Instability of humanoid robots is a common problem, especially given external disturbances or difficult terrain. Even with the robustness of most whole body controllers, instability is inevitable given the right conditions. When these unstable events occur they can result in costly damage to the robot potentially causing a cease of normal functionality. Therefore, it is important to study and develop methods to control a humanoid robot during a fall to reduce the chance of critical damage. This thesis proposes joint angular velocity strategies to reduce the impact velocity resulting from a lateral, backward, or forward fall. These strategies were used on two and three link reduced order models to simulate a fall from standing height of a humanoid robot. The results of these simulations were then used on a full degree of freedom robot, Viginia Tech's humanoid robot ESCHER, to validate the efficacy of these strategies. By using angular velocity strategies for the knee and waist joint, the reduced order models resulted in a decrease in impact velocity of the center of mass by 58%, 87%, and 74% for a lateral, backward, and forward fall respectively in comparison to a rigid fall using the same initial conditions. Best case angular velocity strategies were then developed for various initial conditions for each falling direction. Finally, these parameters were implemented on the full degree of freedom robot which showed results similar to those of the reduced order models. / Master of Science / Instability of humanoid robots is a common problem, especially given external disturbances or difficult terrain. Even with the robustness of most whole body controllers, instability is inevitable given the right conditions. When these unstable events occur they can result in costly damage to the robot potentially causing a cease of normal functionality. Therefore, it is important to study and develop methods to control a humanoid robot during a fall to reduce the chance of critical damage. This thesis proposes strategies that rotate the joints at a constant rate to reduce damage resulting from a lateral, backward, or forward fall. These strategies were used on two and three link simplistic models to simulate a fall from standing height of a humanoid robot. The results of these simulations were then used on a full robot, Viginia Tech’s humanoid robot ESCHER, to validate the efficacy of these strategies. By constant joint rotation strategies for the knee and waist joint, the simplistic models resulted in a decrease in impact velocity of the center of mass by 58%, 87%, and 74% for a lateral, backward, and forward fall respectively in comparison to a rigid fall using the same initial conditions. Best case joint rotation strategies were then developed for various initial conditions for each falling direction. Finally, these parameters were implemented on the full robot which showed results similar to those of the reduced order models.

Natural disasters disproportionately affect older adults, resulting in worse outcomes compared to younger age groups. This highlights the need for effective interventions to reduce mortality rates among the elderly population during natural disasters. This literature review explores the various strategies aimed at protecting and supporting the elderly population by searching through the databases PubMed and Google Scholar. The search strategy included key terms related to the elderly population, strategies, and natural disasters. Articles meeting the inclusion criteria are reviewed to identify common strategies utilized in reducing elderly mortality during disasters. The findings highlight various categories of strategies, including education and awareness programs, community-based initiatives, infrastructure improvements, and technological advancements. These interventions demonstrate potential for enhancing outcomes among older adults during disasters. The implications of these findings for policy development, disaster preparedness, and future research are also discussed.

The purpose of this qualitative study was to examine the instructional conditions and practices described as successful for teachers in the Algebra I inclusive classroom. In the southeastern suburban school district used for this study, students who began their freshman year of high school in fiscal year 2000 faced new mathematics requirements for high school graduation, including taking Algebra I and passing an Algebra I end-of-course standards-based test. The new mathematics requirements presented a daunting challenge to general and special educators as increasing numbers of students with disabilities began to receive their instruction in the general education classroom. This school district targeted schools based on student performance on standards-based end-of-course tests and provided extra support and resources to enhance teaching and learning; however, other schools in the district had to reach the same goal -- improved student achievement -- without the extra resources. Based on a comparative case study of three separate inclusive classrooms from three separate schools, findings were presented through a discussion of the theoretical framework. The theoretical framework for this study included theories from Skinner (1953) and Gagné (1985). Data were collected through interviews with teachers and their students with and without disabilities, through observations in classrooms, and by review of student data. Four major domains were addressed in this study. Those domains included instructional conditions, climate and planning, and instructional interventions, the use of time and teacher adaptations and accommodations. This study supported the notion that an affective classroom climate coupled with collaborative planning among team teachers, general educators and special educators who co-teach in the inclusive classroom, promotes an instructional environment conducive to learning. The effective use of time along with teacher adaptations and accommodations appeared to keep students engaged in the learning process. However, other influences, including insufficient teacher training, negative student behaviors, and inappropriate student placement, were found to affect student achievement in the inclusive classroom. / Ed. D.

