Operator vision aids for space teleoperation assembly and servicing

This paper investigates concepts for visual operator aids required for effective telerobotic control. Operator visual aids, as defined here, mean any operational enhancement that improves man-machine control through the visual system. These concepts were derived as part of a study of vision issues for space teleoperation. Extensive literature on teleoperation, robotics, and human factors was surveyed to definitively specify appropriate requirements. This paper presents these visual aids in three general categories of camera/lighting functions, display enhancements, and operator cues. In the area of camera/lighting functions concepts are discussed for: (1) automatic end effector or task tracking; (2) novel camera designs; (3) computer-generated virtual camera views; (4) computer assisted camera/lighting placement; and (5) voice control. In the technology area of display aids, concepts are presented for: (1) zone displays, such as imminent collision or indexing limits; (2) predictive displays for temporal and spatial location; (3) stimulus-response reconciliation displays; (4) graphical display of depth cues such as 2-D symbolic depth, virtual views, and perspective depth; and (5) view enhancements through image processing and symbolic representations. Finally, operator visual cues (e.g., targets) that help identify size, distance, shape, orientation and location are discussed

Learning to read text and learning to read music: conceptual and pedagogical parallels

This article explores whether current guidelines regarding the early teaching of reading are comparable to current dominant discourses in policy and pedagogy regarding the teaching of the reading of music. Although clear parallels between the two forms of reading are identified, expectations regarding the use and intended timing of reading acquisition of the two genres are shown to be very different. The possibility of transfer between the two forms of reading is also considered, and the notion of near- and far- transfer is explored. The article provides a lens through which to evaluate firmly-held assumptions implied or imposed in current guidance concerning the teaching of early reading, and also contained in the Henley Review (DfE, 2011)

Can reading skills which are developed through the reading of music be transferred to benefit the early decoding of text?

This study reports on a randomised control trial which examined whether a 6-week intervention of music reading through recorder playing would have an effect on phonic decoding skills in children (n=50) aged 5-6. The study was conducted by recruiting matched randomised intervention and control groups from two Year 1 classes in a Primary school in North West Kent, England. Pre- and post-tests measured the recognition fluency of single-letter graphemes; clusters and digraphs; and nonsense words. The children in the intervention group showed greater gains in their decoding of clusters and digraphs, and of nonsense words, and overall, than did those in the control group. Although the overall result was not statistically significant (t = 1.061; df = 48; one-tailed p = 0.147), there was a modest positive effect size of d = 0.29. Trends in the results suggested a hypothesis (which would, however, need further testing for stronger support) that the synchronous learning of simple formal music notation can have a beneficial effect on the development of phonic decoding skills