Adaline-Based Control Schemes for Non-Sinusoidal Multiphase Drives—Part II: Torque Optimization for Faulty Mode

Fault tolerance has been known as one of the main advantages of multiphase drives. When an open-circuit fault happens, smooth torque can be obtained without any additional hardware. However, a reconfiguration strategy is required to determine new reference currents. Despite advantages of non-sinusoidal electromotive forces (NS-EMFs) such as high torque density, multi-harmonics existing in NS-EMFs cause more challenges for control, especially under faulty conditions. Therefore, to guarantee high-quality vector control of multiphase drives with multi-harmonic NS-EMFs, this two-part study proposes control schemes using adaptive linear neurons (Adalines) to adaptively eliminate torque ripples. The proposed simple Adalines are efficient because of taking advantage of the knowledge of rotor position and of torque harmonic rank induced by the NS-EMFs. The control scheme using an Adaline for healthy mode was described in part I of this study. In this second part, the control scheme using another Adaline for an open-circuit operation, under the impacts of multi-harmonics in NS-EMFs, is proposed. Notably, smooth torque and similar copper losses in the remaining healthy phases can be obtained. Experimental tests are carried out on a seven-phase permanent magnet synchronous machine (PMSM) with a high total harmonic distortion (THD = 38%) of NS-EMFs. A demonstration video is provided with this paper.

O2A: One-Shot Observational Learning with Action Vectors

We present O2A, a novel method for learning to perform robotic manipulation tasks from a single (one-shot) third-person demonstration video. To our knowledge, it is the first time this has been done for a single demonstration. The key novelty lies in pre-training a feature extractor for creating a perceptual representation for actions that we call “action vectors”. The action vectors are extracted using a 3D-CNN model pre-trained as an action classifier on a generic action dataset. The distance between the action vectors from the observed third-person demonstration and trial robot executions is used as a reward for reinforcement learning of the demonstrated task. We report on experiments in simulation and on a real robot, with changes in viewpoint of observation, properties of the objects involved, scene background and morphology of the manipulator between the demonstration and the learning domains. O2A outperforms baseline approaches under different domain shifts and has comparable performance with an Oracle (that uses an ideal reward function). Videos of the results, including demonstrations, can be found in our: project-website.

TDFragMapper: a visualization tool for evaluating experimental parameters in top-down proteomics

We present a new software-tool allowing an easy visualization of fragment ions and thus a rapid evaluation of key experimental parameters on the sequence coverage obtained for the MS/MS analysis of intact proteins. Our tool can deal with multiple fragmentation methods. We demonstrate that TDFragMapper can rapidly highlight the experimental fragmentation parameters that are critical to the characterization of intact proteins of various size using top-down proteomics. TDFragMapper, a demonstration video and user tutorial are freely available at https://msbio.pasteur.fr/tdfragmapper, for academic use; all data are thus available from the ProteomeXchange consorti-um (identifier PXD024643).

How we teach children with asthma to use their inhaler: A scoping review

BackgroundOne reason that asthma remains poorly controlled in children is poor inhaler technique. Guidelines recommend checking inhaler technique at each clinical visit. However, they do not specify how best to train children to mastery of correct inhaler technique. Many children are simply shown how to use inhalers which results in less than 50% with correct inhaler technique. The aim of this scoping review is to explore published literature on teaching methods used to train children to master correct inhaler technique.MethodsWe searched (from inception onwards): Medline, Embase, Scopus, Web of Science, CINAHL and the Cochrane library. We included quantitative studies, (e.g. randomised controlled trials, cohort studies and case-control studies), published from 1956 to present, on teaching inhaler technique to children with asthma. Data was extracted onto a data charting table to create a descriptive summary of the results. Data was then synthesised with descriptive statistics and visual mapping.ResultsTwenty-eight papers were identified for full text analysis. Educational interventions were found to be taking place in a variety of clinical areas and by a range of healthcare professional disciplines. ‘Brief-Instruction’ and ‘Teach-Back’ were identified as two primary methods of providing inhaler technique training in the majority of papers. Secondary themes identified were; use of written instruction, physical demonstration, video demonstrations and/or use of inhaler devices to augment inhaler technique training.ConclusionThere are a variety of means by which inhaler technique has been taught to children. We have not analysed the effectiveness of these different interventions, but have described what has been trialled before in an attempt to focus our attentions on what may potentially work best. The majority of these methods can be dichotomised to either ‘Brief-Intervention’ or ‘Teach-Back’. Based on our analysis of this scoping review, we consider the following as areas for future research; how many times does a given intervention have to be done in order to have the desired effect? For what duration does the intervention need to continue to have a long-lasting effect? And, what is the best outcome measure for inhaler technique? Systematic review registration: Open Science Framework (osf.io/n7kcw).

Virtual Reality Group Therapy for the Treatment of Depression: A Qualitative Study on Stakeholder Perspectives

Background: Cognitive behavioral group therapy alleviates depression by teaching patients to think and behave in more positive ways. Teletherapy (e.g., Zoom) is becoming more widely used, especially during the COVID-19 pandemic (where meeting in person is not safe). The current study explores the acceptability of taking teletherapy to the next level: Virtual Reality Group Therapy (VRGT).Methods: Semistructured interviews were conducted to explore stakeholder views on VRGT. Ten depressed patients and ten therapists watched a demonstration video of the proposed VRGT intervention and tested the VR application using a stand-alone VR headset. In VRGT, patients will use an avatar to interact with each other and with their therapist via networked multiparticipant VR.Results: Therapists and patients generally responded favorably to the idea of doing group therapy sessions in VR. Patients especially liked the idea of remaining anonymous via an avatar. Patients and therapists both indicated that the anonymity provided by avatars could increase patient’s willingness to make disclosures (to talk more freely and honestly), which could increase participation and could lead to better group cohesion.Conclusion: Although the findings suggested that VRGT may be more acceptable for some patients than for others, overall, the response of the patients and therapists was largely positive. Recommendations from this study could be used during the COVID-19 pandemic to deliver VRGTs. Finally, design ideas for creating a group VR world custom-designed for group therapy are discussed.

