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The purpose of this paper is to develop an early fire-alarm raising system based on video processing, and combine it with the omnidirectional projecting system. It not only gives alarm immediately in early fire so that people can be able to strive for more time to escape from the spot, but also solves problem of discontinued screen which was presented fire scene.

The smoke detection system is made by image processing. The flowchart of smoke detection is improved, which the method of background updating can filter out the moving objects that only stay for a short time in the image; and avoids these objects being determined to be the background. Moreover, the authors extract the flickering area to separate the non-smoke and smoke from the candidate of smoke regions. Finally, the image processing is applied in omnidirectional projecting system, then presented the 360-degree fire scene.

The results show that the smoke detection system can accurately detect the smoke and mark its location, then combining it with the omnidirectional projecting system, although the resolution of omnidirectional projecting system is not enough, it can present a continued screen and location of smoke on the 360-degree cylindrical screen.

This paper develops the smoke detection based on a improved method of image processing, and the control center staff can see the 360-degree fire scene via omnidirectional projecting system, so shorten the time to find the source of smoke.

The basic information required by trainers who wish to use video to achieve training outcomes is presented for those who are not experts at video production, do not have the time or the interest to become expert, do not have, and do not wish to develop, expertise in electronics and do not have access to sufficient organisational resources to hire an expert. The essential information needed to make experiences with video as productive, creative and problem‐free as possible is included.

In the past decade, more than 700 million people are affected by some kind of disability or handicap. In this context, the research interest in assistive robotics is growing up. For people with mobility impairments, daily life operations, as dressing or feeding, require the assistance of dedicated people; thus, the use of devices providing independent mobility can have a large impact on improving their life quality. The purpose of this paper is to present the development of a robotic system aimed at assisting people with this kind of severe motion disabilities by providing a certain level of autonomy.

The system is based on a hierarchical architecture where, at the top level, the user generates simple and high-level commands by resorting to a graphical user interface operated via a P300-based brain computer interface. These commands are ultimately converted into joint and Cartesian space tasks for the robotic system that are then handled by the robot motion control algorithm resorting to a set-based task priority inverse kinematic strategy. The overall architecture is realized by integrating control and perception software modules developed in the robots and systems environment with the BCI2000 framework, used to operate the brain–computer interfaces (BCI) device.

The effectiveness of the proposed architecture is validated through experiments where a user generates commands, via an Emotiv Epoc+ BCI, to perform assistive tasks that are executed by a Kinova MOVO robot, i.e. an omnidirectional mobile robotic platform equipped with two lightweight seven degrees of freedoms manipulators.

The P300 paradigm has been successfully integrated with a control architecture that allows us to command a complex robotic system to perform daily life operations. The user defines high-level commands via the BCI, letting all the low-level tasks, for example, safety-related tasks, to be handled by the system in a completely autonomous manner.

The purpose of this paper is to study the features and capabilities of a computer‐aided design (CAD)‐based programmable manipulator for subtractive and additive manufacturing.

The technical milestones in the development of the Cybaman replicator are reviewed, and then various applications are described.

A six‐axis fixed‐datum manipulator allows cutters, grinders, polishing heads, and even laser deposition to be combined in one set of automated processes. The CAD‐based approach simplifies both hardware and software and makes the machine simple to operate. The replicator is particularly useful in small‐batch component production, including medical and dental implants and jewellery manufacture. The high‐accuracy 3D manoeuvrability of the manipulator makes it a valued tool at the ISIS facility at the Rutherford Appleton Laboratory.

The paper draws attention to a unique and powerful programmable manipulator for accurate positioning and small‐batch production.

This study aims to examine activity-related sound levels and pupils’ perceptions of the acoustic environment in two classrooms, one of which was a traditional classroom (Reference classroom, reverberation time (RT) 0.54 s) and the other a refurbished classroom (Demo classroom, RT 0.32 s).

Three types of data were gathered: room acoustic measurements, activity sound levels during different activities and pupils’ subjective experience concerning factors related to acoustics. Pupils, 10–11 years old (N = 34), estimated their subjective experience in general and after four test lessons. Teachers planned the test lessons to have four different lesson types: quiet work, one-person speaking, group work and activity-based work. The sound levels of activities were measured during the test lessons.

The activity sound levels were 2–13 dB L_Aeq lower in the Demo classroom than in the Reference classroom, depending on lesson type. Pupils were less annoyed by noise in the Demo than in the Reference classroom. Pupils’ speech was the most annoying sound source. More pupils were annoyed by it in the Reference classroom (65%) than in the Demo classroom (15%). Hearing the teacher while not seeing her face, concentrating on teaching and sitting in one’s place were estimated easier in the Demo classroom than in the Reference classroom.

This study offers a new approach using test lessons for studying activity sounds in schools. Activity sounds and their annoyance can be significantly diminished by classroom refurbishments.

Safety training can effectively facilitate workers’ safety awareness and prevent injuries and fatalities on construction sites. Traditional training methods are time-consuming, low participation, and less interaction, which is not suitable for students who are born in Generation Z (Gen Z) and expect to be positively engaged in the learning process. With the characteristic of immersive, interaction, and imagination, virtual reality (VR) has become a promising training method. The purpose of this study is to explore Gen Z students’ learning differences under VR and traditional conditions and determine whether VR technology is more suitable for Gen Z students.

This paper designed a comparison experiment that includes three training conditions: VR-based, classroom lecturing, and on-site practice. 32 sophomore students were divided into four groups and received different training methods. The eye movement data and hazard-identification index (HII) scores from four groups were collected to measure their hazard-identification ability. The differences between the participants before and after the test were tested by paired sample t-test, and the differences between the groups after the test were analyzed by one-way Welch’s analysis of variance (ANOVA) test.

The statistical findings showed that participants under VR technology condition spent less time finding and arriving at the Areas of Interest (AOIs). Both the eye movement data and HII scores indicated that VR-based safety training is an alternative approach for Gen Z students to traditional safety training methods.

These findings contribute to the theoretical implications by proving the applicability of VR technology to Gen Z students and empirical implications by guiding colleges and universities to design attractive safety training lessons.

The purpose of this paper is to propose a local orientation and navigation framework based on visual features that provide location recognition, context augmentation, and viewer localization information to a blind or low‐vision user.

The authors consider three types of “visual noun” features: signage, visual‐text, and visual‐icons that are proposed as a low‐cost method for augmenting environments. These are used in combination with an RGB‐D sensor and a simplified SLAM algorithm to develop a framework for navigation assistance suitable for the blind and low‐vision users.

It was found that signage detection cannot only help a blind user to find a location, but can also be used to give accurate orientation and location information to guide the user navigating a complex environment. The combination of visual nouns for orientation and RGB‐D sensing for traversable path finding can be one of the cost‐effective solutions for navigation assistance for blind and low‐vision users.

This is the first step for a new approach in self‐localization and local navigation of a blind user using both signs and 3D data. The approach is meant to be cost‐effective but it only works in man‐made scenes where a lot of signs exist or can be placed and are relatively permanent in their appearances and locations.

Based on 2012 World Health Organization, 285 million people are visually impaired, of which 39 million are blind. This project will have a direct impact on this community.

Signage detection has been widely studied for assisting visually impaired people in finding locations, but this paper provides the first attempt to use visual nouns as visual features to accurately locate and orient a blind user. The combination of visual nouns with 3D data from an RGB‐D sensor is also new.