Design of a Ubicomp Platform for Firefighters

Practice-Centered Support for Indoor Navigation: Design of a Ubicomp Platform for Firefighters

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Fraunhofer Series in Information and Communication Technology

Band 2/2012

Leonardo Ramírez Zúñiga

Practice-Centered Support for Indoor Navigation: Design of a Ubicomp Platform for Firefighters

Shaker Verlag Aachen 2012 Bibliographic information published by the Deutsche Nationalbibliothek The Deutsche Nationalbibliothek lists this publication in the Deutsche Nationalbibliografie; detailed bibliographic data are available in the Internet at http://dnb.d-nb.de.

Zugl.: Siegen, Univ., Diss., 2012

Copyright Shaker Verlag 2012 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the publishers.

Printed in Germany.

ISBN 978-3-8440-0940-8 ISSN 1612-4863

Shaker Verlag GmbH • P.O. BOX 101818 • D-52018 Aachen Phone: 0049/2407/9596-0 • Telefax: 0049/2407/9596-9 Internet: www.shaker.de • e-mail: [email protected]

“A bright light is not necessary; a taper is all one needs to live in strangeness, if it faithfully burns.” Samuel Beckett.

Abstract

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Acknowledgments

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List of Publications

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Foreword by the Institute Director

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Table of Contents

Abstract...... 1

Acknowledgments ...... 3

List of Publications...... 5

Foreword by the Institute Director...... 7

Table of Contents ...... 11

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2 Navigation Support in Ubicomp. Theoretical Underpinnings and Research Questions...... 23 TTS 63+ , = 4'% 2'-, ," ! 7$',"',%TTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTU TTSTS ! 7$',"',% ', !-%,'2'4# .17!&-*-%7 TTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTV TTSTT ! 7$',"',% ', #!-*-%'! * .17!&-*-%7TTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTY TTSTU ! 7$',"',% (20 2#%'#1TTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTT[ TTSTV ,"+ 0)1 TTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTUU TTSTW ! 7$',"',% 3,"#0 1.#!' * !-,"'2'-,1TTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTUW TTSTX = 4'% 2'-, * @'"1 TTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTUX TTSTY ! 71&-5',% ," 2&# "#1'%, -$ 5 7$',"',% 1712#+1TTTTTUY

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6 General Discussion...... 217

7 Closing Remarks and Future Work...... 227

8 References...... 231

1 Introduction

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“Cognitive maps constructed from the knowledge store contain information concerning spatial relations and environmental attributive data which reside within a space-time context, allowing the possessor to operate within an environment and to process environmental and geographical data. They are ‘complex, highly selective, abstract and generalized structures’ which are ‘incomplete, distorted, schematized and augmented’”

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, 2&# $0 +#5-0) .0-.-1#" 7 6#$2Q $# 230#1 ," #4#,21 0# 1203!230#" &'#0 0!&'! **7 ', 13.#0-0"', 2# ," 13 -0"', 2# 3,'21T /�# '1 &-5#4#0Q ,- 2-+'!Q 1'! 3,'2Q 1- 13.#0V ," 13 -0"', 2#" 3,'21 0# -,*7 1- ', 0#* 2'-, 2- -2�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�V-0"#0 3,'21 -$ 1203!230# 6#$2Q S[[XT

6#$2Q .0-.-1#1 2& 2 “wayfinding involves the control of locomotion or other forms of travel by perceiving temporally- structured visual information” 6#$2Q S[[XT ! 7$',"',% 2- 1.#!'$'! "#12', 2'-, ',4-*4#1 $-**-5',% . 02'!3* 0 0-32# 2& 2 %#,#0 2#1 -0 0#!0# 2#1 2#+.-0 **7 1203!230#" $*-5 -$ ',$-0+ 2'-, 1.#!'$7',% 2&# . 2& 2- "#12', 2'-,T !& . 2& '1 3,'/3#*7 1.#!'$'#" 7 . 02'!3* 0 1#/3#,!# -$ 20 ,1'2'-,1 !-,,#!2',% "( !#,2 4'12 1 6#$2Q S[[XT @*2&-3%& 6#$2 $-!31#1 -, 4'13 * ',$-0+ 2'-,Q &'1 $0 +#5-0) ! , *1- # ..*'#" 2- -2� $-0+1 -$ .#0!#.2'-, 13!& 1 & .2'!1 -0 .0-.0'-!#.2'-, #"#0+ ,Q C* 28)7Q 1-**',1Q ! 0"#**Q S[ZYT

8' 1-, ," 6#$2 0# ,-2 *-,# ', .0-.-1',% 2&'1 . 0 "'%+ !& ,%# $-0 3,"#012 ,"',% 5 7$',"',%T @ 1'+'* 0 .#01.#!2'4# '1 *1- 1& 0#" 7 0#1# 0! !-+',% $0-+ -2� "'1!'.*',#1 ," 20 "'2'-,1T /&# 0!&'2#!2 ," 30 , .* ,,#0 C#4', 7,!& "#$',#" 2&# 2#0+ 5 7$',"',% ', S[XR 2- "#1'%, 2# “a consistent use and organization of definite sensory cues from the external environment” 7,!&Q S[XRT , &'1 5-0)Q 7,!& '"#,2'$'#1 2&# #,4'0-,+#,2 * '+ %# 0#13*2',% -2& $0-+ '++#"' 2# 1#,1 2'-, ," 2&# +#+-07 -$ 2&# . 12 1 2&# )#7 #*#+#,2 2- ',2#0.0#2 ',$-0+ 2'-, ," %3'"# !2'-, ', , 4'% 2'-,T @*2&-3%& ,-2 #6.*'!'2*7Q 2&# ..0- !& -$ 7,!& 0#.0#1#,2 "#. 0230# $0-+ 2&# !-,!#.2'-,1 -$ !-%,'2'4# .17!&-*-%7Q 4'1' *# ', &'1 #+.& 1'1 ', 2&# 1'23 2#" !& 0 !2#0 -$ , 4'% 2'-, ," &'1 $-!31 -, 2&# 2#+.-0 * 1.#!21 -$ .#0!#.2'-,T

2.1.3 Wayfinding Strategies , 2&#'0 5-0) -, !-%,'2'4# + ..',%Q -5, (2# S[YY '"#,2'$7 $-30 0#*#4 ,2 12#.1 ', 2&# 5 7$',"',% .0-!#11S

' OrientationQ 5&'!& 0#$#01 2- 2&# .0-!#11 -$ '"#,2'$7',% -,#_1 -5, .-1'2'-, ', 0#* 2'-, 2- 2&# #6'12',% ),-5*#"%# -$ 2&# #,4'0-,+#,2T '' Choice of the routeQ 5&'!& 0#$#01 2- 2&# .0-!#11 -$ #12 *'1&',% !-,,#!2'-, #25##, 2&# !300#,2 .-1'2'-, ," "#12', 2'-,T , 2&'1 1#*#!2'-,Q * 0%# ,3+ #0 -$ $ !2-01 0# 0#*#4 ,2T <$2#, 2�# '1 ,- "'0#!2 !-,,#!2'-,

#25##, 25- .-',21Q 1- 2&# 20 4#*#0 & 1 2- "#!-+.-1# 2&# . 2& ',2- 1#4#0 * 0# !& *# %- *1T ''' Keep on track, 5&'!& 0#$#01 2- 2&# .0-!#11 -$ 0#+ ',',% -, 2&# 1#*#!2#" 0-32#T /&'1 0#/3'0#1 2&# 20 4#*#0 2- - 1#04# ," -0'#,2 2# #*$ ', 2&# #,4'0-,+#,2 ," )##. 20 !) -$ 2&# !300#,2 *-! 2'-, ', 0#$#0#,!# 2- 2&# !-%,'2'4# + .T '4 Goal recognition 0#$#01 2- 2&# .0-!#11 -$ !-+. 0'1-, #25##, 2&# #,4'0-,+#,2 ," 2&# !-%,'2'4# + . 2- "#2#0+',# '$ 2&# %- * & 1 ##, 0# !&#"T

/- !!-+.*'1& 2# 12#.1Q .#-.*# 31# "'4#01# 120 2#%'#1T 8 07 @**#, .0-.-1#1 2 6-,-+7 2- -0% ,'8# 2&# 2 1)1 2& 2 !-+.-1# 5 7$',"',% ," 2&# "'4#01# +# ,1 $-0 !!-+.*'1&',% 2# 2 1)1 @**#,Q S[[[T /- 12 02 &'1 !* 11'$'! 2'-,Q @**#, $-!31#1 -, ',2#,2'-,1 ," .0-.-1#1 2&0##V! 2#%-07 1!&#+# $-0 5 7$',"',% 2 1)1S

' Travel to a known destination 0#$#01 $-0 #6 +.*# 2- !-++32',% #25##, &-+# ," 5-0) .* !#T '' Travel to a novel destination 0#$#01 $-0 #6 +.*# 2- $-0+1 -$ 20 4#* ',4-*4',% 2&# 0#*' ,!# -, 17+ -*'! ',$-0+ 2'-, 13!& 1 + . -0 4#0 * ',1203!2'-,1T ''' Exploratory travel 0#$#01 2- 20 4#* $-!31#" !-**#!2',% ),-5*#"%# -32 2&# #,4'0-,+#,2 ," 0#230,',% 2- 2&# .-',2 -$ -0'%',T

/# 2 1)1 ! , # !!-+.*'1&#" ', "'$$#0#,2 5 71T @**#, '"#,2'$'#1 1'6 +# ,1 $-0 5 7$',"',%S

' Oriented Search: 2&# 20 4#*#0 -0'#,21 &'+1#*$ 31',% 1-30!# -$ ',$-0+ 2'-,Q 13!& 1 4'13 * -0 3"'2-07 !3# ," 2&#, 1# 0! '12'! **7T <0'#,2#" (# 0!& 2#,"1 2- # -$ %0# 2 32'*'27 5&#, "-',% #6.*-0 2-07 20 4#*T '' Follow a marked trail: 2&# 20 4#*#0 $-**-51 . 2& -$ !3#1 13!& 1 120##2 -0 !-*-0V!-"#" 20 '*T

''' Piloting between landmarks: 2&# 20 4#*#0 $-**-51 20 !) -$ 1#/3#,2' **7 -0% ,'8#" !3#1 2& 2 ', 230, .0-4'"# ',$-0+ 2'-, 2- 0# !& 2&# ,#62 * ,"+ 0)T 6 +.*#1 0# +'*#12-,#1 -, &'%&5 7Q -0 . 2& "#1!0'.2'-,1 ', +31#3+T '4 Habitual Locomotion -,*7 .#02 ',1 2- 5 7$',"',% -$ $ +'*' 0 "#12', 2'-,1 ," 0#$#01 2- 2&# 0#*' ,!# -, .0-!#"30 * ),-5*#"%# !-,1203!2#" 2&0-3%& ',!0# 1#" #6.#0'#,!# 5'2& 0-32#T /&'1 '1 2&# ! 1# 5'2&Q $-0 #6 +.*#Q !-++32#01Q 5&- 313 **7 00'4# 2- "#12', 2'-, 5'2&-32 & 4',% 2- . 7 2-- +3!& 22#,2'-, 2- 2&# 0-32#T 4 Path integration 0#$#01 2- 5 7$',"',% 2&0-3%& 2&# +-,'2-0',% -$ 2&# 1#*$ +-4#+#,2Q 4#*-!'27 ," !!#*#0 2'-,T @**#, #6.* ',1 2& 2 &3+ ,1 0# ! . *# -$ 0 2� !03"# $-0+ -$ . 2& ',2#%0 2'-,Q !-+. 0#" 2- -2� 1.#!'#1T 4' Referring to a cognitive map 0#.0#1#,21 2&# +-12 1-.&'12'! 2#" +# ,1 -$ 5 7$',"',% ," 0#$#01 2- 2&# 0#*' ,!# -, !-%,'2'4# + . -0 ',2#0, * 0#.0#1#,2 2'-, -$ 2&# 1. !#T

/&# %0 .&'! "#1'%,#0 ," 02'12 ;#0 ?-**#03. ?-**#03.Q TRRW *1- '"#,2'$'#1 1'! !-**#!2'-, -$ 5 7$',"',% 120 2#%'#1T /&# +#2&-"1 &# .0-.-1#1 -4#0* . 2 1-+# .-',21 5'2& 2&# 120 2#%'#1 -$ @**#, 1 .0#1#,2#" -4#Q 32 2&# 12 ,!# -$ ?-**#03. '1 +-0# .0 %+ 2'!T 6'1 ',2#0#12 *'#1 ', 2&# "#1'%, -$ ',$-0+ 2'-, 0!&'2#!230# 2- 13..-02 -0'#,2 2'-,Q 1- &# "#V #+.& 1'8#1 2&# !-%,'2'4# .0-!#11#1 ',4-*4#"Q 0 2� $-!31',% -, - 1#04',% 2&# 31# 7 20 4#*#01 -$ 2&# ',$-0+ 2'-, 4 '* *# ', 2&# #,4'0-,+#,2S

' Track FollowingS /0 !) $-**-5',% 0#$#01 2- 2&# 31# -$ !-,1'12#,2 !3# -0 1#2 -$ !3#1 !-,2',3-31*7 4 '* *# 2- 2&# 20 4#*#0Q 13!& 1 120##2 ,3+ #01 -0 !-*-0V!-"#" 20 '*1T '' Route FollowingS -32# $-**-5',% 0#$#01 2- 2&# 31# -$ 1#2 -$ "'0#!2'-,1 0#!#'4#" $0-+ 1-+# #6.#02 -, 2&#

0-32# -0 $0-+ 1-30!# -$ ),-5*#"%#Q 13!& 1 + .Q -0 50'22#, "'0#!2'-,1T ''' Educated SeekingS /&# .0-!#11 -$ #"3! 2#" 1##)',% 0#$#01 2- 2&# 31# -$ !-++-, 1#,1# ),-5*#"%# 2- %3#11 2&# . 2&Q 13!& 1 $-**-5',% 2&# - &,&-$120 11# '*5 7 (2 2'-, (20##2 ', 8#0+ ,Q 113+',% 2& 2 2 1-+# .-',2 ', 2&# 120##2 2&# 20 ', 12 2'-, 5'** # .* !#"T '4 Inference: ,$#0#,!# 0#$#01 2- 2&# 31# -$ *-%'! * -0% ,'8 2'-, -$ 1. !# 2- ',$#0 2&# !300#,2 *-! 2'-, ," 2&# . 2& 2- !#02 ', %- *T @, #6 +.*# '1 2&# 31# -$ 120##2 ,3+ #01 ', !'2'#1 -0% ,'8#" 0-3," %0'" 120##2 .* ,Q 13!& 1 =#5 M-0) ', 2&# '( -0 / *! ', 1&'*#T 4 ScreeningS (!0##,',%1 0#$#01 2- 2&# 31# -$ 1712#+ 2'! 1# 0!& '12'!1 2- $'," .* !#Q 13!& 1 !&#!)',% $-0 ** "--01 ', $* 2 2- $'," 2&# 2&0--+T 4' AimingS @'+',% ',4-*4#1 $-**-5',% "'0#!2 !3# ', 2&# #,4'0-,+#,2Q 13!& 1 *'%&2&-31# -0 !*'!)',% 120##2 *'%&2T 4'' Map Reading: @1 2&# , +# 1 71Q 0#$#01 2- 2&# .0-!#11 -$ 0# "',% ," $-**-5',% + . 2- $'," . 2& 2- "#12', 2'-,T 4''' CompassingS 1-+. 11',% 0#$#01 2- 2&# 31# -$ 1-*32# ',$-0+ 2'-, -32 2&# !300#,2 .-1'2'-, ," 2&# .-1'2'-, -$ 2&# "#12', 2'-,Q ," -$ 0# "',%1 -32 "'0#!2'-, -$ +-4#+#,2 13!& 1 2&# ',$-0+ 2'-, !-+',% $0-+ !-+. 11T '6 Social NavigationS #$#01 2- 2&# 31# -$ !2'-,1 -$ -2� 20 4#*#01 2- ',$-0+ 5 7$',"',%T @1 , #6 +.*#Q 5&#, *# 4',% .* ,#Q + ,7 20 4#*#01 "- ,-2 . 7 1 +3!& 22#,2'-, 2- 2&# 1'%, %# 1 2- -2� . 11#,%#01Q $-**-5',% 2&#+ ', -0"#0 2- %#2 2- 2&# . 11.-02 !&#!)1T

/&# 5-0)1 -$ @**#, ," ?-**#03. %0## ', 2& 2 2# $-0+1 0# ,-2 #6!*31'4#Q ," +3*2'.*# $-0+1 -4#0* . ," !-** -0 2# -, 2&# 1 +# 5 7$',"',% 2 1) 2 2&# 1 +# 2'+#T /&# 1#*#!2'-, -$ 120 2#%'#1 "#.#,"1 -, 2&# 2 1) 2 & ," ," -, 2&# ',$-0+ 2'-, 4 '* *#T

2.1.4 Landmarks 1-**-/3' **7Q * ,"+ 0) '1 "#$',#" 1 .0-+',#,2 - (#!2 -, * ," 2& 2 1#04#1 1 %3'"# -0 1 "'12',%3'1&',% * ,"1! .# $# 230# '"#,2'$7',% 1'2# -0 *-! 2'-,T /&#'0 '+.-02 ,!# $-0 , 4'% 2'-, ! , # # 1'*7 '**3120 2#" 7 !-,20 12 '$ 5# !-,1'"#0 2&# "'$$'!3*2'#1 #6.#0'#,!#" 5&#, , 4'% 2',% &#"%# + 8# ', 5&'!& ** 5 **1 *--) 1'+'* 0T (3!& #,4'0-,+#,21 .0#1#,2 &'%&*7 17++#20'! * 1203!230#1 2& 2 .0-4'"# ,- 0#$#0#,!#1 $-0 -0'#,2 2'-, ," &#,!# 0#13*2 #620#+#*7 "'$$'!3*2 2- , 4'% 2#T

;0-4'"',% !-,!0#2# "#$','2'-, $-0 2&# !-,!#.2 -$ * ,"+ 0) '1 ,-2 # 17Q 1',!# 2&# *'2#0 230# "#$',#1 '2 ', 4 0'#27 -$ $-0+1Q "#.#,"',% -, 2&# !-,2#62 -$ '21 31# ," 2&# 1!'#,!# -0 "'1!'.*',# "#$',',% '2T , � "'11#02 2'-,Q ", ;* 28#0 TRRW .0-4'"#1 4#07 1712#+ 2'! 0#4'#5 -$ 2&# *'2#0 230# ', !-%,'2'4# .17!&-*-%7 !-,!#0,',% * ,"+ 0)1T ;* 28#0 '"#,2'$7 SR "'$$#0#,2 $# 230#1 2& 2 & 4# ##, +#,2'-,#" ', 2&# *'2#0 230# 7 "'4#01# 32&-01 2- "#$',# 5& 2 + )#1 * ,"+ 0)T @** -$ 2# $# 230#1 #+#0%# $0-+ 2&# "'$$#0#,2 "#$','2'-,1 0#4'1#"T =-2 ** "#$','2'-,1 ',!*3"# ** $# 230#1Q 32 ;* 28#0 ,-2#1 2& 2Q ', 1.'2# -$ 4 0' 2'-, ', 2&# !& 0 !2#0'12'!1 220' 32#" 7 4 0'-31 "#$','2'-,1Q +-12 $# 230#1 "- ,-2 !-,20 "'!2 -,# ,-2�T ;* 28#0 !* 11'$'#1 2&# $# 230#1 2& 2 "#$',# * ,"+ 0)1 ',2- - (#!2'4# ," 13 (#!2'4# $# 230#1T < (#!2'4# $# 230#1 0#$#0 2- .&71'! *Q 3,#/3'4-! * 220' 32#1Q 5�# 1 13 (#!2'4# $# 230#1 0#$#0 2- #$$#!21 -$ 2&# - (#!21 -, 2&# ',"'4'"3 *1T @+-,% 2&# - (#!2'4# $# 230#1Q ;* 28#0 '"#,2'$'#1 $'4# $# 230#1S

' ContrastS , 2&# .#0!#.2'-, -$ - 1#04#01Q * ,"+ 0)1 !-,20 12 ', 1-+# 5 7 5'2& 2&# #,4'0-,+#,2T '' Stationary: ,"+ 0)1 ! , # 12 2'-, 07 -0 +-4 *#T /&'1 '1Q !!-0"',% 2- ;* 28#0Q 2&# -,*7 $# 230# 2& 2 .0#1#,21 "'1 %0##+#,2 ', 2&# "'$$#0#,2 "#$','2'-,1Q 1 1-+# 32&-01 !!#.2 2& 2 +-4 *# - (#!21 ! , /3 *'$7 1 * ,"+ 0)1R ," ', 2& 2 ! 1# '2 '1 ,-2 2&# - (#!2 '21#*$Q 32 !#02 ', 0#%3* 0'2'#1 #+#0%',% $0-+ '21 +-4#+#,2 2& 2 .0-4'"#1 13..-02 $-0 -0'#,2 2'-,T

''' Location: /&# .-1'2'-, -$ 2&# * ,"+ 0) "#$',#1 '21 !-,"'2'-, 1 13!&T (-+# 32&-01 '"#,2'$7Q $-0 #6 +.*#Q * ,"+ 0)1 5'2& "#!'1'-, .-',21 ', 2&# 0-32#T '4 Visibility: #$#01 2- &-5 +3!& -$ - (#!2 ! , # .#0!#'4#" 7 2&# - 1#04#0T < (#!21 5'2& &'%� 4'1' '*'27 0# #22#0 ! ,"'" 2#1 2- # * ,"+ 0)1T 4 Creation: ,"+ 0)1 ! , # , 230 **7 -0 02'$'!' **7 !0# 2#"T

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' Point of referenceS * ,"+ 0) '1 .-',2 -$ 0#$#0#,!#Q , - (#!2 2& 2 !-,,#!21 2&# 1. !# 5'2& ,-2� 1712#+ ),-5, 2- 2&# 31#0T '' Use: #$#01 2- 2&# 11-!' 2'-, -$ , - (#!2 5'2& ),-5, $3,!2'-,1Q 13!& 1 !-,!#02 & ** -0 !&30!&T ''' Remembrance: /- # * ,"+ 0)Q , - (#!2 +312 # +#+-0 *#R '2 +312 .0-4'"# 1-+# 1-02 -$ 13..-02 2- # 0#! **#" ', -30 +#+-07T '4 LegendS * ,"+ 0) '1 1'%, 2& 2 & 1 +# ,',% $-0 2&# - 1#04#0T 4 Distinguishable: @ * ,"+ 0) '1 , #*#+#,2 2& 2 ! , # 2 )#, . 02 $0-+ '21 1300-3,"',%1 7 .#-.*#T

