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The purpose of this paper is to develop an automated industrial robotic system for handling steel castings of various sizes and shapes in a foundry.

The authors first designed a prismatic gripper for pick-and-place operations that incorporates underactuated passive hydraulic contact (PHC) phalanges that enable the gripper to easily adapt to different casting shapes. The authors then optimized the gripper parameters and compared it to an adaptive revolute gripper using two methods: a planar physics based quasistatic simulation that accounts for object dynamics and validation using physical prototypes on a physical robot.

Through simulation, the authors found that an optimized PHC gripper improves grasp performance by 12 per cent when compared to an human-chosen PHC configuration and 60 per cent when compared to the BarrettHand™. Physical testing validated this finding with an improvement of 11 per cent and 280 per cent, respectively.

This paper presents for the first time optimized prismatic grippers which passively adapt to an object shape in grasping tasks.

The following paper is a “Q&A interview” conducted by Joanne Pransky of Industrial Robot Journal as a method to impart the combined technological, business and personal experience of a prominent, robotic industry PhD-turned-entrepreneur regarding the commercialization and challenges of bringing a technological invention to market. The paper aims to discuss these issues.

The interviewee is Dr Howie Choset, Chief Technical Officer at the Advanced Robotics for Manufacturing Institute and Professor of Robotics at Carnegie Mellon University (CMU). Motivated by applications in confined spaces, Dr Choset created a comprehensive program in modular, high degree(s) of freedom (DOF) and multirobot systems. This research led Dr Choset to cofound three companies. In this interview, Dr Choset shares some of his personal and business experiences of working in academia and industry.

Dr Choset received his Bachelor of Science, Engineering (BSE) degree in computer science and his Bachelor of Science, Economics (BSEcon) degree in business from the University of Pennsylvania in 1990. Dr Choset received his Masters and PhD from Caltech in mechanical engineering and robotics in 1991 and 1996. Since 1996, Dr Choset has been a Professor of Robotics at CMU and Director of the CMU Biorobotics Lab. He is also the Director of CMU’s undergraduate major and minor of Robotics. Along with his students, Choset formed several companies including Medrobotics (2005) for surgical systems; Hebi Robotics (2014) for modular robots; and Bito Robotics (2017) for autonomous guided vehicles. In 2017, Choset co-led the formation of the Advanced Robotics for Manufacturing Institute, which is a $250m national institute advancing both technology development and education for robotics in manufacturing. Choset is a founding editor of the journal Science Robotics and is currently serving on the editorial board of International Journal Robotics Research.

Motivated by collaborating with his students and colleagues, Dr Choset continues to make fundamental contributions in design, motion planning, path planning and estimation with the goal of bringing the precision of computer science and applied mathematics to the realities and uncertainties of mechanical systems. Choset’s work has been supported by both industry and government. Medrobotics Corp., a medical robotics company based on Choset’s snake robots, has received US Food and Drug Administration (FDA) regulatory clearance for both colorectal and otolaryngology procedures in the USA.

Autism spectrum condition (ASC) is a lifelong developmental condition. According to research, it is recommended that those diagnosed with ASC should be offered post-diagnosis support to explore their diagnosis (Punshow, Skirrow and Murphy, 2009). The ASC Diagnostic Assessment Service at Gloucestershire Health Care (GHC) NHS Foundation Trust offers an assessment service to adults (18+) located within Gloucestershire. All those who receive a diagnosis are then invited to a 7-week post-diagnostic group facilitated by the multidisciplinary team. This service evaluation aimed to evaluate the aforementioned group so that it can be improved upon and thus provide a better service for future clients.

In total, 14 participants (6 males, 8 females) were interviewed for the purpose of this evaluation following their attendance at these groups.

The interview transcripts then underwent thematic analysis with four themes identified; “Autistic Community”, “Experience of Being Part of an Online Group”, “Opportunity for Consolidation”, and “Design Considerations and Improvements”. Further sub-themes were also identified. Overall, the service evaluation identified that the group provided a platform for sharing experiences and gaining a sense of belonging. It also highlighted that individuals have different preferences for whether groups should be facilitated online or face-to-face, and also different preferences for the duration of sessions. Further analysis also revealed the suggestion that the final session, for family and friends, should be optional so that those without a support network, do not need to attend as this caused unease in some. Further findings were also identified.

