Footstep and Motion Planning in Semi-unstructured Environments Using Randomized Possibility Graphs

Traversing environments with arbitrary obstacles poses significant challenges for bipedal robots. In some cases, whole body motions may be necessary to maneuver around an obstacle, but most existing footstep planners can only select from a discrete set of predetermined footstep actions; they are unable to utilize the continuum of whole body motion that is truly available to the robot platform. Existing motion planners that can utilize whole body motion tend to struggle with the complexity of large-scale problems. We introduce a planning method, called the "Randomized Possibility Graph", which uses high-level approximations of constraint manifolds to rapidly explore the "possibility" of actions, thereby allowing lower-level motion planners to be utilized more efficiently. We demonstrate simulations of the method working in a variety of semi-unstructured environments. In this context, "semi-unstructured" means the walkable terrain is flat and even, but there are arbitrary 3D obstacles throughout the environment which may need to be stepped over or maneuvered around using whole body motions.Comment: Accepted by IEEE International Conference on Robotics and Automation 201

Traversing Environments Using Possibility Graphs for Humanoid Robots

Locomotion for legged robots poses considerable challenges when confronted by obstacles and adverse environments. Footstep planners are typically only designed for one mode of locomotion, but traversing unfavorable environments may require several forms of locomotion to be sequenced together, such as walking, crawling, and jumping. Multi-modal motion planners can be used to address some of these problems, but existing implementations tend to be time-consuming and are limited to quasi-static actions. This paper presents a motion planning method to traverse complex environments using multiple categories of actions. We introduce the concept of the "Possibility Graph", which uses high-level approximations of constraint manifolds to rapidly explore the "possibility" of actions, thereby allowing lower-level single-action motion planners to be utilized more efficiently. We show that the Possibility Graph can quickly find paths through several different challenging environments which require various combinations of actions in order to traverse

Probabilistic Completeness of Randomized Possibility Graphs Applied to Bipedal Walking in Semi-unstructured Environments

We present a theoretical analysis of a recent whole body motion planning method, the Randomized Possibility Graph, which uses a high-level decomposition of the feasibility constraint manifold in order to rapidly find routes that may lead to a solution. These routes are then examined by lower-level planners to determine feasibility. In this paper, we show that this approach is probabilistically complete for bipedal robots performing quasi-static walking in "semi-unstructured" environments. Furthermore, we show that the decomposition into higher and lower level planners allows for a considerably higher rate of convergence in the probability of finding a solution when one exists. We illustrate this improved convergence with a series of simulated scenarios

Developing clinical leadership: a co-operative inquiry approach to evaluate the benefits of an action learning set with nursing consultants in England.

Background: As three new Consultant nurses joined two established consultants on the staff of one District General Hospital in the south of England, it was believed that an action learning set (ALS) would offer peer support to enable them to succeed. The aim is to evaluate the lessons learned from the ALS focusing on their leadership. Methodology: Co-operative inquiry is a way of researching with rather than on people, of working with those who have similar interests and who wish to collectively understand their world and create new ways of exploring it. This approach helps also to learn how to change and enhance our working practices. With all active subjects fully involved as co-researchers in all research decisions, three cycles were completed of four phases of discussion, reflection, analysis and action. The process is planned to last for 18 months. Data were analysed thematically. Findings: Four themes began to emerge from the data: development of scholarship, responding to changing need, extending networks and empowerment in role. Whilst they had grown considerably in confidence in their leadership role, they did not feel that collectively they fully embraced the four dimensions prescribed by the Department of Health for the role. Nevertheless, the co-operative inquiry helped them realise how much they had gained from their collective learning in the group (ALS) and how, from the group they feel empowered to lead. Their reflections helped them value the importance of the role for the organisation, their credibility within the organisation and were keen to retain their peer support to ensure its sustainability. Conclusion: The outcomes of the co-operative inquiry included an enhanced understanding of the importance of openness and trust of each other and a willingness to share and learn from each other in a respectful and confidential environment with a receptiveness to change. References: Department of Health (1999) Making a Difference. Strengthening the Nursing, Midwifery and Health Visiting Contribution to Health and Healthcare. Department of Health, London. Drennan V. and Goodman C. (2011) Sustaining innovation in the healthcare workforce: A case study of community nurse consultant posts in England. BMC Health Services Research, 11:200 accessed from http://www.biomedcentral.com/1472-6963/11/200 on 23.1.15 Heron J. and Reason P. (2001) The Practice of Co-operative Inquiry: Research ‘with’ rather than ‘on’ People. In: Reason P. & Bradbury H. (2001) (Editors) Handbook of Action Research: Participative Inquiry & Practice. Chapter 16, Sage Publications, London Learning objectives: The learner will be able to : Understand the importance of action learning sets in supporting and empowering self and others in their clinical leadership. Recognise the value of a co-operative inquiry methodology to learn collaboratively from peers as clinical leaders to enhance their practice. Purpose of the presentation; The purpose of the presentation is to share the lessons learned from using a co-operative inquiry methodology to understand collaboratively and more fully the lessons learned from a year’s Action Learning Set focused on the leadership development for five non-medical consultants and nursing professor. Target audience for the presentation: The target audience is anticipated to be educationalists, senior nurses and nurse researchers. Key Words: Nurse leadership, co-operative inquiry, nurse consultant

