Placing space/time through photography’s old and new technologies

The discovery that an impressively strong 3-dimensional effect in a 2-dimensional photographic representation of natural outdoor scenes occurs when a single camera is directed around one point in the scene, thus drawing into relief the subject of attention and blurring the surrounding space, has important implications for understanding basic processes in 3-dimensional vision. For the development of new ways for generating 3D effects in motion and static representations of scenes we might well learn from photography’s old technologies, as well as digital technologies of the static print, which have yet to release the full impact of their potential in the representation of motion and space.

3D particle-based cell modelling for haptic microrobotic cell injection

Introducing haptic interface to conduct microrobotic intracellular injection has many beneficial implications. In particular, the haptic device provides force feedback to the bio-operator's hand. This paper introduces a 3D particle-based model to simulate the deformation of the cell membrane and corresponding cellular forces during microrobotic cell injection. The model is based on the kinematic and dynamic of spring – damper multi particle joints considering visco-elastic fluidic properties. It simulates the indentation force feedback as well as cell visual deformation during the microinjection. The model is verified using experimental data of zebrafish embryo microinjection. The results demonstrate that the developed cell model is capable of estimating zebrafish embryo deformation and force feedback accurately.

A comparative study of supervised learning techniques for data-driven haptic simulation

This paper focuses on the choice of a supervised learning algorithm and possible data preprocessing in the domain of data-driven haptic simulation. This is done through a comparison of the performance of different supervised learning techniques with and without data preprocessing. The simulation of haptic interactions with deformable objects using data-driven methods has emerged as an alternative to parametric methods. The accuracy of the simulation depends on the empirical data and the learning method. Several methods were suggested in the literature and here we provide a comparison between their performance and applicability to this domain. We selected four examples to be compared: singular learning mechanism which is artificial neural networks (ANN), attribute selection followed by ANN learning process, ensemble of multiple learning techniques, and attribute selection followed by the learning ensemble. These methods performance was compared in the domain of simulating multiple interactions with a deformable object with nonlinear material behavior.

Enabling multi-point haptic grasping in virtual environments

Haptic interaction has received increasing research interest in recent years. Currently, most commercially available haptic devices provide the user with a single point of interaction. Multi-point haptic devices present a logical progression in device design and enable the operator to experience a far wider range of haptic interactions, particularly the ability to grasp via multiple fingers. This is highly desirable for various haptically enabled applications including virtual training, telesurgery and telemanipulation. This paper presents a gripper attachment which utilises two low-cost commercially available haptic devices to facilitate multi-point haptic grasping. It provides the ability to render forces to the user's fingers independently and using Phantom Omni haptic devices offers several benefits over more complex approaches such as low-cost, reliability, and ease of programming. The workspace of the gripper attachment is considered and in order to haptically render the desired forces to the user's fingers, kinematic analysis is discussed and necessary formulations presented. The integrated multi-point haptic platform is presented and exploration of a virtual environment using CHAI 3D is demonstrated.

User-centered design and evaluation of an interactive visual-haptic-auditory interface : a user study on assembly

Utilizing user-centred system design and evaluation method has become an increasingly important tool to foster better usability in the field of virtual environments (VEs). In recent years, although it is still the norm that designers and developers are concerning the technological advancement and striving for designing impressive multimodal multisensory interfaces, more and more awareness are aroused among the development team that in order to produce usable and useful interfaces, it is essential to have users in mind during design and validate a new design from users' perspective. In this paper, we describe a user study carried out to validate a newly developed haptically enabled virtual training system. By taking consideration of the complexity of individual differences on human performance, adoption and acceptance of haptic and audio-visual I/O devices, we address how well users learn, perform, adapt to and perceive object assembly training. We also explore user experience and interaction with the system, and discuss how multisensory feedback affects user performance, perception and acceptance. At last, we discuss how to better design VEs that enhance users perception, their interaction and motor activity.

Virtual haptic cell model for operator training

Microrobotic cell injection is an area of growing research interest. Typically, operators rely on visual feedback to perceive the microscale environment and are subject to lengthy training times and low success rates. Haptic interaction offers the ability to utilise the operator’s haptic modality and to enhance operator performance. Our earlier work presented a haptically enabled system for assisting the operator with certain aspects of the cell injection task. The system aimed to enhance the operator’s controllability of the micropipette through a logical mapping between the haptic device and microrobot, as well as introducing virtual fixtures for haptic guidance. The system was also designed in such a way that given the availability of appropriate force sensors, haptic display of the cell penetration force is straightforward. This work presents our progress towards a virtual replication of the system, aimed at facilitating offline operator training. It is suggested that operators can use the virtual system to train offline and later transfer their skills to the physical system. In order to achieve the necessary representation of the cell within the virtual system, methods based on a particle-based cell model are utilised. In addition to providing the necessary visual representation, the cell model provides the ability to estimate cell penetration forces and haptically display them to the operator. Two different approaches to achieving the virtual system are discussed.

A multi-point haptic platform for grasping and manipulating virtual objects

This work presents a multi-point haptic platform that employs two Phantom Omni haptic devices. A gripper attachment connects to both devices and enables multi-point haptic grasping in virtual environments. In contrast to more complex approaches, this setup benefits from low-cost, reliability, and ease of programming while being capable of independently rendering forces to each of the user’s fingertips. The ability to grasp with multiple points potentially lends itself to applications such as virtual training, telesurgery and telemanipulation.