To the authors’ knowledge, existing articles have only focused on the evaluation of the availability of post-diagnostic provision and autistic individuals’ general impression of it rather than an in-depth evaluation of a specific type of support.

To explain how digital video editing can help foster reflective pedagogical thinking for pre-service teachers (PSTs).

PST education has emphasized reflective thinking, particularly through the use of video as a means to view teaching vignettes. As the process of editing videos involves recursive viewings and numerous multimodal choices in representing the raw footage, this chapter outlines two disciplinary PST courses (English and science) where they used digital video editing to create narratives of and reflect on their teaching lesson.

PSTs who edited their teaching promoted reflexive thinking about their content learning, provided a means to critique their teaching context, pedagogy, and assessment, and served to shift their attention from PST as learner to student as learner.

Using digital video allows teachers, through the recursive process of editing their footage, to emphasize reflection on content area learning, planned and enacted pedagogy, and context-based and learner-centered approaches to teaching.

This review integrates and builds linkages among existing theoretical and empirical literature from across disciplines to further broaden our understanding of the relationship between inequality, imprisonment, and health for black men. The review examines the health impact of prisons through an ecological theoretical perspective to understand how factors at multiple levels of the social ecology interact with prisons to potentially contribute to deleterious health effects and the exacerbation of race/ethnic health disparities.

This review finds that there are documented health disparities between inmates and non-inmates, but the casual mechanisms explaining this relationship are not well-understood. Prisons may interact with other societal systems – such as the family (microsystem), education, and healthcare systems (meso/exosystems), and systems of racial oppression (macrosystem) – to influence individual and population health.

The review also finds that research needs to move the discussion of the race effects in health and crime/justice disparities beyond the mere documentation of such differences toward a better understanding of their causes and effects at the level of individuals, communities, and other social ecologies.

Previous studies have shown that support workers often have difficulties in recognising mental health problems in service users with intellectual disabilities. In the context of improved UK training programmes, the purpose of this paper is to explore the factors that can predict support workers’ knowledge and confidence in this respect.

In total, 80 support workers (40 residential and 40 community-based) completed a questionnaire about their length of work experience, exposure to service users with additional mental health needs, training, general and specific mental health knowledge, and confidence in working with mental health issues. It was hypothesised that length of work experience, extent of training, and level of exposure would predict knowledge about mental health problems, and also predict confidence in working with people with mental health problems. It was further predicted that residential support workers would be more knowledgeable and confident than community workers.

Results showed that level of exposure could predict knowledge about schizophrenia, but not about depression, anxiety, or dementia, while length of experience could predict overall mental health knowledge and confidence. Extent of training could only predict knowledge about anxiety, and work setting (residential or community) had no effect to on knowledge or confidence. Implications for practice and training are discussed.

In the context of improved UK training programmes, this study aimed to explore the factors that can predict support workers’ knowledge and confidence in this respect.

Metacognitive beliefs and processes have been found to perpetuate anxiety and depression in youth and adults. However, the presence of metacognitive beliefs in children with autism spectrum disorder is somewhat unclear and has received limited research attention to date. The purpose of this paper is to explore metacognitive beliefs in children with autism and associations with anxiety and depression.

In total, 23 high functioning participants (17 male and 6 female) between the ages of 8 and 12 (M=10.38) diagnosed on the autism spectrum completed the study. Participants completed the Revised Children’s Scale of Anxiety and Depression and the Metacognitions Questionnaire for Children.

Correlation analyses revealed that positive and negative metacognitive beliefs were found, as hypothesised, to be prevalent in this sample.

Despite methodological limitations, this is one of the first research evaluations to provide evidence for metacognitive beliefs in high functioning children with autism and comorbid anxiety or low mood.