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英语人力资源管理50题

英语人力资源管理50题

英语人力资源管理50题1. In a company, the process of identifying and attracting potential employees is called _____.A. recruitmentB. selectionC. trainingD. development答案:A。

本题考查人力资源管理的基本概念。

选项A“recruitment”意为招聘,指识别和吸引潜在员工的过程,符合题意。

选项B“selection”指选拔,侧重于从候选人中挑选合适的人员。

选项C“training”是培训,针对已入职员工提升技能。

选项D“development”是发展,通常指员工在职业上的长期发展规划。

2. The department responsible for managing employees' performance and providing feedback is _____.A. HRB. FinanceC. MarketingD. Operations答案:A。

在公司中,负责管理员工绩效并提供反馈的部门通常是人力资源部门(HR)。

选项B“Finance”是财务部门,主要处理财务相关事务。

选项C“Marketing”是市场营销部门,专注于市场推广和销售。

选项D“Operations”是运营部门,负责日常业务运营。

3. The term used to describe the knowledge, skills, and abilities that an employee brings to a job is _____.A. job descriptionB. job specificationC. competencyD. Workload答案:C。

“Competency”指的是员工带到工作中的知识、技能和能力。

选项A“job description”是工作描述,详细说明了工作的职责和任务。

人本教练名词解释

人本教练名词解释

名词解释—目标
• 目标:指在一定时间内,所要达到的具有一定规 模的期望标准。是人所期望达到的成就和结果。 • 目标的功能:提供一个中心点来分配资源和拟订 行动计划,提供一个尺度来评价工作进度和成效 的指标。 • 三个关键词: • 时间:目标是某个时间段的目标。 • 中心:一切行动围绕目标展开,与此不相符的想 法和行为就构成干扰。 • 尺度:目标是衡量行为的尺度。
名词解释—价值
• 所谓价值,就是你所挑选的意义。 萨特。 • 欲望和兴趣决定价值。价值永远都具有相对意 义。
• 价值是社会意识的内在规定和组成部分。社会意识是人脑产 生的指挥人在社会中生活和行为的意向、意念、理想、法则 、方案、路线、政策。 • 人对于世界、事物、物质的价值属性和能力的观点,就是人 的价值观。价值观对人的行为具有导向作用,是人社会生活 和行为的指南针。
感召与理想(1)
• 感召是理想的感召。要想让别人自愿改变行为, 一定要先打动别人,激发起他内心改变的渴望, 激发起他对改变结果无限向往和追求。 • 感召的形式有两种:一种是激发起他人的理想从 而自愿追求此理想,感召者未必参与其中;另一 种是感召者有远大理想,感召更多有相同理想的 人为之奋斗,感召者本人是最积极的实践者。教 练的过程是第一种。让被教练者看到真我价值, 找到其真正的理想,并自愿采取行动去实现。
体谅

尊重
气度
博弈论,囚徒困境
九点领导力—感召
其身正,不令而行;其身不正,虽令不行。
人们愿意去做某些事情,愿意改变行动, 是因为看到那样做的好处已经发生在别人 身上,他们渴望去拥有。 印证:证明与事实相符。
启发

理想
印证
启发:开导其心,使之领悟。 是开放式沟通

中国人大人力资源管理复试常用英语词汇

中国人大人力资源管理复试常用英语词汇

Strategic Human Resource Management(战略人力资源)Human Resource Management (HRM)人力资源管理Core competencies 核心竞争力Strategic human resource management (SHRM) 战略性人力资源管理Mission使命Strategic战略的Physical resources物质资源Financial resources财务资源Performance绩效业绩Philosophy理念Motivate激励Evaluate评估Compensate补偿酬劳Turnover(人员)流失Human capital人力资本Intellectual capital智力资本Job analysis and job design(工作分析)Career 职业Documentation文件Questionnaire问卷ranking method 排列法classification method 分类法factor comparison method 因素比较法point method 评分法Position analysis questionnaire, PAQ 职位分析问卷调查Hay Guide Chart-profile Method 海氏指示图表个人能力分析法Identify识别Job analysis工作分析Job design工作设计Job description工作/岗位描述Job specification工作/岗位规范Performance standard绩效标准Job rotation工作轮换/轮岗Job system岗位系统Job incumbent在职者Human Resource Planning(规划)Strategic planning 战略规划Long term trend 长期趋势Requirement forecast 需求预测Availability forecast 供给预测Surplus过剩、多余promotion提升(反义词:demotion降职)Shortage短缺、不足pay rate工资率Inventory库存,储备simulation模拟internal内部的External外部的Qualitative定性的Quantitative定量的Forecast预测Regulate管制Transfer工作调动Audit审计Assess评估Outflow流出(反义词:inflow流入)Attrition人员耗损;减缩人员Recall人员召回;产品回收Downsize裁员、缩编Demotion 降职Transfer 调动Promotion 晋升HRIS(human resource information systems)人力资源信息系统Delphi technique德尔菲法Statistical regression analysis统计回归分析Succession analysis继任分析Recruitment(招聘与甄选)Employee requisition 员工申请表Job posting 工作公告Advertising 广告Special events 特殊事件Internship 实习recruitment招聘executive search firm猎头公司job vacancy岗位空缺candidate申请者求职者job fair招聘会e-recruiting电子招聘job board求职网站promotee被提拔者Promotion from within, PFW 内部晋升inbreeding近亲繁殖professional/career website专业/职业网站Resume 简历Selection甄选Placement配置Application form申请表Assessment center 评价中心Feedback 反馈Reliability 信度Validity 效度Un/Structural interview非结构/结构化面试Behavioral interview行为描述型面试Leaderless group discussion 无领导小组讨论法Panel interview 小组面试Situational interview 情景面试Stress interview压力面试Negative emphasis负面效应Halo effect晕轮效应Stereotype刻板印象Snap judgment第一印象Bias偏见Training&Development(培训与开发)Case study 案例研究Conference method 会议方法Job rotating 工作轮换training培训development开发self-efficacy自我效能感(自信心)role play角色扮演team building 团队建设orientation(对新人进行的)情况介绍;适应性培训socialization合群commitment承诺(员工对组织的归属感和奉献)training delivery实施培训on-the-job training在职培训internship实习intern实习生apprentice学徒trainee受训者Action plan 行动计划Behavior modeling 行为模拟Continuous learning 持续学习Cross-training 交叉培训Diversity training 多元化培训High-leverage training 高层次培训Learning organization 学习型组织Needs assessment (培训)需要评价Readiness for training 培训准备Team leader training 团队领导培训Training outcomes 培训结果Web-based training 网上培训Virtual reality 现实虚拟instructor-led training有授课老师指导的培训distance training/learning远程培训/学习job-site/on-the-job development在职开发off-site/off-the-job development脱产开发coaching指导、辅导job rotation工作岗位轮换simulation模拟(“商业游戏”business game)career development 职业发展Performance Management and Appraisal(绩效管理与评价)Performance appraisal, PA 绩效评价performance绩效measure测量appraisal评估benchmark基准点numerical用数字表示的multisource appraisal多渠道评估360°feedback360°反馈self-rating/self-appraisal自我评估graphic rating scale图评价量表forced distribution强制分布critical incident关键事件field review专家评估法behaviorally anchored rating scales(BARS)行为锚定评估量表法behavioral observation scales(BOS)行为观察量表法behavioral expectation scales(BES)行为期望量表法management by objectives(MBO)目标管理法Compensation Strategies and Practices(薪酬)Delayering 扁平化Flexible benefits plans (cafeteria plans) 灵活的福利计划(自助福利方案)Gain sharing plans 收益分享计划Hourly work 计时工资制Job satisfaction 工作满意度Pay-for-performance standard 按绩效的报酬标准Pay-policy line 工资政策线Perquisites 津贴Wage and salary survey 薪资调查compensation补偿、薪酬reward报酬、酬金intrinsic equity内部公平extrinsic equity外部公平monetary货币的、金钱的tangible有形的base pay基本工资variable pay可变工资health insurance健康保险benefits福利medical/life insurance医疗/人寿保险paid time off带薪休假retirement pension退休金bonus奖金incentive激励stock option股票期权procedural justice程序公平distributive justice分配公平pay survey工资调查pay structure工资结构pay grade工资等级pay range工资范围benchmark job基准岗位broadbanding拓宽薪酬范围overlap重叠award奖励Piece-rate system计件工资制Bonus奖金红利Gainsharing plan利润分享计划Employee stock ownership plan(ESOP)员工持股计划Collateral抵押Executive compensation高管薪酬Perquisite(perk)额外福利;特权Unemployment compensation失业补偿Social security社会保障Pension plan退休金计划Financial benefits经济福利Insurance benefits保险福利Education benefits教育福利Social and recreational benefits社会与娱乐福利Time-off benefits非工时福利Security benefits保障福利Leaves of absence休假Health care医疗保健Global Human Resource Management(全球人力资源)host-country东道国equal employment平等就业employment discrimination就业歧视Infrastructure['infrəstrʌktʃə]基础设施individualism个人主义collectivism集体主义power distance权利距离uncertainty avoidance不确定性规避Masculinity 男性特征Femininity女性特征Long-term orientation长期定位Short-term orientation短期定位Multinational corporation(MNC)跨国公司Home country母国(也称parent country)Parent corporation母公司Expatriate[eks'pætrieit]外派人员(也称parent-country national,PCN)Host-country national(HCN)东道国员工Third-country national(TCN)第三国员工Intercultural capabilities跨文化能力Technical assignments技术性任务Functional assignments职能性任务Developmental assignments发展性任务Strategic assignments战略性任务Expatriation[eksˌpætri'eiʃən]外派Repatriation[ˌri:peitri'eiʃən]重返母国Culture assimilator文化同化方法Culture shock文化冲击。

