Asynchronous displays for multi-UV search tasks

Synchronous video has long been the preferred mode for controlling remote robots with other modes such as asynchronous control only used when unavoidable as in the case of interplanetary robotics. We identify two basic problems for controlling multiple robots using synchronous displays: operator overload and information fusion. Synchronous displays from multiple robots can easily overwhelm an operator who must search video for targets. If targets are plentiful, the operator will likely miss targets that enter and leave unattended views while dealing with others that were noticed. The related fusion problem arises because robots' multiple fields of view may overlap forcing the operator to reconcile different views from different perspectives and form an awareness of the environment by "piecing them together". We have conducted a series of experiments investigating the suitability of asynchronous displays for multi-UV search. Our first experiments involved static panoramas in which operators selected locations at which robots halted and panned their camera to capture a record of what could be seen from that location. A subsequent experiment investigated the hypothesis that the relative performance of the panoramic display would improve as the number of robots was increased causing greater overload and fusion problems. In a subsequent Image Queue system we used automated path planning and also automated the selection of imagery for presentation by choosing a greedy selection of non-overlapping views. A fourth set of experiments used the SUAVE display, an asynchronous variant of the picture-in-picture technique for video from multiple UAVs. The panoramic displays which addressed only the overload problem led to performance similar to synchronous video while the Image Queue and SUAVE displays which addressed fusion as well led to improved performance on a number of measures. In this paper we will review our experiences in designing and testing asynchronous displays and discuss challenges to their use including tracking dynamic targets. © 2012 by the American Institute of Aeronautics and Astronautics, Inc

Reading Habits of Behaviorally Disordered Males: A Study

This study sought to evaluate some aspects of the reading interests and tastes of a group whose special relationship with books have previously been very poorly defined

Integration of ethics into a forestry curriculum

Following a comprehensive review of their forestry curriculum in 1995, the Oklahoma State University Forestry Faculty elected to modify the way professional ethics are formally addressed. The modifications involve three courses. An introduction of ethics and their role in natural resource management is presented to freshman in an introductory course. This provides a framework for learning and applying the science and practices of the Forestry Profession in the context of an ethical philosophy. Students address ethics a second time between their sophomore and junior years. This happens during the initial summer camp course where students are exposed to philosophical and policy differences between natural resource management agencies. Ethics are formally reintroduced in two senior courses that are usually taken concurrently. One of these courses is a capstone experience where students address real natural resource management problems. The second is a course in forest administration and natural resource policy. In these two courses the instructors cooperate to require the students to consider professional ethics in a philosophical framework for decision making as well as an applied standard for real decisions in the execution of professional work. This is accomplished through discussions of the Ethical Canons of the Society of American Foresters in the forest administration and policy course. These discussions are followed by group presentations to the class of ethical considerations associated with projects from the student’s capstone experience

Mariner Mars 1964 temperature control subsystem

Experimental design evaluation of temperature control subsystem for Mariner Mars space prob

The contribution of a MOOC to community discussions around death and dying

© 2018 The Author(s). Background: Advances in medicine have helped many to live longer lives and to be able to meet health challenges. However death rates are anticipated to increase given the ageing population and chronic disease progression. Being able to talk about death is seen to be important in normalising death as part of life and supporting preparedness for death. Massive Open Online Courses (MOOCs) provide opportunities for the community to engage in collaborative learning. A 5 week MOOC was developed covering four main topics (language and humour, representations of death, medicalisation of dying, and digital dying) aiming: To enable participants to openly and supportively discuss and learn about issues around living, death and dying, To explore the normally unheard opinions and views of Australians around death and dying, and To determine what effect online learning and discussions offered through the MOOC had on participants' feelings and attitudes towards death and dying. Methods: Data was captured on engagement rates in the various MOOC activities. Death Attitudes were measured by five items representing the MOOC's learning objectives and completed at enrolment and conclusion. MOOC Satisfaction was measured with six items at the end of the MOOC. Descriptive statistics were produced for each variable and Chi-Square Tests of Independence assessed the extent of the relationship between categorical variables. Socio-demographic variables were examined as predictors of the outcome variables of MOOC engagement, MOOC satisfaction, and death attitudes. Ethical approval was received from Flinders University Social and Behavioural Research Ethics Committee (Project No. 7247). Results: One thousand one hundred fifty six people enrolled in the Dying2Learn MOOC with 895 participating in some way. Enrolees were primarily female (92.1%). Age ranged from 16 to 84 (mean = 49.5, SD = 12.3). MOOC satisfaction scores were high. Responses to the experience of participating in the MOOC were very positive, with mean scores ranging from 4.3 to 4.6 (aligning with agreement and strong agreement to statements on the value of participating). Death Attitudes were positive at commencement but increased significantly following participation. Conclusions: The Dying2Learn MOOC provided an environment that enabled open and supportive discussion around death and dying and influenced attitudinal change

Can Exposure to Online Conversations About Death and Dying Influence Death Competence? An Exploratory Study Within an Australian Massive Open Online Course