Ranking of pre-treatment technologies for reverse osmosis for water recovery

Agro-industries are a life-line for sustainable future of human kind. However, the wastewater generated by agro-industries poses direct threat to the same sustainable future by polluting the freshwater sources when discharged into those freshwater sources. Thus, we need both advanced treatment technologies to treat those wastewater streams generated and better reuse practices for the treated effluents. Reverse osmosis (RO) is one of the advanced treatments to treat dissolved solids that are present in agricultural wastewater streams. But, RO is very sensitive to suspended solids (SS) present in the wastewater streams. Those SS can foul the RO membrane and make it ineffective in producing treated effluent at desired rates. Therefore, suitable pre-treatment scheme is necessary to treat the agro-wastewater streams before passing through RO. This study focuses on the qualitative and quantitative ranking of the available conventional and modern pre-treatment technologies as pre-treatment for RO. This study considers wastewater that has been treated through a secondary treatment system for example activated sludge process as the target water that needs pre-treatment. Based on qualitative ranking of conventional pre-treatment options, the Lime clarification/Granular Media filtration (GMF) option is ranked as the best; whereas finescreens/ micro-screens option ranked as the least preferred option based on the scores they attained in treating the water quality parameters that are considered essential. Based on the quantitative ranking, the low pressure membrane technology such as ultra-filtration (UF) stood first and microfiltration (MF) stood last.

I'm the slice of pie that's ostracised.... : Foucault's technologies, and personal agency, in the voice of women who are homeless, Adelaide, South Australia

In contrast to the international research (particularly in the United Kingdom and North America), much of the Australian literature regarding homelessness to date omits the perspective of people who are homeless. In contributing to the fledgling Australian literature in the field, the following article adopts a secondary approach to the data analysis of original research. When analysed, the voices of homeless women from an agency in Adelaide, South Australia exhibit elements of both Foucault’s technologies of domination and the self. While the results show that the women do have a powerful sense of the broader external issues exerted on them (reflecting both technologies of domination and the self), the analysis also reveals ambiguities in their responses. Apparent in the voice of homeless women is a sense of personal agency which appears to be absent in Foucault’s technologies. By considering the viewpoints of homeless women, various policy implications can also be drawn. Indeed, this is one of the motivations of the article, namely to inject into policy debate and development the voices of the people most adversely affected by it. The policy implications of the women’s voices centre around the desire to be included rather than remain on the margins, the need for supportive relationships, the necessity to take small steps to independent living, and the need for more affordable, independent housing.

Gender and socio-economic issues in the use of digital technologies in mathematics

This paper has been prepared to address the issues and questions of the theme ‘access, equity and socio-cultural issues’. Findings from two studies are reported. In the first study gender issues in mathematical learning environments when computers were used were investigated. In the second effective practices for teaching disadvantaged or marginalised students with digital technology are canvassed. Teaching for equity and social justice in the digital age is complex. Teachers need to be aware that their beliefs and classroom practices may exacerbate gender and cultural inequalities in mathematics learning. Approaches that are consistent with social-constructivist and democratic theories need further investigation.

Pedagogical practices with digital technologies : pre-service and practicing teachers

In this paper the pedagogical practices of practising teachers and pre- service teachers when using digital technologies are described and compared. Data were collected by observation of presentations about using digital technology in mathematics by teachers and pre-service teachers and practising teachers were interviewed. Teachers generally used pedagogical approaches involving student-centred activity whereas pre-service teachers were more likely to use technology to teach concepts by demonstration and were not inclined to use the more student- centred approaches, though many used guided tasks. The study enabled some analysis and reflection upon the promoted action in the learning environments of pre-service teachers.

A review of e-learning technologies – opportunities for teaching and learning

The number of different e-learning technologies available to support teaching and learning is growing exponentially. A major issue for faculty and educational developers in higher education is to determine which e-learning technology is most appropriate to support their particular teaching needs and provide optimum learning opportunities for students. Over the last few years a vast amount of literature has been published on e-learning technologies and how they are used in education Therefore the decision to use a particular technology should be based on sound research and clear evidence. This paper reviews many of these e-learning technologies and provides information regarding their use and the opportunities afforded by them.

'Smart' technologies in early years literacy education: a meta-narrative of paradigmatic tensions in iPad use in an Australian preparatory classroom

With the revolution that has taken place in the functionality and uptake of portable networked ‘smart’ technologies, educators are looking to see what potential applications such technologies might have for school education. This article reports on a study into the use of portable personal computing devices in the early years of schooling. Specifically, it focuses on emerging patterns of use of Apple iPads in an Australian Preparatory (first year of compulsory schooling) classroom across the first year of implementation of these devices. We draw on student and teacher interviews and classroom observation data to provide a research meta-narrative of the intentions, practices and reflections of a ‘first year out’ teacher, and to discuss points of tension found in the contested space of early years literacy education, which are highlighted when potentially transformative technologies meet institutionalized literacy education practices. Our findings suggest that the broader policy and curriculum context of early years literacy education, and institutionalized practices found in this space, are potentially at odds with teacher-held intentions to transform learning through technology use, particularly with respect to tensions between print-based traditions and new digital literacies, and those between standards-based classroom curricular and more emancipatory agendas.