2024届山东省实验中学高三下学期一模英语试题

2024届山东省实验中学高三下学期一模英语试题

绝密★启用并使用完毕前山东省实验中学2024届高三第一次模拟考试英语试题2024.04(本试卷共10页, 共三部分: 全卷满分120分, 考试用时100分钟)注意事项:1. 答卷前, 先将自己的姓名、准考证号填写在试卷和答题纸上。

2. 选择题的作答: 每小题选出答案后, 用2B铅笔把答题卡上对应题目的答案标号涂黑。

如需改动, 用橡皮擦干净后, 再选涂其他答案标号。

3. 非选择题的作答: 用0.5mm黑色签字笔直接答在答题卡上对应的答题区域内, 写在试卷、草稿纸和答题卡上的非答题区域均无效。

第一部分阅读理解(共两节, 满分50分)第一节(共15小题; 每小题2.5分, 满分37.5分)阅读下列短文, 从每题所给的A、B、C、D四个选项中选出最佳选项。

AIntroduction to Drama ExamsOur exams inspire and enable learners across the globe to be confident communicators. Exams are open to anyone looking to gain confidence and experience in speech, communication and performance. There are no age restrictions. As one of the UK's oldest and most respected drama schools and awarding organizations, we examine over 100,000candidates and deliver exams both online and in person in many countries across the globe.Now we are pleased to offer free, online "Introduction to Examinations" information session. Booking is now opening for events until Summer 2024.The 1.5-hour session will begin with an Introduction to Examinations, their history and the format of assessment. Work will then focus on the subjects available to take, and will end with a Q&A phase where participants will be invited to write in their questions to the host organizer.Ifyouhaveanyquestionsregardingthis,********************************.ukandwewillbehappytohelp. Looking forward to seeing you online at this event.1. What is an advantage of the drama exam?A. It is free of charge.B. It offers flexible schedules.C. It suits a wide range of people.D. It puts restrictions on nationality.2. What is required to register for the sessions?A. Payment in advance.B. Contact information.C. Education background.D. Performance experience.3. What should you do if you have a question during the online session?A. Email it to the drama school.B. Write it down before the session.C. Propose it at the beginning of the session.D. Send it to the host organizer in Q&A phase.BCafeterias have been filled with challenges—right from planning, purchasing, and preparing, to reducing waste, staying on budget, managing goods, and training staff. Through the tedious process, restaurateurs lacked a unified platform for efficient management. To bring consistency to the unorganised catering(餐饮)industry, childhood friends Arjun Subramanian and Raj Jain, who shared a passion for innovation, decided to partner in 2019 to explore opportunities in the cafeteria industry.In May 2020, they co-founded Platos, a one-stop solution for restaurants with a custom technology kit to streamline all aspects of cafeteria management. The company offers end-to-end cafeteria management, staff selection and food trials to ensure smooth operations and consistent service. "We believe startups solve real problems and Platos is our shot at making daily workplace food enjoyable again. We aim to simplify the dining experience, providing a convenient and efficient solution that benefits both restaurateurs and customers and creating a connected ecosystem, "says Subramanian, CEO and co-founder.Platos guarantees that a technology-driven cafeteria allows customers to order, pay, pick up, and provide ratings and feedback. It also offers goods and menu management to effectively perform daily operations. Additionally, its applications connect all shareholders for a smart cafeteria experience. "We help businesses that are into catering on condition that they have access to an industrial kitchen setup where they' re making food according to certain standards," Jain states.Since the beginning, Platos claims to have transformed 45 cafeterias across eight cities in the country. Currently, it has over 45,000 monthly users placing more than 200,000 orders. Despite facing challenges in launching cafeterias across major cities in the initial stages, Platos has experienced a 15% increase in its month-over-month profits.As for future plans, the startup is looking to raise $1 million from investors as strategic partners, bringing in capital, expertise, and networks. "Finding the right lead investor is the compass that points your startup toward success," Subramanian says.4. What does the underlined word "tedious" in Paragraph 1 mean?A. Time-consuming.B. Breath-taking.C. Heart-breaking.D. Energy-saving.5. What is the purpose of founding Platos?A. To connect customers with a greener ecosystem.B. To ensure food security and variety in cafeterias.C. To improve cafeteria management with technology.D. To make staff selection more efficient and enjoyable.6. What can we learn from the statistics in Paragraph 4?A. Platos has achieved its ultimate financial goal.B. Platos has gained impressive marketing progress.C. Challenges in food industry can be easily overcome.D. Tech-driven cafeterias have covered most urban areas.7. What is Subramanian's future plan for Platos?A. To reduce costs.B. To increase profits.C. To seek investment.D. To innovate technology.CWith a brain the size of a pinhead, insects possess a great sense of direction. They manage to locate themselves and move through small openings. How do they do this with their limited brain power? Understanding the inner workings of an insect's brain can help us in our search towards energy-efficient computing, physicist Elisabetta Chicca of the University of Groningen shows with her most recent result: a robot that acts like an insect.It's not easy to make use of the images that come in through your eyes when deciding what your feet or wings should do. A key aspect here is the apparent motion of things as you move. "Like when you're on a train,” Chicca explains. "The trees nearby appear to move faster than the houses far away." Insects use this information to infer how far away things are. This works well when moving in a straight line, but reality is not that simple. To keep things manageable for their limited brain power, they adjust their behaviour: they fly in a straight line, make a turn, then make another straight line.In search of the neural mechanism(神经机制)that drives insect behaviour, PhD student Thorben Schoepe developed a model of its neuronal activity and a small robot that uses this model to find the position. His model is based on one main principle: always head towards the area with the least apparent motion. He had his robot drive through a long passage consisting of two walls and the robot centred in the middle of the passage, as insects tend to do. In other virtual environments, such as a space with small openings, his model also showed similar behaviour to insects.The fact that a robot can find its position in a realistic environment is not new. Rather, the model gives insight into how insects do the job, and how they manage to do things so efficiently. In a similar way, you could make computers more efficient.In the future, Chicca hopes to apply this specific insect behaviour to a chip as well. "Instead of using a general-purpose computer with all its possibilities, you can build specific hardware; a tiny chip that does the job, keeping things much smaller and energy-efficient." She comments.8. Why is "a train" mentioned in Paragraph 2?A. To illustrate the principle of train motion.B. To highlight why human vision is limited.C. To explain how insects perceive distances.D. To compare the movement of trees and houses.9. What does Paragraph 3 mainly talk about concerning Schoepe's model?A. Its novel design.B. Its theoretical basis.C. Its possible application.D. Its working mechanism.10. What do the researchers think of the finding?A. Amusing.B. Discouraging.C. Promising.D. Contradictory.11. What will Chicca's follow-up study focus on?A. Inventing insect-like chips.B. Studying general-purpose robots.C. Creating insect-inspired computers.D. Developing energy-efficient hardware.DWith the help from an artificial language(AL)model, MIT neuroscientists have discovered what kind of sentences are most likely to fire up the brain's key language processing centers. The new study reveals that sentences that are more complex, because of either unusual grammar or unexpected meaning, generate stronger responses in these language processing centers. Sentences that are very straightforward barely engage these regions, and meaningless orders of words don't do much for them either.In this study, the researchers focused on language-processing regions found in the left hemisphere(半球)of the brain. By collecting a set of 1,000 sentences from various sources, the researchers measured the brain activity of participants using functional magnetic resonance imaging(fMRI)while they read the sentences. The same sentences were also fed into a large language model, similar to ChatGPT, to measure the model's activation patterns. Once the researchers had all of those data, they trained the model to predict how the human language network would respond to any new sentence based on how the artificial language network responded to these 1,000 sentences.The researchers then used the model to determine 500 new sentences that would drive highest brain activity and sentences that would make the brain less active, and their findings were confirmed in subsequent human participants. To understand why certain sentences generate stronger brain responses, the model examined the sentences based on 11 different language characteristics. The analysis revealed that sentences that were more surprising resulted in greater brain activity. Another linguistic(语言的)aspect that correlated with the brain's language network responses was the complexity of the sentences, which was determined by how well they followed English grammar rules and bow logically they linked with each other.The researchers now plan to see if they can extend these findings in speakers of languages other than English. They also hope to explore what type of stimuli may activate language processing regions in the brain's right hemisphere.12. What sentences make our brain work harder?A. Lengthy.B. Logical.C. Straightforward.D. Complicated.13. What is the function of the AL model in the research?A. To examine language network.B. To reduce language complexity.C. To locate language processing area.D. To identify language characteristics.14. How did the researchers carry out their study?A. By conducting interviews.B. By collecting questionnaires.C. By analyzing experiment data.D. By reviewing previous studies.15. Which of the following is a suitable title for the text?A. AL Model Stimulates Brain ActivitiesB. AL Model Speeds Up Language LearningC. AL Model Reveals the Secrets of Brain ActivationD. AL Model Enhances Brain Processing Capacity第二节(共5小题; 每小题2.5分, 满分12.5分)根据短文内容, 从短文后的选项中选出能填入空白处的最佳选项。