A typology of urban vacant land was developed using Roanoke, Virginia, as the study area. Because of its industrial past, topography and climate, Roanoke provides a range of vacant land types typical of those in many areas of the Mid-Atlantic, Eastern and Midwestern United States. A comprehensive literature review, field measurements and observations analysis and aerial photo interpretation and ground-truthing methods were utilized to identify and catalog vacant parcels of land and the results were mapped using i-Tree Canopy to identify the following types of urban vacant land: post-industrial (3.34 km2), derelict (4.01 km2), unattended with vegetation (17.3 km2), natural (2.78 km2), and transportation-related (5.01 km2). Unattended with vegetation sites are important resources as the health biodiversity found in natural sites benefits urban populations and they represent the highest plantable space. The redesign of post-industrial sites builds a city's image and transportation-related sites can contribute a green infrastructure network of open spaces. This typological study has significant implications for policy development, and for planners and designers seeking the best use for vacant urban land. The analysis of Roanoke's urban forest revealed around 210,000 trees on vacant land, a tree cover of 30.6%. These trees store about 107,000 tons of carbon (worth $7.65 million) and remove about 2,300 tons of carbon ($164,000), and about 91 tons of air pollution ($916,000) every year, which is high relative to other land uses. Trees on vacant land are estimated to reduce annual residential energy costs by $211,000 for the city's 97,000 residents and their structural value is estimated at $169 million. The methodology applied to assess ecosystem services in this study can also be used to assess ecosystem services of vacant land in other urban contexts and improve urban forest policies, planning, and the management of vacant land. The study findings support the inclusion of trees on vacant land providing a new vision of vacant urban land as a valuable ecological resource by demonstrating how green infrastructure can be used to enhance ecosystem health and promote a better quality of life for city residents. / Ph. D.

The local fire station typically is responsible for responding first in an emergency.  Emergency response in the era after 11 September 2001 is an important topic to consider. In the big picture, it is a complex web of federal and national resources that are brought to bear on a diverse set of problems.  In the smaller picture, individual managers cope with pressures to provide efficient response, but a response that is embedded within the needs of the local community.  In both these pictures, the tensions between individualism and nationalism are discerned.  This dissertation examines these individuals at the local county level in more detail.  Using grounded theory, it describes the strategies that emerged to integrate the actions of career and volunteer first responders.  It finds that legacy organizational design and individual motivations are important influences on these integrating strategies.  Most interestingly, it finds that the founding debate between the Federalists and the Anti-Federalists still has influence on these managing strategies.  Local managers are able to blend these distinct visions of government.  Each of these influences is described as they were manifested in the study interviews and observations. / Ph. D.

This study introduces a method to optimize charging strategies for Automated Guided Vehicles in warehouses and logistics centers, aiming to enhance efficiency and reduce downtime. Using Tecnomatix Plant Simulation, a model with two vehicles and two charging stations was created to simulate realistic delivery scenarios, generating data on order duration, energy consumption, and vehicle charging times. This data was optimized with CPLEX to determine the best order sequences and loading schedules. The key challenge addressed is optimizing Automated Guided Vehicle charging strategies to maximize operational readiness and energy efficiency. A supervised learning approach was used, where a neural network predicts if an Automated Guided Vehicle should charge based on its State of Charge and current order backlog. The model was developed in Python, using an 80-20 split for training and testing. The study demonstrates the effectiveness of machine learning in improving Automated Guided Vehicle fleet management, providing a data-driven solution for real-time decision-making.

