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360° Camera at a small UAV
(2021)
Fruits (follicles) of Hakea salicifolia and Hakea sericea (Proteaceae) are characterised by pronounced lignification and open via a ventral suture and the dorsal side. The opening along both sides is unique within the Proteaceae. Both serotinous species are obligate seeders, whose spreading benefits from bush fire events. The different tissues and the course of the vascular bundles must allow the opening mechanism. While their 2D-arrangements are known to some extent from light-microscopy images of cross-sections, this work presents their three-dimensional structures and discusses their contribution to the opening of Hakea fruits. For this purpose, 3D greyscale images, reconstructed from µCT-projection data of both fruits are segmented, assisted by a deep learning algorithm (AI algorithm). 3D renderings from these segmentations show strongly interconnected vascular bundles that build a double-dome shaped network in each valve of H. salicifolia and a dome shaped honeycomb-structure in each valve of H. sericea. However, the vascular bundles of both species show no interconnection between the two lateral valves of the fruit but leave gaps for predetermined fracture tissues on the ventral and dorsal side. The opening of the fruits after a fire or after separation from the mother plant can be explained by the anisotropic shrinkage in the two valves of the fruit.
The concept of “Internationalisation at Home“ has gained momentum with the increasing digitalization of education and limitations on mobility. Collaborative Online International Learning (COIL) is an innovative, cost-effective instructional method that promotes intercul-tural learning through online collaboration between faculty and students from different countries or locations. The benefits of using COIL courses have been widely recognized, with learners developing intercultural competencies, digital skills, international education experi-ence, and global awareness.
However, multicultural communication in project environments can be complex and demand awareness of cultural variations . The creation and development of effective cross-cultural collectivism, trust, communication, and empathy in leadership is an important ingredient for remote project collaborations success. This is an area that has been least explored in re-search on communication in virtual teams.
The GIPE projects are mainly carried out as so-called Collaborative Online International Learning (COIL) events. However, to gain a “real world“ experience abroad in an intercultural team, students from all partner universities can participate in the Spring School being held for two weeks in Germany and the Germany students present and hand-over the results in the country of the partner university. The main objective of this research was to examine the experiences of students participating in the GIPE project and to evaluate the effectiveness of the project in enhancing intercultural competencies and fostering collaboration among stu-dents from different continents. This paper will also explore the implications of the GIPE project for Education 2.0 considering the COVID-19 pandemic and the future of education delivery and administration transformation.
The two churches, San Francesco and Sant'Agostino in Amatrice, Italy was hit by an earthquake on August 24 2016. Both churches are in a state of partial collapse, in need of shoring to prevent potential further destruction and to preserve the national heritage. The video show the mission at 1.Sept.2016 in clips of 10 seconds.
The TRADR project was asked by the Italian firebrigade Vigili del Fuoco to provide 3D textured models of two churches.
The team entered San Francesco with two UGVs (ground robots) and one UAV (drone, flown by Prof. Surmann), teleoperating them entirely out of line of sight and partially in collaboration. We entered Sant'Agostino with one UAV (also flown by Prof. Surmann) while two other UAVs were providing a view from different angles to facilitate maneuvering them entirely out of line of sight.