培训与开发专业术语中英文对照

培训与开发专业术语中英文对照

1.现代培训与开发建立共同愿景building shared vision团队学习team learning改变心智模式improve mental models自我超越personal mastery系统思考system thinking智力资本intellectual capital人力资本human capital胜任力competency关键事件技术critical incident technique行为事件访谈法behavior event interview准时培训just in time2.战略性培训与开发愿景vision战略性培训I strategic training领导胜任力模型competence model评价中心assessment center发展中心development centre管理技能开发management skills development人本主义范式humanist paradigm胜任力中心competence centre自我提升意识self-awareness for advance培训培训者train the trainer战略性员工strategic training of employees model 培训模型3.培训中的基本学习原理建构主义constructivision成败归因attribution of success and failure体验式学习experiential learning干中学learning by doing行动学习action learning在线学习e-learning体验式学习experiential learning4.培训需求分析胜任力compentence职位概描position profiling个人概描personal profiling5.新员工导向培训新员工导向培训employee orientation 组织社会化organizational socialization工作室workshop6.在职培训与脱产培训在职培训on the job training师带徒apprenticeship导师制mentoring导师mentor工作轮换job rotation行动学习action learning演讲法presentation methods讲课lecture案例研究法case study情景模拟法simulation training 管理游戏法management games 商业游戏法business games角色扮演法role plays行为示范法behavior modeling一揽子公文in-basket 处理法7.应用新技术进行培训准备性readiness任务情境phenomenaria信息库information banks建构工具箱construction kits网络培训network training任务管理者task managers课堂社区class community电信技术培训technology based training多媒体远程培训multimedia distance learning计算机辅助培训computer-assisted training技术辅助远程培训technology-assisted distance learning 媒体辅助远程培训media-assisted distance learning直接提供正确结论beyond the informance given不直接提供正确结论without the information given8 .管理开发培训双环学习理论 double-loop learning领导-成员交换 leader-member exchange敏感性训练 sensitive training相互作用分析 transactional analysis9 .培训有效性评估培训有效性 training effectiveness资源需要模型 resource requirement model过程评估formative evaluation 综合评估summative evaluation 睡眠效应sleeper effect 方差分析analysis of value 成本有效性cost-effectiveness 成本-收益cost-benefit 投资回报 return on investment10 .领导力开发socialization reinforcement insight self reflection mental imagery collaborative assessment人际互动强化顿悟自我反省心象合作性评价11 .高科技企业管理人员管理技能的培训与开发technical skill team building human skill conception skill decision making negotiation skill专业技能 团队建设 人文技能概念技能决策谈判技能。

【视野】有一种融合叫学以致用

【视野】有一种融合叫学以致用

【视野】有一种融合叫学以致用2017-09-06 17:57密歇根州立大学华盛顿大学学前教育早期干预博士(Ph.D)国际应用行为分析师(BCBA)密歇根州立大学博士后Hegarty Fellow美国早期干预协会评估组成员(上图是Project SEARCH官方网站首页)青少年特殊人士求职培训项目Project SEARCH在1996年,Erin那时还是美国辛辛那提儿童医院急诊科的主管。

她有一天突然有个想法,既然咱们医院擅长对发育障碍儿童及青少年的干预康复,那为什么咱们不能带个头,去首先聘请那些经过康复训练后有能力的青少年特殊人士呢?哪怕是让他们先从事如后勤管理之类流动率高但工作任务相对简单的职位也好啊?于是她把这个想法和同事分享,并联合社区的特殊人士就业转介中心,发起了Project SEARCH项目,专门为发育障碍等特殊人士提供实习培训和就业机会。

大学校园实习(Project SEARCH实习生在密歇根州立大学进行培训)第一天来到密歇根州立大学的校园,Spartan Project SEARCH的实习生Lisa感到既兴奋又紧张,一方面这个服务4万多学生的校园对她来说实在是太大了,单是如何坐校内巴士或者安全过行人道就已经很有挑战——她自己家的那条街一天不会有多于3辆汽车经过。

