Fine-grained Haptics: Sensing and Actuating Haptic Primary Colours (force, vibration, and temperature)

This thesis discusses the development of a multimodal, fine-grained visual-haptic system for teleoperation and robotic applications. This system is primarily composed of two complementary components: an input device known as the HaptiTemp sensor (combines “Haptics” and “Temperature”), which is a novel thermosensitive GelSight-like sensor, and an output device, an untethered multimodal finegrained haptic glove. The HaptiTemp sensor is a visuotactile sensor that can sense haptic primary colours known as force, vibration, and temperature. It has novel switchable UV markers that can be made visible using UV LEDs. The switchable markers feature is a real novelty of the HaptiTemp because it can be used in the analysis of tactile information from gel deformation without impairing the ability to classify or recognise images. The use of switchable markers in the HaptiTemp sensor is the solution to the trade-off between marker density and capturing high-resolution images using one sensor. The HaptiTemp sensor can measure vibrations by counting the number of blobs or pulses detected per unit time using a blob detection algorithm. For the first time, temperature detection was incorporated into a GelSight-like sensor, making the HaptiTemp sensor a haptic primary colours sensor. The HaptiTemp sensor can also do rapid temperature sensing with a 643 ms response time for the 31°C to 50°C temperature range. This fast temperature response of the HaptiTemp sensor is comparable to the withdrawal reflex response in humans. This is the first time a sensor can trigger a sensory impulse that can mimic a human reflex in the robotic community. The HaptiTemp sensor can also do simultaneous temperature sensing and image classification using a machine vision camera—the OpenMV Cam H7 Plus. This capability of simultaneous sensing and image classification has not been reported or demonstrated by any tactile sensor. The HaptiTemp sensor can be used in teleoperation because it can communicate or transmit tactile analysis and image classification results using wireless communication. The HaptiTemp sensor is the closest thing to the human skin in tactile sensing, tactile pattern recognition, and rapid temperature response. In order to feel what the HaptiTemp sensor is touching from a distance, a corresponding output device, an untethered multimodal haptic hand wearable, is developed to actuate the haptic primary colours sensed by the HaptiTemp sensor. This wearable can communicate wirelessly and has fine-grained cutaneous feedback to feel the edges or surfaces of the tactile images captured by the HaptiTemp sensor. This untethered multimodal haptic hand wearable has gradient kinesthetic force feedback that can restrict finger movements based on the force estimated by the HaptiTemp sensor. A retractable string from an ID badge holder equipped with miniservos that control the stiffness of the wire is attached to each fingertip to restrict finger movements. Vibrations detected by the HaptiTemp sensor can be actuated by the tapping motion of the tactile pins or by a buzzing minivibration motor. There is also a tiny annular Peltier device, or ThermoElectric Generator (TEG), with a mini-vibration motor, forming thermo-vibro feedback in the palm area that can be activated by a ‘hot’ or ‘cold’ signal from the HaptiTemp sensor. The haptic primary colours can also be embedded in a VR environment that can be actuated by the multimodal hand wearable. A VR application was developed to demonstrate rapid tactile actuation of edges, allowing the user to feel the contours of virtual objects. Collision detection scripts were embedded to activate the corresponding actuator in the multimodal haptic hand wearable whenever the tactile matrix simulator or hand avatar in VR collides with a virtual object. The TEG also gets warm or cold depending on the virtual object the participant has touched. Tests were conducted to explore virtual objects in 2D and 3D environments using Leap Motion control and a VR headset (Oculus Quest 2). Moreover, a fine-grained cutaneous feedback was developed to feel the edges or surfaces of a tactile image, such as the tactile images captured by the HaptiTemp sensor, or actuate tactile patterns in 2D or 3D virtual objects. The prototype is like an exoskeleton glove with 16 tactile actuators (tactors) on each fingertip, 80 tactile pins in total, made from commercially available P20 Braille cells. Each tactor can be controlled individually to enable the user to feel the edges or surfaces of images, such as the high-resolution tactile images captured by the HaptiTemp sensor. This hand wearable can be used to enhance the immersive experience in a virtual reality environment. The tactors can be actuated in a tapping manner, creating a distinct form of vibration feedback as compared to the buzzing vibration produced by a mini-vibration motor. The tactile pin height can also be varied, creating a gradient of pressure on the fingertip. Finally, the integration of the high-resolution HaptiTemp sensor, and the untethered multimodal, fine-grained haptic hand wearable is presented, forming a visuotactile system for sensing and actuating haptic primary colours. Force, vibration, and temperature sensing tests with corresponding force, vibration, and temperature actuating tests have demonstrated a unified visual-haptic system. Aside from sensing and actuating haptic primary colours, touching the edges or surfaces of the tactile images captured by the HaptiTemp sensor was carried out using the fine-grained cutaneous feedback of the haptic hand wearable

To what extent do library and information professionals actively manage change? An investigation into organisations based in London and surrounding areas

