Champlain College

Industrial robots performing surface processing tasks like painting and polishing require complete and efficient path coverage plan. These paths must accommodate variations in workpiece geometry and obstacle placement. Traditional per-programmed trajectories lack flexibility when the environment fluctuates leading to the integration of sensor feedback while planning paths. This paper presents a hybrid approach that combines simulation-based path planning analysis with experimental vision-based trajectory generation. Grid-based coverage path planning strategies like left-to-right and zig-zag methods are used in the simulation phase. These strategies are quantitatively evaluated in ABB RobotStudio using the virtual line sensors to emulate obstacle detection and performance is assessed by varying robot speeds, obstacle spacing and density, and motion continuity constraints. In the experimental phase, vision-driven pipeline is developed using a Universal Robots UR10e collaborative robot equipped with a SICK Ranger vision sensor. Canny edge detection and contour extraction are applied to two-dimensional workpiece images to generate boundary-based trajectories which are communicated to robot for execution. The study provides quantitative insight into execution time trade-offs between traversal strategies in simulation, including a previously unreported non-monotic relationship between motion continuity zone size and strategy performace gap, and experimentally validates feasibility of sensor-guided trajectory generation on real robotic hardware. The work espablishes a validated baseline pipeline for 2D vision-guided path generation and proposes a concrete roadmap towards 3D-aware adaptive coverage for non-planar industrial workpieces.

This study investigates beneficial effects on emotional regulation and wellbeing of young adults from using an app designed to promote cognitive reappraisal. Seventy-eight first-year college students (aged 18-19) participated in the study: 36 (71% female) were assigned to the experimental group and used the app during 2 weeks; 42 students (73% female) were assigned to the control group and used an app prompting generic expressive writing during the same period. Self-reports assessed participant perceived stress, anxiety, and wellbeing pre and post, and physiological arousal (SCL) was assessed during the post- assessment. Participants' answers to the app tasks were also analyzed linguistically. ANOVAs showed that using the cognitive reappraisal app was associated with lower levels of anxiety, perceived stress, and physiological arousal, and with greater wellbeing. In the linguistic tasks of the apps participants in the experimental group used more words linked to analytic thinking and cognitive processes, and showed to be more focused on the future. These results provide preliminary support for the potential of mobile technologies to promote emotional regulation and resilience among young adults.

Study abroad travel by plane forms the largest component of a programme’s carbon footprint. This paper stresses the importance of embedding climate action into study abroad and outlines climate action steps for on-site programmes in Europe to become more sustainable, including 1) calculating carbon footprints, 2) reducing emissions, 3) offsetting remaining emissions, and 4) embedding climate and sustainability education into our programmes. Practitioner survey results show that many programmes have already implemented some actions, but more could be done with targeted effort. Student survey results show that while they favour climate action outcomes in their programme, most students view their abroad semester as an opportunity to be hypermobile without consideration to climate. We view climate action and sustainability education within our programmes as being critical to the future of study abroad in Europe. Abstract in Italian Le emissioni di carbonio di un programma di studio all’estero sono causate principalmente dal fatto che si viaggi in aereo. Questo articolo sottolinea l'importanza di includere un piano di contrasto al cambiamento climatico nei programmi di studio all’estero e suggerisce delle azioni concrete per rendere più sostenibili i programmi in Europa, tra cui: 1) calcolare le emissioni relative al programma 2) ridurle 3) compensare le residue 4) incorporare nei programmi la formazione sulla sostenibilità ambientale. I risultati di un sondaggio fatto tra operatori del settore in Europa mostrano che molti programmi hanno già implementato alcune misure, ma che con uno sforzo mirato si potrebbe fare di più. I risultati di un sondaggio tra gli studenti rivelano invece che, sebbene essi ritengano importante il tema del cambiamento climatico, tendono a considerare il semestre all'estero come un'opportunità irripetibile per viaggiare senza doversi preoccupare delle conseguenze che la loro ipermobilità ha sull’ambiente e sul cambiamento climatico. Crediamo dunque che la lotta al cambiamento climatico e l'educazione alla sostenibilità nei nostri programmi siano elementi fondamentali per il futuro dello studio all'estero in Europa. Abstract in Irish Formaíonn staidéar thar lear le eitleán an comhpháirt is mó de clár lorg carbóin. Cuireann an paipéar seo béim ar an tábhacht a bhaineann le daingniú gniomhaíochta aeráide in staidéar thar lear agus míniú gníomhú aeráide le haghaidh clár ar an láthair san Eoraip chun a bheith níos inbhuanaithe, lena n-áirítear 1) ag áiriú lorg carbóin, 2) ag laghdú astaíochtaí, 3) cúiteamh a dheanamh ar astaíochtaí atá fágtha, agus 4) ag daigniú oideachas aeráide agus inbhuanaitheacht isteach inár gcláracha. Mínítear gníomhaíochtaí a bhaineann le staidear thar lear ar an láthair le haghaidh na céimeanna seo. Taispeánann suirbhé na gcleachtóirí líon móir cláracha i mbun cuid de na ghníomhaíochtaí cheana féin, ach is féidir níos mó a dhéanamh le hiarracht dírithe. De réir torthaí suirbhé na ndaltaí, cé go bhfuil siad i bhfabhar torthaí gníomhaíochtaí aeráide in a gcláracha, tá dearcadh acu ar a dtéarma thar lear mar deis chun a bheith níos soghluaistí gan machnamh a dhéanamh ar an aeráid. Tá léargas againn ar oideachas athrú aeráide agus inbhuanaitheacht i measc ár gcláracha mar a bheith criticiúil de todhcaí staidéar thar lear san Eoraip.

However, at least two important objections can be raised against such a notion, that were indeed addressed to Conche recently : first, one can question whether the very idea of an experience of the Infinite is not a contradiction in terms, every experience being finite ; second, even if one grants that such an experience is possible (namely in the form of R. Rolland's "oceanic feeling"), one can still doubt that such an experience has any metaphysical relevance, since a subjective experience proves nothing about reality in itself, as Kant insisted. The object of this article is to better explicate Conche's conception of metaphysical experience and to defend it against these objections. Far from being impossible, it will be argued that this experience is constitutive of human existence as such.