另一方面她又觉得很幸福,穿着印有校徽的衣服,和其他大学生同在一个饭堂吃饭,她感觉自己就是学校的一份子。

Lisa是唐氏综合症患者,和她一届的10个实习生有自闭症大脑发育障碍。

但是经过三期轮岗实习培训,她当过办公室行政,小卖部售货员,以及动物护理员。

她发现自己原来也有能力学习新的技能,并且为周围人贡献自己的一分力量。

实习期结束后,有两个部门都给她发了正式招聘邀请。

和家人商量后,她决定做一名动物护理员。

密歇根州立大学是密歇根州内参与该项目的12个试点单位之一。

Nick是该项目的执行经理,在9月初,他会联合康复治疗系的Connie Sung等教授,给新一届学生提供系统的实习前培训,涉及的内容包括自我管理,社交沟通等。

未来职业学习英文中与不同职业和工作技能相关的词汇

未来职业学习英文中与不同职业和工作技能相关的词汇

未来职业学习英文中与不同职业和工作技能相关的词汇随着全球化和科技的发展,人们在职业和工作技能方面的需求也在不断变化。

在这个不断变化的环境中,学习英文成为了一项必要的技能。

无论是与国际合作伙伴进行交流、参加全球性会议,还是与外国客户进行业务接触,掌握与不同职业和工作技能相关的英文词汇都是必不可少的。

本文将为大家介绍未来职业学习英文中与不同职业和工作技能相关的词汇。

一、商务和管理类词汇1. Business development - 业务发展2. Marketing strategy - 市场营销策略3. Financial analysis - 财务分析4. Project management - 项目管理5. Leadership skills - 领导能力6. Teamwork - 团队合作7. Sales techniques - 销售技巧8. Negotiation skills - 谈判技巧9. Customer relationship management - 客户关系管理10. Data analysis - 数据分析二、科技和互联网类词汇1. Programming languages - 编程语言2. Artificial Intelligence (AI) - 人工智能3. Data mining - 数据挖掘4. Web development - 网站开发5. Cybersecurity - 网络安全6. Cloud computing - 云计算7. Internet of Things (IoT) - 物联网8. Big data - 大数据9. User interface design - 用户界面设计10. Software engineering - 软件工程三、医疗和护理类词汇1. Medical terminology - 医学术语2. Patient care - 患者护理3. Disease prevention - 疾病预防4. Diagnostic procedures - 诊断程序5. Surgical techniques - 外科技术6. Pharmaceutical knowledge - 药物知识7. Health promotion - 健康促进8. Nursing skills - 护理技能9. Rehabilitation methods - 康复方法10. Medical research - 医学研究四、教育和咨询类词汇1. Teaching methodology - 教学方法2. Curriculum design - 课程设计3. Classroom management - 教室管理4. Student assessment - 学生评估5. Educational psychology - 教育心理学6. Career counseling - 职业咨询7. Workshop facilitation - 工作坊组织8. Training programs - 培训项目9. Adult learning - 成人学习10. Coaching skills - 辅导技巧五、艺术和文化类词汇1. Fine arts - 美术2. Performing arts - 表演艺术3. Film production - 影视制作4. Creative writing - 创意写作5. Music theory - 音乐理论6. Photography techniques - 摄影技巧7. Museum curator - 博物馆策展人8. Dance choreography - 舞蹈编舞9. Theater directing - 剧场导演10. Fashion design - 时尚设计六、工程和建筑类词汇1. Structural engineering - 结构工程2. Civil engineering - 土木工程3. Architectural design - 建筑设计4. Construction management - 施工管理5. Electrical engineering - 电气工程6. Mechanical engineering - 机械工程7. Environmental sustainability - 环境可持续性8. Building codes - 建筑规范9. Material science - 材料科学10. CAD software - 计算机辅助设计软件七、金融和投资类词汇1. Stock market - 股市2. Investment portfolio - 投资组合3. Risk management - 风险管理4. Asset allocation - 资产配置5. Financial planning - 财务规划6. Banking services - 银行服务7. Taxation laws - 税法8. Corporate finance - 公司金融9. Hedge funds - 对冲基金10. Retirement planning - 养老规划八、旅游和酒店管理类词汇1. Tourist attractions - 旅游景点2. Hospitality industry - 酒店业3. Travel agency - 旅行社4. Guest services - 客户服务5. Tour guide - 导游6. Event planning - 活动策划7. Hotel administration - 酒店管理8. Sustainable tourism - 可持续旅游9. Resort management - 度假村管理10. Airline industry - 航空业以上是未来职业学习英文中与不同职业和工作技能相关的词汇。

人文特色英语作文

人文特色英语作文

When discussing the humanistic characteristics in English composition,we can explore various aspects that reflect the cultural,social,and philosophical dimensions of human experiences.Here are some elements that can be included to enrich the humanistic aspect of an English essay:1.Cultural Heritage:Highlight the significance of cultural heritage in shaping the identity of a society.Discuss how traditions,festivals,and customs contribute to the richness of human life.2.Philosophical Ideas:Introduce philosophical concepts from various schools of thought, such as existentialism,humanism,or stoicism,and their influence on how individuals perceive their existence and interact with the world.3.Literary Works:Reference classic and contemporary literary works that reflect the human condition,such as To Kill a Mockingbird by Harper Lee or1984by George Orwell.Analyze how these works portray themes of morality,freedom,and the human spirit.4.Art and Aesthetics:Discuss the role of art in expressing human emotions and ideas. Explore different art forms like painting,sculpture,and music,and how they have been used throughout history to communicate humanistic values.5.Social Issues:Address current social issues that reflect the humanistic concern for justice,equality,and compassion.This could include topics like poverty,discrimination, and environmental conservation.6.Historical Events:Examine pivotal historical events that have shaped human societies and the lessons they offer about human nature and the collective human experience.7.Personal Narratives:Incorporate personal stories or anecdotes that illustrate the humanistic qualities of resilience,empathy,and the pursuit of knowledge.8.Ethical Dilemmas:Present scenarios that pose ethical questions,encouraging readers to reflect on their own values and beliefs.nguage and Communication:Discuss the role of language in conveying humanistic ideas and the importance of effective communication in fostering understanding and connection among people.10.Influence of Technology:Consider the impact of technological advancements onhumanistic values,both in terms of potential for positive change and the challenges they pose to traditional humanistic ideals.By weaving these elements into your English composition,you can create a rich tapestry that reflects the depth and diversity of humanistic thought and experience.Remember to use a variety of sentence structures and vocabulary to enhance the expressiveness of your writing and to engage your readers in a meaningful exploration of the human condition.。

团队合作与个人能力发展的关系英语作文

团队合作与个人能力发展的关系英语作文

团队合作与个人能力发展的关系英语作文In the intricate tapestry of professional growth, the interplay between teamwork and individual capability development stands as a vibrant thread, weaving together the strengths of collective effort and personal achievement. This symbiotic relationship underscores the importance of both aspects in fostering holistic professional development.Teamwork fosters an environment conducive to learning and growth. When individuals collaborate, they bring diverse perspectives, skills, and experiences to the table. This diversity enriches problem-solving processes, encouraging creative thinking and innovative solutions. Within such a supportive framework, individuals are encouraged to take risks, experiment, and learn from their mistakes, thereby enhancing their personal capabilities.Moreover, teamwork instills a sense of accountability and responsibility. Knowing that one's actions impact the team's overall performance, individuals are motivated to perform at their best. This heightened sense of commitment fostersself-discipline, time management, and effective communication skills – all crucial for personal development.Conversely, individual capability development is the lifeblood of a successful team. As individuals grow and refine their skills, they contribute more value to the team, driving its progress and achievements. A team composed of capable individuals is better equipped to tackle complex challenges, adapt to changing circumstances, and innovate for future success.Ultimately, the balance between teamwork and individual capability development is crucial. A team that prioritizes collaboration while nurturing individual growth creates a virtuous cycle where each reinforces the other. In this environment, individuals thrive, and the team as a whole achieves remarkable feats, demonstrating the inseparable nature of these two forces in shaping professional excellence.中文翻译:在专业成长的复杂织锦中,团队合作与个人能力发展之间的相互作用就像一条充满活力的线,将集体努力的力量与个人成就编织在一起。

