<p dir="ltr">This paper aims to gain a deep understanding of up-to-date research and development on modular self-reconfigurable robots (MSRs) through a thorough survey of market demands and published works on <i>design methodologies</i>, <i>system integration</i>, <i>advanced controls</i>, and <i>new applications</i>. Some limitations of existing mobile MSR are discussed from the reconfigurability perspective of mechanical structures, and a novel MSR system is proposed to address the identified limitations of existing MSRs. The comprehensive set of <i>Functional Requirements</i> (FRs) of MSRs is discussed, from which the mechanical designs of MSR were created, and the system was prototyped and built for testing. Three main innovations of the designed modules for MSR are to (1) share torque power, (2) customize the size for a given task, and (3) have a low number of actuated motors while still maintain a motion with high <i>Degrees of Freedom</i> (DoF) to overcome the constraints by the power capacities of individual motors; this helps to increase reconfigurability, reduce cost, and reduce the size of conventional MSRs.</p>

This study delves into the application of Small Area Estimation (SAE) techniques to enhance the accuracy of predicting global needs for assistive spectacles. By leveraging the power of SAE, the research undertakes a comprehensive exploration, employing arange of predictive models including Linear Regression (LR), Empirical Best Linear Unbiased Prediction (EBLUP), hglm (from R package) with Conditional Autoregressive (CAR), and Generalized Linear Mixed Models (GLMM). At last phase,the global spectacle needs’ prediction includes various essential steps such as random effects simulation, coefficient extraction from GLMM estimates, and log-linear modeling. The investigation develops a multi-faceted approach, incorporating area-level modeling, spatial correlation analysis, and relative standard error, to assess their impact on predictive accuracy. The GLMM consistently displays the lowest Relative Standard Error (RSE) values, almost close to zero, indicating precise but potentially overfit results. Conversely, the hglm with CAR model presents a narrower RSE range, typically below 25%, reflecting greater accuracy; however, it is worth noting that it contains a higher number of outliers. LR illustrates a performance similar to EBLUP, with RSE values reaching around 50% in certain scenarios and displaying slight variations across different contexts. These findings underscore the trade-offs between precision and robustness across these models, especially for finer geographical levels and countries not included in the initial sample.

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Thesis (M.Ed. (Community and Continuing Education)) -- University of Limpopo, 2022 / This study is an exploration of the educational needs and assets of the visual impaired undergraduate students at a Rural-Based University in South Africa. The research question addressed is What are the educational needs and assets of the visual impaired Undergraduate students at a Rural-Based University in South Africa. The study is underpinned within the interpretivist paradigm. A qualitative research approach was adopted, utilising a case study design. Data was collected through document analysis, semi-structured interviews and observations. Analytic induction in which themes, patterns and categories emerged from the data was deemed appropriate. The study sample was composed of the Director of Reakgona Disability Centre, four the visual impaired undergraduate students from the three faculties of the University of Limpopo (Humanities, Management and Law, and Science and Agriculture), as well as four academic staff members teaching the sampled students. The total study sample comprised nine participants. The study has revealed the existence of a highly inflexible curriculum, lack of assistive devices, poor teaching and assessment strategies, untrained academic staff, poor support from the majority of academic staff members, poor support from a few of the peers with normal sight, difficulties during transition from secondary school to university, and limited library services that led to the marginalisation of the visual impaired undergraduate students. The study also found that the visual impaired undergraduate students possess the following educational assets: the availability of Reakgona Disability Centre, support from the majority of peers with normal sight, support from a few academic staff members, availability of associations and institutions that offer financial assistance to the visual impaired students, and the health clinic that provides health care. Based on the findings of the research some conclusions were drawn. Several recommendations are made to address the educational needs and assets of the visual impaired undergraduate students at a Rural-Based University in South Africa. Suggestions for future research are made to close the gap that exists in research on the education of students with visual impairments