Clinical leadership: evaluating the benefits of action learning using co-operative inquiry

Background: Developing clinical leadership, to ensure the culture of care is strengthened, is the thrust of the ‘leading with compassion’ campaign by the English National Health Service (NHS) (NHS England, 2014). Senior clinicians are charged with invigorating compassionate leadership yet the roles of nurse and therapist consultants the most senior clinical role in the UK healthcare system, are often solitary ones, in which they are expected to embrace a myriad of responsibilities and where there continues to be ambiguity about their role and scope of practice. In such exposed positions in any healthcare system from a global perspective, consultant nurses and therapists are vulnerable to the vagaries of the demands made upon them and the need to strive ever harder to improve the quality of services and patient care (McIntosh & Tolson 2008). Mentorship can be seen as a way of supporting clinicians, even on a global exchange system but a system (Buckner et al 2015) where the consultants can support themselves through action learning (McGill & Beaty 2001) reinforces their commitment to each other and to the potential benefit of their organisation. The aim is to evaluate the effectiveness of an action learning set (ALS) to enhance clinical leadership and extend their scope and confidence more strategically Methodology: Using an approach advocated by Heron & Reason (2001), co-operative inquiry is a way of researching with rather than on people, of working with those who have similar interests and who wish to collectively understand their world and create new ways of exploring it. This approach helps also to learn how to change and enhance our working practices. With all active subjects fully involved as co-researchers in all research decisions, three cycles have been completed of four phases of discussion of reflection, analysis and action. The process is planned to last for 18 months. Data were analysed thematically. Findings: Four themes began to emerge from the data: development of scholarship, responding to changing need, extending networks and empowerment in role. Whilst the consultants had grown considerably in confidence in their leadership role, they did not feel that collectively they fully embraced the four dimensions prescribed by the Department of Health for the role. Nevertheless, the co-operative inquiry helped them realise how much they had gained from their collective learning in the group (ALS) and how, from the group they feel empowered to lead. The ALS has enabled them to remain focused and reflect critically both personally and within the group. Their reflections helped them value the importance of the role for the organisation, their credibility within the organisation and they have been keen to retain their peer support to ensure its sustainability. Conclusion: Whilst their motivation to ‘make a difference’ remains palpable, the outcomes of the co-operative inquiry included an enhanced understanding of the importance of openness and trust of each other and a willingness to share and learn from each other in a respectful and confidential environment with a receptiveness to change. They believe that they are more aware of their influence on others and feel more able to challenge their medical colleagues with greater conviction and now have a recognised voice within the organisation. Clinical relevance: Time away from their clinical responsibilities to consider improvement of issues challenging these autonomous practitioners has proved invaluable to the improvement of their specialist services and enhanced the confidence of those new to role. Additionally, this collaboration has improved communication across the organisation, enhanced their strategic leadership capability and given confidence to disseminate externally. Key words: leadership, action learning, co-operative inquiry, Words: 569 3 Bullet points as to how your work contributes to knowledge development in the selected theme: • The value of action learning sets for consultant therapists using a co-operative inquiry approach can lead to further empower individuals to address the complex problems in practice and lead to change. • Co-operative inquiry has been a powerful tool to engage these senior consultants in a number of cycles of reflection and evaluation, researching with each other and experiencing first hand the value of the ALS to each of them individually. • Action learning sets can help senior clinicians, early on in their leadership role, take ownership of their complex problems and commit to each other by supporting their development of creative thinking and problem solving. References: Bell M., Coen E., Coyne-Nevin A., Egenton R., Ellis A. and Moran L. (2007) Experience of an action learning set. Practice Development in Health Care 6(4) 232-241. Buckner, E.B., Anderson D.J., Garzon, N., Hafsteinsdottir, T.B., Lai, C. and Roshan, R. (2014) Perspectives on global nursing leadership: international experiences from the field. International Nursing Review, 61, 463-471. Heron, J. & Reason, P. (2001) The Practice of Co-operative Inquiry: Research ‘with’ rather than ‘on’ People. In Reason, P. & Bradbury, H. (editor) Handbook of Action Research: Participative Inquiry & Practice, pp179 -188. Sage, London Jackson C. and Thurgate C. (2011) Action learning: maximising learning in the workplace. British Journal of Healthcare Assistants, 5(9), 454-456. McGill I. And Beaty L. (2001) Action Learning: A Guide for Professional, Management and Educational Development (2nd edition). London, Kogan Page. McIntosh J. and Tolson D. (2008) Leadership as part of the nurse consultant role; banging the drum for patient care. Journal of Clinical Nursing 18, 219-227. NHS England (2014) Building and Strengthening Leadership: Leading with Compassion. NHS England, Accessed at https://www.england.nhs.uk/wp-content/uploads/2014/12/london-nursing-accessible.pdf on 22.1.16 Young S., Nixon E., Hinge D., McFadyen J., Wright V., Lambert P., Pilkington C. and Newsome C. (2009) Action learning: a tool for the development of strategic skills for Nurse Consultants? Journal of Nursing Management, 18, 105-110

