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The purpose of this paper is to introduce the robotic quadrupedal platform ALoF that is designed to aid research on perception in legged locomotion.

A well‐balanced size and complexity of the robot results in a robust platform that is easy to handle, yet able to perform complex maneuvers as well as to carry sophisticated 3D sensors. A very large range of motion allows the robot to actively explore its surroundings through haptic interaction, and to choose between a wide range of planning options.

This robot was employed and tested in the lunar robotics challenge organized by the European Space Agency, for which the authors also developed a novel crawling gait, in which the weight of the robot is alternately supported by scaled plates under the main body and the four shank segments. This allowed for stable locomotion in steep terrain with very loose soil.

The paper describes how a very large range of motion allows the robot to actively explore its surroundings through haptic interaction, and to choose between a wide range of planning options. The paper describes how the authors developed a novel crawling gait, in which the weight of the robot is alternately supported by scaled plates under the main body and the four shank segments.

The study of group dynamics was central to the field of organization development at its inception. More recently, there has been a move away from considering irrational and unconscious dynamics in organizational life and more attention focused on rational and observable behavior that can be measured and quantified. We introduce the tool, Beneath the Surface of the Burke-Litwin Model, that invites consideration of how the overt behavior of individuals, groups, and entire systems is linked to covert dynamics. This more comprehensive view of organizational life provides scholar-practitioners with a systemic perspective, a view of covert dynamics by organizational level, and support for the ongoing development of one’s capacity for using self-as-instrument when engaged in organization development and organization change efforts.

The purpose of this paper is to clarify the role of organizational culture in governing the dynamics of resistance and facilitation of change by explicating the operational mechanisms underlying the Model of Organizational Change in Cultural Context (OC3 Model).

A conceptual definition of facilitation is introduced that parallels the psychosocial construction of resistance, while departing from traditional views that cast these constructs as polar opposites. Within the context of the OC3 Model, a multifaceted perspective on organizational change is advanced in which facilitation takes place alongside of, rather than in the absence of, resistance.

Two sources of resistance and facilitation are delineated, both stemming from the degree of cultural alignment of the content (strategic initiatives) and process (implementation strategies) elements of strategic change. The dynamic interplay of these independent sources of resistance and facilitation is explored within the context of the OC3 Model where the consequences of cultural alignment or misalignment are considered with respect to change implementation and linked to established theory and empirical evidence. Four interaction effects emerge from this analysis: augmentation, undermining, prevailing and immunity. A visual model illuminating the countervailing effects of facilitation on resistance is provided, along with illustrative examples derived from multiple ethnographic field studies.

Theoretical and practical implications of these interaction effects for advancing scholarship and leading organizational change are explored.

Articulating this theoretical extension of the OC3 Model provides a valuable corrective to extant theories of change that afford equal importance to all culturally embedded sources of resistance and fail to account for the counter balancing effects of facilitation.

The purpose of this paper is to examine the past 50 years of driver research from a historical context linked to the political and economic developments of the US motor carrier industry.

A comprehensive literature review was conducted and studies were targeted that exemplified eras of historic change pertaining to trucking published within the top-tier logistics journals.

Distinctive categorizations of driver research emerged: organizing era from 1930 to 1949, era of the collective mind from 1950 to 1979, era of the individual from 1980 to 2009 and the era of the driver as extension of the firm from 2010 to present. Research streams are highly influenced by current industry developments, economic conditions and the political landscape.

The chronological framework of research established specific time-based eras. An alternative framework or other emerging eras may be conceived as scholars consider factors in addition to those explored within this research.

Managers within developing countries may leverage the research within a specific era to help resolve driver problems that have already been researched in the USA. Scholars are encouraged to further study truck drivers as critical extensions of the firm in light of the advances in autonomous vehicles, drones and other technology impacting the motor carrier industry.

For nearly a half century, the turnover of truck drivers has been a major issue. This research provides driver managers with the knowledge to better understand and to more adequately provide for the needs and welfare of truck drivers.

This research is the first to fully connect the research and developments pertaining to the motor carrier industry, the occupation of truck driving and the historical developments of US policy and the economy.

