Showing papers presented at "Field and Service Robotics in 2013"

Inspection of Penstocks and Featureless Tunnel-like Environments Using Micro UAVs.

Abstract: Micro UAVs are receiving a great deal of attention in many diverse applications. In this paper, we are interested in a unique application, surveillance for maintenance of large infrastructure assets such as dams and penstocks, where the goal is to periodically inspect and map the structure to detect features that might indicate the potential for failures. Availability of architecture drawings of these constructions makes the mapping problem easier. However large buildings with featureless geometries pose a significant problem since it is difficult to design a robust localization algorithm for inspection operations. In this paper we show how a small quadrotor equipped with minimal sensors can be used for inspection of tunnel-like environments such as seen in dam penstocks. Penstocks in particular lack features and do not provide adequate structure for robot localization, especially along the tunnel axis. We develop a Rao-Blackwellized particle filter based localization algorithm which uses a derivative of the ICP for integrating laser measurements and IMU for short-to-medium range pose estimation. To our knowledge, this is the only study in the literature focusing on localization and autonomous control of a UAV in 3-D, featureless tunnel-like environments. We show the success of our work with results from real experiments.

Autonomous Aerial Water Sampling.

Abstract: Obtaining spatially separated, high-frequency water samples from rivers and lakes is critical to enhance our understanding and effective management of fresh water resources. In this paper we present an aerial water sampler and verify the system in field experiments. The aerial water sampler has the potential to vastly increase the speed and range at which scientists obtain water samples while reducing cost and effort. The water sampling system includes: 1) a mechanism to capture three 20 ml samples per mission; 2) sensors and algorithms for safe navigation and altitude approximation over water; and 3) software components that integrate and analyze sensor data, control the vehicle, and drive the sampling mechanism. In this paper we validate the system in the lab, characterize key sensors, and present results of outdoor experiments. We compare water samples from local lakes obtained by our system to samples obtained by traditional sampling techniques. We find that most water properties are consistent between the two techniques. These experiments show that despite the challenges associated with flying precisely over water, it is possible to quickly obtain water samples with an Unmanned Aerial Vehicle (UAV).

Laser-Radar Data Fusion with Gaussian Process Implicit Surfaces.

Abstract: This work considers the problem of building high-fidelity 3D representations of the environment from sensor data acquired by mobile robots. Multi-sensor data fusion allows for more complete and accurate representations, and for more reliable perception, especially when different sensing modalities are used. In this paper, we propose a thorough experimental analysis of the performance of 3D surface reconstruction from laser and mm-wave radar data using Gaussian Process Implicit Surfaces (GPIS), in a realistic field robotics scenario. We first analyse the performance of GPIS using raw laser data alone and raw radar data alone, respectively, with different choices of covariance matrices and different resolutions of the input data. We then evaluate and compare the performance of two different GPIS fusion approaches. The first, state-of-the-art approach directly fuses raw data from laser and radar. The alternative approach proposed in this paper first computes an initial estimate of the surface from each single source of data, and then fuses these two estimates. We show that this method outperforms the state of the art, especially in situations where the sensors react differently to the targets they perceive.

Linking Teaching Methods and Assessment to the Developmental Needs of Family Science Students

Abstract: The typical college campus is filled with students who have personal and social challenges that impact their efforts to earn a college degree. Yet, in the college classroom, the focus is predominantly on teaching course content, with minimal attention to the developmental needs of students. We argue that, just as family life educators teach students to be sensitive to the ‘felt” needs of families and individuals in the community, educators should be equally sensitive to the felt needs of the college students they teach. Family science educators have the opportunity to model the integration of developmental needs through the use of intentional teaching and assessment. We describe strategies related to pedagogy and assessment that support the acquisition of knowledge and contribute to the achievement of late adolescent developmental tasks, with special attention to personal identity, autonomy, and the formation of lasting bonds with significant others. Specific examples of developmentally appropriate assignments and assessments are provided.

Undergraduate Competencies in Family Science: An Exploratory Study

Abstract: The purpose of the study was to explore the ratings of core competencies for undergraduate students in Family Science. Identifying the competencies which are viewed as most important is necessary to effectively prepare undergraduate students for professions or other . A sample of 113 Family Science professionals was asked to rate the importance of undergraduate students possessing 18 differing core competencies related to Family Science. A rank order of importance was identified. Variations were also identified by gender and type of institution (i.e., teaching focused university or research focused university). Implications for curriculum, teaching pedagogies, assessment, and future research are discussed.