关于考试的自我检讨300字作文

关于考试的自我检讨300字作文

关于考试的自我检讨300字作文温馨提示:该文档是我店铺精心编制而成,希望大家下载以后,能够帮助大家解决实际的问题。

文档下载后可定制随意修改,请根据实际需要进行相应的调整和使用,谢谢!并且,本店铺为大家提供各种各样类型的实用资料,如教育随笔、日记赏析、句子摘抄、古诗大全、经典美文、话题作文、工作总结、词语解析、文案摘录、其他资料等等,如想了解不同资料格式和写法,敬请关注!Download tips:This document is carefully compiled by theeditor. I hope that after you download them,they can help yousolve practical problems. The document can be customized andmodified afterdownloading,please adjust and use it according toactual needs, thank you!In addition, our shop provides you with various types ofpractical materials,such as educational essays, diaryappreciation,sentence excerpts,ancient poems,classic articles,topic composition,work summary,word parsing,copy excerpts,other materials and so on,want to know different data formats andwriting methods,please pay attention!篇一:英文作文:A Self-Reflection on Examinations: A Path to GrowthAs a diligent student, I have recently experienced the test season, a time when my knowledge is weighed and my understanding probed. Reflecting upon my recent performance, I ampelled to delve into the deeper meaning of these examinations, not merely as a gauge of academic prowess, but as a crucible for personal growth.Firstly, I recognize that my initial approach to exams was driven by the desire for immediate success, a narrow focus that narrowed my perspective. I found myself trapped in the rat race of memorization, forgetting the essence of learning – to seek knowledge for its own sake. This realization has taught me the importance of a holistic learning strategy, one that values understanding over rote memorization.Secondly, I acknowledge the role stress played in my performance. The pressure to excel manifested as anxiety, hindering my ability to think clearly. In the future, I vow to adopt stress management techniques, equipping myself with resilience and the ability to stay calm under pressure.Lastly, I havee to understand that exams, though rigorous, are also opportunities for self-assessment. They expose my weaknesses, pushing me to improve. Instead of seeing them as failures, I will interpret them as stepping stones on the path to mastery.In conclusion, this examination season has been a valuable lesson in humility, patience, and adaptability. It has reminded me that true learning transcends the boundaries of tests and assignments, and that the pursuit of knowledge is a lifelong journey. I am determined to transform my attitude towards exams, turning them into catalysts for continuous self-improvement.中文作文:题目:沉思的试卷,未来的启示那张泛黄的试卷,如同一面镜子,映照出我近期的学习状态。

深思熟虑绽新局的英语作文

深思熟虑绽新局的英语作文

Contemplation is the key to unlocking new possibilities and opportunities in life.It is through deep thought that we can gain insights and understanding that lead to breakthroughs and innovation.Here are some ways in which contemplation can help us to blossom and create new situations:1.SelfReflection:Taking time to reflect on our actions,decisions,and experiences allows us to learn from the past and make better choices in the future.It helps us to identify patterns and habits that may be holding us back.2.Problem Solving:When faced with a challenge,stepping back to think deeply about the issue can lead to creative solutions that might not be immediately apparent. Contemplation can help us to see the bigger picture and consider multiple perspectives.3.Goal Setting:Before embarking on a new venture or setting a new goal,its important to think through the steps required to achieve it.Contemplation helps us to set realistic and achievable goals that are aligned with our values and aspirations.4.Emotional Intelligence:Deep thought about our emotions and those of others can enhance our emotional intelligence.This understanding can improve our relationships and interactions with others,leading to more harmonious and productive environments.5.Innovation:Breakthroughs in any field often come from individuals who have spent time contemplating the status quo and imagining new possibilities.Innovation requires a willingness to question the norm and to think outside the box.6.Mindfulness:Contemplation is closely linked to mindfulness,which involves being fully present and aware of our thoughts and feelings.This can lead to a greater sense of peace and clarity,enabling us to make more thoughtful decisions.7.Personal Growth:As we take the time to think deeply about our lives,we can identify areas for growth and development.This can lead to personal transformation and the creation of new opportunities for ourselves.8.Strategic Planning:In both personal and professional contexts,strategic planning requires contemplation.It involves setting out a roadmap for the future,taking into account various scenarios and potential outcomes.9.Cultural Understanding:Deep thought about different cultures,societies,and histories can lead to a greater appreciation and understanding of the worlds diversity.This can foster empathy and openmindedness.10.Philosophical Inquiry:Contemplation can also lead to philosophical insights, prompting us to question the nature of existence,ethics,and the meaning of life.This can enrich our worldview and guide our actions.In conclusion,contemplation is a powerful tool for personal and professional development.It allows us to navigate through life with greater wisdom and foresight, creating new opportunities and situations that can lead to a more fulfilling and successful life.。

劳动实施计划应掌握的知识点和技能大学生

劳动实施计划应掌握的知识点和技能大学生

英文回答:It is imperative for college students to acquire aprehensive understanding of the knowledge and skills necessary for the implementation plan of labor. This includes a proficientprehension of relevant labor laws and regulations, along with a discerning awareness of the rights and obligations pertaining to both employers and employees. This denotes a familiarity with fundamental concepts including but not limited to minimum wage, laboring hours, overtime regulations, and workplace safety protocols. Furthermore, students should acknowledge the paramountcy of proficientmunication and conflict resolution within the professional sphere, alongside the significance of astute time management and organizational capabilities. Proficiency in basic project management principles, as well as the capacity to devise a meticulous and pragmatic labor implementation plan, are integralpetencies for college students to cultivate in this context.大学生必须全面了解实施劳动计划所需的知识和技能。

作文远视历史的眼光,近视新闻的眼光

作文远视历史的眼光,近视新闻的眼光

英文回答:Through the lens of history, we are able to observe the protracted development and progression of human society, culture, and civilization. The study of history affords us aprehensiveprehension of the enduring patterns and tendencies that have molded our world. We bear witness to the ascension and descent of empires, the ramifications of significant events and movements, and the sway of pivotal figures and ideologies. History furnishes a framework for the current state of affairs and facilitates a deeper grasp of the underlying origins of present-day dilemmas. It also imparts invaluable insights from the past and lays the groundwork for informed decision-making for the future. In contrast, news coverage often fixates on immediate, sensational events and leans toward prioritizing the most recent developments. It tends to be fractured, superficial, and devoid of historical context. The news media frequently underscores conflict, crisis, and controversy, thereby distorting our perceptions of reality and fostering a myopic, short-term perspective of the world.通过历史的视角,我们能够观察到人类社会、文化和文明的长期发展和进步。

医药代表能力模型

医药代表能力模型
掌握相关治疗领域医生分类的指导原则,了解不同类别医生拜访频率设定原则。 能根据客户所处的AL阶段制定相应的拜访策略。 达到AZ公司要求的实地拜访天数,每天拜访的客户数目,目标客户覆盖率以及拜访频率。 能使用ETMS来制定工作计划,准确填写报表,及时提交报表。
达到AZ公司要求的实地拜访天数,每天拜访的客户数目,目标客户覆盖率以及拜访频率。 能熟练利用ETMS报告帮助指导拜访活动。 非常熟悉区域信息(竞争对手、客户信息),并定期更新。 能根据信息独立制定区域行动计划,并在主管的帮助下实施完成计划。 针对KOL(院长,药剂科主任,学术带头人)制定相应的工作计划,建立良好关系。 合理使用市场资源,送正确的客户参加正确的活动。
医学代表能力模型
感谢观看
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能对团队新成员提供有效帮助,促进其成长。 积极参与小组会议,并提供有建设性的意见。 能化解团队内部矛盾,赢得同事及上级经理的信任。 能赢得别人的合作与承诺。
总能展示积极向上的言行,并且其行为对他人有激励作用; 在整个小组/销售团队中是榜样。获得并能保持同事及上级经理的信任。 显示能与各种不同风格的人一起工作,完成团队目标。
A
B
C
D
学习与提高 ---独立学习/向别人学习来提高自身业绩的能力
表现出乐于学习的意愿,并且向他人学习以提高个人业绩。 积极安排时间完成自学资料,并为参加新代表培训做好充分的准备。
能抓住和利用培训和发展机会增强个人技能水平,在设定的发展领域中通过实地指导和年度业绩反馈不断进步。 在新代表培训中取得良好成绩。
深入收集及分析客户信息,了解客户处于AL某一阶段的具体原因,依据这些信息设定SMART的拜访目标以解决客户的问题,满足客户的需求,最终促使客户沿AL向上移行。 能利用探察技巧鼓励客户进行反馈,并围绕客户的需求和反馈传递信息。 使用有针对性的DA来处理客户问题和需求及反馈。 能熟练掌握产品、疾病和竞争产品知识,并能与客户一起讨论更深层次的问题。 能用谈判技巧获得客户承诺并确认双方的期望。 跟进客户的承诺,履行自己所做出的承诺。依据反馈做出下步计划并实施。