This research aims to establish the extent to which library and information professionals (LIPs) in London and surrounding areas actively manage change. It addresses the importance of acquiring change management (CM) capabilities for LIPs, particularly at this time of unprecedented change due to globalisation, political uncertainty, economic pressures and the advancement of disruptive technologies. The study commences with a desk research strategy focusing on selected CM literature to identify existing theories and approaches used by practitioners to manage organisational change. The review includes library and information related publications and the wider CM literature to gain a broad perspective. The empirical part of this study is based on a mixed-methods research approach to take advantage of the benefits of quantitative and qualitative research. It comprises of a questionnaire involving 108 respondents from a range of libraries, information centres, museums, archives, knowledge management and other related information services, both in the public and private sectors. Descriptive statistics are used to analyse the resulting data set. Qualitative research was conducted by means of ten individual semi-structured interviews. Thematic content analysis was used to analyse the interview transcripts. The results reveal that 91 percent of LIPs think that change management is important and 72 percent are convinced that a more proactive approach to change management would increase the likelihood of a favourable outcome for future transformative changes. However, 32 percent of practitioners use CM models, and nearly a third of participants have never received CM training in any form. This research argues that an introduction to CM should be mandatory on library and information science-related courses. In addition, more research needs to be conducted to establish the extent to which actively managing change impacts the outcome of change initiatives

Knowledge Solutions: Tools, Methods, and Approaches to Drive Development Forward and Enhance Its Effects

[Excerpt] Today, sustainable competitive advantage derives from strenuous efforts to identify, cultivate, and exploit an organization’s core competencies. This calls for relentless design of strategic architecture, deployment of competence carriers, and commitment to collaborate across silos. Put simply, core competencies are the product of collective learning: their tangible fruits are composite packages of products and services that anticipate and meet demand. Knowledge is what you learn from experience before, during, and after the event. Since it is both a thing and a flow, the best way to manage knowledge is to cater at all times to the environment in which it can be identified, created, stored, shared, and used. Tools, methods, and approaches are needed to enable that. And so, to drive development forward and enhance its effects, the Asian Development Bank has, since 2008, published the Knowledge Solutions series, available at www.adb.org/knowledgesolutions. It aims to build competencies in the areas of strategy development, management techniques, collaboration mechanisms, knowledge sharing and learning, and knowledge capture and storage—all of which are essential to high-performance organizations

The place of religious education in the development of children's worldviews

Adopting a narrative epistemology this study uses qualitative research with children between the ages of 9 and 11 to consider the nature of children's worldviews and the place of RE in their meaning construction. In England and Wales church schools are perceived to be particularly attentive to children's personal, social, cultural, moral and spiritual development, especially through RE. Employing a case study approach with' four church schools (two Church of England and two Roman Catholic) this research utilises a broad understanding of RE (lessons, collective worship and ethos) to investigate whether these perceptions are justified. The work is informed by a range of linguistic, sociological, educational, philosophical and theological particulars and whilst it is acknowledged that this study constitutes only a small scale study it aims to authentically represent and analyse the children's narratives and experiences of RE. Pursuing a grounded theory approach that works from open interviews with children this research develops an analytical framework that considers children's meaning construction in terms of the nature and impact of different relationships. By taking account of empirical research and theorists in complementary areas the process of analysis examines the notion of the relational self and proposes a model for interrogating the structure and effect of different aspects of relationships for the individual's meaning construction. Throughout the course of the research this study also develops the concept of worldviews by inquiring into what it means to speak of worldview development. Combining these elements with narrative theory this relational analysis and conceptualisation of worldview development explores the place of nurture and the provision of RE in church schools. Taking account of the contemporary theoretical debate in this area this study offers a critical reflection of its findings at the four schools involved with this work. Highlighting the crucial role of relationships and experience, together with how this is addressed in the learning process, the fundamental distinction is made between RE that focuses on what to think in contrast to how to think. Conclusions and recommendations are drawn which address: (1) the need for better communication between those who contribute to the shaping of models of RE in church schools; (2) the need for practitioners to develop a clear understanding of their role in the classroom so that they might confidently engage in those relationships necessary for children's worldview development; (3) the need for a broader theoretical debate in relation to church schools and RE; (4) the need for further research in this area. In advancing a way of understanding children's meaning construction and worldview development this study offers a framework and suggestions for further research which speaks to both the context of church schools as well as the broader field of education generally

The Art of Movies

Movie is considered to be an important art form; films entertain, educate, enlighten and inspire audiences. Film is a term that encompasses motion pictures as individual projects, as well as — in metonymy — the field in general. The origin of the name comes from the fact that photographic film (also called filmstock) has historically been the primary medium for recording and displaying motion pictures. Many other terms exist — motion pictures (or just pictures or “picture”), the silver screen, photoplays, the cinema, picture shows, flicks — and commonly movies