Scant attention has been paid to the influence of professors on science, technology, engineering, and mathematics (STEM) students' learning and lives at the tertiary level. To fill this void, this chapter examines the influence of professors on students' entering and remaining in the STEM disciplines and pursuing STEM careers within the context of six funded STEM grants in the southern United States. We examine professor–student interactions using the students' storied experiences as the fodder for our narrative inquiry. We present narrative exemplars from which the following themes emerged: (1) agency as a student and agency as a human being, (2) development of students' multilayered identities, and (3) professors' engagement of themselves in their interactions with students. A discussion of learner-centeredness and professors' professional development in higher education concludes this study of professors' influence on students' learning and intended careers.

This article describes the development and evolution of Library 110: Introduction to Library Research, which integrated information literacy into the curriculum through the general education program at the Univesity of Nebraska, Lincoln. By redesigning and migrating the course to an electronic environment, several benefits resulted.

The concept of leadership is an oft-discussed issue among practitioners and scholars alike without regard to culture, background, or organizational affiliation. Based on our international experiences, leadership is an art that is traditionally taught as a science which is impacted via various psychological concepts. It is both a natural phenomenon and a learned attribute that is planted, nurtured, developed, and tested over time. Certain leadership approaches are formal, only succeeding in formal settings and environments while others are dependent upon conditioning of the leader. Regardless of one’s leadership style and characteristics, it is critical that both leaders and followers define and understand the variances between failure and success within an organization. This chapter addresses international leadership styles and the psychological theories that support differing approaches assisting the reader to more clearly understand and identify the subtle differences in the development of a successful leader and organization from global perspectives.

We introduce this volume featuring the work of C. L. Clarke and D. A. Hutchinson with references to existing literature addressing complexities of teacher knowledge development. Drawing from their metaphor of the muskeg, we write about ways in which notions of teacher knowledge intersect with prior personal and professional experiences across time, place, and social interaction. Clarke and Hutchinson write about ways in which identities that they view as having developed at the edges of their communities have contributed to shaping their sense of professional and personal identity in profound ways. They examine the potential impact of these experiences in: shaping their research and the building of research relationships with their participants using a narrative inquiry approach; and developing ways in which the use of poetic expression and word images enriched their understanding of the development of teacher identity and knowledge and informed their curriculum making. A chapter written by their dissertation supervisor offers further insight into ways in which their use of a narrative inquiry approach shaped their research work and writing, and offered a unique glimpse into their research phenomenon. We position this work in relation to existing research in the area of teacher knowledge and highlight ways in which this work contributes to knowledge in the area, as well as contributing to ideas about how narrative inquiry methodology has informed the examination of their research phenomenon.

A three-dimensional (3D) printed custom-fit respirator mask has been proposed as a promising solution to alleviate mask-related injuries and supply shortages during COVID-19. However, creating a custom-fit computer-aided design (CAD) model for each mask is currently a manual process and thereby not scalable for a pandemic crisis. This paper aims to develop a novel design process to reduce overall design cost and time, thus enabling the mass customisation of 3D printed respirator masks.

Four data acquisition methods were used to collect 3D facial data from five volunteers. Geometric accuracy, equipment cost and acquisition time of each method were evaluated to identify the most suitable acquisition method for a pandemic crisis. Subsequently, a novel three-step design process was developed and scripted to generate respirator mask CAD models for each volunteer. Computational time was evaluated and geometric accuracy of the masks was evaluated via one-sided Hausdorff distance.

Respirator masks were successfully generated from all meshes, taking <2 min/mask for meshes of 50,000∼100,000 vertices and <4 min for meshes of ∼500,000 vertices. The average geometric accuracy of the mask ranged from 0.3 mm to 1.35 mm, depending on the acquisition method. The average geometric accuracy of mesh obtained from different acquisition methods ranged from 0.56 mm to 1.35 mm. A smartphone with a depth sensor was found to be the most appropriate acquisition method.

A novel and scalable mass customisation design process was presented, which can automatically generate CAD models of custom-fit respirator masks in a few minutes from a raw 3D facial mesh. Four acquisition methods, including the use of a statistical shape model, a smartphone with a depth sensor, a light stage and a structured light scanner were compared; one method was recommended for use in a pandemic crisis considering equipment cost, acquisition time and geometric accuracy.