涵盖各个科目的知识和技能

涵盖各个科目的知识和技能

涵盖各个科目的知识和技能English Answer:As humans encounter the ever-evolving landscape of knowledge, the pursuit of a well-rounded education encompassing diverse subjects and skills becomes imperative.A comprehensive understanding across disciplines empowers individuals with the multifaceted abilities necessary to thrive in a rapidly changing world.Science and Mathematics:Science and mathematics form the bedrock of modern society, equipping individuals with the analytical and problem-solving skills essential for understanding the natural world. From the intricacies of quantum physics to the complexities of genetic engineering, a solid groundingin these fields enables one to decipher the complexities of our surroundings and make informed decisions.Humanities:The humanities, encompassing disciplines such as history, literature, philosophy, and the arts, provide insights into the human condition and foster critical thinking. Delving into the annals of history allows us to learn from the past and gain a nuanced understanding of present-day challenges. Literature and the arts ignite creativity, develop empathy, and cultivate a deeper appreciation for diversity.Social Sciences:Social sciences, including sociology, psychology, and anthropology, delve into the intricate workings of human societies. Understanding human behavior, social structures, and cultural norms empowers individuals to navigate social interactions effectively, promote inclusivity, and contribute to the well-being of communities.Technology and Information Literacy:In today's digital age, technology and information literacy are indispensable skills. Proficiency in computers, data analysis, and information retrieval enablesindividuals to navigate the vast and ever-expanding digital realm with confidence. These skills facilitate effective communication, enhance productivity, and provide access toa wealth of knowledge and resources.Communication and Language Proficiency:Effective communication is paramount for both personal and professional success. The ability to articulatethoughts and ideas clearly, both verbally and in writing, strengthens relationships, promotes understanding, and allows individuals to share their perspectives confidently. Proficiency in multiple languages expands horizons, fosters cultural exchange, and opens doors to global opportunities.Interdisciplinary Connections:A truly comprehensive education goes beyond mastering individual disciplines but also emphasizesinterdisciplinary connections. Recognizing the interconnectedness of knowledge allows for a more holistic understanding of complex issues. Collaboration acrossfields sparks innovation, fosters creative solutions, and prepares individuals to address the multifaceted challenges of the modern world.Lifelong Learning:The pursuit of knowledge is an ongoing journey that extends beyond formal education. Cultivating a passion for continuous learning fosters intellectual curiosity, adaptability, and a lifelong hunger for growth. Embracing new perspectives, attending workshops, and engaging inself-directed learning ensures that knowledge remains dynamic and relevant throughout one's life.中文回答:综合各科知识与技能对于个人发展和成功至关重要,不仅能够拓宽视野,丰富知识储备,还能培养解决问题的能力、批判性思维、沟通能力、信息素养等多方面的能力。

机工社 人力资源管理 英文版教材 PPTchapter 02

机工社 人力资源管理 英文版教材 PPTchapter 02

2-2c Outcomes of the HR Planning Process
When the HR planning process is completed, a firm must establish and implement HRM practices to help it meet its human resource needs.
2-1 Gaining Competitive Advantage
2-1a Opening Case: Gaining Competitive Advantage at General Motors
➢The Problem: Time Spent Completing HR
Transactions Hurts Employee and HR Productivity
Linking HRM Practices to Organizational Goals Serving as a Building Block for Future HRM Practices Consequences Associated with the Failure to Plan for Human Resource
Step 1: the organization groups its positions by title, function, and level of responsibility.
Step 2: to estimate, within each job group:
how many of its current employees will remain in their positions during the planning period

如何做人力资源规划

如何做人力资源规划
Consequences associated with the failure to plan for human resources: (失败HRP导致的 结果) Benefits:stemming from HR forecasting But many firms ignore this opportunity:
人力资源需求预测

人力资源需求预测是难度较高的一项任 务。在管理基础工作薄弱和缺乏确切的 发展战略规划情况下,人力资源需求预 测几乎是办不到的。人力资源规划作为 组织战略发展规划的重要组成部分,要 依靠发展战略规划的其它部分提供信息 和资料。
一、趋势分析


趋势分析(trend analysis)就是首先通过分析企业 在过去五年左右时间中的雇用趋势,然后以此为依据 来预测企业未来人员需求的技术。 例如你可以综合统计企业在过去五年中每年年末的 员工数量;或者这些年年末的各类人员数量(如销 售人员、生产人员、文秘人员以及行政管理人员 等),其目的在于确定你认为在今后有哪些趋势会 继续发展下去。 趋势分析作为一种初步预测是很有价值的,但仅有它 还远远不够,因为雇用水平很少会由过去的状况决定。 其他一些因素(如销售额和生产率的变化等)也将影 响你未来的人员需要。
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何时制定人力资源规划呢?


