为了解决森林火灾、盗伐树木和伤害野生动物等林业管理方面的问题,设计了基于ROS的智能林业巡逻机器人。该机器人采用Raspberry Pi 4B作为主控、STM32F103RCT6拓展板作为辅控,主要硬件采用深度相机、激光雷达等,多种传感器协同对各种复...为了解决森林火灾、盗伐树木和伤害野生动物等林业管理方面的问题,设计了基于ROS的智能林业巡逻机器人。该机器人采用Raspberry Pi 4B作为主控、STM32F103RCT6拓展板作为辅控,主要硬件采用深度相机、激光雷达等,多种传感器协同对各种复杂环境进行环境感知。系统使用Ubuntu18.04,在电脑终端利用VNC远程控制平台对机器人进行操控。机器人具备自主巡逻、实时监控和物体识别等功能,并选用Cartographer建图算法进行自主导航,利用深度学习算法YOLOv4-tiny进行物体识别。实验测试结果表明,智能林业巡逻机器人运行稳定,可有效解决林业管理的问题,具有很高的实际应用价值。展开更多
This study explores the epistemic imperative to decolonize African education systems by centering indigenous philosophies such as Ubuntu and introducing the Ubuntu Pedagogy as a pedagogical model.Ubuntu pedagogy trans...This study explores the epistemic imperative to decolonize African education systems by centering indigenous philosophies such as Ubuntu and introducing the Ubuntu Pedagogy as a pedagogical model.Ubuntu pedagogy transforms teacher-learner relationships,it provides a replicable model for relational learning,community partnerships,and reassert the dignity of indigenous epistemologies.The paper examines how language,knowledge production,and pedagogy can be restructured to reflect African epistemologies and educational sovereignty.This research also explores the relationship between mother tongue instruction and cognitive access to learning.Through a qualitative literature analysis of case studies and African scholarly discourse,this paper highlights the continued marginalization of indigenous knowledge systems and the need to embed culturally relevant teaching methodologies.The findings support the broader question of whether there exists an epistemological base for knowledge independence or production within African and Afro-Diasporic contexts,revealing culturally coherent frameworks of learning that resist colonial dominance and an exploration of reclaiming African indigenous knowledge systems for educational and cultural sovereignty.展开更多
文摘为了解决森林火灾、盗伐树木和伤害野生动物等林业管理方面的问题,设计了基于ROS的智能林业巡逻机器人。该机器人采用Raspberry Pi 4B作为主控、STM32F103RCT6拓展板作为辅控,主要硬件采用深度相机、激光雷达等,多种传感器协同对各种复杂环境进行环境感知。系统使用Ubuntu18.04,在电脑终端利用VNC远程控制平台对机器人进行操控。机器人具备自主巡逻、实时监控和物体识别等功能,并选用Cartographer建图算法进行自主导航,利用深度学习算法YOLOv4-tiny进行物体识别。实验测试结果表明,智能林业巡逻机器人运行稳定,可有效解决林业管理的问题,具有很高的实际应用价值。
文摘This study explores the epistemic imperative to decolonize African education systems by centering indigenous philosophies such as Ubuntu and introducing the Ubuntu Pedagogy as a pedagogical model.Ubuntu pedagogy transforms teacher-learner relationships,it provides a replicable model for relational learning,community partnerships,and reassert the dignity of indigenous epistemologies.The paper examines how language,knowledge production,and pedagogy can be restructured to reflect African epistemologies and educational sovereignty.This research also explores the relationship between mother tongue instruction and cognitive access to learning.Through a qualitative literature analysis of case studies and African scholarly discourse,this paper highlights the continued marginalization of indigenous knowledge systems and the need to embed culturally relevant teaching methodologies.The findings support the broader question of whether there exists an epistemological base for knowledge independence or production within African and Afro-Diasporic contexts,revealing culturally coherent frameworks of learning that resist colonial dominance and an exploration of reclaiming African indigenous knowledge systems for educational and cultural sovereignty.