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2.1.5 Wayfinding under special conditions /&# 5-0) ', $'0#$'%&2',% ',2#04#,2'-, .0#1#,21 1#4#0 * 1.#!' * $# 230#1 2& 2 !-,"'2'-, 5 7$',"',%T <,# -$ 2# $# 230#1 -$2#, .0#1#,2 ', $'0# '1 .--0 4'1' '*'27T #* 2#" 2- 5 7$',"',% ', .--0 4'1' '*'27 2�# '1 , '+.-02 ,2 +-3,2 -$ 5-0) !-+',% $0-+ 2&# 0#1# 0!& ', -0'#,2 2'-, ," +- '*'27 -$ *'," ," 4'13 **7 '+. '0#" .#01-,1T 2 '1 '+.-02 ,2 2- ,-2#Q &-5#4#0Q 2& 2 2�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'' Natural SystemsS = 230 * 1712#+1 0# 1712#+1 2& 2 .0#!#"# .#-.*# ," 0#+ ', ',4 0' ,2 2- 2&# , 4'% 2-0T 6 +.*#1 0# 2&# 13,Q 12 01Q 0'4#0Q #2!T /0 4#*#01 313 **7 0#/3'0# ""'2'-, * ',$-0+ 2'-, 2- ',2#0.0#2 2# 1712#+1 ," + )# 2&#+ ',2- 31#$3* 0#$#0#,!#1T ''' Artificial Systems: @02'$'!' * 1712#+1 0# 1712#+1 1.#!'$'! **7 !0# 2#" 2- 13..-02 -0'#,2 2'-,Q 13!& 1 120##2 1'%,1Q 5 7$',"',% + 0)',%1 ', +31#3+Q -0 #1! .# 1'%,1 ', 3'*"',%T /&'1 *1- ',!*3"#1 +-0# !-+.*#6 , 4'% 2'-, 13..-02 1712#+1 13!& 1 !-+. 11#1Q 120-* #1 -0 8;( 1#" ! 0 , 4'% 2'-, 1712#+1T

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“We are rapidly building a new functional unit, the metropolitan region, but we have yet to grasp that this unit, too, should have its corresponding image.” (Lynch, 1960)

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� 0#1# 0! & 4# !!#11 2- 2&# 5-0) .0 !2'!#1 -$ $'0#$'%&2#01T

/-3.1 ," C#0,# TRRY !-,"3!2#" , #62#,1'4# #2&,-%0 .&'! ',4#12'% 2'-, -$ $'0#$'%&2',% .0 !2'!#1Q ',!*3"',% ',2#04'#51 5'2& #6.#0'#,!#" $'0#$'%&2#01 ," - 1#04 2'-, -$ 20 ',',% 1#11'-,1T /&# %- * -$ 2&# 123"'#1 5 1 2- ! .230# 0#*#4 ,2 '113#1 2- ',$-0+ 2&# "#1'%, -$ #"3! 2'-, 1712#+1 $-0 $'012 0#1.-,"#01T /&# 5-0) -$ /-3.1 ," C#0,# .0-4'"#1 "#2 '*#" !!-3,2 -$ 2&# "'$$#0#,2 0-*#1 ',4-*4#" ', , ',!'"#,2 ," "#1!0' # 1#4#0 * '113#1 - 1#04#" 0#* 2',% 2- ',$-0+ 2'-, $*-5 ," #+#0%#,2 .0 !2'!#1T 4#, 2&-3%& 2&# '+.*'! 2'-,1 $-0 "#1'%, 0 '1#" 7 2&# 32&-01 0# $-!31#" -, 2&# "#1'%, -$ *# 0,',% 1712#+Q 2&# .0-4'"# ',1'%&21 2& 2 0# *1- 4#07 0#*#4 ,2 $-0 , 4'% 2'-, 13..-02

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2.2.3 Technology for emergency response (#4#0 * 123"'#1 & 4# ..0- !&#" 2&# $'#*" -$ +#0%#,!7 #1.-,1# ," & 4# .0-"3!#" 4 *3 *# '+.*'! 2'-,1 $-0 2&# "#1'%, -$ 2#!&,-*-%7T A-, 1 ,"%0#, TRRY "#1!0' #1 Emergency Response 1 2&# “instant and rapid intervention in a situation where people, property or the environment is at risk as a consequence of an accident or disaster”T '0#$'%&2',% %#,!'#1 0# )#7 12 )#&-*"#0 ', +#0%#,!7 #1.-,1# ," 2�#$-0# 2# '+.*'! 2'-,1 0# 0#*#4 ,2 $-0 2&# "#1'%, -$ 2#!&,-*-%7 $-0 $'0#$'%&2#01Q *2&-3%& 1-+# 0#120'!2'-,1 #+#0%# 7 2&# 1.#!'$'!1 -$ $'0#$'%&2',%T

, C7,%Q ='#*1#,Q C0'12#,1#,Q TRRX 2&# 32&-01 !-,"3!2#" ,3+ #0 -$ $'#*" 123"'#1 !-4#0',% "'$$#0#,2 "-+ ',1 -$ #+#0%#,!7 0#1.-,1# ," '"#,2'$'#" 1#0'#1 -$ !& **#,%#1 ', 2&# "#1'%, -$ ',2#0 !2'4# 1712#+1 $-0 #+#0%#,!7 0#1.-,1# ', %#,#0 *S • 1& **#,%#1 0#* 2#" 2- 4'!2'+1S o /3'.+#,2 '1 -$2#, 2'#" 2- 4'!2'+1 o "#,2'$'! 2'-, -$ 4'!2'+1 '1 "'$$'!3*2 ," #00-0V .0-,# • 1& **#,%#1 0#* 2#" 2- 2&# .0-$#11'-, *1S o ('23 2'-, -4#04'#51 0# 4#07 ',!-+.*#2# ," + ',*7 ', 2&# &# " -$ ',4-*4#" .0-$#11'-, *1 o 1-++3,'! 2'-, -, 1'2# '1 + ',*7 $ !#V2-V$ !#

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• /&# '+.-02 ,!# -$ "'%'2 * 20 !#1 2- .0-4'"# !-** -0 2'4# 4'1' '*'27 -$ 5-0)Q 5&'!& 5'** '+.0-4# 2&# ! . !'27 $-0 + )# 1#,1# -$ 2&# 1'23 2'-,T

2.3 Ubiquitous Computing /&# 3 '/3'2-31 !-+.32',% -0 ' '!-+. 4'1'-, 5 1 $'012 02'!3* 2#" 7 ? 0) !#'1#0 ', S[[S 5&'*# 5-0)',% 1 1&'#$ /#!&,-*-%'12 ', 2&# X#0-6 ; *- @*2- #1# 0!& 1#,2#0Q 1 0# !2'-, 2- 2&# 4'023 * 0# *'27 4'1'-, -$ 4'023 *'8#" 5-0*" !-+.*#2#*7 !-,2 ',#" ',1'"# 2&# + !&',#T !-0)',% -, 2&# -..-1'2# "'0#!2'-,Q ' '/3'2-31 !-+.32',% .0-.-1#" 4'1'-, -$ .#-.*# ," #,4'0-,+#,21 3%+#,2#" 5'2& !-+.32 2'-, * 0#1-30!#1 2& 2 .0-4'"# ',$-0+ 2'-, ," 1#04'!#1 5&#, ," 5�# "#1'0#" !#'1#0Q S[[WT , &'1 4'1'-,Q !#'1#0 '+ %',#1 .0-*'$#0 2'-, -$ "#4'!#1 4 07',% $0-+ & ,"&#*" 2- * 0%# 1! *# 1& 0#" "#4'!#1 ," 2&# #+#0%#,!# -$ ,#5 ..*'! 2'-,1 2& 2 1&-3*" + )# 31# -$ 2&'1 ',$0 1203!230# 2- .0-4'"# ,-4#* 1#04'!#1T /&'1 1&-3*" ,-2 -,*7 0#.0#1#,2 !-**#!2'-, -$ ,#5 1#04'!#1Q 32 1&-3*" *1- !0# 2# ,#5 . 0 "'%+ -$ ',2#0 !2'-, 5'2& 2#!&,-*-%'#1 2& 2 +-4# ',2- 2&# !)%0-3," -$ -30 *'4#1S

“The [Ubiquitous computing] era will have lots of computers sharing each of us. Some of these computers will be the hundreds we may access in the course of a few minutes of Internet browsing. Others will be imbedded in walls, chairs, clothing, light switches, cars - in everything. [Ubiquitous computing] is fundamentally characterized by the connection of things in the world with computation. This will take place at many scales, including the microscopic.” (Weiser & Brown, 1995)

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5'2& 3 '/3'2-31 !!#11 2- 2&'1 ',$-0+ 2'-, 7 +# ,1 -$ + '#,2 -0 #+ #""#" "'1.* 71T /&'1 ',1203+#,2 2'-, '1 0#$*#!2#" ', 2&# 4 '* '*'27 -$ ,#5 $-0+1 -$ 3 '/3'2-31 !!#11 2- "'%'2 **7 +#"' 2#" " 2 T

2.3.1 Context Awareness <,# -$ 2&# )#7 #, *',% 2#!&,-*-%'#1 #,4'1'-,#" ', ' '/3'2-31 1-+.32',% '1 2&# !-,!#.2 -$ 1-,2#62 @5 0#,#11T @ 1-,2#62 @5 0# (712#+ '1 1712#+ 2& 2 22#+.21 2- ',$#0 2&# !-,2#62 -$ 1'23 2'-, $0-+ ',$-0+ 2'-, !-+',% $0-+ 1#,1-01T /&# '"# -$ 1-,2#62 @5 0#,#11 0#*'#1 -, 2&# .-1'2'4'12'! 113+.2'-, 2& 2 !-,2#62 '1 1-+#2&',% #6'12',% -321'"# -$ .#-.*# ," 1#. 0 2#" $0-+ 2&# !2'4'27 '2 1300-3,"1T #7Q @ -5"Q ," ( * #0 TRRS .0-4'"# "#$','2'-, $-0 !-,2#62 2& 2 & 1 -$2#, ##, 2 )#, 7 -2� 0#1# 0! 1 12 02',% .-',2 $-0 2&#'0 5-0)S

"Context is any information that can be used to characterize the situation of entities (i.e. whether a person, place or object) that are considered relevant to the interaction between a user and an application, including the user and the application themselves. Context is typically the location, identity and state of people, groups and computational and physical objects". (Dey et al., 2001)

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

-0#,8Q (.#!&2Q TRRW 2- !-+.*#6 -,2-*-%7 1#" +-"#*1 1&#,Q ',',Q A-1&'Q TRRUT /# +-"#*1 .0-4'"# 2&# 1'1 $-0 2&# "#1'%, -$ 1-$25 0# ',$0 1203!230#1 2- +#"' 2# !-,!0#2# #,4'0-,+#,2 * ',$-0+ 2'-, 13!& 1 *-! 2'-,Q 2'+#Q ,-'1# *#4#*Q ," -2 #7 #2 *TQ TRRSR (!&'*'2 #2 *TQ S[[VT 4#, 2&-3%& 1-!' * ," .#01-, * !-,2#62 '1 0#% 0"#" 1 )#7 #*#+#,2 $-0 !-,2#62 5 0# 1712#+1Q ', .0 !2'!#Q +-12 -$ 2&# 5-0)1 -$ !* 11'! !-,2#62 5 0#,#11 ',2#,1'4#*7 $-!31 -, .-1'2'4# $# 230#1 -$ 2&# #,4'0-,+#,2 ," 1'+.*7 -+'2 13 (#!2'4# !-+.-,#,21T

2.3.2 Location in Ubicomp /&# 0#1# 0!& ', 3 '!-+. /3'!)*7 '"#,2'$'#" *-! 2'-, 1 -,# -$ 2&# +-12 #6.*'!'2 $-0+1 -$ !-,2#62T @ , 230 * !-,1#/3#,!# -$ 2&'1 '1 2&# #+#0%#,!# -$ !-+.*#2# $'#*" $-!31#" -, 31',% 3 '/3'2-31 !-+.32',% 2--*1 2- ',$#0 2&# !300#,2 *-! 2'-, -$ 2&# 1712#+T <,# -$ 2&# +-12 "'0#!2 $-0+1 -$ 13..-02',% -0'#,2 2'-, '1 2&# 22#+.2 2- ',$#0 *-! 2'-, ', 0#$#0#,!# 1712#+Q + )',% 2&'1 0#1# 0!& 4#07 0#*#4 ,2 $-0 2&# "#1'%, -$ , 4'% 2'-, 13..-02 1712#+1 $-0 $'0#$'%&2#01T

2.3.2.1 Location Sensing /&# .0- *#+ -$ #12 *'1&',% 2&# .&71'! * *-! 2'-, -$ , - (#!2 ', 0#$#0#,!# 1712#+ & 1 ##, &'%&*7 0#*#4 ,2 $-0 1# , 4'% 2'-, -0 #0-, 32'!1Q ," *-! 2'-, 1712#+1 & 4# * 0%# 20 "'2'-, ', 2&# &'12-07Q 12 02',% *-,% #$-0# 3 '/3'2-31 !-+.32',%T @""0#11',% 2&# 2#!&,'! * !& **#,%#1 -$ ',"--0 .-1'2'-,',% & 1 ##, 2�#$-0# '+.-02 ,2 ', 3 '!-+. 0#1# 0!&Q ," , #62#,1'4# +-3,2 -$ *'2#0 230# #6'121 0-3," 2&'1 .0- *#+T 6'%&2-5#0 ," --00'#**- TRRS .0-4'"# %0# 2 -4#04'#5 -$ 2&# +#2&-"1 31#" 2- .0-4'"# *-! 2'-,Q 13++ 0'8#" #*-5S

TriangulationS /0' ,%3* 2'-, 0#$#01 2- 2&# 31# -$ 2&# %#-+#20'! .0-.#02'#1 -$ 20' ,%*#1 ," #11#,2' **7 +# ,1 2- 31# +# 130#+#,21 -$ -,# .-',2 5'2& 0#1.#!2 2- -2� ),-5, .-',21 2- !-+.32# 2&# *-! 2'-,T /0' ,%3* 2'-, ! , # laterationQ '$ "'12 ,!# 2- 2&# 2&0## .-',21 '1 +# 130#"R -0 angulation '$ ,%*#1 -0 # 0',%1 0# #',% +# 130#" 6'%&2-5#0 --00'#**-Q TRRST

6'%&2-5#0 ," --00'#**- '"#,2'$7 2&0## "'$$#0#,2 +#2&-"1 2- +# 130# "'12 ,!#1 $-0 * 2#0 2'-,S

• DirectS 0#$#01 2- 2&# 31# -$ .&71'! * .0- # 13!& 1 2 .# +# 130#T , %#,#0 * 2 0# 1'+.*# 2- 3,"#012 ,"Q 32 "'$$'!3*2 2- - 2 ',T • Time-of-flightS 0#$#01 2- 2&# 31# -$ 2&# 2'+# 0#/3'0#" 2- 20 4#* #25##, 25- .-',21 2 ),-5, 4#*-!'27T /&# +-4',% #*#+#,2 + 7 # $-0 #6 +.*# .3*1# -$ 3*20 1-3,"Q 0 "'- -0 *'%&2T 8;(Q 0 " 0 ," * 1#0 0# +#2&-"1 1#" -, 2'+#V-$V$*'%&2T /&# 2'+# +# 130#" ! , # -$ -,# 0-3," 20'. -$ 2&# 1'%, * $0-+ 1-30!# ," , - (#!2 0#$*#!2',% '2R -0 #25##, , #+'22#0 ," 0#!#'4#0 -$ 2&# 1'%, *Q ', 5&'!& ! 1# 1-+# $-0+ -$ 17,!&0-,'8 2'-, '1 0#/3'0#" #25##, 2&#+T " 0 '1 , #6 +.*# -$ 0-3," 20'. +# 130#+#,21Q ," 8;( '1 , #6 +.*# -$ 1712#+ 31',% 2'+#V-$V$*'%&2 #25##, , #+'22#0 ', 2&'1 ! 1# 1 2#**'2# ," 0#!#'4#0 2&# 8;( 1#" "#4'!#T • AttenuationS 0#$#01 2- 2&# 31# -$ 2&# 22#,3 2'-, -$ #+'22#" 1'%, *1 1 2&#'0 "'12 ,!# $0-+ 2&# 1-30!# ',!0# 1#1 ," -$ $3,!2'-,1 2& 2 !-00#* 2# 2&'1 22#,3 2'-, 5'2& 0# * "'12 ,!#T "'-Q $-0 #6 +.*#Q & 1 , '"# * 22#,3 2'-, $ !2-0 -$ S 0T 2 "'12 ,!# 0T -7 ),-5',% 2&# 1'%, * 120#,%2& 2 2&# 1-30!# ," +# 130',% 2&# 1'%, * 120#,%2& 2 0#!#'4#0Q '2 '1 .-11' *# 2- ! *!3* 2# 2&# "'12 ,!# #25##, -2& -$ 2&#+T <,# .0- *#+ -$ 31',% 1'%, * 120#,%2&1 '1 2& 2 #*#+#,21 $$#!2',% 2&# 1'%, * .0-. % 2'-, 13!& 1 0#$*#!2'-, -0 0#$0 !2'-, ! , $$#!2 2&# '*'27 -$ +-"#*1 $-0 22#,3 2'-, 2- .0-4'"# !!30 2# #12'+ 2'-,1T

-0 +# 130',% ,%*#1 2�# 0# *1- "'$$#0#,2 2#!&,'/3#1Q 13!& 1 2&# 31# -$ ,2#,, 00 71 5'2& ),-5, %#-+#207 +# 130',% 00'4 * 2'+# -$ 1'%, *R -0 2&# 31# -$ "'$$#0#,2' 2#" 1'%, *1 #+'22#" 15#.2 -, UXR5 6'%&2-5#0 --00'#**-Q TRRST

Scene Analysis: (!#,# , *71'1 0#$#01 2- 2&# 31# -$ $# 230#1 -$ 2&# #,4'0-,+#,2 - 1#04#" $0-+ . 02'!3* 0 .-',2 2- #12'+ 2#

2&# !300#,2 .-1'2'-,T /&'1 ! , # "-,# staticallyQ !-+. 0',% 2&# - 1#04#" $# 230#1 2- ),-5, 0#$#0#,!#Q -0 dynamicallyQ !-+. 0',% 25- -0 +-0# 13!!#11'4# - 1#04 2'-,1T /&# - 1#04 2'-,1 0# ,-2 *'+'2#" 2- 4'13 * $# 230#1Q 32 +'%&2 *1- 0#$#0 2- -2� $-0+1 -$ $',%#0.0',2',% 2&# #,4'0-,+#,2 13!& 1 #*#!20-+ %,#2'! 1'%, *1T

ProximityS ;0-6'+'27 1#" *-! 2'-, 1712#+1 0#$#0 2- 2&# "#2#!2'-, -$ !*-1#,#11 -$ , - (#!2 2- ),-5, *-! 2'-,T 6'%&2-5#0 ," --00'#**- '"#,2'$7 2&0## ..0- ! $-0 1#,1',% .0#1#,!#S

• Physical Contact: /&'1 ',!*3"#1 .0#1130# 1#,1-01Q 2-3!& 1#,1-01Q ! . !'2'4# $'#*" "#2#!2-01T • Wireless access points: 0#$#01 2- "#2#!2',% 5&#, +- '*# "#4'!# '1 ', 0 ,%# -$ $'6#" +- '*# !!#11 .-',2T /&'1 '1 31#" $-0 #6 +.*# ', .0#1#,!# "#2#!2'-, ', !'' ,#25-0)1T • Automatic ID SystemsS 0#$#01 2- 2&# 31# -$ 32-+ 2'! '"#,2'$'! 2'-, +#2&-"1 13!& 1 -0 . 7+#,2 1712#+1T $ 2&# .* !# -$ 2&# .-',2 -$ '"#,2'$'! 2'-, '1 ),-5,Q 2&# '"#,2'$'#" - (#!2 ! , # *-! 2#"T

@ $-302& +#2&-" $-0 - 2 ',',% *-! 2'-, #6'121Q 5&'!& '1 ,-2 ',!*3"#" ', 2&# 5-0) -$ 6'%&2-5#0 ," --00'#**-S

• Dead Reckoning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

2.3.2.2 Location System Properties /�# 0# 1#4#0 * /3 *'2'#1 "#$',',% *-! 2'-, 1712#+1Q 5&'!& 0# ',"#.#,"#,2 -$ 2&# 2#!&,'! * /3 *'2'#1 -$ 2&# 1712#+T 6'%&2-5#0 ," --00'#**- '"#,2'$7 1#4#, #11#,2' * '113#1 ', 2&#'0 2 6-,-+7S

Physical vs. Symbolic: *-! 2'-, ! , # .&71'! *Q 13!& 1 2&# !--0"', 2#1 0#230,#" 7 8;(Q -0 17+ -*'!Q 13!& 1 b�#cQ b', 2&# )'2!&#,cQ b--,,cT /&'1 "'$$#0#,!# 0#$#01 #11#,2' **7 2- 2&# ',2#0.0#2 2'-,1 %'4#, 7 .#-.*# 2- .&71'! * 1. !#1 6 00'1-, -30'1&Q S[[XT

Absolute vs. Relative: *-! 2'-, ! , # 0#$#00#" 2- %*- * 0#$#0#,!# %0'" 1& 0#" 7 ** .-1'2'-,#" - (#!21Q -0 0#* 2'4# 2- 2&# - (#!2 #',% .-1'2'-,#" -0 2- 2&# "#4'!# !!#11',% 2&# ',$-0+ 2'-,T 8;( .0-4'"# 1-*32# *-! 2'-, 7 +# ,1 -$ longitude ," latitudeT <, 2&# -2� & ,"Q 7-3V 0#V�# + .1 .0-4'"# 2&# .-1'2'-, -$ -2� - (#!21 ', 0#* 2'-, 2- 2&# .-1'2'-, -$ 2&# - 1#04#0T