这个时间并不固定,往往在确定了企业战略目 标之后,又掌握了足够的信息才开始制定。 一般制定后三年修改一次。 年度人力资源计划当然是年年制定。为了得到 足够的反馈和更正确地执行,许多大企业往往 在当年的七月份就开始启动制定明年的人力资 源计划。一般在当年的十月份完成计划,还有 两个月可作沟通,以利于该人力资源计划的
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GRASP PLANNING FOR HUMAN PREHENSIONTHEA IBERALLLaboratory for Perceptual RoboticsDepartment of Computer and Information ScienceUniversity of MassachusettsAmherst, Mass 01003ADSTRA CT. The study of the human hand in prehensile move-ments can offer insights into the design of robot grasp planners. A design for a two-level llierarchical grasp planner is presented. The first phase maps an object and task representation into a grasp-oriented description of the task The second phase maps this description into an opposition space, which captures the avail-able foices and degrees of freedom of the hand As these map-pings are not unique, constraints acting on the hand/object /task interaction are discussed.I. I n t r o d u c t i o nCurrent research into the nature of robot task specifica-tions has demonstrated the need for hierarchical systems jLozano-Perez and Brooks 1985, Vijaykumar and Arbib 1986]. In Vijaykumar and Arbib [1986], four different types of planners were identified. A strategic planner deals with high-level, more global, decisions, breaking down high-level task specifications into more primitive commands. A tac-tical planner then deals with lower-level, more local, deci-sions, performing a subset of primitive commands. Other primitive commands go to the path planner, necessary for moving the manipulator through a cluttered space. Finally, a grasp planner determines a proper grasp, based on the primitive 'grasp' command coming from the strategic plan-ner. A task plan is produced by first searching for rela-tionships that constrain the solution. In a similar planning system, Lozano-Perez and Brooks [1985] produce a skeletal plan, and then look towards refining it through application of constraint knowledge.By studying the interaction between the central nervous system (CNS) and the human hand within the context of prehension (i.e., grasping), we hope to isolate issues for grasp planners for dextrous robot hands. The shape that the hand takes on during prehension depends on a vari-ety of complex issues, involving object and task proper-ties, hand and arm capabilities, and even CNS features. When observing human reaching and grasping behaviors, one notices both variability and invariances. Examples of invariances include the typical S-shaped trajectory of the arm [e.g., Jeannerod 1981], the two-phase velocity profiles noted by [Jeannerod 1981] and modelled by [Arbib et al 1985], and the opening of the hand larger than the obj-ject to be grasped [Jeannerod 1981]. However, human arm and hand movements also contain a great deal of variabil-ity [e.g., MacK enzie and Marteniuk 1985]. Variability is also observed at a higher level, in the multiple strategies people use to grasp objects. Yet, even at this high level, stereotypical hand postures have been noted in the litera-ture [Schlesinger 1919, Napier 1956].Our approach, therefore, to designing a grasp planner for human prehension is to account for invariances and vari-aibiity, identifying and resolving the constraints acting on these behaviors. Both the path planner and the grasp plan-ner are limited both by internal constraints as well as con-straints that arise from their interaction. The arm, while following some internal kinematic and dynamic constraints [Hollerbach and Flash 1982, MacK enzie and Marteniuk 1985, Marteniuk et al 1987], cannot be directed anywhere; instead, it must be directed towards a location that makes sense for the prehensile posture. Such hand constraints, as finger pad locations, lengths of fingers, flexibility of liga-mentous and tendonous structures, etc., all contribute to determine what that planned location should be.In the next section, a human hand-oriented grasp planneris discussed, in isolation for now from path planning issues involving arm and body effects. In the third section, someof the constraints acting at the hand vs object level are analyzed.I I. Grasp PlannerIn order to develop a grasp planner, both an object rep-resentation and a task representation are needed. Further-more, hand variables that will be modified during a partic-ular motion must be described. Between the input and the output, the mapping from the object/task representationto the hand also must be described. In Figure 1, a block diagram of a grasp planner is shown.G R A S P(o b j e c t,t a s k c o n t e x t)O p p o s i t i o n Space P a r a m e t e r sFigure 1: A T w o-L e v e l Grasp P l a n n e rThe grasp command is sent from the strategic planner, along with a pointer to the object to be grasped and the context within which it will be grasped. Information aboutthe object is available in an object database. For exam-ple, if the object to be grasped is a hammer, then the com-mand GRASP(HAMMER, SWING.UPJDOWN) would tell the grasp planner that the object is the one in the database identified as H A M M E R. The task for which it will be used involves the SWING_UP_DOWN degree of freedom. (SeeIberall 1153Lyons [1985] and Vijaykumar and Arbib [1986] for other context information). For the object representation, sys-tems that select the correct object features that can then be mapped into a robot hand posture have previously been discussed Lozano-Perez and Winston 1977, Lyons 1985]. While Lozano-Perez and Winston [1977] define objects in terms of solid geometries (e.g., cylinders, holes, etc), Vi-jaykumar and Arbib [1986] define objject features in terms of surfaces (e.g., cylindrical surfaces, rectangular faces, etc). We find this latter approach to be more useful for a grasp planner, because the hand must grasp surfaces. An obj-ject representation for a large steel hammer, based on the specifications of Vijaykumar and Arbib [1986], would be: (hammer-1Once a command is sent, the grasp planner maps the grasp command into hand variables. A two-step process is visualized to accomplish this task (see Figure 1), In the first phase, the grasp command parameters are mapped into a more useful, grasp-oriented, set of task requirements. Task requirements consist of both functional constraints and physical constraints [Iberall et al 1986, Iberall 1986]. Functional constraints are less a property of the object to be grasped, and more a property of the manner in which the object will be used within the task. A fundamental func-tional constraint on most prehensile tasks is that the object not be dropped. The posture used by the hand during the task must be able to overcome the anticipated forces acting on the object. Initially, during the lifting phase of a task, the initial force is likely to be just the weight of the object. Later, during the actual task, other forces such as addi-tional inertial forces come into play. Underlying these func-tional constraints are physical constraints, that are based both on properties of the object as well as on properties of the hand. In Iberall [1986], we showed how task require-ments could be described in terms of one or more opposi-tion vectors. Opposition vectors exist between opposable surfaces, and task-related DOFs, forces, and torques all are described relative to an opposition vector. For example, the center of mass of a hammer is somewhere in or very near the head of the hammer. When one picks up a ham-mer by its handle, a torque therefore arises and it can be measured relative to the opposition vector. The opposition vector extends through the handle between hand surfaces. The swinging of the hammer through the air will cause the opposition vector to both rotate and translate. This swing-ing will also, of course, generate other torques acting upon the opposition vector. The internal task requirements for lifting the hammer, lying on a support that allows access to the handle, would be as follows:In the second phase of the grasp planner (Figure 1), these internal task requirements are mapped into specific hand variables. In Iberall [1987a, 1987b], it was shown that hand postures could be described as combinations of three basic oppositions (pad, palm, and side), with an opposition be-ing defined by the axis along which the force was being ap-plied relative to the palm. The opposition occurs between the surfaces of virtual fingers [Arbib et al 1985], which are groups of real fingers acting together in applying a force against other fingers or against task torques. The particu-lar shape chosen by the hand is called an opposition space [Iberall et al 1986], which defines the functional capabili-tites of that hand posture for executing a stable grasp and manipulating the object.As seen in Figure 2, a hand is shown grasping two differ-ent size hammers, with a simple vector notation showing the virtual fingers being used in the oppositions. In Figure 2a, two opposition vectors are shown for a medium-sized hammer. The vectors go through the same opposable sur-faces but are positioned differently along the handle. As1154 ROBOTICSF i g u r e 2: P r e s h a p i n g andG r a s p i n g T w o Different SizedH a m m e r s.the hand preshapes (seen in the left side of Figure 2a), the opposition space thus formed is the one where side op-position (between the thumb as V F l and index finger as VF2) occurs with palm opposition (between the palm as V F l and all four fingers as VF2). In Figure 2b, we see the mapping for a larger and heavier hammer. One opposition vector is used, with palm opposition occurring between the palm (V F l) and the four fingers (VF2). In this latter case, the thumb is pressing against V F l, helping VF2 to create more force to counteract the anticipated large task-related torques.Objects of course have an infinite number of opposition vectors. However, only some of these locations are useful for the task for which the object will be used. The point of the internal task requirements is to discover those useful lo-cations in a way that will capture the person's intent for the object as it relates to the object's