<p dir="ltr">Over 150,000 people undergo lower-extremity amputations yearly in the United States. In recent years, multiple efforts have been made to improve the human-robot interaction between amputees and active lower limb prostheses. Using lightweight wearable technologies has been a viable solution to implement algorithms that can estimate gait kinematics and prosthesis users’ intent. Examples of wearable technologies include inertial measurement units, strain gauges, and electromyography sensors. Kinematic and force data is inputted into an Error-State Kalman filter to estimate the inversion-eversion, external-internal, and dorsiflexion-plantarflexion ankle angle. The filter tracked the ankle angle with an accuracy of 0.7724°, 0.8826°, and 1.3520°, respectively. The gait phase was estimated using a linear regression model based on a shank kinematics ground truth pattern with an average normalized accuracy of 97.79 %. A numerical simulation of a gait emulator in the form of a 3-Revolute-Prismatic-Revolute (3-RPR) manipulator. The gait emulator can test lower limb prostheses independent of human subjects, eliminating many hurdles associated with human subject testing. The manipulator was simulated with two control strategies: a traditional PID and a hybrid PID + Active Force Control controller (AFC). The hybrid PID+AFC provided higher accuracy in tracking the desired end-effector trajectory due to improved disturbance rejection. A low-cost surface electromyography (sEMG) platform was developed to robustly acquire sEMG signals, with an overall component cost of 35.06 US$. The sEMG platform integrates directly into a Micro:bit microcontroller through an expansion board. During testing with human subjects, sEMG Micro:bit platform had a reported average signal-to-noise ratio of 24.7 dB.</p>

The goal of this research was to explore how students with blindness (SwBs) use information and communication technology (ICT) for learning at the University of South Africa (UNISA). To do this the critical paradigm was used as a way of viewing the educational world. Underpinned by Transactional Distance Theory, Cultural Historical Activity Theory, Universal Design for Learning and Critical Theory, the study was qualitative and used narrative inquiry. The selection of the participants was made through purposive and snowball sampling and data collected through life stories, in-depth and telephonic interviews. The findings culminated in two major findings: 1) the use of ICT for learning; and 2) inclusive digital approaches. The first has emerging themes, for instance, (a) challenges with mathematical, scientific and accounting signs; (b) inability to access graphic learning material; (c) incompatibility of software; (d) lack of timely access to electronic learning materials; (e) high cost of ICT tools; (f) personal computers and laptops; (g) myUnisa and myLife; (h) voice recorders, Brailler, screen readers and videoconferencing; (i) electronic mail (e-mail); and (j) mobile telephones. The themes for the second major finding include: (a) authentic use of student-centred approaches; (b) inconsistency between policy and practice; (c) testing and re-testing of assessment tools; and (d) regular seeking of students‘ views and experiences. The proposed ‗Inclusive Critical use of Technology‘ (ICuT) framework was developed to and can be used as an effective guide if it is foregrounded by applicable distance learning theories and appropriate technologies. The study recommends the use of inclusive and critical approaches when integrating ICT into teaching and learning. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

This study focused on the use of Assistive Technology (AT) in enhancing the educational support of all learners in a mainstream school. The theoretical frameworks used in this study were Wellness Theory and Cultural Historical Activity Theory (CHAT). The main aim of this study was to determine the efficacy of Assistive Technology in promoting the educational support of all learners in a mainstream school. This use of AT thus benefiting inclusion and inclusive practices and enhancing learning and support for all students in a mainstream school. The study was embedded in an interpretivist paradigm and used a qualitative research approach. Sampling was purposive and participants were selected based on the researcher’s pre-defined purpose for the study. Ethical approval was sought from the University of South Africa and prior to conducting research consent forms were signed by all participants. Data were collected using questionnaires with open-ended questions, face to face interviews and document analysis. Data analysis was done through thematic coding (noting recurring patterns of information) and the development of major themes based on qualitative data collected. Findings revealed the need for more technology in the research site (such as iPads and laptops), as well as the need for staff training in order to effectively use the technology. Furthermore, having more educational assistants to support students with more complex needs was also highlighted. Findings from face-to-face interviews indicated themes articulating with the above mentioned. This included the need for time to plan for the use of Assistive Technology in the classroom, along with time to familiarize oneself with the various forms of technology available. Training to effectively implement and support the technology was highlighted, as was time to engage with other colleagues and develop a collegial enquiry for the effective use of Assistive Technology to support all learners in the mainstream class. Findings from documents reviewed showed significant focus on the need for diagnosis to be able to select intervention strategies for the classroom and instruction. When staff were aware of a child’s medical, cognitive or mental health diagnosis, appropriate supports could be explored. The school support documents reviewed indicated a clear requirement for updated testing and setting of goals for students, to be supported by the strategies. Recommendations made for the effective use of AT included the promotion of professional development in staff and the establishment of professional learning communities which value the sharing and exchange of information regarding knowledge and skills. Furthermore, a framework is proposed which may be used by schools using assistive technology in supporting learners in mainstream schools so that learning may be enhanced. A further longitudinal study was recommended for the future to determine the impact of the use of AT to support inclusion when relevant staff training is available, applicable and ongoing. / Inclusive Education / D. Ed. (Inclusive Education)