812 research outputs found

    Study of soft materials, flexible electronics, and machine learning for fully portable and wireless brain-machine interfaces

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    Over 300,000 individuals in the United States are afflicted with some form of limited motor function from brainstem or spinal-cord related injury resulting in quadriplegia or some form of locked-in syndrome. Conventional brain-machine interfaces used to allow for communication or movement require heavy, rigid components, uncomfortable headgear, excessive numbers of electrodes, and bulky electronics with long wires that result in greater data artifacts and generally inadequate performance. Wireless, wearable electroencephalograms, along with dry non-invasive electrodes can be utilized to allow recording of brain activity on a mobile subject to allow for unrestricted movement. Additionally, multilayer microfabricated flexible circuits, when combined with a soft materials platform allows for imperceptible wearable data acquisition electronics for long term recording. This dissertation aims to introduce new electronics and training paradigms for brain-machine interfaces to provide remedies in the form of communication and movement for these individuals. Here, training is optimized by generating a virtual environment from which a subject can achieve immersion using a VR headset in order to train and familiarize with the system. Advances in hardware and implementation of convolutional neural networks allow for rapid classification and low-latency target control. Integration of materials, mechanics, circuit and electrode design results in an optimized brain-machine interface allowing for rehabilitation and overall improved quality of life.Ph.D

    Tradition and Innovation in Construction Project Management

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    This book is a reprint of the Special Issue 'Tradition and Innovation in Construction Project Management' that was published in the journal Buildings

    New perspectives on A.I. in sentencing. Human decision-making between risk assessment tools and protection of humans rights.

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    The aim of this thesis is to investigate a field that until a few years ago was foreign to and distant from the penal system. The purpose of this undertaking is to account for the role that technology could plays in the Italian Criminal Law system. More specifically, this thesis attempts to scrutinize a very intricate phase of adjudication. After deciding on the type of an individual's liability, a judge must decide on the severity of the penalty. This type of decision implies a prognostic assessment that looks to the future. It is precisely in this field and in prognostic assessments that, as has already been anticipated in the United, instruments and processes are inserted in the pre-trial but also in the decision-making phase. In this contribution, we attempt to describe the current state of this field, trying, as a matter of method, to select the most relevant or most used tools. Using comparative and qualitative methods, the uses of some of these instruments in the supranational legal system are analyzed. Focusing attention on the Italian system, an attempt was made to investigate the nature of the element of an individual's ‘social dangerousness’ (pericolosità sociale) and capacity to commit offences, types of assessments that are fundamental in our system because they are part of various types of decisions, including the choice of the best sanctioning treatment. It was decided to turn our attention to this latter field because it is believed that the judge does not always have the time, the means and the ability to assess all the elements of a subject and identify the best 'individualizing' treatment in order to fully realize the function of Article 27, paragraph 3 of the Constitution

    Lower limb exoskeleton robot and its cooperative control: A review, trends, and challenges for future research

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    Effective control of an exoskeleton robot (ER) using a human-robot interface is crucial for assessing the robot's movements and the force they produce to generate efficient control signals. Interestingly, certain surveys were done to show off cutting-edge exoskeleton robots. The review papers that were previously published have not thoroughly examined the control strategy, which is a crucial component of automating exoskeleton systems. As a result, this review focuses on examining the most recent developments and problems associated with exoskeleton control systems, particularly during the last few years (2017–2022). In addition, the trends and challenges of cooperative control, particularly multi-information fusion, are discussed

    Teaching Unknown Objects by Leveraging Human Gaze and Augmented Reality in Human-Robot Interaction