Computation PlaceS 2&# !-+.32 2'-, -$ *-! 2'-, ! , # "-,# 2 2&# *-! 2#" - (#!2Q "'120' 32#" 2&0-3%& ,#25-0) -$ !-** -0 2',% - (#!21 -0 !#,20 **7 7 13..-02',% ',$0 1203!230#T

Accuracy and PrecisionS @!!30 !7 0#$#01 2- 2&# %0 ', 1'8# -$ 2&# *-! 2'-, ',$-0+ 2'-, .0-4'"#" 7 2&# 1712#+T ;0#!'1'-, 0#$#01 2- 2&# 1312 ',#" /3 *'27 !0-11 13!!#11'4# +# 130#+#,21 -$ *-! 2'-,T @1 , #6 +.*#Q &'%& /3 *'27 8;( 1712#+ "#*'4#01 S 2- U +#2#0 !!30 !'#1Q [[ .#0!#,2 -$ 2&# 2'+#T

ScaleS 0#$#01 2- 0 ,%# !-4#0#" 7 2&# 1712#+T 8;( $-0 #6 +.*# & 1 %*- * 1! *# !-4#0',% 2&# 5&-*# .* ,#2T , !-+. 0'1-,Q !'' 1#" 1712#+ & 4# !-4#0 %# *'+'2#" 2- !-3.*# -$ 0--+1 -0 2- 5&-*# 3'*"',%T

Cost: 0#$#01 2- 2&# .0'!# ', 2#0+1 -$ ',$0 1203!230# 0#/3'0#"Q ',12 ** 2'-, 2'+# ," -2� -.#0 2'-, * $ !2-01T

LimitationsS 0#$#01 2- 2&# #,4'0-,+#,2 * /3 *'2'#1 0#/3'0#" $-0 2&# 1712#+ 2- 5-0)T 8;( 1712#+1Q $-0 #6 +.*#Q -,*7 5-0) -32"--01T

/&# "#2 '*#" 1304#7 -$ 1712#+1 $-3," ', 6'%&2-5#0 ," --00'#**- TRRS '1 $302� 3." 2#" 7 ,#5 1304#7 !-,"3!2#" 7 -3!30 TRRZT /-%#2�Q -2& 5-0)1 '"#,2'$7 TV "'$$#0#,2 1-$25 0# ," & 0"5 0# 1712#+1 2- .0-4'"# *-! 2'-,Q TU -$ 5&'!& 8;( #',% 2&# ,-2 *# #6!#.2'-, 5-0) ',"--01T < 1#04',% 2# 1304#71 ', "#2 '*Q &-5#4#0Q $-!31',% . 02'!3* 0*7 -, 2&# 1.#!21 -$ !-12 ," *'+'2 2'-,1 0#4# *1 2& 2 ',"--0Q ',$0 1203!230#*#11 *-! 2'-, 0#+ ',1 4#07 "'$$'!3*2 2 1)T !'2&-32 2&# &#*. -$ !-+.*#6 .0#V',12 **#" ',$0 1203!230# ," !-+.*'! 2#" .0-!#11#1 -$ ! *' 0 2'-,Q 2#!&,-*-%7 ! , -,*7 $$-0" 4#07 '+.0#!'1#Q '$ ,7Q *-! 2'-, ',$-0+ 2'-,T

2.3.3 Ubicomp support for firefighters /�# '1 , '+.-02 ,2 +-3,2 -$ 0#1# 0!& $-!31#" -, 3 '!-+. 2#!&,-*-%7 "#1'%,#" $-0 ," +-2'4 2#" 7 $'0#$'%&2',%T ' '!-+. 1712#+1 $-0 $'0#$'%&2#01 ! , # 0-3%&*7 "'4'"#" ', 1712#+1 13..-02',% 2&# 5-0) -321'"# -$ 2&# " ,%#0 8-,#Q 13!& 1 !-++ ," .-12 1712#+1Q +-,'2-0',% 1712#+1 ," "#!'1'-, 13..-02 1712#+1R ," 1712#+1 13..-02',% 2&# 5-0) ',1'"# 2&# " ,%#0 8-,# 13!& 1 !-++3,'! 2'-, 1712#+1Q ',$-0+ 2'-, 1712#+1 ," ', . 02'!3* 0Q , 4'% 2'-, 13..-02T /&'1 "'4'1'-, '1 1-$2 -,#Q 1 + ,7 -$ 2&# 1712#+1 ', 2&# *'2#0 230# ',!*3"# ," !-+ ',# #*#+#,21 2& 2 +-4# !0-11 -2& 8-,#1T 2 '1Q ,-,#2&#*#11Q 31#$3* 2- $0 +# +-0# .0#!'1#*7 2&# "'1!311'-, -32 2&# "#1'%, -$ 3 '!-+. 13..-02 $-0 , 4'% 2'-,T

2.3.3.1 Working outside the danger area @, '+.-02 ,2 . 02 -$ 2&# *'2#0 230# -, ' '!-+. $-0 $'0#$'%&2#01 '1 $-!31#" -, 2&# 5-0) -$ !-++ ,"',% .#01-,,#*T ?3!& -$ 2# 5-0)1 0#.0#1#,2 #62#,1'-,1 -0 1.#!' *'8 2'-, -$ .0#4'-31 5-0) -, -2� 0# 1Q 13!& 1 !-** -0 2'-, ," !--0"', 2'-, 1712#+1 !-+',% $0-+ 2&# 1(1! 20 "'2'-,T /&'1 '1 2&# ! 1#Q $-0 #6 +.*#Q 5'2& "#!'1'-, 13..-02 1712#+1 "#1'%,#" 2- 5-0) 2 "'$$#0#,2 *#4#*1 *-,% 2&# !-++ ," *',#T

A' ,%Q 6-,%Q / ) + 7 ," ," 7 TRRV .0-4'"# 0#.-02 -$ , #2&,-%0 .&'! 123"7 !-,1'12',% -$ 1#4#0 * ',2#04'#51 ," 31#0 2#121 -$ .0-2-27.#1T , 2&#'0 5-0)Q 2&# 32&-01 '"#,2'$'#" $-30 "#1'%, '113#1 0#*#4 ,2 $-0 2&# "#1'%, -$ #!'1'-, (3..-02 (712#+1 $-0 $'0#$'%&2#01S

• @!!-3,2 '*'27 -$ 0#1-30!#1 ," .#01-,,#* • @11#11+#,2 -$ 2&# 1'23 2'-, 2&0-3%& +3*2'.*# 1-30!#1 -$ ',$-0+ 2'-, • #1-30!# **-! 2'-, • 1-++3,'! 2'-, (3..-02

,$-0+#" 7 2# 0#13*21Q 2&# 32&-01 .0-.-1# 2&0## .0-2-27.#1 -$ ,!'"#,2 1-++ ," (712#+1 31',% * 0%# ',2#0 !2'4# "'1.* 71Q $-!31#" -, 2&# 20 !)',% -$ 0#1-30!#1 ," -, 2&# 11'%,+#,2 -$ 2 1)1T @*2&-3%& 1-+# -$ 2&# .0-2-27.#1 .0-4'"# 4'13 *'8 2'-,1 -$ 2&# !2'4# $'0#$'%&2#01 -, 0# + .1 ," $*--0 .* ,1Q 2&# 32&-01 "- ,-2 ,15#0 2&# /3#12'-, -$ &-5 2&# .-1'2'-, -$ 2&# $'0#$'%&2#01 '1 .0-4'"#" 2- 2&# 1712#+T

> , #0 ##Q 4 , # >#,Q 4 , '()Q ," -0 1 TRR[ *1- ..0- !&#" 2&# .0- *#+ -$ '"#,2'$7',% 5&'!& ',$-0+ 2'-, '1 0#*#4 ,2 $-0 2# + *# "#01 ," ',!'"#,2 !-++ ,"#01T , 2&# $0 +# -$ VV7# 0 .0-(#!2Q 2&# 32&-01 !-,"3!2#" ',2#04'#51 ," -2�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

?-, 0#1 #2 *T TRSS .0#1#,2 + . 1#" +- '*# ..*'! 2'-, 2- 13..-02 "V&-! !-++3,'! 2'-, ," !-** -0 2'-, #25##,

$'0#$'%&2#01 ',4-*4#" ', , ',!'"#,2T /&# ..*'! 2'-, '1 ', #11#,!# %#-%0 .&'! ',$-0+ 2'-, 1712#+ 2& 2 13..-021 2# +1 ', %#22',% 2- , ',!'"#,2 ," 2& 2 .0-4'"#1 5 0#,#11 -$ 2&# *-! 2'-, -$ 2&# "'$$#0#,2 3,'21 2- 13..-02 2&# !--0"', 2'-, -$ 0#1.-,1#T /&# 1712#+ *1- 5-0)1 1 *-% -$ ',$-0+ 2'-, 2& 2 **-51 $'0#$'%&2#01 2- * 2#0 0#20'#4# ',$-0+ 2'-, $-0 "# 0'#$',% .30.-1#1T /&# 32&-01 #4 *3 2#" 2&# 1712#+ ', 0# * ',!'"#,21 7 /3 ,2'2 2'4#*7 !-+. 0',% 0 "'- !-++3,'! 2'-, 20 $$'! #25##, ,-0+ * ',!'"#,21 ," ',!'"#,21 31',% 2&# .0-.-1#" 1712#+T /&# #4 *3 2'-, 1&-5#" 1'%,'$'! ,2 0#"3!2'-, ', 2&# 0 "'- 20 $$'!T /&# 1712#+ .0-.-1#" 7 ?-, 0#1 #2 *T 31#1 8;( 2- .0-4'"# .-1'2'-, ',$-0+ 2'-, -$ -32"--0 3,'21 1 2 +-4# 2-5 0"1 2&# ',!'"#,2T

-0 &'1 123"'#1Q ,"%0#, !0# 2#" 2&0## "'$$#0#,2 / *# ;1 1#" .0-2-27.#1 -$ 1712#+1 "#1'%,#" 2- 13..-02 2&# 1#,1# + )',% .0-!#11#1 -$ $'0#$'%&2#01 ,"%0#,Q TRRYT /&# $'012 .0-2-27.# 5 1 Resqpad ," '21 )#7 $3,!2'-, *'27 5 1 2- **-5 $'0#$'%&2#01 2- "0 5 1)#2! ! .230',% ',$-0+ 2'-, -, 2-. -$ * 7#01 -$ %#-%0 .&'! ',$-0+ 2'-,R ," 2- "'120' 32# 2# 1)#2! 2- -2� 31#01 -$ 2&# ..*'! 2'-,T /&# 1#!-," .0-2-27.#Q ! **#" RescueLabQ #62#,"#" 2&# $3,!2'-, *'2'#1 -$ 2&# $'012 -,# 2- .0-4'"# $',#0 !-,20-* -$ 2&# *#4#* -$ "#2 '*1 "'1.* 7#" ', 2&# ..*'! 2'-,T ,"%0#, 1&-51 2& 2 2&'1 ',$-0+ 2'-, '+.0-4#1 2&# ! . !'27 -$ $'0#$'%&2#01 2- + )# 1#,1# -$ 2&# *-! 2'-,T 1-,20 12',% 5'2& 2&# .0#4'-31 ..*'! 2'-,1Q 2&# 2&'0" .0-2-27.#Q IncidentWebQ 5 1 "#1'%,#" 1 "'120' 32#" !-** -0 2'4# ..*'! 2'-, .0-4'"',% 1& 0#" +- '*# !!#11 2- 2&# ',$-0+ 2'-, 4 '* *# ', 2&# 1712#+T /&# 1712#+ 5 1 "#1'%,#" 1 5# ..*'! 2'-, 5&'!& **-5#" !-++ ,"#01 2- 0#/3#12 ',$-0+ 2'-, -$ 2&# ',!'"#,2 ', 2&# $-0+ -$ + .1Q "-!3+#,21 -0 #0' * .&-2-1T /&'1 ',$-0+ 2'-, 5 1 31#" 7 0#1.-,"#01 2- + )# 1'23 2'-, 11#11+#,21 ', !-** -0 2'-, 5'2& -2� 0#*#4 ,2 12 )#&-*"#01 ',4-*4#" ', 2&# ',!'"#,2T ,"%0#, #4 *3 2#" &'1 .0-2-27.#1 2- 11#11 2&#'0 4 *3# 1 2#!&,-*-%'! * 1712#+1Q 32 2 5#0# +-0# '+.-02 ,2 1 #6.*-0 2'-, 2--*1 31#" 2- !-,!#.23 *'8# 2&# .0 !2'!#1 -$ $'0#$'%&2#01T ,12# " -$ -,*7 $-!31',% &'1 5-0) -, 2&# .0-2-27.#1 1 !-,!0#2# 1-*32'-,1Q

2&# 32&-0 !#,2#01 &'1 5-0) -, 2&# 0#$*#!2'-, 0-3," %3'"#*',#1 $-0 2&# "#1'%, -$ 2#!&,-*-%7 $-0 #+#0%#,!7 0#1.-,1#T

2.3.3.2 Working inside the danger area

Communication support <,# 0# -$ 5-0) $-0 3 '!-+. 1712#+1 2& 2 & 1 & " , '+. !2 ', 2&# 5-0) ',1'"# 2&# " ,%#0 8-,# & 1 ##, 2&# '+.0-4#+#,2 -$ 2&# !-++3,'! 2'-, ',$0 1203!230# -$ $'0#$'%&2#01T 1 +. #2 *T TRRR !-,"3!2#" , #2&,-%0 .&'! 123"7 0-3," 0 "'- !-++3,'! 2'-, .0 !2'!#1 ', #+#0%#,!7 0#1.-,1#Q ," '"#,2'$'#" "'4#01# .0- *#+1 5'2& #6'12',% 0 "'- 1712#+1T 0-+ 2#!&,'! * .#01.#!2'4#Q 2 - 1#04#" 2& 2 0 "'-1 -$2#, $ '* 2- +##2 1'! $'0#$'%&2',% !-,120 ',1 13!& 1 #',% $'0#V -0 5 2#0.0--$Q ," 2& 2 #0%-,-+'! **7 2 5#0# ,-2 "#1'%,#" 2- +##2 2&# 0#/3'0#+#,21 -$ 2&# ',2#,"#" 31# 7 $'0#$'%&2#01T 0-+ , -0% ,'8 2'-, * .#01.#!2'4#Q 1 +. #2 *T '"#,2'$'#" .0- *#+1 ', 13..-02',% 2&# &'#0 0!&'! * -0% ,'8 2'-, -$ !-++3,'! 2'-, ', $'0#$'%&2',%T '1',% 2# 0#13*21Q 2&# 32&-01 .0-.-1#" 0#V "#1'%, -$ 0 "'- !-++3,'! 2'-, 1712#+1 2- #22#0 13..-02 2&# . 02'!3* 0'2'#1 -$ 2&# 5-0) -$ $'0#$'%&2#01Q ',20-"3!',% !-,!#.21 2- -.2'+'8# 2&# 31# -$ ,"5'"2& *#4#0 %',% 2&# &'#0 0!&'! * "'120' 32'-, -$ 0-*#1 ', $'0#$'%&2',%T

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2.4 Discussion and research questions

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1. Which are the specific practices and skills used by firefighters to navigate in an indoor context in burning structures?

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2. Which design methods and strategies are adequate for fostering the creation of navigation support systems for firefighters from within the practices?

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3. How does the designed system enrich the context of firefighters, and how this enrichment supports the construction of navigation practices?

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3 Methodological Approach

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3.2 Interaction Design /&# $'#*" -$ ',2#0 !2'-, "#1'%, & 1 %0-5, ', 2&# * 12 SW 7# 01 $0-+ 2&# !-,4#0%#,!# -$ "'$$#0#,2 "'1!'.*',#1 2-5 0"1 1& .',% "'%'2 * 02'$ !21 5'2& . 02'!3* 0 22#,2'-, . '" 2- 2&# /3 *'2'#1 -$ 2&# 31#0 #6.#0'#,!# **+ ,Q TRRZT /�# '1 ,- !-++-,*7 %0##" "#$','2'-, -$ ',2#0 !2'-, "#1'%,Q 32 2�# 0# 1-+# %0##+#,21 0-3," 2&# #*#+#,21 2& 2 *'# ', '21 !-0#T 5%0#, "#1!0' # '2 1 "#1'%, 5-0) -0'#,2#" 2-5 0"1 1& .',% 2&# 31# /3 *'2'#1 -$ 2&# "'%'2 * + 2#0' * 5%0#,Q TRRTT 6 **,=1 #"120+ TRRX "#$',# ',2#0 !2'-, "#1'%, 1 2&# "#1'%, -$ !21 2& 2 "#$',# 2&# ',2#,"#" 31# -$ 2&',%1T / !& 0 !2#0'8# ',2#0 !2'-, "#1'%, 7 - 1#04',% 1&'$2 -$ $-!31 ', 2&# "#1'%, -$ 2&',%1Q $0-+ 2&# 2&',%1 2&#+1#*4#1 2- 2&# !21 2& 2 "#$',# 2&#+ ', 31#S

“The shift of focus that interaction design introduces can be characterized in terms of a specific interpretation of the concepts of functionality and appearance. It is a shift:

• from what a thing does as we use it to what we do in the acts that define use,

• from the visual presentation of spatial form to the act presentation of temporal behavior.”

6 **,=1 #"120+Q TRRXT .TTT

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“Interaction design takes a holistic view of the relationship between designed artifacts, those that are exposed to these artifacts, and the social, cultural, and business context in which the meeting takes place” **+ ,Q TRRZ

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“Where other types of research fundamental to HCI e.g. psychology or ethno-methodology engage in this shared overall focus in understanding the present as a resource for extending into the future potential, interaction design and e.g. experimental computer science has the focus directly on creation and exploring through testing of this future potential.” 3"4'%1#,Q TRRX

3.3 Interaction Design Research /&# $-!31 -, .-11' *# $3230#1 -$ ',2#0 !2'-, "#1'%, .-1#1 +#2&-"-*-%'! * !& **#,%# 2- 2&# 20 "'2'-, * 1!'#,2'$'! $0 +#5-0)1Q 5&'!& 0# -0'#,2#" 2-5 0"1 2&# 0 2'$'! 2'-, -$ 12 231 /3- 2&0-3%& 2&# #+.'0'! * 4#0'$'! 2'-, -$ .0#V"#$',#" 2&#-0'#1T /&# 1-*#*7 $-!31 -, 2#12',% 2&#-0'#1 ,#%*#!21 2&# #11#,!# -$ 2&# 0-*# -$ "#1'%,Q 5&'!& '1 2&# .0-"3!2'-, -$ 4' *# 2#!&,-*-%7 $-0 1.#!'$'! !-,2#62Q 5�# 2&# !-,1203!2'-, -$ 02'$ !21 ," 2&#'0 #4 *3 2'-, '1 .32 $-05 0" 1 5 7 2- #6.*-0# 2&#'0 .-2#,2' *T /- 31# 2&'1 )'," -$ 5-0) $-0 1!'#,2'$'! ',/3'07Q

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3.4 Science and Design Complexity 0 +',% "#1'%, .0 !2'!# ',1'"# 1!'#,2'$'! .0-!#11 !0# 2#1 , #,2 ,%*#+#,2 #25##, 2&# !-+.*#6'27 -$ "#1'%, .0 !2'!# ," 2&# !-+.*#6'27 -$ 1!'#,!#T , &'1 5-0)1Q 0') (2-*2#0+ , (2-*2#0+ ,Q TRRZ !-,20 121 2# 25- ',12 ,!#1 -$ !-+.*#6'27T (!'#,!# '1 !-,$0-,2#" 5'2& 2&# .0- *#+ -$ #6.*-0',% , ',$','2#*7 !-+.*#6 0# *'27 ," '21 .0-(#!21 '+1 2-5 0"1 $-0+3* 2',% “universal knowledge that explains the complexities of reality on a level removed from specifics and particulars” (2-*2#0+ ,Q TRRZT , !-,20 12Q "#1'%, "# *1 5'2& $-0+ -$ !-+.*#6'27 2& 2 #+#0%#1 $0-+ 2&# 3*2'+ 2# %- * $-0 "#1'%,Q !!-0"',% 2- (2-*2#0+ ,Q -$ !0# 2',% 1-+#2&',% non-universalS

“It is about creating something in the world with a specific purpose, for a specific situation, for a specific client, with specific functions and characteristics, and done with limited time and with limited resources” (2-*2#0+ ,Q TRRZ

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“…dealing with complexity in science and in design are different activities with different purposes, outcomes and measures of success. Acting on design complexity in a designerly way requires appropriate approaches, methods, techniques and skills” (2-*2#0+ ,Q TRRZ

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“The fundamental problem is that designers are obliged to use current information to predict a future state that will not come about unless their predictions are correct. The final outcome of designing has to be assumed before the means of achieving it can be explored: the designers have to work backwards in time from an assumed effect upon the world to the beginning of a chain of events that will bring the effect about.” A-,#1Q S[YR '22#* ," !# #0 '22#* !# #0Q S[YU "#1!0' # 2&'1 1-02 -$ .0- *#+ 1 5'!)#" 1'23 2'-,Q .0- *#+ ', 5&'!& 2&# $-0+3* 2'-, '1 ,-2 !*# 0 $0-+ 2&# #%',,',%R &#,!# '2 '1 ,-2 ),-5, 5& 2 2&# .-11' *# 1-*32'-,1 0#T , 5'!)#" 1'23 2'-,1Q .0- *#+ 1-*4',% ! ,,-2 # 1#. 0 2#" $0-+ .0- *#+ $0 +',%Q 1',!# -2& #*#+#,21 0# #,2 ,%*#" ', "' *#!2'! 3,'27 1## *1- #5#7Q S[UZT 4#07 1-*32'-, '1 -,#V1&-2 -.#0 2'-, #! 31# 2�# '1 ,- -..-023,'27 2- *# 0, 7 20' *V ,"V#00-0 ," #4#07 22#+.2 1'%,'$'! ,2*7 !& ,%#1 2&# .0- *#+ 1. !#T #1'%,#01 0# $-0!#" 2- + )# "#!'1'-,1 5�# 2 bdon’t have the right to be wrongcQ #4#, '$ 2�# 0# ,- #12 *'1&#" !0'2#0' 2- "#$',# 5& 2 '1 0'%&2 ," 5& 2 '1 50-,% '22#* !# #0Q S[YUT *1% 0" *1% 0"Q TRR[ - 1#04#1 2& 2 2&# -4#0* ..',% -$ "#1'%, ," 1!'#,2'$'! 0#1# 0!& !-+.*#6'27 !-,$0-,21 2&# 0#1# 0!� 5'2& multiple levels of wickednessS

“There are wicked problems in the practice of interaction design, there are wicked problems in the practice of doing research in and on interaction design, and there are yet more wicked problems in the practice of doing research through design. Researchers are exploring a field that is in itself complex, and each research initiative, e.g. exploring how a design event unfolds, poses a complexity beyond that of the design event, e.g. how to gain access to the design event, how to collect data, how to determine the degree to which the research interferes with the design, and how to evaluate the data.” *1% 0"Q TRR[

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Figure 3-1: The streams of work in the design project. Stevens notes that, even though these streams are independent, there is a benefit in allowing the results to permeate among them. Image concept adapted from Stevens (2009).

