The Experts below are selected from a list of 183615 Experts worldwide ranked by ideXlab platform
Fayez A Quereshy - One of the best experts on this subject based on the ideXlab platform.
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comparison of clinical and economic outcomes between robotic laparoscopic and open rectal cancer surgery early experience at a tertiary care center
Surgical Endoscopy and Other Interventional Techniques, 2016Co-Authors: Karim M Ramji, Michelle C Cleghorn, Jonathan M Josse, Andrea Macneill, Catherine Obrien, David R Urbach, Fayez A QuereshyAbstract:Background Robotic surgery has gained popularity in surgical oncology. Rectal cancer surgery, known to be technically challenging, may benefit from Robotics in achieving better mesorectal dissection and may contribute to improved perioperative outcomes. The objective of this study was to compare early experience in robotic surgery to conventional approaches with regard to clinicopathologic and economic parameters.
Katie Wilkinson - One of the best experts on this subject based on the ideXlab platform.
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The robotic autonomy mobile Robotics course: Robot design, curriculum design and educational assessment
Autonomous Robots, 2005Co-Authors: Illah R. Nourbakhsh, Steve Richards, Emily Hamner, Thomas Hsiu, A. Perez-bergquist, Kevin Crowley, Ajinkya Bhave, Katie WilkinsonAbstract:Robotic Autonomy is a seven-week, hands-on introduction to Robotics designed for high school students. The course presents a broad survey of Robotics, beginning with mechanism and electronics and ending with robot behavior, navigation and remote teleoperation. During the summer of 2002, Robotic Autonomy was taught to twenty eight students at Carnegie Mellon West in cooperation with NASA/Ames (Moffett Field, CA). The educational robot and course curriculum were the result of a ground-up design effort chartered to develop an effective and low-cost robot for secondary level education and home use. Cooperation between Carnegie Mellon's Robotics Institute, Gogoco, LLC. and Acroname Inc. yielded notable innovations including a fast-build robot construction kit, indoor/outdoor terrainability, CMOS vision-centered sensing, back-EMF motor speed control and a Java-based robot programming interface. In conjunction with robot and curriculum design, the authors at the Robotics Institute and the University of Pittsburgh's Learning Research and Development Center planned a methodology for evaluating the educational efficacy of Robotic Autonomy, implementing both formative and summative evaluations of progress as well as an in-depth, one week ethnography to identify micro-genetic mechanisms of learning that would inform the broader evaluation. This article describes the robot and curriculum design processes and then the educational analysis methodology and statistically significant results, demonstrating the positive impact of Robotic Autonomy on student learning well beyond the boundaries of specific technical concepts in Robotics.
Illah R. Nourbakhsh - One of the best experts on this subject based on the ideXlab platform.
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The robotic autonomy mobile Robotics course: Robot design, curriculum design and educational assessment
Autonomous Robots, 2005Co-Authors: Illah R. Nourbakhsh, Steve Richards, Emily Hamner, Thomas Hsiu, A. Perez-bergquist, Kevin Crowley, Ajinkya Bhave, Katie WilkinsonAbstract:Robotic Autonomy is a seven-week, hands-on introduction to Robotics designed for high school students. The course presents a broad survey of Robotics, beginning with mechanism and electronics and ending with robot behavior, navigation and remote teleoperation. During the summer of 2002, Robotic Autonomy was taught to twenty eight students at Carnegie Mellon West in cooperation with NASA/Ames (Moffett Field, CA). The educational robot and course curriculum were the result of a ground-up design effort chartered to develop an effective and low-cost robot for secondary level education and home use. Cooperation between Carnegie Mellon's Robotics Institute, Gogoco, LLC. and Acroname Inc. yielded notable innovations including a fast-build robot construction kit, indoor/outdoor terrainability, CMOS vision-centered sensing, back-EMF motor speed control and a Java-based robot programming interface. In conjunction with robot and curriculum design, the authors at the Robotics Institute and the University of Pittsburgh's Learning Research and Development Center planned a methodology for evaluating the educational efficacy of Robotic Autonomy, implementing both formative and summative evaluations of progress as well as an in-depth, one week ethnography to identify micro-genetic mechanisms of learning that would inform the broader evaluation. This article describes the robot and curriculum design processes and then the educational analysis methodology and statistically significant results, demonstrating the positive impact of Robotic Autonomy on student learning well beyond the boundaries of specific technical concepts in Robotics.
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A Survey of Space Robotics
7th International Symposium on Artificial Intelligent Robotics and Automation in Space (i-SAIRAS-03), 2003Co-Authors: L. Pedersen, Illah R. Nourbakhsh, David Wettergreen, Illah NourbakhshAbstract:In this paper we summarize a survey conducted by NASA to determine the state-of-the-art in space Robotics and to predict future robotic capabilities under either nominal and intensive development effort. The space Robotics assessment study examined both insapce operations including assembly, inspection, and maintenance and planetary surface operations like mobility and exploration. Applications of robotic autonomy and human-robot cooperation were consdiered. The study group devised a decomposition of robotic capabilities and then suggested metrics to specify the technical challenges associated with each. The conclision of this paper identifies possible areas in which investment in space Robotics could lead to significant advances of important technologies.
Emily Hamner - One of the best experts on this subject based on the ideXlab platform.