Viewing the National Family Caregiver Support Program through The Family Impact Lens

Abstract: Families are the major provider of long-term care and support for the functionally dependent elderly. The provision of this care, however, can exact an emotional, physical, and financial toll. The National Family Caregiver Support Program (NFCSP), established in amending the Older American Act in 2000, provides grants to states and territories to fund a range of supports that assist families in caring for dependent elderly persons at home for as long as possible. A family impact analysis of NFCSP provides several lessons and implications for those who design, implement, and study family caregiving. An analysis of this legislation using the family impact lens provides evidence, albeit indirect, that support services funded under the NFCSP can reduce caregiver depression, anxiety, and stress and enables them to provide care longer, thereby avoiding or delaying the need for costly institutional care.

Pilot Evaluation of CAPS: A School-based Intervention for Pregnant and Parenting Teens

Abstract: Teen pregnancy is associated with numerous problems for teen mothers and their children. Though annual rates of teen pregnancy have declined recently in the United States (U.S.), they still remain high compared to other industrialized nations, with the southeastern part of the U.S. having particularly high rates. Given these rates and the challenges associated with teen pregnancy, prevention and intervention programs have been developed and implemented. This study evaluated one such program - Child and Parenting Skills (CAPS) - a school-based program for pregnant and parenting high school students in a metropolitan area in Tennessee. A retrospective post-then-pre design was used to assess program participants' (N = 25) perceptions of the program and changes in (a) perceived knowledge of child health/safety, (b) parental hopefulness, and (c) self-esteem. Results indicated high levels of program satisfaction and group cohesion as well as significant increases in all three outcomes.

El Cambio, el Callejón, el Pueblo, y la Migra*: An Examination of Ecological Influences on Immigrant Latino Families' Adjustment in North Central Indiana

Abstract: This study examined the adjustment experiences of immigrant Latino families in a rural Midwestern community during a time of major demographic changes, economic instability, and a sometimes hostile social and political climate. The sample consisted of 63 immigrant Latino parents who resided in North Central Indiana. Using Bronfenbrenner’s ecological model as a guide and ethnographic methodology, we explored (a) immigrants’ experiences within the social, economic, and political landscapes of their new community, and (b) the effect of these influences on immigrant adjustment. Findings demonstrated that familismo proved to be a source of social capital for the families. Other findings are discussed, as well as suggestions for working with immigrant families.

Cluster-Based SJPDAFs for Classification and Tracking of Multiple Moving Objects.

Abstract: This paper describes a method for classifying and tracking multiplemoving objects with a laser range finder (LRF). As moving objects are tracked in the framework of sample-based joint probabilistic data association filters (SJPDAFs), the proposed method is robust against occlusions or false segmentation of LRF scans. It divides tracking targets and corresponding LRF segments into clusters and able to classify each cluster as a car or a group of pedestrians. In addition, it can correct false segmentation of LRF scans. We implemented the proposed method and obtained experimental results demonstrating its effectiveness in outdoor environments and crowded indoor environments.

Teaching about diverse families through case studies and authentic performance assessment

Abstract: Authentic performance assessment connects active learning pedagogy with assessment of student learning. For family sciences, authentic performance assessment presents an opportunity to evaluate knowledge and skills related to working with families within the classroom context. This form of assessment can be combined with popular teaching strategies, like using family case studies, to provide application and context for course content. This article reviews the literature on authentic performance assessment and its application in the family science literature, and provides an example of an authentic performance assessment in a course on understanding and working with diverse families. The discussion provides suggestions for instructors in family science considering a shift from traditional to authentic assessment.

Getting the Job Done: Weaving Together Competence, Success, and Enjoyment in Family Science Education

Abstract: Traditionally, family science educators have had a difficult time attracting and retaining students in classes related to aging. In order to increase student engagement in a course on aging, I redesigned the course using Christensen’s Jobs-To-Be-Done perspective. Learning partners from a local care facility were enlisted, the curriculum was focused on supporting the students’ interactions with those Learning partners, and assignments were added that required students to integrate academic knowledge with real-life experience. Results of this redesign included increased skills, feelings of success, and students’ engagement. This article highlights the core principles used to redesign the course, along with difficulties encountered. These principles may be applied in various family science classes to increase student motivation.

Family Researchers' Perceptions of Online Research Methods

Abstract: This study examined 374 family researchers' perceptions of Internet research methods as an appropriate alternative or additional method to traditional research. Diffusion of innovation theory was used to guide the research. Participants answered an in-depth online survey, including open-ended questions for exploratory purposes. Findings indicate online researchers were most likely to have taken a current workshop about technology and have worked with a computer mentor. Online researchers perceived greater access to supportive resources compared to researchers not using online methods. Results indicate online surveys are the most used method, although there is interest in using a variety of online methods in the future. Given the high interest and acceptance of online research methods (ORMs), future scholarly work will be needed to determine (a) how to expand the use of ORMs beyond surveys, and (b) which adaptations or innovations researchers will create for ORMs to best suit their needs.

