Design of traction transmission and suspension systems for an omni-directional mobile robot

This project aims to design and manufacture a mobile robot with two Universal Robot UR10 mainly used indoors. In order to obtain omni-directional maneuverability, the mobile robot is constructed with Mecanum wheels. The Mecanum wheel can move in any direction with a series of rollers attached to itself. These rollers are angled at 45º about the hub’s circumference. This type of wheels can be used in both driving and steering with their any-direction property. This paper is focused on the design of traction system and suspension system, and the velocity control of Mecanum wheels in the close-loop control system. The mechanical design includes selection of bearing housing, couplers which are act as connection between shafts, motor parts, and other needed components. The 3D design software SolidWorks is utilized to assemble all the components in order to get correct tolerance. The driving shaft is designed based on assembled structure via the software as well. The design of suspension system is to compensate the assembly error of Mecanum wheels to guarantee the stability of the robot. The control system of motor drivers is realized through the Robot Operating System (ROS) on Ubuntu Linux. The purpose of inverse kinematics is to obtain the relationship among the movements of all Mecanum wheels. Via programming and interacting with the computer, the robot could move with required speed and direction.

Exploring two cases of Piano Teacher Education in Finland and Germany

Research about music instrument teacher education is scattered and fairly recent, especially in the European context. The purpose of this study was to explore two cases of piano teacher education programs at higher music education institutions, one in Finland, and one in Germany, to gain insights into the preparation of piano teachers for their professional working life. The aim was to identify issues for consideration in curriculum development of piano teacher education to enhance the teaching and learning of piano playing, and to ultimately increase musical practice and engagement among young learners. Nine semi-structured interviews with piano teacher educators, heads of program, other lecturers within the program, and student piano teachers in both cases were analyzed using applied thematic analysis. Three main themes with subcategories emerged: (1) the organization of the piano teacher education program, such as the structure, the content, the learning environments provided, and the development mechanisms of the program; (2) the views on the piano teacher profession, the working environment and resulting requirements, including further education during professional life; and (3) the professional skills and teacher identity development of student teachers. While the supposed working environments and requirements of future piano teachers, the student teachers' development characteristics, and the content were found reasonably concurrent in both cases, the structure of the teacher education program, and the organization of learning environments presented notable differences. While the complete teacher qualification in the Finnish case was offered as option in the Bachelor and Master of Music program within the piano department, the German case offered a separate program for music instrument educators. Other main differences concerned the organizations of practical teaching experiences, and the linking of practical with theoretical pedagogy. Conviction and enthusiasm for improving piano and other music instrument teacher education seemed remarkable. These improvements could include the development of a comprehensive teacher education pedagogy for music instrument teacher educators, intensified cross-linking within and of higher music education institutions in local contexts, and the expansion of professional development opportunities.