Planning with Independent Task Networks

Author(s):  
Felix Mohr ◽  
Theo Lettmann ◽  
Eyke Hüllermeier
2017 ◽  
Vol 4 ◽  
pp. 205566831772963 ◽  
Author(s):  
Asif Hussain ◽  
Sivakumar Balasubramanian ◽  
Nick Roach ◽  
Julius Klein ◽  
Nathanael Jarrassé ◽  
...  

Introduction Over recent years, task-oriented training has emerged as a dominant approach in neurorehabilitation. This article presents a novel, sensor-based system for independent task-oriented assessment and rehabilitation (SITAR) of the upper limb. Methods The SITAR is an ecosystem of interactive devices including a touch and force–sensitive tabletop and a set of intelligent objects enabling functional interaction. In contrast to most existing sensor-based systems, SITAR provides natural training of visuomotor coordination through collocated visual and haptic workspaces alongside multimodal feedback, facilitating learning and its transfer to real tasks. We illustrate the possibilities offered by the SITAR for sensorimotor assessment and therapy through pilot assessment and usability studies. Results The pilot data from the assessment study demonstrates how the system can be used to assess different aspects of upper limb reaching, pick-and-place and sensory tactile resolution tasks. The pilot usability study indicates that patients are able to train arm-reaching movements independently using the SITAR with minimal involvement of the therapist and that they were motivated to pursue the SITAR-based therapy. Conclusion SITAR is a versatile, non-robotic tool that can be used to implement a range of therapeutic exercises and assessments for different types of patients, which is particularly well-suited for task-oriented training.


2018 ◽  
Vol 41 (2) ◽  
pp. 161-184
Author(s):  
Teppo Jakonen

Abstract Unlike continuous whole-class (plenary) interaction, independent task work involves incipient teacher–student talk, as the teacher typically ‘makes rounds’ to engage in brief desk interactions with students. This article draws on multimodal conversation analysis to investigate how teacher movement during tasks offers resources for re-engaging in desk interactions and offering task-related guidance. The focus is on teachers’ walking trajectories and ways of positioning the body, and students’ orientation to them, in (i) (pre-)opening moments of a desk interaction, and (ii) during a subsequent instructional turn that guides students with the ongoing task. The analysis shows how the pedagogical actions of checking and assessing student progress as well as making oneself available to students become observable in ways of walking, and how students display bodily whether they need teacher help. Movement also offers resources for shifting from individualized to collective instruction during rounds. These findings suggest that ways of navigating the body in the classroom space can index pedagogical concerns, which the students can use to make sense of the teachers’ ongoing and projected engagements.


MENDEL ◽  
2019 ◽  
Vol 25 (1) ◽  
pp. 179-188
Author(s):  
Abdelhamid Khiat ◽  
Abdelkamel Tari

The independent task scheduling problem in distributed computing environments with makespan optimization as an objective is an NP-Hard problem. Consequently, an important number of approaches looking to approximate the optimal makespan in reasonable time have been proposed in the literature. In this paper, a new independent task scheduling heuristic called InterRC is presented. The proposed InterRC solution is an evolutionary approach, which starts with an initial solution, then executes a set of iterations, for the purpose of improving the initial solution and close the optimal makespan as soon as possible. Experiments show that InterRC obtains a better makespan compared to the other efficient algorithms.


Author(s):  
Hao Liu ◽  
Dong Li ◽  
JinZhang Peng ◽  
Qingjie Zhao ◽  
Lu Tian ◽  
...  

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