Where Are They Now? The Results of an HDFS Alumni Survey

Abstract: A key challenge of family science is to help students acquire a more thorough understanding of the field and career opportunities. To date, knowledge of family science graduates’ professional experiences is primarily anecdotal. The goal of this study is to present empirical findings from an online survey completed by 216 human development and family studies (HDFS) undergraduate alumni. Most were employed in positions related to their degree or had pursued post-undergraduate education. Completion of a field experience was the only predictor of employment in an HDFS-related position. Income, fields of practice, job functions, and age groups with whom they work are reported for alumni employed in positions related to their degree. Significant differences were found between these alumni and graduates who had pursued additional education in the importance placed on areas of knowledge and skills in their current roles. Implications are discussed for family science faculty and researchers.

Internship as Mentorship: A Brief Report of Undergraduate Mentoring from a COAMFTE-Accredited Couple and Family Therapy Program

Abstract: In this brief report, we discuss the importance of socializing interested undergraduate students into a mental-health focused internship, particularly associated with a Couple and Family Therapy program. We present information on the design and implementation of the program, discuss feedback received from alumni, and describe its evolution over the semesters. Finally, we make the argument to include similar types of internships in other university and college programs for undergraduate students in an effort to solidify interest in mental health graduate programs.

Teaching Family Science Students about Immigrant Families in the U.S.: A Course to Reflect the Diversity of the Immigrant Population

Abstract: Working with immigrant families in a globalized world requires a deep understanding of the multidimensional experience of immigration as it unfolds over the course of the immigrant’s life. Family science students need to be aware of the diversity of immigrants and be knowledgeable about immigrant family dynamics across generations and among diverse ethnic groups. In this paper, I share my ideas for developing and teaching an Immigrant Families course to family science students. I provide my teaching approach, course objectives, content and scope of the course, as well as examples of required readings and course assignments. My recommendations may be useful to instructors interested in introducing such a course into their family science programs or to those who wish to incorporate information on immigrant families into existing courses in order to strengthen students’ employability and increase their cultural sensitivity as future practitioners and scholars.

Documenting Departmental Performance in Family Science

Abstract: Programs in family science have typically been housed in interdisciplinary departments combining the study of family relationships and the study of human development. While this model fits well with the academic and applied goals of the field, it makes these programs less easy to categorize than those that follow more traditional disciplinary lines. For individuals looking to document departmental performance, then, what sources of data are available? This paper will review the sources available for documenting performance and success in family science programs, with consideration given to their strengths and weaknesses as well as to how well family science as a discipline is represented in them.

Evaluation of Two Comprehensive Sexuality Education Programs: Safer Choices and Reducing the Risk

Abstract: It has been over ten years since the Safer Choices and Reducing the Risk comprehensive sexuality programs have been evaluated with high school students. A pretest- posttest design was used to examine the effectiveness of these two programs with a 2009 sample. Three hundred and seventy-four middle school students participated in the Safer Choices program and 469 high school students participated in the Reducing the Risk program. Findings show that knowledge of pregnancy and sexually transmitted infections as well as behavioral intentions to engage in safer sex behavior significantly increased from pretest to posttest. Overall, the programs were found to be effective for males and females and the race/ethnic groups examined.

The Art of Being a Failure as an Academic Field: A Cautionary Tale for Family Science

Abstract: Recent mergers and other reorganization efforts at colleges and universities across North America have generated fundamental questions about the visibility and therefore the longterm viability of certain academic areas. This article focuses more specifically on one of those fields – family science – and centers attention on the prominence and sustainability of this particular community of scholars. The connection between leadership efforts and the present and future state of family science are discussed in light of the theory of therapeutic failure and its application to unsuccessful management and administrative activities.

THINK-VALUE-COMMUNICATE-LEAD (TVCL): A Framework for Developing Family Professionals

Abstract: The increasing emphasis on assessing the quality of educational programs and ensuring a positive job outlook for graduates, coupled with the persistent identity issues of family science programs, points to the need for a flexible yet comprehensive tool for framing and advancing family science curricula. The purpose of this paper is to describe THINK, VALUE, COMMUNICATE, LEAD (TVCL), a curricular revision process used to define student learning objectives and tie program level assessments with course level assessments within undergraduate family and community services (FCS) programs. The process, driven by the question "What do we want an FCS graduate to look like?", addresses the progression of course material, redundancy and gaps in the curriculum, consistency across course sections, and the empowerment of students in their own learning. This TVCL process is described along with practical implementation strategies that can assist other family science programs in their own curricular revision efforts.