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“This is a historical conception, which understands rationality as consisting in a certain kind of reconstruction of a tradition – one that exhibits it as having the expressively progressive form of the gradual, cumulative unfolding into explicitness of what shows up retrospectively as having been already implicit in that tradition.” -0 ,"-+Q TRRT .TST

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3.6 Research approach followed in this work , 2&'1 "'11#02 2'-,Q .0-.-1# !& ,%# -$ .#01.#!2'4# ', 2&# 2#!&,-!#,20'! ..0- !& 2& 2 & 1 20 "'2'-, **7 ',$-0+#" 2&# "#1'%, -$ , 4'% 2'-, 13..-02 ', 3 '!-+.Q ', . 02'!3* 0 $-0 $'0#$'%&2#01T -**-5',% 0#1# 0!&V2&0-3%&V"#1'%, ..0- !&Q 1 .0-.-1#" ', 80-3,"#" #1'%,Q 31# +7 "#1'%, 5-0) ', 25- .0-(#!21 1 2--* 2- #6.*-0# 2&'1 !& ,%# -$ .#01.#!2'4#T / )',% .0 !2'!#V!#,2#0#" ..0- !&Q .0-.-1# ,-4#* 3 '!-+. !-,!#.2 2- 13..-02 2&# , 4'% 2'-, -$ $'0#$'%&2#01T "#1'%,#" 1#4#0 * 02'$ !21 + 2#0' *'8',% 2&'1 !-,!#.2Q ," - 1#04#" 2# 02'$ !21 ', !2'-,Q #+ #""#" ', 4 0'-31 1#22',%1 ', 2&# 5-0) -$ $'0#$'%&2#01T /&# , *71'1 -$ 2&# 5&-*# .0-!#11 .0-4'"#1Q 2�#$-0#Q 1'1 2- 0#$*#!2 0-3," 2&# 2#,#21 ',$-0+',% 2&# !-,!#.2 ," 2&# +#2&-"1 31#" 2- + 2#0' *'8# '2 ',2- !-,!0#2# 3 '!-+. .* 2$-0+T

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“…the foundational question [for design] is ‘does it work?’ Not on a mechanical level, but more in the line of an aesthetic judgment or design judgment as defined by Wolf et al. ‘informed by a combination of knowledge, reflection, practice and action’. I interpret ‘does it work’ to mean ‘does the design have the desired or any other effect on me as a viewer/participant’” 3"4'%1#,Q TRRX .T SRU 0#$*#!2',% -, .*#, 07 2 *) 7 -'** 8 4#0

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Use of ambiguity to look for models and representations: /- "# * 5'2& 2&# 0#.0#1#,2 2'-, .0- *#+ ', 3 '!-+.Q 5# 31#" , ..0- !& 0--2#" ', 2&# 5-0)1 -$ -'** 8 4#0 2- 1# 0!& $-0 "#/3 2# 0#.0#1#,2 2'-,1 $-0 2&# .* 2$-0+ #',% "#4#*-.#"T 8 4#0 .0-.-1#1 2- *#4#0 %# 2&# .30.-1#$3* 31# -$ + '%3'27 2- 13 4#02 2&# 32&-0'27 -$ 2&# 1712#+Q +-4',% 31#01 2- + )# 31# -$ 2&#'0 -5, ',2#0.0#2 2'-,1 2- 13..*#+#,2 2&-1# .0-4'"#" 7 2&# 1712#+ (#,%#01 8 4#0Q TRRXT /&# 31#1 -$ 2&# 1712#+Q ',12# " -$ #',% 2&-0-3%&*7 "#$',#" 2 "#1'%, 2'+#Q %0-5 $0-+ 2&# #,!-3,2#01 5'2& 31#01Q + )',% 2&# . 2&1 -$ ..0-.0' 2'-, 2 )#, 7 31#01Q 1.#!'$'! -32!-+# -$ 2&# 1712#+ 8 4#0Q (#,%#01Q C#00'"%#Q C 7#Q --5#01Q TRRYT

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3.6.1.2 Design activities conducted /&# "#1'%, !2'4'2'#1 !-,"3!2#" "30',% 2&# .0-(#!21 0-3%&*7 $ ** ',2- 1-+# -$ 2&# $-**-5',% !2'4'27 27.#1Q "#1!0' #" �# ', %#,#0 * 5 7T /&# 1.#!'$'! 1#23. ," 0#13*21 -$ # !& !2'4'27 0# "#1!0' #" * 2#0Q 1 2 0# .0-%0#11'4#*7 .0#1#,2#" ', 2&# 0#12 -$ 2&'1 "'11#02 2'-,T

Workplace observation: /# 123"'#1 2--) 2&# $-0+ -$ b/3'!) ," "'027c -0 $-!31#" #2&,-%0 .&7 123"'#1 C,- * 3!&Q TRRWT /&'1 ..0- !& .0-4'"#" , - 1#04 2'-, * .#01.#!2'4# ," ** #2 *TQ TRRY -$ 0# *V5-0*" .0 !2'!#1 -$ $'0#$'%&2#01 ," "#$',#" 1#*',# 1!#, 0'-1 !*-1# #,-3%& 2- 0# *'27 2- 1#04# 1 0#$#0#,!# 2- /3 *'2 2'4#*7 !-+. 0# 2&#+ 2- -2� $-0+1 -$ $'#*" #6.#0'+#,21 ', 5&'!& "#1'%, 02'$ !21 5#0# ',20-"3!#"T

First-person experiences: /&# $'012V.#01-, #6.#0'#,!#1 '+#" 2 !0# 2',% , #+. 2&'! "' *-%3# 7 +# ,1 -$ , ',2#,1'4# '++#01'-, ',2- 2&# 5-0*" -$ 2&# 31#0 $0-+ $'012V.#01-, .#01.#!2'4#Q ',!*3"',% 1 +3!& 1 .-11' *# $0-+ 2&# 5&-*# 0 ,%# -$ #+-2'-,1 ," .&71'! * 1#,1 2'-,1 ',4-*4#" ', 2&# 5-0) -$ $'0#$'%&2#01T /&-1# )',"1 -$ 123"'#1 1&-3*" .0-4'"# *'4#*7 & ,"1V-, #6.#0'#,!# -$ #+#0%#,!7 0#1.-,1#T /&# '"# '1 ,-2 2- !* '+ 2& 2 2& 2 5# #!-+# !-+.#2#,2 $'0#$'%&2#01 5'2& 13!& 1&-02 #6.#0'#,!#1Q 32 #!-+',% ',4-*4#" ', 2&# 0# * .0 !2'!#1 &#*. "#1'%,#01 $',#V23,# 2&#'0 3,"#012 ,"',% -$ 2&# "#1'%, !-,2#62 ," 2- 0#$',# 2&#'0 ',23'2'-, $-0 $',"',% "#1'%, 1-*32'-,1 "#/3 2# 2- 2&#'0 5-0)T /&'1 4'#5 5 1 13..-02#" 7 2&# !-++ ,"#01 -$ -2& '0# -0'% "#1Q 5&- 5#0# !-,4',!#" 2& 2 2&# #6.#0'#,!# -$ 5-0)',% 5'2& 2&# #/3'.+#,2 ," $##*',% 2&# &# 2 -$ $'0# ! , 1'%,'$'! ,2*7 !& ,%# 2&# .#01.#!2'4# -$ "#1'%,#01 -, 2&# 5-0) -$ $'0#$'%&2#01T

Breaching experiment: /&'1 $-0+ -$ 123"'#1 ',!*3"#" 2&# ',20-"3!2'-, -$ #6.#0'+#,2 * 2#!&,-*-%'! * #*#+#,21 2 "'$$#0#,2 *#4#*1 2- .30.-1#*7 "'1230 2&# 1712#+ -$ #+ -"'#" .0 !2'!#1 10 20##Q TRRVT /# ',2#04#,2'-,1 "'" ,-2 '+ 2 .0-4'"',% .0-2-27.'! * 1-*32'-, $-0 . 02'!3* 0 .0- *#+Q 32 2 "0'4',% 2&# ',/3'07 .0-!#11 ," 2 .0-4'"',% 12 02',% .-',21

$-0 2&# .0-!#11 -$ 0#$*#!2'-, ," ',,-4 2'-, 0-3," .0 !2'!#1 !$T -*1!�Q C0'12#,1#,Q ?-%#,1#,Q TRRZT /&# -0"#0 #+#0%#" $0-+ 2&# !0# 2#" 1'23 2'-,1 .0-4'"#1 %*'+.1# -, &-5 2&# .0 !2'!#1 " .2 2- ,#5 2#!&,-*-%'#1 ," &-5 3,$-0#1##, 0# )"-5,1 #+#0%# -32 -$ 2&# 31# -$ 2#!&,-*-%7 C-1!&+ ,,Q C3322'Q 6'!)+ ,Q S[[ZT /&'1 +#2&-"-*-%7 -$ #6.#0'+#,2 * ," #6.*-0 2'4# 123"'#1 -$ .0 !2'!# $-0+1 '1 1#" -, 2&# #2&,-+#2&-"-*-%'! * !-,!#.2 -$ 0# !&',% #6.#0'+#,21 8 0$',)#*Q S[XY ," -, '21 * 2#0 "-.2'-, ', 61 2- 123"7 2&# .-2#,2' *1 -$ ,#5 2#!&,-*-%7 10 20##Q TRRUT

Participatory Design Workshops: /&'1 0#$#01 2- 0 ,%# -$ !2'4'2'#1 !-,"3!2#" 2- 0',% 0#*#4 ,2 %0-3.1 -$ 12 )#&-*"#01 ', 2&# .0-(#!2 2- !-** -0 2'4#*7 !0# 2# "#1'%, '"# 1 $-0 2&# 2#!&,-*-%7 #',% "#4#*-.#"T !# 31#" +#2&-"1 13!& 1 0 ', 12-0+',% ," $$','27 + .1 !'6-,Q 6-*28 * 22Q C,-6Q S[[R 2- $-12#0 2&# !0# 2'-, -$ '"# 1 ," 2- -0% ,'8# 2&#+ ', 0#*#4 ,2 ! 2#%-0'#1T

Experience Prototyping WorkshopsS /# 5-0)1&-.1 $-!31#" -, !0# 2',% 1'+.*# 02'$ !21 2- !-,4#7 2&# #6.#0'#,!# -$ 31',% 2&# 2#!&,-*-%7 2& 2 '1 #',% "#1'%,#"T /&# !-,!#.2 -$ 6.#0'#,!# ;0-2-27.',% 5 1 .0-.-1#" 7 -3!&#, 3 ," (30' TRRR 1 !-**#!2'-, -$ 2#!&,'/3#1 ," +#2&-"1 2- 13..-02 2&# 1'+3* 2'-, -$ 0#*#4 ,2 13 (#!2'4# #6.#0'#,!#T /&# ..0- !& #+.& 1'8#1 2&# #11#,!# -$ 2&# #6.#0'#,!# ',4-*4#" ', 31',% , 02'$ !2S

“...the experimental aspects of whatever representations are needed to successfully (re)live or convey an experience with a product, space or system “ (-3!&#, 3 (30'Q TRRR.

Prototyping Workshops: /&'1 0#$#01 2- 0 ,%# -$ !2'4'2'#1 #+#0%#" $0-+ 2&# '"# -$ #1'%, ;0- ',%T /&# 1-02 -$ 02'$ !21 31#" ', # !& -$ 2&# #6.#0'+#,21 4 0'#" $0-+ 4#07 1'+.*# 02'$ !21 2- $3**7V$*#"%#" 1-*32'-,1 2#12#" ', 20 ',',% 1#11'-,1T /&# ),-5*#"%# .0-"3!#" ', 2# #6.#0'+#,21 5 1 31#" 2-

!0# 2# 1. !# $-0 12 )#&-*"#01 2- 0#$*#!2 -, 2&# 02'$ !21T 2 .0-4'"#" ',.32 $-0 !-** -0 2'4# 1# 0!& -$ -..-023,'2'#1 $-0 2#!&,-*-%7 2- +#"' 2# -0 $ !'*'2 2# 5 7$',"',% .0 !2'!#1T

Specification Workshops: /# 5-0)1&-.1 $-!31#" -, "#$',',% 2&# 2#!&,'! * .* 2$-0+T ('+3*2 ,#-31*7 2- 2&# .0-2-27.',% 5-0) ," ',$-0+#" 7 '2Q 5# 5-0)#" -, $'6',% 2&# #*#+#,21 2& 2 1&-5#" 2- # 0#*#4 ,2 $-0 5 7$',"',%T /&'1 5-0) .0-%0#11'4#*7 .0-"3!#" 2#!&,'! * .* 2$-0+ ," +-0# 2&-0-3%&*7 1.#!'$'#" 1#2 -$ , 4'% 2'-, 120 2#%'#1 #,!-+. 11',% 1.#!'$'! !-,120 ',21 ," 0#/3'0#+#,21 -$ 2&# $'0#$'%&2',% "-+ ',Q .0-4'"',% 2&# 1'1 $-0 5-0)',% -, 1.#!21 0#*#4 ,2 2- 2&# #,%',##0',% -$ 2&# .* 2$-0+ 13!& 1 0- 312,#11 -$ 2&# ,#25-0) .0-2-!-*1 ," 1-$25 0# 0!&'2#!230#Q -0 #$$#!21 -$ 1+-)# ," &# 2 -, 2&# 1#,1-01T

Design and DevelopmentS /&'1 ! 2#%-07 0#$#01 2- 2&# .0-!#11 -$ "#1'%,',% ," "#4#*-.',% 2&# 1-$25 0# ," & 0"5 0# 0!&'2#!230# -$ 2&# 1712#+T

Analytical WorkS /&'1 ! 2#%-07 0#$#01 2- 2&# "'$$#0#,2 !2'4'2'#1 0#* 2#" 2- 2&# .0-"3!2'-, ," "'11#+', 2'-, -$ 1!'#,2'$'! ),-5*#"%#Q 13!& 1 . .#0 50'2',%Q !-,$#0#,!#1Q 5-0)1&-.1 ," -2T

/ *# UVS 1&-51 *'12 -$ 2&# +-12 0#*#4 ,2 #4#,21 "30',% +7 ',4-*4#+#,2 5'2& -2& .0-(#!21 5'2& "#1!0'.2'-, -$ 2&# !2'4'2'#1 !-,"3!2#"T /&# 2 *# .0-4'"#1 *1- , ',"'! 2'-, -$ 2&# 120# + -$ 5-0) ', 80-3,"#" #1'%, ', 5&'!& 2 ! , # !* 11'$'#"T /# #4#,21 0# +'*#12-,#1 -$ !-,2',33+ -$ 5-0) ', 5&'!& 2&# 2&0## 20 !)1 -$ 80-3,"#" #1'%, #+#0%#" ', 1'+3*2 ,#-31*7T (203!230#Q 1#/3#,!# ," +-2'4 2'-, $-0 2# #4#,21 5#0# "#$',#" 7 2&# !-,2',%#,!'#1 -$ 2&# "#1'%, .0-!#11 -$ # !& .0-(#!2T / #+#0%#" $0-+ ','2' * .* ,1 "#$',#" 2 2&# #%',,',% -$ # !& .0-(#!2 ," +-"'$'#" *-,% 2&# "30 2'-, -$ 2&# .0-(#!2 ', 0#1.-,1# 2- 2&# 0#13*21 - 1#04#" *-,% 2&# .0-!#11T

Date Activity Details Grounded Design Working Stream with on on the the theo- atfct atfct ries 2006.11.15-17 '012 @..0- !& 2- Workplace Observation: '1!311'-, -$ '0#$'%&2',% ', 1'! , 4'% 2'-, * 120 2#%'#1 31#" 7 6 ; 0'1 $'0#$'%&2#01 ', ; 0'1 2007.03.15-17 '012 ; 0'1 Workplace Observation: = 4'% 2'-, !-0)1&-. .0 !2'!#1 Breaching experimentS !'8 0" -$ -8 6 6 , 4'% 2'-, 13..-02 $-0 0#!-,, '11 ,!# +'11'-,1 2007.06.12-13 (#!-," ; 0'1 Workplace ObservationS , 4'% 2'-, !-0)1&-. .0 !2'!#1 6 First Person ExperienceS /0 ',',% 1#11'-, 5'2& 2&# -(;; 2007.09.25: (3 +'11'-, -$ 2&# ,"+ 0)# 6 ;0-(#!2 2007.09.25 ;3 *'! 2'-, 1-,2#62 1 0#1-30!# $-0 "' %,-12'! 5-0) 6 2008.02.25-27 ;3 *'! 2'-, 6 ,"7 = 4'% 2'-, ', 4#0V1& ,%',% (. !#1 , 2&,-%0 .&'! (23"7 -$ 6 '0#$'%&2',% ;0 !2'!#1T #,#$Q +'0#8Q 70)1Q 83,, 0 (2#4#,1Q TRRZ <$$'!' * 12 02 -$ 2008.06.1 ,"+ 0)# 2008.09.18-19 C'!)V<$$ First-Person experience: '4# @!2'-, -*#V ,"+ 0)# ;* 7',% % +# 6 6 6 ?*,12#0 • ; 02'!'. 2-07 #1'%, (#11'-,S >'1'-, -$ ,"+ 0)# $0-+ "'$$#0#,2 .#01.#!2'4#1 2008.11.17-18 @, *71'1 ( ,)2 Participatory Design Session: @3%312', • #4#*-.+#,2 -$ ','2' * 2 !2'! * !-,!#.21 6 $-0 , 4'% 2'-, 31',% 1. 2' * + 0)',%1T 2008.12.01 6# 2 /0 ',',% First-Person experience: 6# 2 20 ',',% C*,V1&-05#'*#0 First-Person experience: ;&71'! * $'2,#11 6 6 ," +- '*'27 2009.01.13-14 6.#0'#,!# Experience Prototyping: /&0-5'#1T ;0-2-27.',% • 4 *3 2'-, -$ ','2' * 2 !2'! * !-,!#.21T !-0)1&-. • #4#*-.+#,2 -$ $302� '"# 1 $-0 2&# 31# 6 6 ?*,12#0 -$ 1. 2' * + 0)',%1 2- 13..-02 , 4'% 2'-, 1#"T 2009.02.26-27 '012 (.#!'$'! 2'-, Specification Workshop. !-0)1&-. / • 1-,1203!2'-, -$ $$','27 + .1 1#" -, ( ,)2 @3%312', 20 ,1!0'.2'-,1 -$ 2&# #6.#0'#,!# .0-2-27.',% 5-0)1&-.1 2- 1# 0!& $-0 6 6 6 ','2' * !-,120 ',1 ," 0#/3'0#+#,21 $-0 2#!&,'! * .* 2$-0+ $-0 $'0#$'%&2#01T • #4#*-.+#,2 -$ 2&# ','2' * 1.#!'$'! 2'-, "0 $2 $-0 2&# .* 2$-0+T 2009.03.12 ;3 *'! 2'-, @02')3* 2'-,1 0 #'2 3," +#"'#,%#12*282# <021#0)3,"3,%T ?3*2'+-" *# 3," +3*2'*-) *# C-++3,') 2'-, ', =-2$ **#',1=28#, 8#0+ , $-0S @02'!3* 2'-, 6 5-0) ," +#"' V13..-02#" 0#!-,, '11 ,!#T ?3*2'+-" * ," +3*2'*-! * !-++3,'! 2'-, ', #+#0%#,!7 0#1.-,1# 6 1!&#'"Q 8#05',1)'Q 70)1Q #,#$Q +'0#8Q TRR[T

Date Activity Details Grounded Design Working Stream with on on the the theo- atfct atfct ries 2009.03.17 '1!311'-, -$ 2&# Specification Workshop 1.#!'$'! 2'-, 5'2& • ,'2' * "0 $2 -$ 2&# .* 2$-0+ 5 1 '0#$'%&2#01 C*,V #6.* ',#" ," "'1!311#" 5'2& 1&-05#'*#0 $'0#$'%&2#01T 6 • ?# 130#+#,2 -$ #& 4'-0 -$ 0 "'- 1'%, *1 ', 1+-)#T • ,'2' * #4 *3 2'-, -$ #*#!20-,'!1 $-0 2&# ,-"#1 -$ 2&# .* 2$-0+ 2009.04.4-9 ;3 *'! 2'-, • /-5 0"1 63+ ,V1#,2#0#" (3..-02 $-0 ,"--0 = 4'% 2'-, +'0#8 #2 *TQ TRR[T • #22',% /--*1 / *)S ,2#0 !2'4# 6 /#!&,-*-%7 $-0 '0#$'%&2',% #,#$Q +'0#8Q 70)1Q TRR[T 2009.04.16 '012 2#!&,'! * Specification Workshop +##2',% .&-,# • '1!311'-, -32 2&# .-11' *# 2#!&,'! * !-,$#0#,!# .* 2$-0+1 2- !0# 2# .0-2-27.#1 $-0 2&# 6 ,-"#1 ," 2&# !#,20 * !-+.-,#,21 -$ ,"+ 0)# 2009.05.04 (#!-," 2#!&,'! * Specification Workshop +##2',% .&-,# • (#*#!2'-, -$ 2&# .0-2-27.',% .* 2$-0+T 6 !-,$#0#,!# • '1!311'-, 0-3," .0-1 ," !-,1 -$ 2&# ','2' **7 1#*#!2#" .* 2$-0+ 2009.05.10-13 ;3 *'! 2'-, #1'%,',% $-0 '0#$'%&2#01-3'*"',% +. 2&7 2&0-3%& '4# @!2'-, -*#V 6 ;* 7',%70)1 #2 *TQ TRR[T 2009.05.19.-20 (#!-," Specification Workshop 1.#!'$'! 2'-, • ,'2' * "'1!311'-, 0-3," 1-$25 0# 5-0)1&-. .* 2$-0+1 2- '+.*#+#,2 ,"+ 0)#T C 0*103&# • '1!311'-, -$ 1712#+ 0!&'2#!230#Q . 22#0,1 ," #12 .0 !2'!#1 2- # 31#" 2- 6 !--0"', 2# 2&# 5-0)T • #$','2'-, -$ 2 !2'! * 31#1 $-0 2&# .* 2$-0+ 1 4'023 * !& ', -$ 0# "!03+ 1 ," .-11' *# 2#!&,'! * '+.*#+#,2 2'-, -$ 2&# '"# T 2009.06.25-26. ;0-2-27.',% Prototyping Workshop !-0)1&-. " • ,20-"3!2'-, -$ 2&# b/&0-5'#1 TTRc ?*,12#0 ;0-2-27.#T /#12 -$ "#.*-7+#,2 ," , 4'% 2'-, 120 2#%'#1T

