Intuitive haptics interface with accurate force estimation and reflection at nanoscale

Technologies, such as Atomic Force Microscopy (AFM), have proven to be one of the most versatile research equipments in the field of nanotechnology by providing physical access to the materials at nanoscale. Working principles of AFM involve physical interaction with the sample at nanometre scale to estimate the topography of the sample surface. Size of the cantilever tip, within the range of few nanometres diameter, and inherent elasticity of the cantilever allow it to bend in response to the changes in the sample surface leading to accurate estimation of the sample topography. Despite the capabilities of the AFM, there is a lack of intuitive user interfaces that could allow interaction with the materials at nanoscale, analogous to the way we are accustomed to at macro level. To bridge this gap of intuitive interface design and development, a haptics interface is designed in conjunction with Bruker Nanos AFM. Interaction with the materials at nanoscale is characterised by estimating the forces experienced by the cantilever tip employing geometric deformation principles. Estimated forces are reflected to the user, in a controlled manner, through haptics interface. Established mathematical framework for force estimation can be adopted for AFM operations in air as well as in liquid mediums.

A case study on critical reflection: a Chinese postgraduate in Australia

Critical reflection (CR) is at the core of postgraduate studies in c, and students from Asia in general, and from c in particular, often find the concept challenging when reading texts or applying it to written texts in English. This study reports on a case study of a Chinese postgraduate student in Australia. It explores the challenges and obstacles in terms of CR that she faced while completing her subjects in a TESOL program in Australia. These challenges were articulated in a semi-structured interview conducted with the student. Challenges include English language proficiency, lack of focus on writing in China where there is a lot of emphasis on memorisation, different systems of conceptualisation of topics in Chinese and English, and limited freedom of expression which is expressed as ‘authoritative’ control in the Chinese educational context.

Facilitating reflection and action: the possible contribution of video to mathematics teacher education

In the Interconnected Model of Teacher Professional Growth (Clarke & Hollingsworth, 2002), change in teacher beliefs, knowledge and practice is mediated by either enaction or reflection. The stimulus for change can be provided by an external source such as a professional development program or it can result from the teacher’s inevitable classroom experimentation and reflection on the consequences of that experimentation. This paper explores the role that video can play in catalysing change and facilitating teacher reflection. In particular, we examine: (i) international research employing video and the capacity of such research to inform practice and stimulate teacher reflection in both pre-service and in-service settings; (ii) the use of video in professional development programs and the choice between exemplary and problematic practice as catalysts for teacher reflection in both pre-service and in-service programs; and (iii) teacher agency and the catalytic role of video in supporting teachers’ reflection on their own practice, through the use of video as the communicative medium to sustain a professional community of reflective practitioners.

Force reflection distribution of haptic devices

Haptically enabled virtual reality systems facilitate rapid and low cost testing for process design, training practices and ergonomic analysis in many manufacturing industries, particularly automotive and aerospace. In this work we design a validation framework to validate the dynamic forces displayed by haptic display devices using a robot arm equipped with a force sensor. The validation framework is completely autonomous to ensure unbiased characterization. Measured force magnitude and the direction of the sensed force vector are the main criteria used in this work.

Transforming roles to support student development of academic literacies: a reflection on one team’s experience

Abstract: Social work is a discipline that attracts students from diverse academic backgrounds. Many are first in family to attend university, and come to university through alternative pathways such as vocational education. As a result, there are higher levels of attrition compared to other disciplines, especially in the first year. To address this, and in keeping with a commitment to provide accessible education, one school of social work undertook a project to embed academic literacies into the curriculum. This paper used Gibb’s reflective process to explore how this was experienced by team members. Data were collected via staff focus groups at two different points in time across the project and compared. The reflection unpacked a number of tensions experienced by team members, including concerns about potential loss of resources as a result of academics adopting new roles, and concerns about implementing what was seen as Westernised academic skills which may not fit with students’ ways of thinking and creating knowledge. Overfull curricula and constant change also appeared to be of concern. The reflection highlighted that to achieve effective and sustainable change, action was required at multiple levels.

Exploring critical reflection in cooperative education: a case study

 This research identifies the challenges facing students who are learning how to critically reflect while learning through reflection. Factors enabling one students’ development of critical reflection may constrain another. These influencing factors are found within the learning environment, workplace and personal experiences, students’ attitudes and critical reflection processes.

Determination of discharge coefficient for flow over one cycle compound trapezoidal plan form labyrinth weir

Weirs are common structure to regulate discharge and flow control inwater conveyance channels and hydraulic structures. Labyrinth weirsconsidered one of economical and effective methods to increase the efficiency of weirs that crest length of weirs increase without a related increase in structure width. Therefore, flow discharge will be increased. Compared to use compound weir, there are some benefits including the simultaneous passage of floating materials such as wood, ice, etc. Also, sedimentations are pass through compound weir. The trapezoidal Labyrinth weir is one of the combined models. In present study 15 physical models that discussion effect changes sidewall angle of labyrinth weir on discharge coefficient of flow over and through the compound trapezoidal one cycle Labyrinth weir. Also, it is developed design curves with various shapes and configurations. The researchshowed here mainly objectives at determining the coefficient of discharge for flow-over trapezoidal labyrinth weir by performing tests at wide range of values of side wall angles (α) from 6° to 35° and compound linear weir to be compared.