Kind Of Manipulation Research Articles

Releasing Manipulation. Motion Analysis and Learning for Positioning.

In this paper, we propose a new kind of manipulation, the releasing manipulation. Releasing manipulation gives an object a certain initial velocity, allowing it to slide on a plane. The object stops at a certain position under the influence of friction. There are two problems which must be overcome to achieve this manipulation. (1) How much velocity is required to slide the object to a target position and orientation. (2) How to give the object initial velocity. We will show physical models describing the motion of the object to solve these problems. This manipulation makes use of environmental constraint such as friction between the object and the plane. Therefore it is strongly affected by uncertainty in the environment. As a result, the motion of the object should differ from that of models. In order to overcome this problem, we use robot learning, and ensure the efficiency of learning experimentally.

Stock-Price Manipulation

It is generally agreed that speculators can make profits from insider trading or from the release of false information. Both forms of stock-price manipulation have now been made illegal. In this article, the authors ask whether it is possible to make profits from a different kind of manipulation, in which an uninformed speculator simply buys and sells shares. They show that in a rational expectations framework, where all agents maximize expected utility, it is possible for an uninformed manipulator to make a profit, provided investors attach a positive probability to the manipulator being an informed trader. Article published by Oxford University Press on behalf of the Society for Financial Studies in its journal, The Review of Financial Studies.

Razmerje med posebnim in splošnim v Beethovnovih klavirskih sonatah

Razmerje med posebnim in splošnim v Beethovnovih klavirskih sonatah

A Suggested Program for Teaching the Function Concepts in High School Algebra

We are all familiar with the complaint of teachers of other subjects, especially physics, that their pupils do not know mathematics, not even the simplest kind of manipulation involving nothing more than the most elementary forms of arithmetic and algebra. If such criticism is unjustified, we should defend ourselves and produce facts to support the competence of our instruction. Often we have been too complacent about this. We have been too content to go serenely along our way assuming a lofty, unconcerned air as if to say, “Are we not experts in the field of mathematics?” or “Isn't it a little presumptuous on the part of teachers in other fields to criticise us?”