© 2018, The Author(s) 2018. A Massive Open Online Course, Dying2Learn, was designed to foster community death conversations and strengthen community awareness of palliative care and death as a normal process. This exploratory study used a pre–post prospective design to determine if participation in Dying2Learn and exposure to online conversations about death and dying resulted in any significant influence on death competence in 134 participants who completed the Coping-with-Death-Scale both at the beginning and end of the course in 2016. Death competence refers to a range of attitudes and capabilities people have for dealing with death. Results at the end of the course indicated that engagement in Dying2Learn led to significant improvements in death competence scores over time (medium-to-large effect size). The positive impact was greater for those who completed more of the course, and effectiveness did not depend on sociodemographic characteristics. In conclusion, this study found that an online learning platform in the form of a Massive Open Online Course could engage community members in meaningful social discussion about death and dying, and that exposure to these conversations was beneficial for all participants regardless of previous exposure to death. Further exploration is required to determine whether this change in death competence will have an impact on participant’s behavior in the community regarding death conversations and preparedness

“I want to die in my sleep”-how people think about death, choice, and control: Findings from a Massive Open Online Course

© Annals of Palliative Medicine. Background: Complex social and ethical debates about voluntary assisted dying (euthanasia), palliative care, and advance care planning are presently being worked through in many developed countries, and the policy implications of these discussions for palliative care are potentially very significant. However, community attitudes to death and dying are complex, multilayered, and contain many mixed messages. Methods: Participants posted comments in a Massive Open Online Course (MOOC) on death and dying, entitled Dying2Learn. This provided an opportunity to explore societal and personal attitudes to wishes and beliefs around death and dying. For one activity in the MOOC, participants responded to a question asking them about “the best way to go”. Results: Responses were subjected to thematic analysis, during which they were coded for conceptual categories. This analysis showed how acceptance of death as a natural and normal process, and as a shared event that affects a whole social network, may nonetheless be accompanied by deep reluctance to address the physical process of dying (i.e., “avoidant acceptance”). Conclusions: Our findings highlighted a desire for choice and control in relation to dying, which is a common element in discussions of both advance care planning and palliative care. This same focus may contribute to a perception that voluntary assisted dying/euthanasia is a necessary strategy for ensuring that people have control over their dying process. We discuss the paradox of individuals wanting to have control whilst preferring not to know that they are dying

From 'River Cottage' to 'Chicken Run': Hugh Fearnley-Whttingstall and the class politics of ethical consumption

Lifestyle television provides a key site through which to explore the dilemmas of ethical consumption, as the genre shifts to consider the ethics of different consumption practices and taste cultures. UK television cook Hugh Fearnley-Whittingstall's TV programmes offer fertile ground not only for thinking about television personalities as lifestyle experts and moral entrepreneurs, but also for thinking about how the meanings and uses of their television image are inflected by genre. In this article we explore how the shift from the lifestyled downshifting narrative of the River Cottage series to the 'campaigning culinary documentary' Hugh's Chicken Run exposes issues of celebrity, class and ethics. While both series are concerned with ethical consumption, they work in different ways to reveal a distinction between 'ethical' and 'unethical' consumption practices and positions - positions that are inevitably classed

Lessons Learned from the Dying2Learn MOOC: Pedagogy, Platforms and Partnerships

(1) Background: Massive Open Online Courses (MOOCs) are becoming more commonplace in the delivery of free online education and a Dying2Learn MOOC was offered by a team at Palliative and Supportive Services, Flinders University, South Australia; (2) Methods: Working with the OpenLearning platform developer, a research study and MOOC evaluation were embedded in the course, and content was delivered in innovative ways without compromising pedagogical approaches; (3) Results: This MOOC provided the facilitators with the opportunity to view education as an intervention, with testing undertaken, including measuring attitudinal change. Research, clinical and community partnerships were developed or reaffirmed and the value of ongoing partnerships with developers in creating platforms and tools that can expand the options for online learning is highlighted. Opportunities for future health professional and consumer education were also explored; (4) Conclusion: MOOCs can provide innovative opportunities to redesign educational approaches, which can be achieved by working with new technologies and with platform developers, while still adhering to pedagogical principles

A fully (3+1)-D Regge calculus model of the Kasner cosmology

We describe the first discrete-time 4-dimensional numerical application of Regge calculus. The spacetime is represented as a complex of 4-dimensional simplices, and the geometry interior to each 4-simplex is flat Minkowski spacetime. This simplicial spacetime is constructed so as to be foliated with a one parameter family of spacelike hypersurfaces built of tetrahedra. We implement a novel two-surface initial-data prescription for Regge calculus, and provide the first fully 4-dimensional application of an implicit decoupled evolution scheme (the ``Sorkin evolution scheme''). We benchmark this code on the Kasner cosmology --- a cosmology which embodies generic features of the collapse of many cosmological models. We (1) reproduce the continuum solution with a fractional error in the 3-volume of 10^{-5} after 10000 evolution steps, (2) demonstrate stable evolution, (3) preserve the standard deviation of spatial homogeneity to less than 10^{-10} and (4) explicitly display the existence of diffeomorphism freedom in Regge calculus. We also present the second-order convergence properties of the solution to the continuum.Comment: 22 pages, 5 eps figures, LaTeX. Updated and expanded versio