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Whilst vision tends to steal the limelight, touch sensors are likely to bring an earlier and better return on investment. At the Robot Vision and Sensory Controls Conference held in Stratford‐upon‐Avon, UK, in April, a great variety of both tactile and vision sensing topics were discussed.

This research demonstrates how a low‐cost three‐dimensional packaging technology can be ultilised to implement heterogeneous microsystems. Systems which integrate sensors, actuators and signal processing are highly complex and often require custom packaging to maximise their potential. Using a novel multichip module packaging technology, referred to as MCM‐V (multichip module‐vertical), it has been demonstrated that three‐dimensional MCMs can be applied in the production of high‐density microsystems incorporating sensors, bare die and discrete components. As an example, a microsystem which integrates an image sensor and programmable processing resources is described. The microsystem represents the first heterogeneous system to be produced using the advanced three‐dimensional technology (MCM‐V).

Burnout has been studied by organizational researchers for nearly 50 years (Maslach and Schaufeli, 2017; Schaufeli et al., 2009); however, little attention is given to burnout experienced by employed students who may be prone to the symptoms of burnout as they juggle multiple demanding roles. Burnout in employed students has previously been conceptualized as a bi-factor model consisting of three dimensions: general burnout, apathy and exhaustion (see Rauti et al., 2019 for further information). The purpose of this paper is to develop and validate a novel and theoretically driven tool to assess burnout in employed students.

A sample of 239 employed undergraduate students from a university in southwestern Ontario completed an online survey which included the University of Windsor Employed Student Burnout Survey. Participants also completed six additional measures for scale validation purposes.

Confirmatory factor analysis supported a four-factor model of the employed student burnout scale: apathy toward employment, exhaustion toward employment, apathy toward academics and exhaustion toward academics. The findings also supported a bi-factor version of the four-factor model. Correlation analyses provided evidence for convergent and divergent validity.

The experience of burnout for employed students is unique as employed students balance the demands of work and school simultaneously. This research suggests that experiences of burnout from work and burnout from school may be distinct from one another and that burnout is context specific.

THE opening months of the last war were conducted in a very leisurely fashion because the expected disasters had not befallen us. Not until our armies were rescued from the beaches of Dunkirk did the stark realities of the situation percolate into the public mind. Once the facts were understood the whole country was galvanised into activity.

This study aims to provide empirical insights pertaining to the impact of trait emotional intelligence on the mental well-being of students in higher education institutions (HEIs) in India.

In the current study, responses from a total of 252 students were randomly taken from different universities of Uttarakhand (India). The analysis was done using structural equation modelling AMOS 23.

The current study empirically established the positive impact of trait emotional intelligence (TEI) on the mental well-being of students and highlighted the relevance of TEI in curbing the psychological distress in students of HEIs.

This study endeavours to bridge the empirical and population gap by examining the emotional intelligence and its impact on mental well-being of the students of Indian HEIs, where studies are still scant and demand massive exploration of the perceptions of students. Strong emotional intelligence is pivotal in strengthening the mental well-being of students so that they can make appropriate decisions pertaining to their career and personal life.

Using a variety of sensing methods the mobile robots laboratory at the University of Warwick is developing a free‐ranging vehicle for use in factories and stock yards.

A key development in early adolescence is the active construction of individual identity; for autistic young people, integrating the idea of “being autistic” forms part of this process. The purpose of this paper is to explore identity development from a contextualist perspective, foregrounding young people’s experiences within mainstream educational settings.

A longitudinal, qualitative methodology was used: semi-structured interviews were conducted annually with 14 autistic young people, their parents and teachers between school years 6 and 9.

Young people felt different from their neurotypical peers and their acceptance of their diagnosis changed over time as they managed their developing personal and public identities. In pursuit of being treated “normally,” many camouflaged their differences at school, which sometimes involved opting out of school-based support. Adults described their own understandings of autism and discussed the responses of others in the school environment to autistic differences.

The influence of sociocultural discourses of autism on young people’s identity development is discussed and implications for both school based and post-diagnostic support for young people and their families explored.