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    Roboter finden aufgrund ihrer außergewöhnlichen Arbeitsleistung, PrĂ€zision, Effizienz und Skalierbarkeit immer mehr Verwendung in den verschiedensten Anwendungsbereichen. Diese Entwicklung wurde zusĂ€tzlich begĂŒnstigt durch Fortschritte in der KĂŒnstlichen Intelligenz (KI), insbesondere im Maschinellem Lernen (ML). Mit Hilfe moderner neuronaler Netze sind Roboter in der Lage, Objekte in ihrer Umgebung zu erkennen und mit ihnen zu interagieren. Ein erhebliches Manko besteht jedoch darin, dass das Training dieser Objekterkennungsmodelle, in aller Regel mit einer zugrundeliegenden AbhĂ€ngig von umfangreichen DatensĂ€tzen und der VerfĂŒgbarkeit großer Datenmengen einhergeht. Dies ist insbesondere dann problematisch, wenn der konkrete Einsatzort des Roboters und die Umgebung, einschließlich der darin befindlichen Objekte, nicht im Voraus bekannt sind. Die breite und stĂ€ndig wachsende Palette von Objekten macht es dabei praktisch unmöglich, das gesamte Spektrum an existierenden Objekten allein mit bereits zuvor erstellten DatensĂ€tzen vollstĂ€ndig abzudecken. Das Ziel dieser Dissertation war es, einem Roboter unbekannte Objekte mit Hilfe von Human-Robot Interaction (HRI) beizubringen, um ihn von seiner AbhĂ€ngigkeit von Daten sowie den EinschrĂ€nkungen durch vordefinierte Szenarien zu befreien. Die Synergie von Eye Tracking und Augmented Reality (AR) ermöglichte es dem als Lehrer fungierenden Menschen, mit dem Roboter zu kommunizieren und ihn mittels des menschlichen Blickes auf Objekte hinzuweisen. Dieser holistische Ansatz ermöglichte die Konzeption eines multimodalen HRI-Systems, durch das der Roboter Objekte identifizieren und dreidimensional segmentieren konnte, obwohl sie ihm zu diesem Zeitpunkt noch unbekannt waren, um sie anschließend aus unterschiedlichen Blickwinkeln eigenstĂ€ndig zu inspizieren. Anhand der Klasseninformationen, die ihm der Mensch mitteilte, war der Roboter daraufhin in der Lage, die entsprechenden Objekte zu erlernen und spĂ€ter wiederzuerkennen. Mit dem Wissen, das dem Roboter durch diesen auf HRI basierenden Lehrvorgang beigebracht worden war, war dessen FĂ€higkeit Objekte zu erkennen vergleichbar mit den FĂ€higkeiten modernster Objektdetektoren, die auf umfangreichen DatensĂ€tzen trainiert worden waren. Dabei war der Roboter jedoch nicht auf vordefinierte Klassen beschrĂ€nkt, was seine Vielseitigkeit und AnpassungsfĂ€higkeit unter Beweis stellte. Die im Rahmen dieser Dissertation durchgefĂŒhrte Forschung leistete bedeutende BeitrĂ€ge an der Schnittstelle von Machine Learning (ML), AR, Eye Tracking und Robotik. Diese Erkenntnisse tragen nicht nur zum besseren VerstĂ€ndnis der genannten Felder bei, sondern ebnen auch den Weg fĂŒr weitere interdisziplinĂ€re Forschung. Die in dieser Dissertation enthalten wissenschaftlichen Artikel wurden auf hochrangigen Konferenzen in den Bereichen Robotik, Eye Tracking und HRI veröffentlicht.Robots are becoming increasingly popular in a wide range of environments due to their exceptional work capacity, precision, efficiency, and scalability. This development has been further encouraged by advances in Artificial Intelligence (AI), particularly Machine Learning (ML). By employing sophisticated neural networks, robots are given the ability to detect and interact with objects in their vicinity. However, a significant drawback arises from the underlying dependency on extensive datasets and the availability of substantial amounts of training data for these object detection models. This issue becomes particularly problematic when the specific deployment location of the robot and the surroundings, including the objects within it, are not known in advance. The vast and ever-expanding array of objects makes it virtually impossible to comprehensively cover the entire spectrum of existing objects using preexisting datasets alone. The goal of this dissertation was to teach a robot unknown objects in the context of Human-Robot Interaction (HRI) in order to liberate it from its data dependency, unleashing it from predefined scenarios. In this context, the combination of eye tracking and Augmented Reality (AR) created a powerful synergy that empowered the human teacher to seamlessly communicate with the robot and effortlessly point out objects by means of human gaze. This holistic approach led to the development of a multimodal HRI system that enabled the robot to identify and visually segment the Objects of Interest (OOIs) in three-dimensional space, even though they were initially unknown to it, and then examine them autonomously from different angles. Through the class information provided by the human, the robot was able to learn the objects and redetect them at a later stage. Due to the knowledge gained from this HRI based teaching process, the robot’s object detection capabilities exhibited comparable performance to state-of-the-art object detectors trained on extensive datasets, without being restricted to predefined classes, showcasing its versatility and adaptability. The research conducted within the scope of this dissertation made significant contributions at the intersection of ML, AR, eye tracking, and robotics. These findings not only enhance the understanding of these fields, but also pave the way for further interdisciplinary research. The scientific articles included in this dissertation have been published at high-impact conferences in the fields of robotics, eye tracking, and HRI