Participatory Design Workshop. 6 6 • #1'%, -$ !-,!#.21 $-0 20 ,1.-02',% ," $-0 $'6 2',% ,"+ 0)# -, "#.*-7+#,2T • 10# 2'-, -$ #6#0!'1#1 $-0 ! 31',% "'1-0'#,2 2'-, ', , 4'% 2',% $'0#$'%&2#01Q 2- #22#0 2#12 ,"+ 0)# ', !2'-,T 2009.07.14 /&'0" Specification Workshop 1.#!'$'! 2'-, • 302� 1.#!'$'! 2'-, -$ 2&# 1-$25 0# 6 5-0)1&-. 0!&'2#!230# $-0 2&# 0#$#0#,!# .* 2$-0+T C 0*103&#

Date Activity Details Grounded Design Working Stream with on on the the theo- atfct atfct ries 2009.10.07-08 ;0-2-27.',% Prototyping Workshop: ,20-"3!2'-, -$ !-0)1&-. '<_1 2&# '<_1 .* 2$-0+T ?*,12#0 • 1-+ ',#" 31#" -$ b/&0-5'#1 TTRc ," b'<_1c 2- 2#12 "#.*-7+#,2 ," -0'#,2 2'-,T • '1# -$ '<_1 2- 2#12 2&# 31# -$ 4'13 *Q 6 6 !-312'! ," 0 "'- 1'%, *1 2- 13..-02 5 7$',"',%T Participatory design workshopS • 302� "#4#*-.+#,2 -$ 2&# $-0+ $ !2-0 -$ 2&# .* 2$-0+T '1!311'-, -$ -0'#,2 2'-, '12'! 31',% 2&# .0-2-27.#1T 2010.03.02-03 -302& Specification Workshop 1.#!'$'! 2'-, • #$','2'-, -$ 2&# $', * & 0"5 0# .* 2$-0+ 5-0)1&-. $-0 2&# 0#$#0#,!# .* 2$-0+ 6 C 0*103&# • ', * 1.#!'$'! 2'-, -$ 2&# $-0+ $ !2-0 $-0 2&# ,-"#1 ," "#1'%, -$ 2&# 20 ,1.-02 3,'2 2010.05.18-19 #$#0#,!# Workplace Observation: #$#0#,!# !-0)1&-. ?'11'-,1 • ('+3* 2#" 0#!-,, '11 ,!# +'11'-,1 6 !-,"3!2#" 5'2&-32 2&# .* 2$-0+T Participatory Design Workshop ',$-0+#" 7 2&# , *71'1 -$ 2&# 0#$#0#,!# +'11'-,1T 2010.08.6 ;3 *'! 2'-, #1'%,',% $-0 &'%& #6.#!2 2'-,1S * ,!',% + '%3'27 ," 2&-0-3%& 1.#!'$'! 2'-, ', 2&# 6 "#1'%, -$ 5 7$',"',% 2--* $-0 $'0#$'%&2#01 +'0#8 70)1Q TRSR 2010.10.5-6 '012 #4 *3 2'-, -$ Prototyping Workshop 2&# 0#$#0#,!# • 4 *3 2'-, -$ 2&# !-+.*#2# 0#$#0#,!# .* 2$-0+ .* 2$-0+ ', 0#!-,, '11 ,!# #6#0!'1#1 6 • 1-+.*#2# #6#0!'1#1 5'2&-32 $ !'*'2 2-01 • '1!311'-,1 -32 5 7$',"',% 120 2#%'#1 2010.12.7-8 (#!-," #4 *3 2'-, Prototyping Workshop -$ 2&# 0#$#0#,!# • 4 *3 2'-, -$ 2&# !-+.*#2# 0#$#0#,!# .* 2$-0+ .* 2$-0+ ', 0#!-,, '11 ,!# #6#0!'1#1 • @, *71'1 -$ "#.*-7+#,2 . 22#0,1 ," 6 , 4'% 2'-, '12'!1 • (#+'V1203!230#" ',2#04'#5 1#11'-,1 2- "'1!311 ""#" 4 *3# -$ 2&# .* 2$-0+ ," $3230# .-11' '*'2'#1T Table 3-1: Project events. The table provides a description of the most relevant events during my work. The three rightmost columns provide a hint of the stream or streams identified in grounded design under which the activity can be subordinated.

3.6.2 Working with the artifact: Ethnography to document existing practices and design interventions /- - 1#04# 2&# !-V#4-*32'-, -$ .0 !2'!#1 ," 2#!&,-*-%7Q 5# 31#" #2&,-%0 .&'! #6.*-0 2'-,Q +#2&-" !-+',% $0-+ 2&# 1-!' * ," !3*230 * ,2&0-.-*-%7S

“[Ethnography] involves the careful study of activities and relations between them in a complex social setting. Such studies require extended participant observation of the internal life of a setting, in order to understand what participants themselves take to be relevant aspects of their activity. Importantly, this may include things that are so familiar to them as to be unremarkable (and therefore missing from their accounts of how they work), although being evident in what they can actually be seen to do.” (3!&+ , /0'%%Q S[[S

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@, '+.-02 ,2 #*#+#,2 -$ #2&,-%0 .&7 '1 2&# - 1#04 2'-, -$ !2'4'2'#1 ', 2&# 1#22',%1 5�# 2 , 230 **7 -!!30 (3!&+ , /0'%%Q S[[ST -0 - 4'-31 0# 1-,1Q '2 '1 ,-2 .-11' *# 2- !*-1#*7 - 1#04# $'0#$'%&2#01_ , 4'% 2'-, -0 2- 2#12 2&# "#1'%,#" 02'$ !21

', 0# * $'0#$'%&2',% ',!'"#,21T /- .0#1#04# 2&# 0#*#4 ,2 1203!230#1 2& 2 !-,"'2'-,1 ',"--0 , 4'% 2'-, .0 !2'!#1 ," ', 2&'1 5 7 1130# #!-*-%'! * 4 *'"'27 $-0 -30 123"'#1Q 5# 31#" 20 ',',% 1#11'-,1 !-,1203!2#" 3.-, 0# *'12'! 1'+3* 2'-, -$ $'0#$'%&2',% !-,"'2'-,1Q 4#07 !-++-, !2'4'27 -$ .0-$#11'-, * $'0#$'%&2#01T /&# #6#0!'1#1 $-0 2# 1#11'-,1 5#0# !0# 2#" ', !-** -0 2'-, 5'2& .0-$#11'-, * $'0#$'%&2#01 ," ',1203!2-01 ," 5#0# !-,"3!2#" ', 2&# 20 ',',% $ !'*'2'#1 -$ 2&# "'$$#0#,2 #,"V 31#0 -0% ,'8 2'-,1 ',4-*4#" ', 2&# .0-(#!21Q "#1!0' #" ', 1#!2'-, UTYT /&# 5-0) ', 2&# $'#*" 5 1 "-!3+#,2#" #62#,1'4#*7 7 31',% 4'"#-Q .&-2-%0 .&7 ," $'#*" ,-2#1T !&#, 2&# "'120' 32'-, -$ 2&# 5-0) -$ $'0#$'%&2#01 ', 2'+# ," 1. !# !0# 2#" . 0 **#* 2&0# "1 -$ 5-0)Q 2 5#0# "-!3+#,2#" 31',% 1#4#0 * 4'"#- 1#/3#,!#1T

3.6.3 Working on theories: Ethnomethodological analysis of data /&# , *71'1 -$ " 2 !-+',% $0-+ 2&# $'#*"5-0) $-**-5#" , #2&,-+#2&-"-*-%'! * ..0- !& 1 -32*',#" ', 2&# 5-0) -$ @,"7 10 20## 10 20##Q TRRUT 2&,-+#2&-"-*-%7 0#$#01 2- , ..0- !& 2- 1-!'-*-%'! * ',/3'07T 2 5 1 ','2' **7 .0-.-1#" ', 2&# 5-0)1 -$ 6 0-*" 8 0$',)#* ', 2&# * 2# 1'62'#1 1 0#1.-,1# 2- 2&# 1&-02!-+',%1 2& 2 &# 1 5 ', 2&# !-,!#.23 * $-0+3* 2'-, ," 2&#-0#2'! * %#,#0 *'8 2'-, -$ 2&# 20 "'2'-, * 1-!'-*-%'! * +#2&-"Q ', 5&'!& 1-!' * -0"#0 '1 "#2#0+',#" 7 03*#1 ," .#01-,1 !2 1 “judgemental dopes” ', $-**-5',% 1-!' *Q .0#V #6'12',% ,-0+1 8 0$',)#*Q S[XYT 8 0$',)#* 0%3#1 ',12# " 2& 2 .#-.*# !-,12 ,2*7 5-0) 2- !&'#4# 2&# -0"#0*7 !& 0 !2#0 -$ #4#07V" 7 *'$#Q ," 2- !&'#4# 2&'1 1-!' * -0"#0Q .#-.*# 0#*7 -, 1& 0#" +#2&-"1 31#" -2& 2- .0-"3!# 1-!' * -0"#0 ," 2- + )# 1#,1# -$ '2S

“The activities whereby members produce and manage settings of organized everyday affairs are identical with member's procedures for making those settings account- able” 8 0$',)#*Q S[XYQ .T S

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

8 0$',)#* 0%3#" 2& 2 * 0%# . 02 -$ 2&'1 -0"#0 ! ,,-2 # 0#4# *#" 7 %%0#% 2',% !0-11 * 0%# +-3,21 -$ " 2 1#21 ," 2&31 '2 %#21 *-12 2- 2&# $-0+ * , *72'! 2&#-0'8',%T 8 0$',)#* .0-.-1#1 ', &'1 5-0) alternates 2- $-0+ * 2&#-0'8',%Q 5&'!& "- ,-2 1##) 2- 0#.* !# $-0+ * , *71'1Q 32 0 2� '+ 2 ',4#12'% 2',% 2&# !-,2',3-31 5-0) -$ +#+ #01 -$ %0-3. 2- !&'#4# !!-3,2 *# !2'4'2'#1T @1 10 20## #6.* ',1Q 2&# -0% ,'8 2'-, -$ 2&'1 5-0) + 7 # !!-3,2#" $-0 #+.'0'! **7 7 22#,"',% 1.##!& ', $'012 .* !# ," 2&#, 7 #6.*'! 2',% 2&# 5-0) .0 !2'!#1 + "# 4'1' *# 7 2& 2 1.##!& 10 20##Q TRRUT 2 '1 ', -30 !-,"'2'-, 1 #6.#021 ', 2&# 3,$-*"',% -0"', 07 *'$# 2& 2 5# ! , , *78# ," + )# 1#,1# -$ 2&# !-,4#01 2'-, -$ -2S

“As analysts, we can observe members’ talking, listen to their conversations, and describe their formulations. We can observe and report members’ formulations not because we possess some special analytic skill, but because of an ordinary expertise that we constantly employ in the unfolding and collaborative flow of everyday life.” (Crabtree, 2003 p.57)

10 20## .0-.-1#1 2&# 31# -$ Thick Descriptions 1 +#2&-" “to explicate and represent the lived ways in which work is organized by parties to its accomplishment” (Crabtree, 2003 p.64)T @ /&'!) #1!0'.2'-, '1 "'$$#0#,2 $0-+ 1'+.*# #4#,2 !!-3,2 ', 2& 2 '2 120'4#1 $-0 2&0## *#4#*1 -$ !!-+.*'1&+#,2 -$ 5-0)Q 5&'!& ^2&'!)#,1_ 2&# +#0# "#1!0'.2'-, 10 20##Q TRRU .TXTS

• @ "#1!0'.2'-, -$ 2&# $-0+3* 2'-,1 1 2 0# &# 0 *7 .0-"3!#" ," 0#!-%,'8#" 7 . 02'#1 2- 2&#'0 .0-"3!2'-, • @ "#1!0'.2'-, -$ 2&# 0#*#4 ,2 ,-,V4#0 * .0 !2'! * !2'-,1Q ', . 02'!3* 0 2&-1# ',4-*4',% 02'$ !21 -0 + 2#0' * 0#1-30!#1 • @ "#1!0'.2'-, -$ 2&# 5-0) .0 !2'!#1 + "# 4'1' *# 7 +#+ #01 ', 2&# $-0+ -$ 2&# 25- .0#4'-31 *#4#*1

10 20## $-**-51 8 0$',)#* ', 0%3',% 2& 2 2&# "#1!0'.2'-, -$ 2&# !-+.-,#,2 #4#,21 2& 2 !-,12'232# 2&# 1#/3#,2' * 1203!230# -$ 5-0) 1#04#1 2- #* -0 2# 2&# 3,'/3# 5-0) .0 !2'!#1 2&0-3%& 5&'!& 5-0) " 7 !2'4'2'#1 113+# 2&#'0 "'12',!2'4# -0% ,'8#" !& 0 !2#0 10 20##Q TRRUT 302�+-0#Q 10 20## 0%3#1 2& 2 2&'!) "#1!0'.2'-, '1 "#/3 2# $-0 2&# .30.-1#1 -$ , *78',% !--.#0 2'4# 5-0) #! 31# “…the description of accomplishment levels one to three makes it visible how workaday activities are put together by participants in the course of their interactions and what the putting together or co-construction of workaday activities therefore relies upon” 10 20##Q TRRU .TXV.

/&# + 2#0' * 31#" 2- 13..-02 2&# , *72'! * 5-0) 5 1 2 )#, $0-+ 2&# !-0.31 -$ " 2 0#13*2',% $0-+ 2&# #2&,-%0 .&'! 5-0)T @** 4'"#- 1#/3#,!#1 5#0# ! 2 *-%3#" 5'2& 2&# &#*. -$ $'#*" ,-2#1Q .0-"3!',% 2 *# -$ ** 4 '* *# 4'"#- + 2#0' *T /&'1 + 2#0' * 5 1 ','2' **7 0#4'1#" 7 0#1# 0! 2- '"#,2'$7 &-21.-21 2& 2 !-3*" .0- # 0#*#4 ,2 $-0 2&# "#1'%, 5-0) -0 $-0 1!'#,2'$'! 0#1# 0!&T /&# &-21.-21 5#0# $2#05 0"1 !-** -0 2'4#*7 20 ,1!0' #"Q , *78#" ," "'1!311#" ', +3*2'"'1!'.*', 07 2# + $-0+#" 7 8#0+ , ..*'#" *',%3'12Q , ',$-0+ 2'-, 1712#+1 #6.#02 ," +71#*$ 1 1712#+ "#1'%,#0T /&'1 , *72'! * 5-0) .0-4'"#" 2&# 1'1 2- 13..-02 2&# 0%3+#,21 2& 2 .32 $-05 0" ', 2&'1 2'1 -2& ', 2&# !!-3,2 -$ , 4'% 2'-, .0 !2'!#1 -$ $'0#$'%&2#01 1 5#** 1 ', 2&# #4 *3 2'-, -$ $3,!2'-, *'27 ," .-2#,2' *1 $-0 2&# .0-.-1#" 2#!&,'! * !-,!#.21T /- 13..-02 ," '**3120 2# +7 0%3+#,21Q 5�# 0#*#4 ,2Q ',!*3"#" 1#/3#,!#1 !-+',% $0-+ 2&'1 , *71'1T

3.7 End-User Organizations and Facilities /&# "#1'%, .0-(#!21 ', 5&'!& 2&'1 5-0) 2--) .* !# ',4-*4#" !*-1# !--.#0 2'-, 5'2& #," 31#01T 6#0# -2& #,"V31#0 %0-3.1 0# "#1!0' #"Q ',!*3"',% 2&# $ !'*'2'#1 5�# 2&# $'#*"5-0) 2--) .* !#T

3.7.1 The Paris Fire Brigade /&# ; 0'1 '0# -0'% "#Q -0 ', 0#,!& -0'% "# "#1 ( .#301V ;-+.'#01Q -(;; '1 3,'2 -$ 2&# 0#,!& @0+7 $-!31#" -, .0-4'"',% $'0# 1#04'!# $-0 2&# 1'27 -$ ; 0'1 ," $-0 -2� 1'2#1 -$ 120 2#%'! '+.-02 ,!# ', 0 ,!#T 2 '1 . 02 -$ 2&# 0+7 "3# 2- 2&# $ !2 2& 2 %#-%0 .&'! **7 ," 120 2#%'! **7 ; 0'1 0#.0#1#,21 b13.#0'-0 ',2#0#12c ," &#,!#Q '21 .0-2#!2'-, $ **1 ', 2&# "32'#1 12 232-07 "#$',#" $-0 2&# 0#,!& @0+7T /&# -(;; '1 !-+.-1#" -$ ,# 0*7 ZQWRR $'0#+#, ," '2 '1 2&# * 0%#12 $'0# 0'% "# ', 30-.#T

?-12 -$ 2&# 5-0) -$ 2&# .0-(#!2 ', ; 0'1 2--) .* !# 2 2&# 1#,20# "# $-0+ 2'-, "#1 ! "0#1Q 20 ',',% !#,2#0 *-! 2#" 2 2&# -02 "# * -0'!&# ', 2&# !-++3,# -$ ( ',2 #,'1 '%30# UVTT /&'1 $ !'*'27 .0-4'"#1 2&# 1. !# $-0 20 ',',% 2&# -$$'!#01 -$ 2&# 0'% "#T /&# !#,2#0 !-3,21 5'2& 3'*"',% 1.#!'$'! **7 " .2#" 2- 13..-02 20 ',',%Q #/3'..#" 5'2& 1'+3* 2#" 1. !#1 ',!*3"',% '%30# UVUS

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Figure 3-2: The training building in the Centre de Formation des Cadres in Saint Denis. /&# 20 ',',% !#,2#0 '1 *1- #/3'..#" 5'2& '0# ('+3* 2-0 -3'*"',%T /&'1 3'*"',% $# 230#1 0# * $'0# 1'+3* 2'-,1 ," 1+-)# %#,#0 2-01 ',1'"# 3'*"',% + "# -$ 12##*T /&# #/3'.+#,2 ',12 **#" **-51 $-0 ',12 ,2 '%,'2'-, ," 1&32"-5, -$ $'0#1 $0-+ !#,20 * !-,20-**',% !-+.32#0 31#" 7 2&# ',1203!2-01T

Figure 3-3: Simulated Rooms of the training center in Paris.

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3.7.2 The Professional Fire Brigade of Cologne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� !2'4'2'#1 '%30# UVVT

Figure 3-4: Heat training facility in Chorweiler.

3.7.3 The Firefighting Institute of the State of North Rhine- Westphalia /&# '0#$'%&2',% ,12'232# -$ 2&# (2 2# -$ =-02& &',#V !#12.& *' " '1 *-! 2#" ', 2&# 1'27 -$ ?*,12#0 ," "#.#,"1 -, 2&# ?','1207 -$ ,2#0'-0 -$ 2&# (2 2# -$ =-02& &',#V !#12.& *' T 2 '1 0#1.-,1' *# $-0 2&# $-0+ 2'-, ," 20 ',',% -$ 2&# !-++ ,"',% 12 $$ -$ 2&# ,-,V.-*'!# 12 2# $-0!#1 ', !& 0%# -$

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Figure 3-5: The training hall of the IdF. !-+.32#0 1#" ',2#0$ !#T /&# ',1203!2-0 ! , !-,20-* -0 +-"'$7 2&# 03,,',% 1!#, 0'-Q -0 12-. 2&# 1'+3* 2'-, 2 ,7 .-',2 2- , *78# 2&# 1'23 2'-,T @*2&-3%& 0# * $'0# '1 ,-2 31#"Q 2&# 20 ',',% & ** #$$#!2'4#*7 .0-4'"#1 0# *'12'! 7#2 1 $# 1'+3* 2'-, -$ $'0#$'%&2',% ',2#04#,2'-, 1!#, 0'-T /&# 20 ',',% & ** -$$#01 0 ,%# -$ $3**7 #/3'..#" 20 ',',% #,4'0-,+#,21 ',!*3"',% '%30# UVXS

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Figure 3-6: Some of the simulation facilities available in the training hall of the IdF in Münster. All of the installed systems can be centrally controlled by an operator from a management room or from a tabletPC based mobile interface.

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Understanding the Context: 4 Wayfinding Strategies in Firefighting

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4.2.1 Fieldwork with the Firefighters Brigade of Paris

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Figure 4-1: Wizard of oz Positioning System. A researcher discloses in real time the position of a searching troop.

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Figure 4-2: Synchronized video recordings from one of the exercises in Paris.