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The robotic autonomy mobile Robotics course: Robot design, curriculum design and educational assessment
Autonomous Robots, 2005Co-Authors: Illah R. Nourbakhsh, Steve Richards, Emily Hamner, Thomas Hsiu, A. Perez-bergquist, Kevin Crowley, Ajinkya Bhave, Katie WilkinsonAbstract:Robotic Autonomy is a seven-week, hands-on introduction to Robotics designed for high school students. The course presents a broad survey of Robotics, beginning with mechanism and electronics and ending with robot behavior, navigation and remote teleoperation. During the summer of 2002, Robotic Autonomy was taught to twenty eight students at Carnegie Mellon West in cooperation with NASA/Ames (Moffett Field, CA). The educational robot and course curriculum were the result of a ground-up design effort chartered to develop an effective and low-cost robot for secondary level education and home use. Cooperation between Carnegie Mellon's Robotics Institute, Gogoco, LLC. and Acroname Inc. yielded notable innovations including a fast-build robot construction kit, indoor/outdoor terrainability, CMOS vision-centered sensing, back-EMF motor speed control and a Java-based robot programming interface. In conjunction with robot and curriculum design, the authors at the Robotics Institute and the University of Pittsburgh's Learning Research and Development Center planned a methodology for evaluating the educational efficacy of Robotic Autonomy, implementing both formative and summative evaluations of progress as well as an in-depth, one week ethnography to identify micro-genetic mechanisms of learning that would inform the broader evaluation. This article describes the robot and curriculum design processes and then the educational analysis methodology and statistically significant results, demonstrating the positive impact of Robotic Autonomy on student learning well beyond the boundaries of specific technical concepts in Robotics.
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formal measures of learning in a secondary school mobile Robotics course
International Conference on Robotics and Automation, 2004Co-Authors: Illah Nourbakhsh, Emily Hamner, Kevin Crowley, Katherine A WilkinsonAbstract:During the summer of 2002, Robotic Autonomy was taught to thirty students at Carnegie Mellon West in cooperation with NASA/Ames (Moffett Field, CA). The authors at Carnegie Mellon University's Robotics Institute and at the University of Pittsburgh's Learning Research and Development Center planned a methodology for formally evaluating the educational efficacy of Robotic Autonomy. This article describes the educational analysis methodology and the statistically significant results of our analysis, demonstrating the positive impact of Robotic Autonomy on student learning beyond the boundaries of specific technical concepts in Robotics. Educational Robotics is gaining traction at all levels of the educational system, however formal analysis of its effectiveness has been lacking. This research project seeks to address this weakness by presenting statistically significant evidence of broad learning.
Kevin Crowley - One of the best experts on this subject based on the ideXlab platform.
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The robotic autonomy mobile Robotics course: Robot design, curriculum design and educational assessment
Autonomous Robots, 2005Co-Authors: Illah R. Nourbakhsh, Steve Richards, Emily Hamner, Thomas Hsiu, A. Perez-bergquist, Kevin Crowley, Ajinkya Bhave, Katie WilkinsonAbstract:Robotic Autonomy is a seven-week, hands-on introduction to Robotics designed for high school students. The course presents a broad survey of Robotics, beginning with mechanism and electronics and ending with robot behavior, navigation and remote teleoperation. During the summer of 2002, Robotic Autonomy was taught to twenty eight students at Carnegie Mellon West in cooperation with NASA/Ames (Moffett Field, CA). The educational robot and course curriculum were the result of a ground-up design effort chartered to develop an effective and low-cost robot for secondary level education and home use. Cooperation between Carnegie Mellon's Robotics Institute, Gogoco, LLC. and Acroname Inc. yielded notable innovations including a fast-build robot construction kit, indoor/outdoor terrainability, CMOS vision-centered sensing, back-EMF motor speed control and a Java-based robot programming interface. In conjunction with robot and curriculum design, the authors at the Robotics Institute and the University of Pittsburgh's Learning Research and Development Center planned a methodology for evaluating the educational efficacy of Robotic Autonomy, implementing both formative and summative evaluations of progress as well as an in-depth, one week ethnography to identify micro-genetic mechanisms of learning that would inform the broader evaluation. This article describes the robot and curriculum design processes and then the educational analysis methodology and statistically significant results, demonstrating the positive impact of Robotic Autonomy on student learning well beyond the boundaries of specific technical concepts in Robotics.
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formal measures of learning in a secondary school mobile Robotics course
International Conference on Robotics and Automation, 2004Co-Authors: Illah Nourbakhsh, Emily Hamner, Kevin Crowley, Katherine A WilkinsonAbstract:During the summer of 2002, Robotic Autonomy was taught to thirty students at Carnegie Mellon West in cooperation with NASA/Ames (Moffett Field, CA). The authors at Carnegie Mellon University's Robotics Institute and at the University of Pittsburgh's Learning Research and Development Center planned a methodology for formally evaluating the educational efficacy of Robotic Autonomy. This article describes the educational analysis methodology and the statistically significant results of our analysis, demonstrating the positive impact of Robotic Autonomy on student learning beyond the boundaries of specific technical concepts in Robotics. Educational Robotics is gaining traction at all levels of the educational system, however formal analysis of its effectiveness has been lacking. This research project seeks to address this weakness by presenting statistically significant evidence of broad learning.
