Vector fields are advantageous in handling non holonomic motion planning, as they provide the robot with reference orientation across the workspace. However, additionally incorporating curvature constraints presents challenges due to the interconnection between the design of the curvature-bounded vector field and the tracking controller under limited actuation. In this paper, we present a novel framework to co-develop the vector field and the control law, guiding the nonholonomic robot to the target configuration with curvature-bounded trajectory. First, we formulate the problem by introducing the target positive limit set, which allows the robot to either converge to or pass through the target configuration, depending on its dynamics and the specific tasks. Next, we construct a curvature-constrained vector field (CVF) via blending and embedding elementary flows in the workspace. To track such CVF, a saturated control law with dynamic gains is proposed, under which the tracking error's magnitude decreases even when saturation occurs. Under the control law, the kinematically constrained nonholonomic robot is guaranteed to track the reference CVF and converge to the target positive limit set with bounded trajectory curvature. Numerical simulations show that the proposed CVF method outperforms other vector-field-based algorithms. Experiments on Ackermann UGVs and semi-physical fixed-wing UAVs demonstrate that the method can be effectively implemented in real-world scenarios.

As the number of conversational programmers grows, computing educators are increasingly tasked with a paradox: to teach programming to people who want to communicate effectively about the internals of software, but not write code themselves. Designing instruction for conversational programmers is particularly challenging because their learning goals are not well understood, and few strategies exist for teaching to their needs. To address these gaps, we analyze the research on programming learning goals of conversational programmers from survey and interview studies of this population. We identify a major theme from these learners' goals: they often involve making connections between code's real-world purpose and various internal elements of software. To better understand the knowledge and skills conversational programmers require, we apply the Structure Behavior Function framework to compare their learning goals to those of aspiring professional developers. Finally, we argue that instructional strategies for conversational programmers require a focus on high-level program behavior that is not typically supported in introductory programming courses.