Workplace observation: Navigation , $'012 #6.#0'#,!#Q 5# .0#. 0#" 25- +'11'-,1 ', 5&'!& 25- 2# +1 -$ $'0#$'%&2#01 #6.*-0#" 25-V12-07 $* 2 *-! 2#" -, 2&# 2&'0" ," $-302& $*--0 -$ 2&# 20 ',',% 3'*"',%T /&# $* 2 & " #,2075 71 -, -2& $*--01T /&# $'012 $*--0 & " 4 0'-31 #"0--+1Q 25- 2&0--+1 ," * 0%# *'4',% 0--+T /&# $*--0 5 1 !-,,#!2#" 2- 2&# $-302& $*--0 2&0-3%& 12 '0! 1#T /&# $-302& $*--0 5 1 * 0%# #"0--+ $# 230',% , #6'2 2- 2&# *!-,7 ," * 0%# "#!) -, 2&# 0--$2-. -$ 2&# 3'*"',%T --2& 0--+1 5#0# $3**7 $30,'1&#"T /&# +'11'-, 5 1 &# "#" 7 !-++ ,"#0 5&- 0#+ ',#" ', "#"'! 2#" +'11'-, !-,20-* 0--+ *-! 2#" ', 3'*"',% ,#62 2- 2&# !23 * 20 ',',% $ !'*'27T !& 2# + 5 1 !-+.-1#" -$ 25- $'0#$'%&2#01 ," 2&'0" $'0#$'%&2#0 5&- 5 '2#"

SST

-321'"#T /&# $'0#$'%&2#01 5#0# #/3'..#" 5'2& 2&# 0#%3* 0 #/3'.+#,2 2& 2 ',!*3"#" 0# 2&',% .. 0 231 !-+.-1#" -$ 0# 2&',% + 1) !-,,#!2#" 2- -22*# !-,2 ',',% !-+.0#11#" 0# 2&',% '0T

/&# +'11'-, 12 02#" 5'2& 2&# ',1203!2'-,1 .0-4'"#" 7 !#,20 * !-++ ," .-12 2- 2&# #,%',# !&'#$Q 5&- $-05 0"#" 2&# ',$-0+ 2'-, 2- -2& 2# +1T /&# $'0#$'%&2#01 #,2#0#" 2&# 3'*"',% 5&'*# 2&# #,%',# !&'#$ 0#+ ',#" 2 2&# #,207 .-',2 ', 1 $# .* !# -321'"#T /&# $'0#$'%&2#01 5#0# !-,,#!2#" 2- 2&# -321'"# 2&0-3%& TRV+#2#0 0-.# ! **#" lifeline * 2!&#" 2 2&# #*2 -$ -,# -$ 2&# $'0#$'%&2#01 '%30# VVUT /&# $'0#$'%&2#01 *1- ! 00'#" 1'%, *V&-0,Q 5&'!& 2 31#" 5&#, 2&# +'11'-, 5 1 !-+.*#2#"

Figure 4-3: A deployed lifeline entangled during a reconnaissance mission. 2- *#2 2&# $'0#$'%&2#01 -321'"# ),-5 5&#, 2 5 ,2#" 2- # .3**#" !) 7 +# ,1 -$ 2&# *'$#*',#Q -0 2- ,-2'$7 5&#, 4'!2'+ 5 1 $-3,"T /&# 2# + !&#!)#" 2&# . 02+#,2 0--+ 7 0--+T /- 4-'" &'%& 2#+.#0 230#1 !0# 2#" 7 &-2 '0 !!3+3* 2',% -, 2&# 3..#0 . 02 -$ 2&# 0--+Q 2&# $'0#$'%&2#01 +-12*7 1/3 22#" -, 2&#'0 5 7 )##.',% *#% $-05 0" -0 !0 5*#" -, 2&# $*--0 ," 31#" 2&#'0 5&-*# -"'#1 2- $##* 2&#'0 5 7 2&0-3%&-32 2&# . 02+#,2T

SSU

/&# 2# + 0#+ ',#" !*-1# 2- 2&# 5 **1 ** 2&# 2'+#T (',!# 2&# 4'1'-, -$ 2&# $'0#$'%&2#01 5 1 1#4#0#*7 *'+'2#" 7 2&# 1&##21 -$ . .#0 -, 2&# + 1)Q 2 31#" 2&#'0 & ,"1 ," *#%1 2- $##* 2&# 1. !# 0-3," 2&#+T / "#1!0' #" 2- # !& -2� 2&#'0 $',"',%1 *-,% 2&# 5 7Q ," 31#" .&71'! * %#1230#1 13!& 1 .3**',% 2&# ( !)#2 -0 %3'"',% # !& -2�_1 & ," 2- !-,4#7 2&#'0 .#0!#.2'-,1 -32 2&# 1. !# 2 #6.*-0#"T / + "# 31# -$ - (#!21 *7',% 0-3," ', "'4#01# '+.0-4'1#" 5 71 13!& 1 #62#,"',% 2&# 0# !& -$ 2&#'0 & ,"1 31',% !& '0 $-3," *7',% -, 2&# $*--0T <,!# 0--+ 5 1 2&-0-3%&*7 1! ,,#" $-0 .-2#,2' * 4'!2'+1Q 2 !-,2',3#" 2- 2&# ,#62 0--+Q *5 71 31',% 2&# 5 **1 1 %3'"#1T

/&# 2# + 4#07 -$2#, & " 2- 1203%%*# 2- $0## 2&# *'$#*',#Q 1 '2 %-2 2 ,%*#" 3. ', 2&# $30,'230#T , 2&# * 0%# *'4',% 0--+Q 2&# $'0#$'%&2#01 .31&#" !& '01 ," -2� .'#!#1 -$ $30,'230# 2- 2&# +'""*# -$ 2&# 0--+ 5&'*# . 11',% 2&# 5 **1Q 2- 4-'" & 4',% 2&# 0-.# #,2 ,%*#"T !&'*# 1# 0!&',%Q 2&# 2# + 1#2 0#$#0#,!# .-',21 7 + 0)',% !#02 ', .* !#1 5'2& ),-21 '%30# VVVT @$2#0 $','1&',% # !& 0--+Q 2&# $'0#$'%&2#01 + 0)#" 2&# "--0 5'2& * 0%# !0-11 . ',2#" 5'2& !& *)T @$2#0 1! ,,',% ** 0--+1Q 2&# 2# + -$ $'0#$'%&2#01 0#230,#" 2- 2&# #,207 .-',2 7 $-**-5',% 2&#'0 *'$#*',# 1 %3'"#T

Figure 4-4: A firefighter fixes the lifeline to the stairs using a knot.

SSV

<321'"# -$ 2&# 3'*"',%Q 2&# $'0#$'%&2#01 0#.-02#" 0#*#4 ,2 '113#1 2- 2&# #,%',# !&#$Q "0 5',% 1)#2!& -$ 2&# 3'*"',% -, 2&# $*--0 31',% !& *) -0 5&'2# - 0" '%30# VVWT /# "0 5',%1 ',!*3"#" 2&# . 2&1 $-**-5#" 7 2&# 2# + ," -2� "#2 '*1 "##+#" 0#*#4 ,2 2- 2&# ',2#04#,2'-,T /# "0 5',%1 5#0# 1!&#+ 2'! 0#.0#1#,2 2'-,1 -$ 2&# 1. !#Q ," 5#0# ,-2 ',2#,"#" 2- # 0!&'2#!2-,'! **7 !-00#!2T

Figure 4-5: A team drawing a map in the ground during debriefing.

Workplace observation: Hand-Over Situations @,-2� .-',2 -$ ',2#0#12 $-0 -30 0#1# 0!& 5 1 2&# & ,"V-4#0 .0-!#11Q 5&#, 2# + -$ $'0#$'%&2#01 $','1&#" 2&#'0 0#!-,, '11 ,!# ," .0-4'"#" ',$-0+ 2'-, 2- 2# + 5 '2',% -321'"#T !# .0#. 0#" ,#5 +'11'-, +# ,2 2- # "-,# 7 25- 25-V+ , 2# +1 ', 25- 12 %#1 ', 2&# 1#+#,2 -$ 2&# 20 ',',% 3'*"',% ', ; 0'1 '%30# VVXT /&# 1#+#,2 & " /3'2# !-+.*#6 1203!230# 5'2& + ,7 1+ ** 0--+1 $'**#" 5'2& + !&',#07Q -'*#01 ," -2� #*#+#,21 31#" $-0 "'$$#0#,2 )',"1 -$ #6#0!'1#1T /&# $'012 2# + #,2#0#" 2&# 3'*"',%Q 12#..#" "-5, 2&# 12 '01 5 *)',% !)5 0"1Q ," 2&#, . 11#" & **5 7 ," 1! ,,#" 0--+ 5'2& * 0%# &# 2',% ',12 ** 2'-,T @2 2&# #," -$ 2&#'0 . 2&Q 2 $'6#" 2&#'0 *'$#*',# 2- "--0 & ,"*# ," + 0)#" !#02 ',

SSW

.-1'2'-,1 -, 2&#'0 5 7 !) 5'2& ),-21 ', 2&# *'$#*',# ," *#$2 2&# 3'*"',%T /&# 1#!-," 2# + 5 1 ',1203!2#" 2- $302� #6.*-0# 2&# 1#+#,2 7 1! ,,',% 2&# ,#62 25- 0--+1T , /3'!) "# 0'#$',% 1#11'-,Q 2&# $'012 2# + 31#" "' %0 + "0 5, 5'2& !& *) 2- "'1!311 5'2& 2&#'0 !-**# %3#1 -32 2&# + 0)',%1 ," 2&# .-1'2'-, 5�# 2 $'6#" 2&# *'$#*',#T /&# 1#!-," 2# + #,2#0#" 2&# 3'*"',% ," $-3," . 2& 7 +# ,1 -$ 2&# *0# "7 "#.*-7#" *'$#*',#T / #6.*-0#" 2&# 3'*"',% 12 02',% 2 2&# .-',2 + 0)#" 7 2&# $'012 2# +Q $-**-5',% 2&# 1 +# .0-!#"30#1 31#" 7 2&# $'012 2# +S !0 5*Q 5 *) !*-1# 2- 2&# 5 **1Q ," 0#+ ', ', 2-3!& 5'2& 2&# *'$#*',#T @$2#0 *# 4',% 2&# 3'*"',%Q 2&# 1#!-," 2# + #62#,"#" 2&# + . ','2' **7 "0 5, 7 2&# $'012 2# + ," 0#.-02#" -2� "#2 '*1 -$ 2&# +'11'-, 2- 2&# !-++ ,"#0T

Figure 4-6: A firefighting team crouching in the basement.

Breaching Experiment: Supported Navigation /- !-+.*#+#,2 2&# - 1#04 2'-, 123"'#1Q 5# !-,"3!2#" 0# !&',% #6.#0'+#,2 ', ; 0'1T /&# +'11'-,1 $-0 2&'1 #6.#0'#,!# & " 1'+'* 0 1203!230# 1 2&# .0#4'-31 +'11'-,1T !# 31#" .* 12'! -22*#1 $'**#" 5'2& 5 2#0 ',1'"# 2&# 20 ',',% 3'*"',% 2- 1'+3* 2# 4'!2'+1 ," 5# 1)#" 2# + -$ $'0#$'%&2#01 2- .#0$-0+ 0#!-,, '11 ,!# +'11'-, 2- $'," 2&# 5 2#0 -22*#1 &'""#, ', 2&# 3'*"',%T @1 "'1230 ,!# $ !2-0Q 5# ',20-"3!#" 0 "'-

SSX

!-++3,'! 2'-, #25##, 2&# !-++ ,"#0 ," 2&# 2# +Q ," 5# 31#" 2&# 20 !)',% 1712#+ 1 5'8 0" -$ -8 .* 2$-0+ 2- .0-4'"# .0#!'1# .-1'2'-, ',$-0+ 2'-, 2- 2&# !-++ ,"#0 -$ 2&# +'11'-,T

/&# .-1'2'-, ',$-0+ 2'-, 5 1 1#,2 2- 2&# !-++ ," .-12Q 5�# 1.#!' **7 "#1'%,#" 4'13 *'8 2'-, 1-$25 0# **-5#" 2&# !-++ ,"#0 2- $-**-5 2&# .-1'2'-, -$ 2&# 20 !)#" $'0#$'%&2#0 -, 0%# ,2#0 !2'4# '1.* 7T /&# !312-+ + "# !-++ ," .-12 ..*'! 2'-, "'1.* 7#" U +-"#* -$ 2&# $-30V12-07 20 ',',% $ !'*'27 ," .0-4'"#" 1'+.*# ',.32 +#2&-"1 2- 8--+Q . , ," 0-2 2# 2&# 4'023 * 3'*"',%T /&# .0-2-27.# **-5#" 15'2!&',% $*--01Q 1- 2& 2 5&#, -,# $*--0 *#4#* '1 ', $-!31Q 2&# -2� *#4#*1 #!-+# 1#+'V20 ,1. 0#,2 '%30# VVYT '1',% 4'023 * .#, 2&# !-++ ,"#0 !-3*" + 0) !#02 ', .-',21 ," "0 5 . 2&1 ," &',21 ', 2&# + . ', U $ 1&'-, 1- 2& 2 + 0)1 12 7 2 "#$',#" .-',21 ', 2&# + .Q #4#, 5&#, 2&# + . '1 0-2 2#"T /&# 1712#+ 5 1 31#" 2- "'1.* 7 2&# #6 !2 *-! 2'-, -$ 2&# -22*#1 ," 2&# !23 * *-! 2'-, -$ 2&# 1# 0!&',% 2# +T /&# !-++ ,"#0 5 1 ',1203!2#" 2- %3'"# &'1 2# + 2&0-3%& 2&# 0 "'- !-,,#!2'-,Q 31',% 2&# !-++ ," .-12 ..*'! 2'-, 1 0#$#0#,!#T

Figure 4-7: The command post application running on a large interactive display.

SSY

/&# 5'8 0" -$ -8 .-1'2'-,',% .* 2$-0+ .0#1#,2#" 1-+# .0- *#+1 ', 2&# $'012 25- +'11'-,1Q 5&'!& .0-4'"#" 31 5'2& 2&# !& ,!# -$ - 1#04',% &-5 2&# $'0#$'%&2#01 "# *2 5'2& 0# )"-5,1 -, 2&# 2#!&,-*-%7 ," 2&31 0#.0#1#,2#" , '+.-02 ,2 *# 0,',% -..-023,'27 C-1!&+ ,, #2 *TQ S[[ZR (2#4#,1Q 0 6*#0Q !'#,)#Q TRRZT @*2&-3%& 2&# 0# )"-5,1 5�# !0# 2#" -2& 7 2#!&,'! * .0- *#+1 ," 7 &3+ , #00-01 $0-+ 2&# 1'"# -$ 2&# $ !'*'2 2-01Q $-0 2&# $'0#$'%&2#01 ** .0- *#+1 ..# 0#" 2- & 4# #,, !0# 2#" 7 *'+'2 2'-,1 -$ 2&# 2#!&,-*-%7T

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

!# 0#. '0#" 2&# 5'0#*#11 1#23. ," !-,"3!2#" ,#5 +'11'-,T /&# !-++ ,"#0 1#,2 ,#5 2# + -$ $'0#$'%&2#01 2- .#0$-0+ 2&# 1 +# 2 1) 2& 2 2&# .0#4'-31 2# + .#0$-0+#"T /&# .-1'2'-,1 5#0# ,-5 3." 2#" !-,2',3-31*7 1- 2&# !-++ ,"#0 5 1 *# 2- # 1'*7 20 !) &'1 2# +T 6-5#4#0 "3# 2- , !!'"#,2 * +'12 )#Q 2 *#2 ;1 $ !'*'2 2-0 $-0%-2 2- 15'2!& $*--01 $2#0 %-',% "-5, 2&# 12 '01Q 1- 2& 2 2 !#02 ', .-',2 2&# $'0#$'%&2#01 5#0# "'1.* 7#" -, 2&# 2&'0" $*--0 5&#, 2 5#0# !23 **7 -, 2&# $-302& $*--0T /&'1 + "# 2&# "#1!0'.2'-, .0-4'"#" 4' 0 "'- 7 2&# 2# + ',!-,1'12#,2 5'2& 2&# $*--0 .* , "'1.* 7#" 2- 2&# #,%',# !&'#$ -, 2&# !-++ ," .-12 ..*'! 2'-,T

/&# !-++ ,"#0 ," 2&# 2# + "'1!311#" $-0 5&'*#Q 207',% 2- $'," 2&# 5�# -321 -$ 2&# $'0#$'%&2#01 -, 2&# U + .T @$2#0 1-+# $ '*#" 22#+.21Q 2&# !-++ ,"#0 "#!'"#" 2- ! ,!#* 2&# +'11'-, ," 0-3%&2 &'1 .#-.*# -32 -$ 2&# 3'*"',%T !&'*# 2&# !-++ ,"#0 #*'#4#" 2& 2 &'1 2# + 5 1 12'** -, 2&# 2&'0" $*--0Q

SSZ

2 5#0# !23 **7 -,*7 25- +#2#01 5 7 $0-+ 2&# 2 0%#2 -, 2&# $-302& $*--0 5&#, &# -0"#0#" 2&# 2# + 2- !-+# !)T

Figure 4-8: Sparsely updated positioning information. The large number of long straight lines shows breaks in the flow of location information from the tablet PC application.

@$2#0 2# $'012 25- 22#+.21Q ', 2&# ,#62 +'11'-,1 2&# 1712#+ 5-0)#" /3'2# 1# +*#11*7T '1',% 2&# 0 "'- !-,,#!2'-,Q 2&# !-++ ,"#0 !-** -0 2#" 5'2& &'1 2# + 2- 11#11 2&#'0 !300#,2 1'23 2'-, ," % 4# 2&#+ "'0#!2'-,1 -, 5&'!& 5 7 2- $-**-5T 6# 31#" 2&# "0 5',% 2--*1 ', 2&# !-++ ," .-12 2- + 0) 2&# $-3," -22*#1Q #',% *# ', 2&'1 5 7 2- 1## 2&# .-1'2'-, -$ 2&# -22*#1 ," 2&# !300#,2 .-1'2'-, -$ 2&# $'0#$'%&2#01 2 2&# 1 +# 2'+#T /&'1 2'+#Q 2&# , 4'% 2',% 2# + "'0#!2*7 $-**-5#" 2&# "'0#!2'-,1 -$ 2&# !-++ ,"#0 2- $'," 2&# -22*#1Q ',12# " -$ 5 *)',% *-,% 2&# 5 **1T

SS[

4.2.1.2 Workshop II: Training Day /&# 1#!-," 5-0)1&-. 2--) .* !# A3,# SU2&Q TRRYT 2 !-,1'12#" -$ -,#V" 7 20 ',',% 1#11'-, $-0 $'0#$'%&2#01 -, 2&# 20 ',',% $ !'*'2'#1 -$ 2&# ; 0'1 '0# -0'% "#Q *-! 2#" ', ; 0'1V( ',2 #,'1T /&# %- * 5 1 2- % ', $'012V.#01-, '+.0#11'-, -$ 2&# 5-0)',% !-,"'2'-,1 $'0#$'%&2#01 $ !# 5&#, #/3'..#" 5'2& $'0#V.0-2#!2'4# !*-2Q &#*+#21 ," 0# 2&',% .. 0 231T

First-Person Experience: Firefighter Training with the Paris Fire brigade /&# $'012 1#2 -$ #6#0!'1#1 5#0# -0% ,'8#" $-0 %0-3.1 -$ TR $'0#$'%&2#01 5'2& 4 07',% *#4#*1 -$ #6.#0'#,!#Q $0-+ ,-4'!#1 2- #6.#021 5&- & " $-**-5#" 2&# 1 +# 20 ',',% + ,7 2'+#1 #$-0# ," 5&- *1- & " #6.#0'#,!# ', 0# *V5-0*" ',!'"#,21T /- *#4#*

Figure 4-9: A researcher learns to fit and test the helmet and breathing support device. 3. 2&# "'$$#0#,!# ', 20 ',',%Q 2&# ',1203!2-01 2&-0-3%&*7 "#1!0' #" #4#07 .0-!#"30# 2- #,130# 2& 2 #4#07 -"7 !-3*" $-**-5 2&# ',1203!2'-,1T !& +#+ #0 -$ 2&# 2# + 0#!#'4#" !-+.*#2# 1#2 -$ #/3'.+#,2 ',!*3"',% $'0#.0--$ !*-2&',%Q &#*+#2 ," 0# 2&',% .. 0 231#1T <,!# "0#11#"Q 2&# 2# + 2--) . 02 ', $-30 20 ',',% #6#0!'1#1 '%30# VV[T

STR

, 2&# $'012 #6#0!'1#Q 2&# ',1203!2-01 1#2 -, $'0# .'*# -$ 5--" ," .* 12'! $- + ',1'"# +#2 * !-,2 ',#0T /&# $'0# 5 1 31#" 2- #6.* ', !-,!#.21 -32 2&# "7, +'!1 -$ $'0# .0-. % 2'-, ," +#2&-"1 $-0 31',% 5 2#0 2- "# * 5'2& 1+-)# ," &# 2 ', !*-1#" 1. !#1T !# #6.#0'#,!#" 2&# &'%& 2#+.#0 230# !-,"'2'-,1 -$ , ',"--0 $'0# ," *# 0,#" 2#!&,'/3#1 -$ .0-2#!2',% 2&# -"7 $0-+ 30,',%1 *#4#0 %',% 2&# '1-* 2'-, .0-4'"#" 7 1.#!' * !*-2&',% '%30# VVSRT

Figure 4-10: Fire container. Two firefighters train different fire nozzle techniques.

STS

30',% 2&# 1#!-," #6#0!'1#Q .0-$#11'-, * $'0#$'%&2#0 #6.* ',#" 2&# 0-*# ," 2#!&,'/3#1 $-0 31',% 2&# $'0# ,-88*#T /&# ',1203!2-01 1&-5#" 31 &-5 2- "# * 5'2& 2&# 0#!-'* -$ 5 2#0 ," &-5 2- !-,20-* 2&# +-3,2 ," "'$$31'-, -$ 2&# 5 2#0 $*-5 2-

Figure 4-11: A firefighter followed by a researcher emerges from the smoke tunnel after a reconnaissance round.

STT

..*7 "'$$#0#,2 2#!&,'/3#1 0 ,%',% $0-+ #12'+ 2',% 2&# 2#+.#0 230# -$ 0--+ 2- 3'*"',% .0-2#!2'4# 5 2#0 1&'#*"1 5&#, 22 !)',% $'0#T /&# 5&-*# #/3'.+#,2 '1 4#07 1230"7 ," &# 47Q ," '2 0#/3'0#1 *-2 -$ .&71'! * #,#0%7 2- 5-0) 5'2& '2T /&# $'0# &-1# '1 4#07 0'%'" ," 5&#, $'**#" 5'2& 5 2#0Q '2 #!-+#1 /3'2# &# 47T /&# ,-88*# '21#*$ '1 4#07 0- 312 2--* + "# -$ +#2 *Q 5&'!& .0-4'"#1 & 0"5# 0',% ',2#0$ !# 2- !-,20-* 2&# $*-5 -$ 5 2#0T

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4.2.2 Fieldwork with the Fire Brigade of the City of Cologne

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Figure 4-12: Left: A team enters the building using a ladder. Right: A second team prepares the fire hose.