    The mad manifesto

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    The “mad manifesto” project is a multidisciplinary mediated investigation into the circumstances by which mad (mentally ill, neurodivergent) or disabled (disclosed, undisclosed) students faced far more precarious circumstances with inadequate support models while attending North American universities during the pandemic teaching era (2020-2023). Using a combination of “emergency remote teaching” archival materials such as national student datasets, universal design for learning (UDL) training models, digital classroom teaching experiments, university budgetary releases, educational technology coursewares, and lived experience expertise, this dissertation carefully retells the story of “accessibility” as it transpired in disabling classroom containers trapped within intentionally underprepared crisis superstructures. Using rhetorical models derived from critical disability studies, mad studies, social work practice, and health humanities, it then suggests radically collaborative UDL teaching practices that may better pre-empt the dynamic needs of dis/abled students whose needs remain direly underserviced. The manifesto leaves the reader with discrete calls to action that foster more critical performances of intersectionally inclusive UDL classrooms for North American mad students, which it calls “mad-positive” facilitation techniques: 1. Seek to untie the bond that regards the digital divide and access as synonyms. 2. UDL practice requires an environment shift that prioritizes change potential. 3. Advocate against the usage of UDL as a for-all keystone of accessibility. 4. Refuse or reduce the use of technologies whose primary mandate is dataveillance. 5. Remind students and allies that university space is a non-neutral affective container. 6. Operationalize the tracking of student suicides on your home campus. 7. Seek out physical & affectual ways that your campus is harming social capital potential. 8. Revise policies and practices that are ability-adjacent imaginings of access. 9. Eliminate sanist and neuroscientific languaging from how you speak about students. 10. Vigilantly interrogate how “normal” and “belong” are socially constructed. 11. Treat lived experience expertise as a gift, not a resource to mine and to spend. 12. Create non-psychiatric routes of receiving accommodation requests in your classroom. 13. Seek out uncomfortable stories of mad exclusion and consider carceral logic’s role in it. 14. Center madness in inclusive methodologies designed to explicitly resist carceral logics. 15. Create counteraffectual classrooms that anticipate and interrupt kairotic spatial power. 16. Strive to refuse comfort and immediate intelligibility as mandatory classroom presences. 17. Create pathways that empower cozy space understandings of classroom practice. 18. Vector students wherever possible as dynamic ability constellations in assessment

    Examining the Relationships Between Distance Education Students’ Self-Efficacy and Their Achievement

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    This study aimed to examine the relationships between students’ self-efficacy (SSE) and students’ achievement (SA) in distance education. The instruments were administered to 100 undergraduate students in a distance university who work as migrant workers in Taiwan to gather data, while their SA scores were obtained from the university. The semi-structured interviews for 8 participants consisted of questions that showed the specific conditions of SSE and SA. The findings of this study were reported as follows: There was a significantly positive correlation between targeted SSE (overall scales and general self-efficacy) and SA. Targeted students' self-efficacy effectively predicted their achievement; besides, general self- efficacy had the most significant influence. In the qualitative findings, four themes were extracted for those students with lower self-efficacy but higher achievement—physical and emotional condition, teaching and learning strategy, positive social interaction, and intrinsic motivation. Moreover, three themes were extracted for those students with moderate or higher self-efficacy but lower achievement—more time for leisure (not hard-working), less social interaction, and external excuses. Providing effective learning environments, social interactions, and teaching and learning strategies are suggested in distance education

    Proceedings XXIII Congresso SIAMOC 2023

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    Il congresso annuale della SocietĂ  Italiana di Analisi del Movimento in Clinica (SIAMOC), giunto quest’anno alla sua ventitreesima edizione, approda nuovamente a Roma. Il congresso SIAMOC, come ogni anno, Ăš l’occasione per tutti i professionisti che operano nell’ambito dell’analisi del movimento di incontrarsi, presentare i risultati delle proprie ricerche e rimanere aggiornati sulle piĂč recenti innovazioni riguardanti le procedure e le tecnologie per l’analisi del movimento nella pratica clinica. Il congresso SIAMOC 2023 di Roma si propone l’obiettivo di fornire ulteriore impulso ad una giĂ  eccellente attivitĂ  di ricerca italiana nel settore dell’analisi del movimento e di conferirle ulteriore respiro ed impatto internazionale. Oltre ai qualificanti temi tradizionali che riguardano la ricerca di base e applicata in ambito clinico e sportivo, il congresso SIAMOC 2023 intende approfondire ulteriori tematiche di particolare interesse scientifico e di impatto sulla societĂ . Tra questi temi anche quello dell’inserimento lavorativo di persone affette da disabilitĂ  anche grazie alla diffusione esponenziale in ambito clinico-occupazionale delle tecnologie robotiche collaborative e quello della protesica innovativa a supporto delle persone con amputazione. VerrĂ  infine affrontato il tema dei nuovi algoritmi di intelligenza artificiale per l’ottimizzazione della classificazione in tempo reale dei pattern motori nei vari campi di applicazione
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