Tactile Displays for Pedestrian Navigation

Existing pedestrian navigation systems are mainly visual-based, sometimes with an addition of audio guidance. However, previous research has reported that visual-based navigation systems require a high level of cognitive efforts, contributing to errors and delays. Furthermore, in many situations a person’s visual and auditory channels may be compromised due to environmental factors or may be occupied by other important tasks. Some research has suggested that the tactile sense can effectively be used for interfaces to support navigation tasks. However, many fundamental design and usability issues with pedestrian tactile navigation displays are yet to be investigated. This dissertation investigates human-computer interaction aspects associated with the design of tactile pedestrian navigation systems. More specifically, it addresses the following questions: What may be appropriate forms of wearable devices? What types of spatial information should such systems provide to pedestrians? How do people use spatial information for different navigation purposes? How can we effectively represent such information via tactile stimuli? And how do tactile navigation systems perform? A series of empirical studies was carried out to (1) investigate the effects of tactile signal properties and manipulation on the human perception of spatial data, (2) find out the effective form of wearable displays for navigation tasks, and (3) explore a number of potential tactile representation techniques for spatial data, specifically representing directions and landmarks. Questionnaires and interviews were used to gather information on the use of landmarks amongst people navigating urban environments for different purposes. Analysis of the results of these studies provided implications for the design of tactile pedestrian navigation systems, which we incorporated in a prototype. Finally, field trials were carried out to evaluate the design and address usability issues and performance-related benefits and challenges. The thesis develops an understanding of how to represent spatial information via the tactile channel and provides suggestions for the design and implementation of tactile pedestrian navigation systems. In addition, the thesis classifies the use of various types of landmarks for different navigation purposes. These contributions are developed throughout the thesis building upon an integrated series of empirical studies.EThOS - Electronic Theses Online ServiceGBUnited Kingdo

Humanist Narratology and the Suburban Ensemble Dramedy

What is a “humanistic drama”? Although we might describe narrative works as humanist, and references to the humanistic drama abound across a breadth of critical media, including film and literary theory, the parameters of these terms remain elliptical. My work attempts to clarify the narrative conditions of humanism. In particular, humanists ask how we use narrative texts to complicate our understanding of others, and question the ethics and efficacy of attempts to represent human social complexity in fiction. After historicising narrative humanism and situating it among related philosophies, I develop humanist hermeneutics as a method for reading fictive texts, and provide examples of such readings. I integrate literary Darwinism, anthropology, cognitive science and social psychology into a social narratology, which catalogues the social functions of narrative. This expansive study asks how we can unite the descriptive capabilities of social science with the more prescriptive ethical inquiry of traditional humanism, and aims to demonstrate their productive compatibility. From this groundwork, I then look at a cluster of humanistic film texts: the suburban ensemble dramedy, a phenomenon in millennial American cinema politicising the quotidian and the domestic. Popular works include The Kids Are All Right, Little Miss Sunshine, Little Children, Junebug, The Oranges, and what is arguably the inciting feature in a wave of such films entering production, American Beauty. I provide examples of humanist readings of these films at two levels: an overview of genre development as social phenomenon (including histories of suburban depiction onscreen, ensemble cinema and affective experimentation in recent American filmmaking), followed by a close reading of a progenitor text, Ron Howard's 1989 film Parenthood

Midwife of An-arché: Toward a Poetics of Becoming-with-Woman

This project explores the connections between midwifery and the ethical demands attendant to poetic practice. Through verse and prose, I unfold a figuration of the midwife that traverses the boundaries between Levinasian heteronomy and Deleuzian heteromorphism, and is a constitutive factor in sites of resistance to the biomedical territorialisation of the creative body. Chief archival and methodological components that inform the thesis include: a historiography of childbirth - tracing the development of ‘holistic’ and ‘interventionist’ paradigms, and the ideological underpinnings of the phallocratic takeover of the birthing room in certain Western countries; idiographic insights gathered from dialogues with maternal practitioners and mothers, including residents of The Farm in Tennessee - where I participated in a midwifery workshop week; an experiential inquiry into Holotropic Breathwork - to facilitate access to non-ordinary states of consciousness; and a negotiation between Marxist-feminist and poststructuralist articulations of ethico-political agency. Subject matter ranges from a consideration of the ethical import of the placental economy to the bio-intelligent tissue of the psoas, the banishment of Anne Hutchinson from Massachusetts Bay to the legacy of the ‘Twilight Sleep’ movement. Sustained critical attention is devoted to Mina Loy’s “Parturition”, and contemporary poets that have acknowledged Loy as an influence, such as Lara Glenum. I suggest that, despite the absence of a birth attendant on the symbolic level, Loy’s poem resonates with the investments of midwifery, instating a ‘subjectin- process’ that woks through and against abstruse and instrumental discourses, defying both the technocratic erasure of maternal knowing and the fetishistic reduction of labour to an end-product. Art’s capacity for opening up a corporeallycharged zone of between-ness is further elaborated in an essay on Andrei Tarkovsky’s Stalker - through which the treatment of spatiotemporality is aligned with the imperatives of midwifery guardianship.

Learning to remember slavery at the museum

Phd ThesisTaking as its point of departure Understanding Slavery, a national, multi-museum education project that includes learning resources, lesson-plans and a web-site, this thesis investigates the performance of recent shifts in historical consciousness in the context of museum fieldtrip sessions developed in England in tandem with the 2007 bicentenary of the abolition of the slave trade. It argues that, as important cultural memory products, governmentsponsored education initiatives require the same academic attention that history textbooks receive. This research combines macro- and micro-analyses in order to examine the role of education during politically charged periods of heightened commemorative activity, demonstrating how the production and consumption of educational media in museums influence – and are influenced by – political, historical and cultural discourses, changes in the curriculum, and shifts within historical consciousness. Using analysis of qualitative data generated through observations of nine school field-trips, discussions with museum education staff and pre- and post-visit surveys with pupils and teachers (where possible), this thesis examines the experiences of school pupils (aged eleven to fourteen) learning about the history of slavery in the years immediately following the bicentenary. In addition to fieldwork undertaken at museums in Hull, Liverpool and London, this thesis also includes fieldwork carried out at a museum in Ontario, where school groups learn about the Underground Railroad and early Black settlement in Canada. This comparative case study offers an opportunity to critically consider the dominant trends in pedagogy and practice that have evolved in England in recent years as a result of multisite initiatives, collaborative resource development, professional workshops and teacher training programmes. This reflective assessment is achieved through an examination of key themes emerging from the data, including issues surrounding the ‘universal’ lessons of slavery history for citizenship education, the pedagogy and ethics of object handling and the use of drama, role-play and empathy