With the accelerated aging of the global population and escalating labor costs, more service robots are needed to help people perform complex tasks. As such, human-robot interaction is a particularly important research topic. To effectively transfer human behavior skills to a robot, in this study, we conveyed skill-learning functions via our proposed wearable device. The robotic teleoperation system utilizes interactive demonstration via the wearable device by directly controlling the speed of the motors. We present a rotation-invariant dynamicalmovement-primitive method for learning interaction skills. We also conducted robotic teleoperation demonstrations and designed imitation learning experiments. The experimental human-robot interaction results confirm the effectiveness of the proposed method.
In order to diagnose nonlinear and non-stationary fault signals in bearings, a new method is presented based on the ensemble empirical decomposition (EEMD) and the fuzzy c-means (FCM) clustering algorithm. At first, the bearing fault signals were decomposed using EEMD and the intrinsic mode functions (IMF) were produced. Second the energy ratios of these IMFs were computed and taken as the characteristic parameters for the FCM clustering algorithm. Then the FCM clustering method was conducted to classify the bearing fault signals into different classes. Finally, on the basis of the preceding classification results, we diagnosed a bearing fault through taking its distances between different cluster centers as the criteria. Experiments showed that the bearing fault signal classification results conformed to actualities well. The new signal classification method can be effectively utilized in bearing fault diagnosis.
A grid-connected electricity-hydrogen integrated energy system (EH-IES) is proposed here for the cooperative analysis of electricity, heat, cooling and hydrogen energy flows, where carbon emission flow (CEF) is introduced to allocate the carbon emission. Simultaneously, an improvement multitasking multi-objective optimization (MT-MOO) algorithm is applied to optimize the operation of this EH-IES. The proposed EH-IES optimizes the operational cost, carbon dioxide emission and energy loss while considering the uncertainties of future energy demand, wind and photovoltaic (PV) power outputs. The CEF model is introduced here to allocate the carbon emission among the EH-IES, which can calculate the carbon emission in the energy flow. In order to solve the MOO model, a MT-MOO algorithm is proposed to utilize the implicit information of different optimization tasks. However, there are harmful interactions between the different optimization tasks when the relativity between different optimization tasks is low. Therefore, the paper introduces an online learning random mating probability method which calculates the transformation extent of implicit information online between different optimization tasks. Simulation results show that the proposed EH-IES has good feasibility and efficiency, and the proposed algorithm has better convergence performance than comparing intelligence algorithms.
Some previous studies have explored the impact of family function on school belonging. However, little is known about the parallel mediating relationship underlying them. This study aims to investigate the formation mechanism of school beginning in a sample of Chinese adolescents and examined the parallel mediating role of interpersonal self-support and individual self-support in the link between family function and school belonging. A cross-sectional study was conducted in four schools of the district of Hunan province in China, and 741 students were surveyed using cluster sampling. Family cohesion and adaptability scale (FACES), Adolescent students self-supporting personality scale (SSPS-AS), School belonging scale were applied. The results indicated that interpersonal self-support and individual self-support, together, and uniquely, parallel mediated the relationship between family function and school belonging. It can be concluded that family function not only has direct effects on school belonging but also has indirect effects through interpersonal self-support and individual self-support.
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