THE EFFECT OF EMOTIONAL DEMONSTRATION METHODS AND VIDEO LEARNING ON HAND WASHING ON KNOWLEDGE AND SKILLS OF HOUSEWIVES

Introduction: Efforts to prevent the transmission of infectious diseases through hands can be prevented by washing hands. It is especially emphasized on mothers with toddlers. However, many mothers do not know how to wash their hands using soap correctly and adequately. This study aims to analyze the effect of the emotional demonstration method and video media on how to wash hands on the knowledge and skills of homemakers. Materials and Methods: This research is a quasi-experimental method, with a two-group design pretest-posttest approach involving 40 participants, conducted in September-October 2020 in Penyengat Olak Village. The research sample was divided into two groups, 20 participants received the emo demo method, and 20 other participants received videos. Results: The results showed an increase in mothers' knowledge and skills after receiving an education using the emotional demonstration method and video media and statistically showed significant results (<0.05). Conclusion: Therefore, this educational media is highly recommended as a method of educating the public about good and correct hand washing. Keyword: Wash-hands, Education media, Emotional demonstration, video learning, knowledge, skill

DIFFERENCES IN THE EFFECTIVENESS OF THE DIRECT DEMONSTRATION METHOD AND VIDEO SCREENING OF FIRST AID IN TRAFFIC ACCIDENTS ON THE INCREASE IN KNOWLEDGE OF SENIOR HIGH SCHOOL STUDENTS

Background: Traffic accidents are unpredictable collisions among vehicles that might lead to casualties. Injuries due to traffic accidents have killed at least 1.2 million lives per year. Fatalities are high as first aid is not properly administered, causing to higher mortality rate.Objectives: This research compared the effectiveness between the use of live demonstration and videos on high school students’ first aid knowledge.Methods: The research was conducted in the form of a comparative study with a cross sectional approach, for three months, starting from March to June 2019 in Senior High School 1 Rendang Karangasem Bali. The sample taken as many as 150 people as respondents who were divided into 2 groups, namely group 1 attended counseling which featured live demonstrations, while group 2 attended counseling where video was used as a medium. The instrument used was a questionnaire modified by researchers from Gorucu-Coskuner, H., Atik, E., & Taner, T. (2020) with 24 question items with yes and no answers. The validity test was carried out using the Pearson product-moment bivariate correlation technique where these results indicate that the value of "r count" (0.873)> "r table (0.227) means that the questionnaire is valid. Reliability test using alpha technique (Cronbach's) obtained r count (0.919)> "r alpha" (0.227) then the questionnaire was declared fit for use. Furthermore, bivariate analysis was carried out by comparing the knowledge of the two groups using the Mann-Whitney analysis.Results: A meaningful difference was found between the use of live demonstration and videos at P <α = 0.05 and p = 0,000. The mean score of the pretest done in group 2 was 96.70, while the one of the groups 1 was 48.30 which scores increased in the posttest to 105.39 and 39.61.Conclusion: Therefore, the use of video media has been found more effective than the use of live demonstrations in improving students’ first aid knowledge. Based on this finding, it is considered necessary to create more tutorial videos to improve first aid knowledge of the community especially students. Keywords: Counseling, Demonstration, Video, First Aid, Traffic Accident.

How We Teach Children with Asthma to Use Their Inhaler: A Scoping Review

BackgroundOne reason that asthma remains poorly controlled in children is poor inhaler technique. Guidelines recommend checking inhaler technique at each clinical visit. However, they do not specify how best to train children to mastery of correct inhaler technique. Many children are simply shown how to use inhalers which results in less than 50% with correct inhaler technique. The aim of this scoping review is to explore published literature on teaching methods used to train children to master correct inhaler technique.MethodsWe searched (from inception onwards): Medline, Embase, Scopus, Web of Science, CINAHL and the Cochrane library. We included quantitative studies, (e.g. randomised controlled trials, cohort studies and case-control studies), published from 1956 to present, on teaching inhaler technique to children with asthma. Data was extracted onto a data charting table to create a descriptive summary of the results. Data was then synthesised with descriptive statistics and visual mapping.ResultsTwenty-eight papers were identified for full text analysis. Educational interventions were found to be taking place in a variety of clinical areas and by a range of healthcare professional disciplines. ‘Brief-Instruction’ and ‘Teach-Back’ were identified as two primary methods of providing inhaler technique training in the majority of papers. Secondary themes identified were; use of written instruction, physical demonstration, video demonstrations and/or use of inhaler devices to augment inhaler technique training.ConclusionThere are a variety of means by which inhaler technique has been taught to children. We have not analysed the effectiveness of these different interventions, but have described what has been trialled before in an attempt to focus our attentions on what may potentially work best. The majority of these methods can be dichotomised to either ‘Brief-Intervention’ or ‘Teach-Back’. Based on our analysis of this scoping review, we consider the following as areas for future research; how many times does a given intervention have to be done in order to have the desired effect? For what duration does the intervention need to continue to have a long-lasting effect? And, what is the best outcome measure for inhaler technique? Systematic review registrationOpen Science Framework (osf.io/n7kcw).