This study was designed to investigate teachers perceptions about instructing listening in second-grade classrooms. Childrens literature that included specific listening content was used to explore how the teachers perceptions influenced planning read alouds for explicitly teaching listening skills. Investigations included: (1) What were teachers perceptions about teaching listening, and how did these perceptions influence the planning of read alouds, (2) and how did engaging in professional development impact teachers practices with listening instruction. A formative and design experiment (Reinking and Bradley, 2008) aligned with a constructivist methodology (Brooks and Brooks, 1999; Burleson, 2011; Creswell, 2014) was used to allow teachers to participate in authentic professional development sessions to inform theory. Analysis of teacher responses was completed through a constant-comparative method (Strauss and Corbin, 1998). Data analysis was triangulated using: (a) questionnaires, (b) teacher reflective journals, (c) researcher observations, and (d) methodological files. Analysis led to a better understanding of teachers listening perceptions including how: (a) those perceptions are shaped by their expectations for student listening in the classroom, (b) teachers engagement in professional development when teaching an unfamiliar construct, (c) the impact of an already crowded curricula, and (d) motivating teachers to recognize their role as the best model for students in listening instruction is a critical component. Teacher buy-in requires professional development that includes using motivational methods like the MUSIC® Model of Motivation (Jones, 2009) when learning new literacy constructs. This study gives insight into the need to improve instructional practices for teaching listening in educational settings (Lundsteen, 1979; Vandergrift, 2004). Finally, this study raised the awareness for the need to provide further research opportunities on listening instructional practices in primary schools that promote improving listening skill instruction to create a more balanced literacy structure for students (Duker, 1982; Field, 1998; Funk and Funk, 1989; Gee, 2015; Imhof, 2008; Jalongo, 2008; Nichols, 1957; Wolvin, 2013). / Ph. D. / This study was used in four primary grade classrooms to explore teachers’ perceptions about teaching listening. The following questions were investigated with the teachers: (1) What were teachers’ perceptions about teaching listening, and how did these perceptions influence the planning of read alouds, (2) and how did engaging in professional development impact teachers’ practices with listening instruction. Teachers participated in professional development sessions to learn about planning and teaching lessons for improving their students listening practices. The study was conducted in the authentic environment of the teachers’ classrooms and they implemented the interventions. Teacher discussions and feedback were used to identify instructional suggestions for the lessons. The data collected suggested that teacher perceptions were shaped by their previous expectations for student listening in the classroom. Other factors from the data that impacted the teachers’ perceptions for including listening instruction were an already crowded curricula, the challenge of learning to teach an unfamiliar topic, and recognizing that their teacher role was the model students practiced for listening. This study provides a beginning foundation for the need to include listening instruction in primary grade classrooms so that the students can engage in more balanced literacy instruction with foundational components of listening, speaking, reading, and writing.

No

The notion of good living when related to habitation is, particularly in the United States, often associated with houses or apartments of large square footage. This demand for large spaces leads to compromises in architectural integrity and construction quality. In an architectural sense, good living is not directly related to the quantity of space. In this thesis, I argue that spatial quantity does not necessarily improve people's lives. Additionally, an excess of space often leads to investments in superficial conventions and products which can be associated with a consumer driven iconic representation of good living. At closer examination, most of these goods and products are disconnected from the most essential qualities of life and contribute little to the quality of our human relations. From an environmental standpoint, large under-used spaces require a larger footprint, i.e. larger parcels of land, with a greater consumption of construction materials and increased maintenance and energy demands over the extended "life" of a house. In this thesis work I will attempt to search for unique and substantial qualities within a house that is designed to be of a very small square footage. The design philosophy for A Very Small House has, at its core, only the most essential qualities of domestic space. For the personal life of the inhabitant: a refined place to cook, a refined place to bathe, a refined place to sleep. For the life of the inhabitant as a member of a family or a community: a refined place to gather and a refined place to extend. I use the word refined in this context to mean: very subtle, precise, or exact. A means of ennobling an act or a space / Master of Architecture

No / PURPOSE: The risk of falling increases dramatically with age, and visual impairment is known to be an important risk factor. Therefore, it is highly pertinent to assess the effects of age and vision on the performance of everyday tasks linked to falling, such as stepping from one level to another. METHODS: Nine young (age, 26 +/- 4 years) and ten elderly (age, 72 +/- 5 years) subjects performed a stepping-up task of three different heights. Their stepping strategies with blurred and optimally corrected vision were compared. Center of mass (CM), center of pressure (CP) dynamics (in the mediolateral and anteroposterior directions), and foot clearance parameters were determined, and statistical regression modeling was applied. RESULTS: Elderly subjects spent 20% more time (P = 0.03) than young subjects during double support and they had reduced anteroposterior CM-CP divergence (P < 0.001) during double support and slower anteroposterior (P < 0.001) and mediolateral (P = 0.002) CM velocities during initiation of movement and single limb support. Blur caused similar adaptations, such as increased toe clearance, across both age groups, though mediolateral (ML) CM-CP divergence in elderly subjects was significantly more reduced than in young subjects (P < 0.001). CONCLUSIONS: Findings indicate, in general, that older subjects used a more cautious and controlled stepping strategy. However, the lack of significant age differences in toe clearance suggests this strategy was mainly aimed at reducing ML instability rather than increasing margins of safety regarding toe clearance.