evaluated by navigating it through specific paths while solely controlling it through the EMG signals and using the collision avoidance approach. Thus, this paper aims to expand the research on the topic, introducing a more accurate classification system with a wider set of gestures, hoping to come closer to a usable real-life application.

The paper aimed at examining the perceived difference between knowledge gained from online and face-to-face learning modes as a result of the intensities (viz., high and low) of comparative interaction level and ease of attending the classes, in the context of management courses in Nepal. Based on the survey (complete enumeration) of all management students (n=224) attending the online classes at Nepal Open University from 5th to 25th Jan., 2020, the study applied descriptive statistics and factorial ANOVA using the General Linear Model in analysing data to pursue the research objectives. Nepalese management students’ experience with their present online classes in terms of the knowledge gained was found to be equivalent to their previous experience with the face-to-face mode. It also discovered that intensities of the comparative interaction level and comparative ease of attending classes had a significant impact on comparative knowledge gained. The findings should offer instrumental inputs to design effective higher education policies blending the online and face-to-face learning modes.

This paper presents the results of a survey that examined the decision-making variables influencing the specialisation choice of undergraduate management students from a consumer behaviour perspective. Tribhuvan University has designed their undergraduate BBA programme by offering students the facility to customise their educational programme through the specialisation in four different areas: banking & finance, industry and services management, micro enterprise management, and sales and marketing management. Using the factorial ANCOVA research design and multistage sampling technique, 114 students from 10 out of 25 campuses, the study concludes that the past academic performance (individual factor) has the significant effect on selecting the specialisation courses among banking and finance, and marketing management. The effect of social factor and future prospect consideration have insignificant effect on SC after controlling the covariate individual factor (past academic performance). However, the significant interaction of SF_I and FPC_I in the full factorial model implies that there is at least effect of the intensities of SF and FPC on the specialisation course selection among the TU BBA students.

The paper examined the effect of varying intensities of comparative interaction level (CIL_L) and comparative ease of attending online classes (CE_L) (viz., high, and low) on comparative knowledge gained from online and face-to-face learning modes, and existence of differences on the effect across two intensities of the covariates. Based on complete enumeration of the population of 224 management students attending the online classes at Nepal Open University, Nepal (from 22nd February to 29th March 2020), the study— by employing a binary logistic regression model— discovered the effect of comparative interaction level and comparative ease of attending online classes as significant on the comparative gain of knowledge. Further, the study found that the effect of low intensities of comparative ease of attending online classes (CE_L) and comparative interaction level (CIL_L) are lower than high intensities of comparative interaction level and comparative ease of attending online classes in finding the online classessimilar/superior as opposed to the face-to-face classes. The findings should be instrumental to the exploration of the potential pathways to ameliorate the virtual learning mode as an alternative to the face-to-face one in Nepalese higher education regime.