task-significant proper-ties. However, neither the object-to-task-requirement map-ping nor the task-requirement-to-opposition-space mapping (which is basically an inverse kinematic mapping) are one-to-one mappings. In order to approach a functional speci-fication of these mappings, we look towards capturing the constraints acting on both phases. In the next section, the sources for some of these constraints are analyzed.I I I. C o n s t r a i n t s o n G r a s p i n gConstraints on prehensile behaviors arise from a variety of sources. The hand and wrist bones have been shaped through millions of years of evolution, leaving modern man with a skeletal support and articulation system useful for enhanced object manipulation. Extrinsic muscles in the forearm send tendons into the hand, thus allowing the hand to be relatively small [Tubiana 1981]. Many of these ex-trinsic muscles have common origins in the forearm, thus causing constraints on fractionated finger movements. Lig-aments as well cause constraints on finger movements. For example, abduction of the fingers at the metacarpopha-langeal joint is only possible when those ligaments are re-laxed.Thus, anatomical constraints arise from the size and shape (length, width, etc) of the bones, the shape of the articular surfaces between bones, the location of tendon in-sertions and origins, the location of passive ligaments, the location and nature of skin specialized for prehension (with glands and epidermal ridges), and the size of the hand's surface areas (of the palm, of the finger pads, etc). Biome-chanical constraints arise from the stresses placed on these same bones, tendons, muscles, and ligaments. These in-clude relative mechanical advantages of the various ten-dons, directions of movement of the fingers, the amount of force that can be applied by different hand configurations, and the way that these forces can be brought to bear.Other constraints arise from the object (object property constraints), and its anticipated interaction with the hand (interaction constraints). Object property constraints arise because objects have dimensions, such as length, width, and height. The size along these dimensions produces con-straints on the location where an object can be grasped.If an object is larger than the hand along one of these di-mensions, then any opposition vector along that dimensionis not useful. If the object is very much smaller than the hand surfaces (as is a thread, for example), then the handis limited by perceptual constraints that require additional information for discriminating the tactile sensations. Ob-jects also have shape. A complex object can be dividedinto object features, each of which then have dimensions (as was done in [Vijaykumar and Arbib 1986]). Small featureson large objects do not generally make useful locations for grasping [Popielarczyk 1987]. If an opposition vector is cho-sen through a small feature on a heavy object (for example, through the knob on a radio), the arising torque producedby lifting will most likely exceed the available force at the fingers. Of course, with large objects that specifically have small features carefully placed for grasping (e.g., handles placed above the center of mass on heavy boxes), this isnot the case. In addition to the weight consideration, the size and placement of features puts limits on the type of op-position possible (e.g., palm opposition could not be usedin grasping the knob).During the task (object lifting and manipulation), forcesand torques act on the object. The weight and distribu-tion of mass create constraints on the prehensile activity.A torque will arise if the opposition vector chosen fails to pass through a vertical line through or above the center of mass of the object. Moments that tend to twist the op-position vector can be cancelled by increasing the friction between the fingers and object, either by applying more active force or else increasing the amount of skin surface against the object. If the weight of the object is not offsetby (at least) an equal and opposite force, the object will notbe lifted. This force can be supplied in a direction normalto the weight vector, with its magnitude affected partiallyby the coefficient of static friction. This latter value de-pends on the material and texture of the object surfaces,as well as on the hand surface's frictional responses [Jo-hanssen and Westling 1982]. Frictional characteristics can enhance interactions, thus reducing the amount of active force necessary in the prehensile configuration (e.g., fewer real fingers in a virtual finger). If the surface texture is smooth, then any opposition vector between the surfaceswill have a reduced frictional component. If the pads (with their epidermal ridges and greasy lubricant) are not used (with an appropriately larger applied force), the object will likely slip out of the grasp. A surface also has a measureof compliance, affecting the amount of force that can be applied against the surface. Another surface feature is the temperature of the object, which provides constraints in terms of the acceptable range for contact with human skin. Objects and their features have accessibility constraints.Iberall 1155Some object features are unavailable for grasping because of other objects. An example is the bottom of an object not being accessible because of the table or the surface sup-porting it.In this short analysis, major constraints arising from the hand (anatomical, biomechanical, and perceptual), the ob-ect (dimensions, shape, feature accessibility), and their in-teraction in the task (forces and torques, skin and object surface characteristics, object and hand size relationships) have been delineated. Further analysis is needed, and em-pirical results for quantifing these variables. Some of the more general issues have been ignored, such as constraints related to the arm and body, constraints imposed by the laws of physics, and constraints related to the CNS in gen-eral.I V. ConclusionThe study of the human hand in prehensile movements can offer insights into the design of robot grasp planners.A design for a hierarchical grasp planner is presented. The first phase takes an object and task description and breaks them down into internal task requirements. These task re-quirements include functional and physical constraints, and are designed to capture the intended use of the object in prehensile-specific terms. The task requirements are then mapped into an opposition space, which captures the avail-able forces and DOFs of the hand, using vectors to repre-sent virtual finger configurations. As the mappings in these phases are not unique, knowledge about constraints acting on the hand/object/task interaction first must be identified and then applied. Empirical verification and quantification of the effects of these constraints and other constraints re-main as future tasks.A c k n o w l e d g e m e n t sI would like to thank my students at The Hartford Grad-uate Center, including Ted Popielarczyk, Ralph Zampano, and Daniel Eldridge. 1 would also like to thank R. Vijayku-mar, M. Arbib, and C. MacK enzie; also E. I. Robbins for editing an earlier draft of this paper.ReferencesArbib, M. A., Iberall, T. and Lyons, D. (1985): Coordi-nated Control Programs for Movements of the Hand. In: Hand Function and the Neocortex, A. W. Goodwin and I. Darian-Smith (Eds), Berlin: Springer Verlag, 111-129.Hollerbach, J. R. and Flash, T. (1982): Dynamic Interac-tions Between Limb Segments during Planar Arm Move-ments, Biol. Cyber, 44: 67-77.Iberall, T. (1986): The Representation of Objects for Grasping, Proc Eighth Cog. Sci. Soc Con}, Amherst, Mass, Aug 15-17, 547-561.Iberall, T. (1987a): A Neural Model of Human Prehension, COINS T R 87-01, Dept Comp Sci, Univ Mass, Amh, Mass. Iberall, T. (1987b): The Nature of Human Prehension: Three Dextrous Hands in One. IEEE Inter Conf Robotics and Automation, Raleigh, NC, March 30-April 3, 396-401.Iberall, T., Bingham, G. and Arbib, M. A. (1986): Op-position Space as a Structuring Concept for the Analysis of Skilled Hand Movements. In: Generation and Modula-tion of Action Patterns, H. Heuer and C. Fromm, Berlin: Springer-Verlag, 158-173.Jeannerod, M. (1981): Intersegmental coordination Dur-ing Reaching at Natural Visual Objects. I n: Attention and Performance IX, J. Long and A. Baddeley (Eds), Hillsdale: Erlbaum, 153-168.Johansson, R.S. and Westling, G. (1984): Influences of Cu-taneous Sensory Input on Motor Coordination During Pre-cision Manipulation. In: Somatosensory Mechanisms, C Von Fuler & 0 Franzen (Eds), Lond: MacMillian, 249-260 Lozano-Perez, T. and Brooks, R. (1985): An Approach to Automatic Robot Programming, AI Memo 842,M I T AI Lab, Cambridge, Mass.Lozano-Perez, T. and Winston, P. H. (1977): L A M A: A Language for Automatic Mechanical Assembly, Proc 5th Intl J Conf Artif Intel, Cambridge, Mass, Aug, 710-716. Lyons, D. (1985): A Simple Set of Grasps for a Dextrous Hand, COINS T R 85-31, Dept Comp and Info Sci, Univ Mass, Amherst, Mass.MacKenzie, C. L. and Marteniuk, R. G. (1985): Motor Skill: Feedback, K nowledge, and Structural Issues, Can J Psych, 39(2): 313-337.Marteniuk, R.G., MacKenzie, C.L., Jeannerod, M., Athenes, S. and Dugas, C. (1987): Constraints on Human Arm Movement Trajectories, Can I Psych, in press.Napier, J. R. (1956): Prehensile Movements of the Human Hand, J Bone It Surg, 38(4): 902-913.Popielarczyk, T. (1987): A Study of Object Constraints for Dextrous Hand Prehension, Proc 3rd Hartford Grad Center Computer Science Conf, Hartford, CT, Apr 25, 227-231.Schlesinger, G. (1919): Der Mechanische Aufbau der K un-stlichen Glider. In: Ersatzglider und Arbeitshilfen, M. Bor-chardt et al (Eds), Berlin: Springer.Tubiana, R. (1981): The Architecture and Functions of the Hand. In: T he Hand, vol 1, R. Tubiana (Ed), Phil: W.B. Saunders, 19-93.Vijaykumar, R. and Arbib, M. A. (1986): A Task-level Robot Planner for Assembly Operations, COINS T R 86-31, Dept Comp Sci, Univ Mass, Amherst, Mass.1156 ROBOTICS。

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