MP20, the second most abundant lens membrane protein and member of the tetraspanin superfamily, joins the list of ligands of galectin-3

BACKGROUND: Although MP20 is the second most highly expressed membrane protein in the lens its function remains an enigma. Putative functions for MP20 have recently been inferred from its assignment to the tetraspanin superfamily of integral membrane proteins. Members of this family have been shown to be involved in cellular proliferation, differentiation, migration, and adhesion. In this study, we show that MP20 associates with galectin-3, a known adhesion modulator. RESULTS: MP20 and galectin-3 co-localized in selected areas of the lens fiber cell plasma membrane. Individually, these proteins purified with apparent molecular masses of 60 kDa and 22 kDa, respectively. A 104 kDa complex was formed in vitro upon mixing the purified proteins. A 102 kDa complex of MP20 and galectin-3 could also be isolated from detergent-solubilized native fiber cell membranes. Binding between MP20 and galectin-3 was disrupted by lactose suggesting the lectin site was involved in the interaction. CONCLUSIONS: MP20 adds to a growing list of ligands of galectin-3 and appears to be the first representative of the tetraspanin superfamily identified to possess this specificity

Operation Moshtarak and the manufacture of credible, “heroic” warfare

Richard Lance Keeble argues that Fleet Street’s coverage of the Afghan conflict has served largely to promote the interests of the military/industrial/media complex – and marginalise the views of the public who have consistently appealed in polls for the troops to be brought back hom

The consultant practitioner: an evolving role to meet changing NHS needs.

Since the introduction of the consultant practitioner role, with its huge variability in purpose and context, it has had to evolve in response to the changing needs of the NHS to achieve sustainability and transformation of services. AIM: This article reflects on the relevance of the consultant practitioner role and the impact of an action learning set in hastening its evolution in one NHS foundation trust. METHOD: From a process of collective critical reflection on their practice, six consultant practitioners analysed the impact they have had on influencing services and empowerment of their patients. Additionally, they have analysed the impact of an externally facilitated action learning set as a catalyst for change. RESULTS: All six consultant practitioners recognised that working together through the learning set enabled them to be more influential and effective. It encouraged them to share their experiences of continuous service improvement and crystalised their views on the impact they have had in delivering the organisation's vision. CONCLUSION: From their critical reflection, the six consultant practitioners acknowledged the influence of the action learning set on accelerating their confidence and competence to lead, and evaluating new models of care delivery at scale and pace. They recognised how far they have travelled in achieving the four dimensions of the role and ultimately their impact on their local sustainability and transformation plan (STP) and their trust's vision