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Figure 4-13: Teams of researchers and firefighters working during the simulated incident. !# 1! ,,#" 2&# . 02+#,2 0--+ 7 0--+Q $-**-5',% 2&# 03*# -$ 0#+-4',% -,# %*-4# ," 2#12',% 2&# 2#+.#0 230# -$ # !& "--0 #$-0# -.#,',% '2Q 2- #12'+ 2# 2&# 2#+.#0 230# -$ 2&# 0--+T @$2#0 2&'1 2#12Q 5# -.#,#" 2&# "--0 $'012 1*-5*7 ," 2&#, !-+.*#2#*7Q 1#22',% 5#"%# 2- &-*" 2&# "--0 ," .0-!##" 2- 2&# ,#62 0--+T ?7 !-**# %3# #6.* ',#" 2& 2 #$-0# -.#,',% 2&# "--0Q -,# +312 $##* '21 2#+.#0 230# 2- 4-'" !)"0 $2Q 5&'!& '1 2&# #6.*-1'4# '%,'2'-, -$ !-+ 312' *# % 1#1 ',1'"# 30,',% 0--+Q .0-"3!#" 7 2&# 0#',20-"3!2'-, -$ -67%#, ', , -67%#,V 12 04#" !-+ 312'-, .0-!#11 '%30# VVSVT <,!# "--0 5 1 -.#,Q 5# 1'+3* 2#" 2&0-5',% /3'!) 120# + -$ 5 2#0 2&0## -0 $-30 2'+#1T -0',%',% 5 2#0 ', 2&# 0--+ &#*.1 2- 0#+-4# #,#0%7 $0-+ 2&# 0--+Q ', 2&'1 5 7 "'+','1&',% 2&# 0'1) -$ #6.*-1'-,T

STY

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Figure 4-15: A researcher and a firefighter carrying an injured person out of the danger area

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Figure 4-16: A firefighter heats the fire container before an exercise. The container featured a large room where large piles of wood and other materials were burned. The resulting heat and smoke distributed quickly into all sections of the container. By using varying amounts of wood, foam and other elements, the trainers controlled the temperature and visibility conditions.

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Figure 4-17: A fully equipped team enters the fire container during a training session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�# 5 1

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Figure 4-18: During a heat training session, one of the researchers cools his hands after leaving the fire container.

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Figure 4-19: The labyrinth in Chorweiler, showing several of the obstacles.

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Figure 4-20: A mask covered with a semi-transparent sheet of adhesive paper. This preparation of the masks was used to simulate low-visibility. 1#04#" 1 % +# + 12#01Q 1'+3* 2',% !!'"#,21 *-,% 2&# +'11'-, 5&'!& + "# 2&# #6#0!'1# +-0# 0# *'12'!T !& -$ 2&# +'11'-,1 5 1 $-**-5#" 7 !-+.*#2# "# 0'#$',% 1#11'-,Q ', 5&'!& 2&# $'0#$'%&2#01 ," 2&# 0#1# 0! 0#!0# 2#" 2&# !-+.*#2# 1'23 2'-, ," 2&# $'0#$'%&2#01 #6.* ',#" 2&#'0 !2'-,1 ," 0#$*#!2#" -, 2&# !-,"3!2#" 5-0)T

Workplace observation: Firefighting accident

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Figure 4-22: Calling for help after an accident. One firefighter lies down with his arm trapped; his teammate uses the radio to call mayday.

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Figure 4-23: A security team removes an injured colleague. After replacing the almost empty breathing support device, the team places the injured firefighter in a carrying stretcher and prepares him for transportation.

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4.3.1 Firefighting as a collaborative achievement

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Figure 4-24: A rescue troop searches for an injured colleague. In addition to the usual equipment, the team carries a rescue pack with a replacement breathing device. 0#120'!2'-,1 2- 2&# +- '*'27 -$ 2&# -"7T /&# $'#*" -$ 4'1'-, -$ 2&# + 1) '1 0#120'!2#" ," 2&# +-4#+#,2 -$ 2&# &# " '1 *'+'2#" 7 2&# 23 #1 ," 5'0#1 !-,,#!2',% 2&# + 1) 2- 2&# '0 -22*#T

SVS

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'0#$'%&2',% .0 !2'!#1 0#1.-,"1 2- 2&# ,##"1 -$ !-+.*#6 1'23 2'-, 5&'!& '1 !-,2',3-31*7 0#"#$',#" 7 3,.0#"'!2 *# !'0!3+12 ,!#1T ,$-0+ 2'-, 0#1-30!#1 0# 1! 0!# 2 "'$$#0#,2 *#4#*1T <, -,# 1'"# 2&# 4 '* *# ',$-0+ 2'-, !-3*" # ',!-+.*#2# "3# 2- 2&# !-+.*#6'2'#1 -$ , ',2#04#,2'-,Q -, 2&# -2� 1'"# 2&# 2'+# 4 '* *# $-0 .0-!#11',% 2&'1 ',$-0+ 2'-, '1 *'+'2#"Q 1 2&# 22#,2'-, -$ $'0#$'%&2#01 +312 # $-!31#" -, + ,7 "'$$#0#,2 2 1)1 "30',% , ',2#04#,2'-,T 2 $-**-51 2& 2 2&# !-%,'2'4# *- " "30',% , ',!'"#,2 ',2#04#,2'-, '1 4#07 &'%&Q 5&'!& $$#!21 2&# '*'27 -$ $'0#$'%&2#01 2- +-4# 0-3," ," , 4'% 2#T

4.3.1.2 Structured flow of information @ $'0#$'%&2',% +'11'-, *5 71 !-+.0'1#1 4 0'-31 2# +1 -$ $'0#$'%&2#01 #,% %',% ', !#02 ', 0# T !& 2# + .* 71 , '+.-02 ,2 . 02 -$ 2&# -4#0 ** ',2#04#,2'-, #4#, 2&-3%& 2 "- ,-2 ,#!#11 0'*7 & 4# !!#11 2- ** 4 '* *# ',$-0+ 2'-,T /&# 2# +1 0#!#'4# #,-3%& ',$-0+ 2'-, $-0 2&#'0 ',"'4'"3 * +'11'-,1T 1-++3,'! 2'-, #!-+#1 '+.-02 ,2 2- #6!& ,%# ',$-0+ 2'-, #25##, 2# +1T /&# &'#0 0!&'! * -0% ,'8 2'-, -$ $'0#$'%&2#01 1203!230#1 2&# ',$-0+ 2'-, $*-5 0-3," !#,20 * ,-"#1 13!& 1 2&# +'11'-, !-++ ,"#0T ,$-0+ 2'-, .0-"3!#" 7 2&# 0#!-,, '11 ,!# 2# + $*-51 2- 2&# +'11'-, !-,20-**#01 ," $0-+ 2�# '2 '1 20 ,1$#00#" 2- -2� $'0#$'%&2#01 5-0)',% -, 2&# *',# -$ $'0#T /&# + ', $ !2-0 !-,"'2'-,',% 2&'1 1203!230# '1 2&# 1! 0!'27 -$ 0 "'- !-++3,'! 2'-, 0#1-30!#1T , 8#0+ ,7Q 2&# $'0# 2# + 31#" 5 *)'#V2 *)'#1 2- !-++3,'! 2# ',$-0+ 2'-, 2- 2&# -321'"#Q 5&'!& .0-4'"#" -,# !& ,,#* -$ !-++3,'! 2'-, $-0 **

SVT

2# +1T /&# 31# -$ 0 "'- 5 1 -$2#, .#0!#'4#" 1 "'1230 ,!# 7 2&# +#+ #01 -$ 2&# 1# 0!&',% 2# +1Q 1',!# '2 5 1 ,-'17 ," "'$$'!3*2 2- 3,"#012 ,"T /&# $*-5 -$ ',$-0+ 2'-, "30',% 0#!-,, '11 ,!# 5 1 )#.2 1+ ** !-,1#/3#,2*7Q ," 5 1 0#"3!#" 2- 1+ ** !--0"', 2'-, ',$-0+ 2'-, -0 0#/3#121 -$ 0#.-021 $0-+ 2&# !-++ ,"#0 -, 2&# -321'"# -$ 2&# 3'*"',%S

FF1: (to commander on the radio): …right-hand rule, we are on the entry point, where the second troop entered; we start now to search the center part of the room. Commander: Commander, roger that!

Figure 4-25: Left: The team of an engine organizes its work for an intervention. Right: A two-man troop prepares their equipment to engage in a reconnaissance mission.

4.3.1.3 Coordinated autonomy '0#$'%&2#0 2# +1 5-0) 5'2& &'%& "#%0## -$ 32-,-+7T / 0#!#'4# ',1203!2'-,1 5&#, 12 02',% 2&#'0 +'11'-, ," 2&#, +-4# *-,% 32-,-+-31*7T @1 .-',2#" -32 7 /-3.1 ," C#0,# TRRYQ 2&'1 32-,-+7 #+#0%#1 $0-+ 20 ',',% ," #6.#0'#,!#Q 5&'!& **-5 $'0#$'%&2#01 2- ),-5 5& 2 ,##"1 2- # "-,# 2- !!-+.*'1& 2&# %- *1 -$ 2&# 2# +T 0#,!& $'0#$'%&2#01 "- ,-2 #4#, & 4# 0 "'-Q 1- 2�# '1 ,- !-,,#!2'-, 2- 2&# -321'"# -2� 2& , 2&# *'$#*',# ," 2&# 1'%, *V&-0,T @2 1-+# .-',21Q $'0#$'%&2#01 2 )# 4#07 !-+.*#6 "#!'1'-,1 5'2&-32 ',$-0+',% 2&# -321'"# 2# +Q +-2'4 2#" 7 ',$-0+ 2'-, 2& 2 '1 *-! * ," ,-2 4 '* *# 2- 2&# !-++ ,"#0S

“We wanted to [go through the middle of the parking lot], but we didn’t, because of a simple reason: I thought

SVU

that the lot was bigger, and with lots of pillars, so if I had gone through the middle, I wouldn’t have had any fire hose left. So I went back using right-hand rule, got back to my door, so that I got back the whole fire hose. I probably should have said that (laughs)” A team leader commenting on his decision to take a different path as reported.

, 2&#'0 123"7 -$ $'0#$'%&2',% .0 !2'!#1Q #,#$ #2 *T .0#1#,2 . 22#0, !& 0 !2#0'8',% 2&# 5-0) -$ $'0#$'%&2#01 ! **#" Independent Units #,#$ #2 *TQ TRSS. /&# . 22#0, - 1#04#" 2�# 120#11#1 !-+.*#2# '1-* 2'-, ," ',"#.#,"#,!# -$ $'0#$'%&2#01T , -30 123"'#1Q &-5#4#0Q 5# - 1#04#" !--0"', 2#" .0-!#11 ', 5&'!& +-+#,21 -$ 32-,-+-31 5-0) 5#0# $-**-5#" 7 +-+#,21 -$ !--0"', 2'-, 5-0) 13..-02#" 7 "'4#01# +#!& ,'1+1T , 8#0+ ,7Q 2&# 0 "'- !-++3,'! 2'-, 5 1 4#07 '+.-02 ,2 2- '+.*#+#,2 !--0"', 2'-, +#!& ,'1+1T /&# !-++ ,"#0 ," 2&# + !&','12 )#.2 2 *# 5'2& 2&# 0# "',%1 -$ 2&# 0#+ ',',% '0 13..*7 $-0 2&# 2# +Q ," !-,2 !2#" 2&# , 4'% 2',% 2# + 2 $'6#" ',2#04 *1 2- 3." 2# 2&# ',$-0+ 2'-,Q 0#*'#4',% 2&# 2# + $0-+ 2&'1 0#1.-,1' '*'27T /&# 2# + *1- !-,2 !2#" 2&# !-++ ,"#0 2- ',$-0+ 0#*#4 ,2 #4#,21Q -0 !& ,%#1 ', 2&# .0-!#"30#Q 13!& 1 %-',% $0-+ 0'%&2V 2- *#$2V & ," 03*#T , 0 ,!#Q 2&# $'0#$'%&2#01 $-**-5#" 2&# +-4#+#,21 -$ 2&# 2# + 7 $##*',% 2&# 2#,1'-, ," +-4#+#,21 -, 2&# *'$#*',#T /&# 2# + 5-0)',% ',1'"# 31#" 2&# 1'%, * &-0, 2- ,-2'$7 5&#, 2 12 02#" 2&#'0 0#20# 2T /&'1 1'%, *#" 2&# 2# + 5 '2',% -321'"# 2- 12 02 .3**',% 2&# *'$#*',# ," $ !'*'2 2# 2&# +-4#+#,21 -$ 2&# 1# 0!&',% 20--.T

4.3.1.4 Augmented awareness of the environment '0#$'%&2#01 *# 0, 2- "#4#*-. "##. 5 0#,#11 -$ 2&#'0 #,4'0-,+#,2Q ," ! , # 1'*7 0#! ** !-+.*#6 1. 2' * 0#* 2'-,1&'.1T --2& ', 0 ,!# ," ', 8#0+ ,7 5# - 1#04#" &-5 $'0#$'%&2#01 !-3,2#" 2&# ,3+ #0 -$ 12#.1 -, 12 '01 ," 2&# ,3+ #0 -$ "--01 '%30# VVTXT *3#12'-,1 2& 2 5# $-3," 4#07 "'$$'!3*2 2- ,15#0Q 13!& 1 b6-5 '% 5 1 2&# * 12 0--+[c -0

SVV b6-5 + ,7 0--+1 & 4# 5# 1! ,,#"[c 5#0# # 1'*7 ,15#0#" 7 $'0#$'%&2#01S

During a search of a parking lot, the two searching teams meet and coordinate the rest of the mission. FF1: ok, listen. In this direction, we have around 15 to 20 meters, and then the parking lot ends. How far are we yet then? FF2: We made one complete round, that means we only have to search the middle part now, so you go back 10 meters and then to the right and straight ahead.

Figure 4-26: An example of a map drawn for debriefing. The map was created from the description provided by a troop after a blindfolded reconnaissance round. /&# 0#13*2',% 5 0#,#11Q &-5#4#0Q '1 &'%&*7 0#* 2#" 2- 2&# "'$$#0#,2 0-*#1 2& 2 $'0#$'%&2#01 & 4# ',1'"# 2&# 2# +T , 2&# UV + , 20--.1 -$ 1-*-%,#Q 2&# '*'27 2- 0#! ** . 2& 4 0'#" #25##, # !& 2# + +#+ #0T /&# 2# + *# "#0 + ',2 ',#" 4#07 "#2 '*#" -4#04'#5 -$ 2&# 1'23 2'-,Q 1 &'1 0-*# 5 1 2- %3'"# 2&# 2# +T , !-+. 0'1-,Q 2&# + , ', !& 0%# -$ .3**',% 2&# $'0# &-1# & " 4#07 *'+'2#" 0#! ** -$ 2&# $-**-5#" . 2&Q 1 &# 5 1 313 **7 4#07 317 ," !2'4# ', &'1 5-0)Q ," $3**7 "#*#% 2#" 2&#

SVW

, 4'% 2'-, 2- 2&# 2# + *# "#0T @$2#0 2&# '0#$'%&2',% @!!'"#,2 6#0!'1#Q -,# -$ 2&# 2# + *# "#01 !-++#,2#"S

“… I have to think enough about coming back safe. And in that I’m responsible for myself, and, as team leader in Cologne, for two other persons. This means, if they don’t know how to retreat back, I have a big problem because I’m the team leader. In doubt, when the other two don’t know how to proceed, it is expected from me that I know: wait, we came in here in this and that way, so this way goes out.” A team leader, explaining his responsibilities.

4.3.1.5 Systematic exploration strategy --2& ', ; 0'1 ," 1-*-%,#Q 2&# 2-.-*-%'! * !& 0 !2#0'12'!1 -$ 2&# 1. !# ," 2&# !-++-,V1#,1# ),-5*#"%# -$ $'0#$'%&2#01 -32 3'*"',%1 .0-4'"# 2&# + 2#0' *1 31#" 2- 13..-02 , 4'% 2'-,T /&# 1'! , 4'% 2'-, * 120 2#%7 '1 !-,1203!2#" 3.-, 25- $3," +#,2 * #*#+#,21S

Continuous connection to the entry point by a retreat path: ,130',% 0#20# 2 . 2& '1 #11#,2' * $-0 2&# 1 $#27 -$ $'0#$'%&2#01 ," $-0 13..-02',% 2&# , 4'% 2'-, * 120 2#%'#1T '0#$'%&2#01 *5 71 & " 1-+# $-0+ -$ .&71'! * ',"'! 2-0 -$ 1 $# 0#20# 2 . 2&T , 2&# #6#0!'1#1 - 1#04#" ', 0 ,!#Q $'0#$'%&2#01 31#" lifelineQ 1.#!' **7 .0#. 0#" TR +#2#01 *-,% 0-.# 2& 2 !-,,#!21 2&# $'0#$'%&2#0 2- 2&# 31#" #,207 .-',2T /&# *'$#*',# '1 &#*" -, -,# #," 7 2&# 2# + *# "#0 ," '1 * 2!&#" 2- -,# -$ 2&# 2# + +#+ #01 -, 2&# -2�T

, 1-*-%,#Q 2&# + ', 0#20# 2V. 2& ',"'! 2-0 5# - 1#04#" 5 1 2&# $'0# &-1#Q !-+.*#+#,2#" 7 2&# 31# -$ *'$#*',#1 '%30# VVTYT '0#$'%&2#01 *5 71 0#+ ', ', 2-3!& 0 ,%# -$ 2&# $'0# &-1# ," 5&#, ,##"#"Q 2 $-**-5 '2 !) 2- 2&# #,207 .-',2T !&#, 1. !# '1 2-- '% 2- # ',1.#!2#" $0-+ 2&# 5 ** -0 5&#, 2&# &-1# ! ,,-2 # 31#" $-0 1-+# 0# 1-,Q $'0#$'%&2#01 31# 1.#!'$'! *'$#*',# 2#!&,'/3#1 2- 1! , 2&# ',,#0 . 021 -$ 2&# 0--+ 5&'*# 0#+ ',',% !-,,#!2#" 2- 1 $# 0#20# 2 . 2& ',"'! 2-0T /&# *'$#*',#1 0# *1-

SVX

31#" 5&#, $-0 1-+# 0# 1-, $'0#$'%&2#0 ,##"1 2- +-4# 5 7 $0-+ 2&# $'0# &-1#T /&# $'0# &-1# -0 *'$#*',# 5 1 0#.# 2#"*7 ! **#" ^2&# *'$# ',130 ,!#_Q ," $'0#$'%&2#01 5#0# *5 71 #,!-30 %#" 2- 0#+ ', ', 2-3!& 5'2& '2S

“…it’s interesting also that J. always sat on top of the hose. That is a tactic that is taught nowhere, but he has always followed one hose while sitting with his feet on his own hose. That’s something that I would also do. I think it’s good, because you often have the problem that you pull the hose, but you don’t know which direction you should take, because it loops three times around itself. He sat on top of it, so nothing can happen. Clever!” An instructor, commenting on a tactic observed in one of the exercises.

Figure 4-27: Left: A team working blind uses their hands and ax to search for victims, remaining in contact with the fire hose all the time. Right: A firefighter uses a hook to tie himself to his colleague, to leave the fire hose and conduct a search. /&# $'0# &-1# -$ *'$#*',# & 1 1-+# .0- *#+1Q &-5#4#0T @2 1-+# .-',21 2&# *'$#*',# %-2 #,2 ,%*#" 5'2& 2&# $30,'230# ',1'"# -$ 2&# 3'*"',% ," 2�# 5#0# 1'23 2'-,1 5�# 2&# $'0#$'%&2#01 & " 2- ,"-, '2T '**#" 5'2& 5 2#0 2&# $'0# &-1# ! , # /3'2# &# 47Q ," 2&# .'#!#1 !-,,#!2',% "'$$#0#,2 1#%+#,21 -$ 2&# $'0# &-1# 2#," 2- %#2 123!) ', 2&# "--01 -0 ', 2&# & ,"0 '* -$ 12 '01T /&# "'0#!2'-, 2 .0-4'"# '1 ,-2 *5 71 !*# 0S

“ once during my training, there was an explosion, which was represented in the exercise in that we were taken by

SVY

two men and thrown back and they said: there has been an explosion, get back... fast! The bottles started to whistle. It was nice! We found the fire hose quite quickly. We crawled, following it a couple of meters and found the water nozzle… Wrong direction!” A firefighter commenting about potential problems of the fire hose.

Systematic wall-follower survey of the incident site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

Figure 4-28: The map on the right shows the theoretical path of navigation using the right-hand rule. The graph on the right shows the depth-first order graph.

SVZ

Figure 4-29: A navigation path captured by using the wizard of oz positioning tool. The path results from following the right-hand rule. The doors of the rooms skipped in this diagram were closed. /&# 5 **V$-**-5#0 120 2#%7 !-+ ',#" 5'2& 2&# 4 '* '*'27 -$ 0#20# 2 . 2& '"#,2'$7',% *0# "7 1304#7#" 1. !#1 .0-4'"#1 2&# 1'1 $-0 "#.2&V$'012 1304#7 -$ 2&# 1203!230#1 5&'!& %3 0 ,2##1 2- 1-+# #62#,2 1712#+ 2'! ',1.#!2'-, -$ 2&# 5&-*# ',!'"#,2 1'2#T /&# *%-0'2&+Q &-5#4#0Q .0#1#,21 1-+# *'+'2 2'-,1 $-0 1-+# . 02'!3* 0 2-.-*-%'#1Q 13!& 1 5 *)V 2&0-3%& 0--+1T , 13!& ! 1#1 '2 '1 .-11' *# 2& 2 1-+# -$ 2&# 0--+1 0#+ ', 3,1# 0!&#" '%30# VVURT

, !-,20 12 2- 32-+ 2#" + 8# 1-*4',%Q 2&# .0-!#"30# $-**-5#" 7 $'0#$'%&2#01 '1 ',$-0+#" 7 2&# 20 ',',% ," !-++-, 1#,1#T /&# .0-!#"30# ! , # 0#* 6#" ," 2&# 0--+1 ! , # "#!* 0#" b1# 0!&#"c 7 +# ,1 -$ .#0!#.23 * ',$-0+ 2'-,Q '$ 2&# $'0#$'%&2#0 "#!'"#1 2& 2 1# 0!& "-#1 ,-2 ,##" 2- # 1712#+ 2'!S

“If you realize that you have an entry door to a flat, and you find a room, you look inside, and maybe you hear if it

SV[

crackles, and if it doesn’t… probably the rooms that were closed are anyways not that full of smoke… I can imagine that if you are not looking for a person, then one wouldn’t strictly follow the right-hand rule, but just try to control the rooms as fast as possible to find the fire” A team leader during debriefing of a rescue mission.

