Deposits of clastic carbonate-dominated (calciclastic) sedimentary slope systems in the rock record have been identified mostly as linearly-consistent carbonate apron deposits, even though most ancient clastic carbonate slope deposits fit the submarine fan systems better. Calciclastic submarine fans are consequently rarely described and are poorly understood. Subsequently, very little is known especially in mud-dominated calciclastic submarine fan systems. Presented in this study are a sedimentological core and petrographic characterisation of samples from eleven boreholes from the Lower Carboniferous of Bowland Basin (Northwest England) that reveals a >250 m thick calciturbidite complex deposited in a calciclastic submarine fan setting. Seven facies are recognised from core and thin section characterisation and are grouped into three carbonate turbidite sequences. They include: 1) Calciturbidites, comprising mostly of highto low-density, wavy-laminated bioclast-rich facies; 2) low-density densite mudstones which are characterised by planar laminated and unlaminated muddominated facies; and 3) Calcidebrites which are muddy or hyper-concentrated debrisflow deposits occurring as poorly-sorted, chaotic, mud-supported floatstones. These

Phd by thesis

The power of feedback.

Interpreting qualitative data

Cognitive engineering

Diagnostic and Statistical Manual of Mental Disorders(DSM)-5による分類と診断 (特集 周産期メンタルヘルス : 妊婦の不安とどう立ち向かうか)

Robots are increasingly being studied for use in education. It is expected that robots will have the potential to facilitate children’s learning and function autonomously within real classrooms in the near future. Previous research has raised the importance of designing acceptable robots for different practices. In parallel, scholars have raised ethical concerns surrounding children interacting with robots. Drawing on a Responsible Research and Innovation perspective, our goal is to move away from research concerned with designing features that will render robots more socially acceptable by end users toward a reflective dialogue whose goal is to consider the key ethical issues and long-term consequences of implementing classroom robots for teachers and children in primary education. This paper presents the results from several focus groups conducted with teachers in three European countries. Through a thematic analysis, we provide a theoretical account of teachers’ perspectives on classroom robots pertaining to privacy, robot role, effects on children and responsibility. Implications for the field of educational robotics are discussed.

/pdf/the-case-of-classroom-robots-teachers-deliberations-on-the-44ekddeioo.pdf

The case of classroom robots: teachers’ deliberations on the ethical tensions

This paper describes the design and development of YOLO, a social robot aimed at boosting creativity in children. Creativity is one of the most sought-after competencies as we move from industrialized economies, in which standardized knowledge was imperative, to creative economies, where the ability to innovate is crucial for the workforce. YOLO is a robot to be used by children as a tool to boost new ideas and stimulate their creativity. This paper describes how established educational strategies that enhance creativity were combined with co-designing with children as informants to reach the the prototype design of the robot.

YOLO, a Robot for Creativity: A Co-Design Study with Children

This work explores a group learning scenario with an autonomous empathic robot. We address two research questions: (1) Can an autonomous robot designed with empathic competencies foster collaborative learning in a group context? (2) Can an empathic robot sustain positive educational outcomes in long-term collaborative learning interactions with groups of students? To answer these questions, we developed an autonomous robot with empathic competencies that is able to interact with a group of students in a learning activity about sustainable development. Two studies were conducted. The first study compares learning outcomes in children across three conditions: learning with an empathic robot; learning with a robot without empathic capabilities; and learning without a robot. The results show that the autonomous robot with empathy fosters meaningful discussions about sustainability, which is a learning outcome in sustainability education. The second study features groups of students who interact with the robot in a school classroom for 2 months. The long-term educational interaction did not seem to provide significant learning gains, although there was a change in game-actions to achieve more sustainability during game-play. This result reflects the need to perform more long-term research in the field of educational robots for group learning.

https://dl.acm.org/doi/pdf/10.1145/3300188

Empathic Robot for Group Learning: A Field Study

Robots are currently being developed to enter our lives and interact with us in different tasks. For humans to be able to have a positive experience of interaction with such robots, they need to trust them to some degree. In this paper, we present the development and evaluation of a social robot that was created to play a card game with humans, playing the role of a partner and opponent. This type of activity is especially important, since our target group is elderly people - a population that often suffers from social isolation. Moreover, the card game scenario can lead to the development of interesting trust dynamics during the interaction, in which the human that partners with the robot needs to trust it in order to succeed and win the game. The design of the robot's behavior and game dynamics was inspired in previous user-centered design studies in which elderly people played the same game. Our evaluation results show that the levels of trust differ according to the previous knowledge that players have of their partners. Thus, humans seem to significantly increase their trust level towards a robot they already know, whilst maintaining the same level of trust in a human that they also previously knew. Henceforth, this paper shows that trust is a multifaceted construct that develops differently for humans and robots.

/pdf/just-follow-the-suit-trust-in-human-robot-interactions-29xgeutcfv.pdf

Just follow the suit! Trust in human-robot interactions during card game playing

State-of-the-art social robot navigation algorithms often lack a thorough experimental validation in human environments: simulated evaluations are often conducted under unrealistically strong assumptions that prohibit deployment in real world environments; experimental demonstrations that are limited in sample size do not provide adequate evidence regarding the user experience and the robot behavior; field studies may suffer from the noise imposed by uncontrollable factors from the environment; controlled lab experiments often fail to properly enforce challenging interaction settings. This paper contributes a first step towards addressing the outlined gaps in the literature. We present an original experiment, designed to test the implicit interaction between a mobile robot and a group of navigating human participants, under challenging settings in a controlled lab environment. We conducted a large-scale, within-subjects design study with 105 participants, exposed to three different conditions, corresponding to three distinct navigation strategies, executed by a telepresence robot (two autonomous, one teleoperated). We analyzed observed human and robot trajectories, under close interaction settings and participants' impressions regarding the robot's behavior. Key findings, extracted from a comparative statistical analysis include: (1) evidence that human acceleration is lower when navigating around an autonomous robot compared to a teleoperated one; (2) the lack of evidence to support the conventional expectation that teleoperation would be humans' preferred strategy. To the best of our knowledge, our study is unique in terms of goals, settings, thoroughness of evaluation and sample size.

Patrícia Alves-Oliveira

Papers

The case of classroom robots: teachers’ deliberations on the ethical tensions

YOLO, a Robot for Creativity: A Co-Design Study with Children

Empathic Robot for Group Learning: A Field Study

Just follow the suit! Trust in human-robot interactions during card game playing

Effects of distinct robot navigation strategies on human behavior in a crowded environment