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A simultaneous solution to the localization and mapping problem of a graph‐like environment by a swarm of robots requires solutions to task coordination and map merging. The purpose of this paper is to examine the performance of two different map‐merging strategies.

Building a representation of the environment is a key problem in robotics where the problem is known as simultaneous localization and mapping (SLAM). When large groups of robots operate within the environment, the SLAM problem becomes complicated by issues related to coordination of the elements of the swarm and integration of the environmental representations obtained by individual swarm elements. This paper considers these issues within the formalism of a group of simulated robots operating within a graph‐like environment. Starting at a common node, the swarm partitions the unknown edges of the known graph and explores the graph for a pre‐arranged period. The swarm elements then meet at a particular time and location to integrate their partial world models. This process is repeated until the entire world has been mapped. A correctness proof of the algorithm is presented, and different coordination strategies are compared via simulation.

The paper demonstrates that a swarm of identical robots, each equipped with its own marker, and capable of simple sensing and action abilities, can explore and map an unknown graph‐like environment. Moreover, experimental results show that exploration with multiple robots can provide an improvement in exploration effort over a single robot and that this improvement does not scale linearly with the size of the swarm.

The paper represents efforts toward exploration and mapping in a graph‐like world with robot swarms. The paper suggests several extensions and variations including the development of adaptive partitioning and rendezvous schedule strategies to further improve both overall swarm efficiency and individual robot utilization during exploration.

The novelty associated with this paper is the formal extension of the single robot graph‐like exploration of Dudek et al. to robot swarms. The paper here examines fundamental limits to multiple robot SLAM and does this within a topological framework. Results obtained within this topological formalism can be readily transferred to the more traditional metric representation.

Because of the need for electronics use at temperatures beyond 150°C, high temperature resistant interconnection technologies like transient liquid phase (TLP) soldering and silver sintering are being developed which are not only replacements of high-lead solders, but also open new opportunities in terms of temperature resistance and reliability. The paper aims to address the thermo-mechanical reliability issues that have to be considered if the new interconnection technologies will be applied.

A TLP soldering technique is briefly introduced and new challenges concerning the thermo-mechanical reliability of power devices are worked out by numerical analysis (finite element simulation). They arise as the material properties of the interconnect materials differ substantially from those known for soft solders. The effective material responses of the new materials are determined by localized unit cell models that capture the inhomogeneous structure of the materials.

It is shown that both the TLP solder layer and the Ag-sinter layer have much less ductility and show less creep than conventional soft solders. The potential failure modes of an assembly made by TLP soldering or Ag sintering change. In particular, the characteristic low cycle fatigue solder failures become unlikely and are replaced either by metallization fatigue, brittle failure of intermetallic compound, components, or interfaces.

A variety of new failure risks, which have been analyzed theoretically, can be avoided only if they are known to the potential user of the new techniques. It is shown that an optimal reliability will be strongly dependent on the actual assembly design.

This paper examines instructional coaching as a means to support teachers at all levels in primary and secondary schools in implementing new and innovative practices using the Universal Design for Learning (UDL) framework as a design guide.

This mixed-methods study compared the impact of an instructional coaching intervention around the implementation of the UDL framework on educators versus the UDL implementation efforts of educators who did not receive the coaching intervention. Coached participants shared their experiences with the coaching cycle. These qualitative data were collected through teacher interviews, self-assessments, and observations. The data assisted in the interpretation of the quantitative findings from a quasi-experimental pre-test–post-test comparison group design.

The results of this study revealed positive outcomes for teachers in knowledge and application of UDL, although not at statistically significant levels. The qualitative data collected supported the positive gains and revealed that teachers valued and changed their practices from the use of coaching as they navigated the implementation of UDL in their learning environments.

One limitation to be noted includes the district site that participated in this study had used the UDL framework for several years and maintained high expectations for teachers to increase their UDL-aligned practices each year. Therefore, all teachers who participated in this study were under the same district evaluative expectations to participate in professional development at some level to increase proficiency with UDL implementation, whereas a district in the beginning stages of UDL implementation might serve as a better gauge of growth. Additionally, the control participants were self-identified and not randomly assigned.

This study is one of the first conducted that investigates the effect of instructional coaching on teachers' increased understanding and implementation of the UDL framework. This study examines instructional coaching as a stand-alone professional development in supporting teachers' use of UDL in design-inclusive classrooms. Written into US law, the UDL framework is a scientifically valid framework that supports teachers with the design of flexible and accessible classrooms for an increasingly diverse population of students.

Engagement, motivation, and persistence are usually associated with positive outcomes. However, too much of it can overtax our psychophysiological system and put it at risk. On the basis of a neuro-dynamic personality and self-regulation model, we explain the neurobehavioral mechanisms presumably underlying engagement and how engagement, when overtaxing the individual, becomes automatically inhibited for reasons of protection. We explain how different intensities and patterns of engagement may relate to personality traits such as Self-directedness, Conscientiousness, Drive for Reward, and Absorption, which we conceive of as functions or strategies of adaptive neurobehavioral systems. We describe how protective inhibitions and personality traits contribute to phenomena such as disengagement and increased effort-sense in chronic fatigue conditions, which often affect professions involving high socio-emotional interactions. By doing so we adduce evidence on hemispheric asymmetry of motivation, neuromodulation by dopamine, self-determination, task engagement, and physiological disengagement. Not least, we discuss educational implications of our model.

Evaluation of any given student's responsiveness to intervention depends not only on how effective the intervention is, but also whether the intervention was delivered as intended as well as in the appropriate format and according to the most useful schedule. These latter elements are referred to as treatment integrity and treatment intensity, respectively. The purpose of this chapter is to define and describe how treatment integrity and intensity can be incorporated in the evaluation of outcomes associated with individualized intervention delivery.

Production is defined as the mission of creating wealth (economic goods and services) from a variety of resources (human and non‐ human) by adding values (intrinsic and extrinsic) through transformation (physical and conceptual) so as to derive utilities (form, place, time, economic, non‐economic). This mission is organised through a system. Basically, what a production system looks like is as Fig.1. It is basically the flow of various resources that defines the nature and characteristic of the production system.