Figure 4-30: A walk-through room connecting two rooms. The red line shows the path of a wall-follower search. The question mark shows a room that would be missed by the algorithm. /&# , 4'% 2'-, 120 2#%7 .0-4'"#1 0#!-,1203!2' '*'27Q **-5',% $'0#$'%&2#01 2- + )# 1#,1# ," 0#!-,1203!2 2&# , 4'% 2'-, .0-!#11 -$ -2� !-**# %3#1T (# 0!&',% 2# +1 )##. 2&# !-++ ,"#0 ',$-0+#" -32 2&# 03*# 2 0# $-**-5',%S

Commander: Commander to attack troop. I’m listening. FF1: We enter the flat using right-hand rule. Comander: You are in the area of the flat, right? FF1: Yes. Most likely

, ! 1# -$ , !!'"#,2Q 2&'1 ',$-0+ 2'-,Q 2-%#2� 5'2& 2&# $'0# &-1# ," -2� 1'%, *1 '1 31#" 7 2&# 0#1!3# 2# + 2-

SWR

0#!-,1203!2 2&# . 2& $-**-5#" 7 20--. ',4-*4#" ', , !!'"#,2S

FF1 and FF2 inform the commander about the situation and wait for the rescue troop. FF1: The colleague is not injured, he is just stuck. FF1: We entered following the right-hand rule… Is the security troop on the way? Commander: The rescue troop is on its way. They are informed. Right-hand rule. Third room. FF1: Yes. That’s correct.

, 2&'1 ! 1#Q 2&# !-++ ,"#0 (312 31#" 2&# 0--+ ,3+ #0 ," 2&# 2 )#, 03*# 2- "#1!0' # 2&# .-1'2'-, -$ 2&# 123!) 20--.T

4.3.1.6 Cooperative navigation /# +5-0) '1 !#,20 * #*#+#,2 ', $'0#$'%&2',%T 2 "#$',#1 #4#07 "#2 '* -$ 2&# .0 !2'!#1T /�# '1 120-,% -," -$ 0#1.-,1' '*'27 #25##, $'0#$'%&2#01 5&'!& .* 71 !#,20 * 0-*# ', .0-4'"',% !-,$'"#,!#T , -30 -5, #6.#0'#,!# ', 2&# $'2,#11 * 70',2&Q 5# 5#0# !-,2',3-31*7 #,!-30 %#" 2- 0#+ ', ', !-,2 !2 5'2& 2&# -2� +#+ #01 -$ 2&# 2# + ," 2- # 5 0# -$ 2&#'0 5�# -321T /&'1 !*-1# !-,2 !2 5 1 !-,2',3-31*7 - 1#04#" "30',% #6#0!'1#1Q 5�# 2# + +#+ #01 ! **#" # !& -2� 2 0#%3* 0 ',2#04 *1T !&'*# !0 5*',% "30',% 8#0-V4'1' '*'27 +'11'-,1Q $'0#$'%&2#01 2 *)#" 2- # !& -2�Q 1& 0',% ',$-0+ 2'-, -32 2&# 1. !# 2& 2 '1 !-,20-**#"Q !-** -0 2',% 2- 3'*" , '"# -$ 2&# #,4'0-,+#,2 2-%#2� '%30# VVUST , + ,7 ! 1#1Q 2&'1 1-02 -$ !-++3,'! 2'-, 2--) 2&# $-0+ -$ !-0.-0 * %#1230#1Q *')# .3**',% !*-2Q -0 &-*"',% 2&# -2� 2# + +#+ #01 7 2&# & ," -0 7 2&# $--2T /&# $-**-5',% 1#/3#,!# 1&-51 !--0"', 2'-, 1'%, *1 #25##, $'0#$'%&2#01S

FFH1 and FFH2 work together inside of the training building in Paris: FFH2: There are some stairs FFH1: Ok, some stairs up here FFH2: Ok keep going

SWS

FFH1: The toilets FFH1: It’s working fine, pull it [the lifeline]

Figure 4-31: A team finds a corner in a small room. The firefighters move hand-on-foot in a row and as they feel the space around, they describe their findings aloud. On the right, one firefighter searches in the corner while another looks under the bed. 30',% 1# 0!& +'11'-,1Q !-,2',3-31 .0-!#11 -$ 0#,#%-2' 2',% 2&# ,#62 +-4#+#,2 2 )#1 .* !#Q ',$-0+#" 7 2&# .0-%0#11'4# "'1!-4#07 -$ ,#5 ',$-0+ 2'-, -32 2&# #,4'0-,+#,2S

A team of two firefighters working in the parking lot in Münster: FF1: J? FF2: Yes? FF1: You better go on my right side, along the wall, so we can do a little search here. Can you give me more hose? FF2: Ok! FF1: Did you take my right? FF2: Yes… FF1: Go along the wall, I’ll search with my ax on the floor. […] FF1: Are you on the wall yet?

SWT

FF2: Now I am… (a metallic rattling comes from the hand of FF2 hitting the wall) FF1: What’s in there? Is that a fence? FF2: A corner!

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“[debriefing on site] … I think if I had had to get out of here, [talking to his colleague] probably you too, if we had had to get out of here, we would have oriented ourselves by using the number of doors. We wouldn’t have entered again each of the rooms following left- hand… Surely not, but here is the next to last door… here

SWU

is the last door… and then… out.” Troop member, reflecting on the path followed in an exercise.

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Figure 4-32: A kit for marking doors during a search. The system includes wax pens specially designed for a fire condition, and pieces of nylon cord used to mark door knobs. Photo: courtesy of Jan Helm

SWV

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The commander is guiding a team using the Command Post System. FF1: Bottle found. CMD: Ok. First victim found. [Marks the victim on the system] Come out and once you are in the corridor move forward and then go to your left

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CMD: …leave the room, and get back to the entry point. FF2: What did he say?

SWW

FF1: Go back to the entry point. FF1: [to the commander] How do we get to the entry point in the room? CMD: OK. Make a U-turn.

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CMD: Where are you? FFH1: We go further on our reconnaissance. I do not exactly know where I am. I am in a room; I don’t exactly know which one

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4.3.1.8 Additional navigation supporting devices and methods (-+# $'0#$'%&2',% 2# +1 ! 007 2�+-%0 .&'! ! +#0 Q 5&'!& 13..-021 -0'#,2 2'-, 7 +# ,1 2&# ',2#0.0#2 2'-, -$ "'$$#0#,2 . 22#0,1 -$ "'120' 32'-, -$ &# 2 '%30# VVUUT / 0# 31#" $-0 #6 +.*# 2- $'," 2&# $'0# &-1#Q 1 '2 '1 ,-0+ **7 !--*#0 2& , 2&#

Figure 4-33: Left: A firefighter shows a thermographic camera carried hanging from a retractable wire. Right: An image of the display of a thermographic camera working in complete darkness.

SWX

0#12 -$ 2&# #,4'0-,+#,2T 2 ! , *1- # 31#" 2- +# 130# 2&# 0#+ ',',% +-3,2 -$ -67%#, -0 2- $'," +'11',% .#01-,1 7 1&-5',% 20 !#1 -$ &# 2 ', #"1 -0 !-3!T

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FF1: Here is a door. There is a small room with one or two doors on the side TeamLeader: Here is where you came in? (shows the route in a drawing on the floor) FF1: There is another door here, through which we entered, quite a big one. We came along here, there were some stairs. TeamLeader: Stairs going up or down? FF1: The stairs go up one floor; starting from this floor here, they go up to a room here, goes further here and then turns around in this way… we walked around the room. Here is a window, and here there is [...] metallic TeamLeader: All right. Go on.

4.3.2 Appropriation as creative (re-)action to changes

4.3.2.1 Effects of technology changes ;0 !2'!#1 0# *5 71 #,2 ,%*#" 5'2& 2&# 2#!&,-*-%7 2& 2 '1 31#"Q ," !-,1#/3#,2*7 2&# ',20-"3!2'-, -$ !& ,%#1 ', 2#!&,-*-%7 "'0#!2*7 $$#!21 2&# 0#* 2#" .0 !2'!#1T /&# 0# !&',% #6.#0'+#,21 .0-4'"#" 1#4#0 * ',1'%&21 -$ 2&'1 #,2 ,%*#+#,2T <,# '+.-02 ,2 0#1.-,1# 2- ,#5 2#!&,-*-%7 5 1 2&#

SWY

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CMD, the commander is watching his team represented on the screen of the computer system. FF1 is one the firefighterw inside of the building. He carries a walkie- talkie. CMD: Get into the room and you'll find a bottle of water somewhere near the center of the room.

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FFH2: Here is a wall. CMD: Did you get it? FFH1: Got it. FFH2: There is a door. FFH1: Is there a door over there? FFH2: Wait. No… no. FFH1: Yep. I got a door. FFH2: Yes, I think so. FFH2: Take your left. FFH2: Move. FFH1: We go forward.

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SWZ

2&# $'0#$'%&2#01 ', 2&# 3'*"',% ',20-"3!#" 1-+# !-,$31'-, 1 &# +'12 )#,*7 113+#" 2& 2 2&# !-++ ,"#0 5 1 31',% 2&# !-++ ," .-12 ..*'! 2'-,T @2 2& 2 .-',2Q #4#, 2&# $'0#$'%&2#01 & " *-12 ** -$ 2&#'0 0#$#0#,!#1S

FFH1: Can you see me on the screen? CMD: Come again…? FFH1: Can you see me on the screen? CMD: No [some noise in the background] FFH1: … I’m not quite sure where I am

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SW[

Figure 4-34: Technology Supported Mission. The path moves directly to the target, instead of following the walls. +'%&2 # *# 2- 1. 5, ,#5 31#$3* , 4'% 2'-, .0 !2'!#1 ', $'0#$'%&2',%Q 32 -,*7 $2#0 0 2� !-+.*#6 .0-!#11 -$ ..0-.0' 2'-, ," 20 ',',%T

4.3.2.2 Constructive balance between improvisation and regulations +.0-4'1 2'-, .* 71 0#*#4 ,2 0-*# ', 2&# + , %#+#,2 -$ !0'2'! * 1'23 2'-,T @ !-++-, .&0 1# 2& 2 5# &# 0" + ,7 2'+#1 "30',% -30 5-0) 5 1 2& 2 25- ',!'"#,21 0# ,#4#0 2&# 1 +#T ', 2&'1 1#,1#Q 0#%3* 2'-,1 0# 3,"#012--" 1 13..-02',% #*#+#,21 ," 2 0# #, !2#" 5'2& !#02 ', $*#6' '*'27 5&'!& "#.#,"1 -, 2&# 1'23 2'-,T @1 -,# ',1203!2-0 .32 '2Q b@*5 71 '1 *5 71 50-,%cQ 0#$#00',% 2- 2&# $ !2 2& 2 0'%'" 0#%3* 2'-,1 32 *1- 2--* "#$','2'-,1 ," %- *1 ! , # #,2 -0 " .2#" '$ 2&# 1'23 2'-, 0#/3'0#1 '2S

“As instructors here in the institute, we have a training motto: ‘Always is always wrong’. I’m against limiting everything to a single solution… we should keep it [the

SXR

system] flexible and for that we obviously have to know the capabilities of the system and its uses.” A firefighting instructor, reflecting on the functionality of supporting technology.

, ""'2'-, 2- 2&# 12 ," 0" #/3'.+#,2Q #4#07 $'0#$'%&2#0 ! 00'#1 1#*#!2'-, -$ '2#+1 ," 2--*1 2& 2 &# .#01-, **7 !&--1#1 ," "##+1 #11#,2' *T (2 ," 0" )#71 ," 50#,!Q .'#!#1 -$ 0-.#Q #*21Q . .#0 2- +# 130# .6 4 *3#1 -, *'/3'"1Q 1+ ** 1 51 ," -2� 2--*1 '%30# VVUWT =-,# -$ 2# 2--*1 '1 .0#1!0' #" 7 2&# 0#%3* 2'-,1T / .0-4'"# , ',1'%&2 ',2- 2&# .#01-, * .#01.#!2'4# 2& 2 # !& $'0#$'%&2#0 & 1 -$ 5& 2 '1 0#*#4 ,2 $-0 , ',!'"#,2Q ," &-5 2 1## 2&#'0 -5, 0-*# ', 2&# 2# + #,#$ #2 *TQ TRR[T '0#$'%&2#01 #6.#!2 2&#'0 5-0) 2- !& ,%# 4#07 "7, +'! **7 ," 2&# 1#*#!2'-, -$ 2--*1 '1 -,# -$ + ,7 +# 130#1 2 2 )# 2- # .0#. 0#" $-0 "'$$#0#,2 1'23 2'-,1T

Figure 4-35: Firefighters showing some of the items they carry in their pockets.

4.3.2.3 Reflection on own practices as a source of innovation ,1'"# 2&# $'0#$'%&2',% ',12'232'-,1Q 2�# '1 , -,%-',% .0-!#11 -$ ',20-1.#!2'-,Q 03,,',% 2 "'$$#0#,2 *#4#*1Q $0-+ !2'-,1 ',4-*4',% 2&# 5&-*# -0% ,'8 2'-, 2- *-! * "# 0'#$',% 1#11'-,1 2

SXS

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“… then the philosophy that we always follow for all things is that anything that is not used in general in daily life will not be used in some particular incident” A firefighting instructor.

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5 Designing the Landmarke Platform

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SYR

• /0 !#1S ('+'* 0 2- 0# "!03+ 1Q 2&# * ,"+ 0)1 ! , .0-4'"# 20 !#1 2- 13..-02 2&# 1# 0!& $-0 +'11',% $'0#$'%&2#01 ', ! 1# -$ , !!'"#,2T

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• 6-5 $ 0 ! , 2-)#, # 1##,[ • @0# 2&# + 0)',%1 $'6#" -,!# .* !#"[ 1 , 2 # +-4#" $2#0 2&# ','2' * .* !#+#,2[ • @0# 2&# + 0)',%1 "'0#!2'-, * -0 "- 2 (312 "#$',# .-1'2'-,[ • - 2&# + 0)',%1 ),-5 -32 2&# !300#,2 !2'4'2'#1 -$ 2&# $'0#$'%&2#01[

Figure 5-2: Participatory Design Workshop. The participants analyze in a white board several ideas for deployment. 2 5 1 ,-2 !*# 0 '$ 2&# 2 %1 1&-3*" + 0) 0#*#4 ,2 .* !#1Q !& ,%#1 -$ "'0#!2'-, -0 "#$',# .-',21 5�# "#4' 2'-,1 $0-+ 2&# !!#.2#" 03*#1 -!!300#"T '$$#0#,2 ,15#01 2- 2&'1 /3#12'-, *# " 2- "'$$#0#,2 1)#2! -$ 2 !2'! !-,!#.21 $-0 5 7$',"',%T /5- 1)#2! 5#0# .0-.-1#" 7 2&# . 02'!'. ,21 "30',% 2&# 5-0)1&-. ," 5#0# "'1!311#" ', "#.2&S

Idea 1: Deployment of landmarks on route-change decisionsT /&# 2-)#,1 ',"'! 2# .-',21 -, 2&# 5 7 ', 5&'!& 0#*#4 ,2 1. 2' * "#!'1'-, 2--) .* !#T #.*-7#" ', 2&'1 5 7Q 2&# 2-)#,1 & 4# 120-,% #%-!#,20'! /3 *'27T /&#'0 1#+ ,2'! '1 0#* 2#" 2- 2&# !-,2#62 -$ 2&#'0 "#.*-7+#,2T / #6.0#11

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Idea 2: Color tagging of eventsT /&# 2-)#,1 !-3*" + 0) 12 ," 0" #4#,21 -$ $'0#$'%&2#01T !'2& 2&'1 +-"#* -$ "#.*-7+#,2 2&# * ,"+ 0)1 ! , # 31#" 7 2&# "#.*-7',% 20--. 1 0#20# 2 . 2& -0 7 0#1!3# 20--. 1 1# 0!& 20 !#T /&#'0 1#+ ,2'! '1 *#11 "#.#,"#,2 -, 2&# "#.*-7+#,2 !-,2#62Q *2&-3%& 2&'1 "#.#,"#,!7 ! ,,-2 # !-+.*#2#*7 4-'"#"T (-+# 12 ," 0" #4#,21 '"#,2'$'#" $-0 2 %%',% 5#0#S • --+ !-,20-**#" • (# 0!& 12 02#" • ! 7.-',2 • @!2'-, .-',2 • ,%#0

5.3 Experience prototyping workshop /&# '"# 1 !0# 2#" ', 120 !2 -, 2&# ','2' * . 02'!'. 2-07 "#1'%, +-4#" 2&# !-,!#.2 !*-1#0 2- , 4'% 2'-, 120 2#%7Q 32 2 +'11#" 2&# 1'23 2#" 1.#!2 -$ 2&# 5-0) -$ $'0#$'%&2#01Q 5&'!& *#" 2- 1#4#0 * -.#, /3#12'-,1T /- $302� "#4#*-. 2&# '"# Q 5# !-,"3!2#" , #6.#0'#,!# .0-2-27.',% 5-0)1&-. 2 2&# 20 ',',% & ** -$ 2&# "Q $-!31#" -, 2&# '"# 1 !0# 2#" ', 2&# . 02'!'. 2-07 "#1'%, 5-0)1&-.T !# "#1'%,#" 2# 02'$ !21 1 1'+.*# 3'*"',% *-!)1 $-0 5 7$',"',% .0 !2'!#1Q 4-'"',% 2&# 31# -$

SYT

,7 120-,% 11-!' 2#" 1#+ ,2'!1 ," 207',% 2- )##. 2&#+ 120 !2 #,-3%& 2- # 31#" ', ,7 -$ 2&# '"# 1 "#4#*-.#" ', 2&# 0 ',12-0+',% 1#11'-,T @1 .0-2-27.#1 $-0 .&71'! * 2 %1Q 5# !&-1# 2- 31# throwiesT @ throwie '1 1'+.*7 , !-,,#!2#" 2- 322-, !#** 22#07Q !-,1203!2'-, .-.3* 0'8#" 7 2&# 80 $$'22' #1# 0!& ', 1#0'#1 -$ .#0$-0+ ,!#1 $'*+#" ', 4'"#- ," 4'0 **7 !'0!3* 2#" ', 2&# ',2#0,#2 b80 $$'2' #1# 0!& S /&0-5'#1Qc TRSRT /- + )# 2&# throwies "30 *# #,-3%& 2- 0#1'12 $'0#$'%&2',% 20 ',',% 1#11'-,Q 5# .* !#" 2&#+ ',1'"# 20 ,1. 0#,2 .* 12'! 1&#**1Q ," $'6#" 2&#+ 31',% 5'2& !* 7 '%30# WVUT

Figure 5-3: A box of Throwies, showing LEDs in their plastic casings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

SYU

$ !'*'2 2-0Q $'0#$'%&2#01 .0-.-1#" ," 31#" "'$$#0#,2 120 2#%'#1 2- "#.*-7 ," $-**-5 20 !)1 -$ 2 %1T @$2#0 # !& #6#0!'1#Q 2&# 5&-*# %0-3. 5 *)#" *-,% 2&# . 2&1 -$ 2&0-5'#1Q "'1!311',% 2&#'0 .* !#+#,2 ," "#.*-7+#,2 0 2'-, *#Q 207',% 2- 3,"#012 ," 2&# 0#$*#!2'-,1 2& 2 +-2'4 2#" # !& ,"+ 0)#Q ," "'1!311',% '+.*'! 2'-,1 $-0 2&# $3230# "#1'%, -$ 2&# 5 7$',"',% ',$0 1203!230# '%30# WVVT

Figure 5-4: Firefighters working with the throwies. /&# "'1!311'-, "30',% 2&# 5-0)1&-. 0#13*2#" ', 2&# "#!'1'-, -$ 31',% 2 %1 2- + 0) #4#,21 -0 +'*#12-,#1 -$ +'11'-,T (#4#0 * #4#,21 5#0# '"#,2'$'#" 1 ! ,"'" 2#1 $-0 + 0)',%S

• ! 7.-',21 ',"'! 2',% 2&# . 11 -$ $'0#$'%&2#0 -, !#02 ', .-',2 ', 2&# 0-32#T • #4' 2'-,1 $0-+ 2&# ,-0+ * .0-!#"30#Q $-0 #6 +.*# 5&#, *# 4',% 2&# $'0# &-1# -0 !& ,%',% $0-+ 0'%&2V 2- *#$2V& ," 03*#T • 1& ,%#1 -$ "'0#!2'-,T • --+1 #',% 0#4'#5#" -0 *0# "7 !&#!)#"T • ;-',2V-$V ,2#0#12 1'%, *Q ',"'! 2',% & 8 0"1 -0 -2� . 02'!3* 0'2'#1T @, '+.-02 ,2 '113# '"#,2'$'#" 5 1 2&# ,##" $-0 '"#,2'$7',% 2&# 1#/3#,!# -0"#0 ," -5,#01&'. -$ # !& 2-)#,Q 2- 13..-02 2&# !-,1203!2'-, -$ 1. 2' * . 22#0,1 ," 2&# !-** -0 2'-, +-,% 2# +1T 30',% 2&'1 ','2' * .& 1# 5# #6.*-0#" .-11' *# $-0+1 $-0 2&# 2 %1 ," 5 71 $-0 ',!-0.-0 2',% 2&#+ ', 2&# *0# "7

SYV

!0-5"#" 1#2 -$ #/3'.+#,2 ! 00'#" 7 $'0#$'%&2#01T !# 2--) !*-1#0 *--) -, 2&# 2--*1 31#" "30',% , ',2#04#,2'-,Q ," *--)#" $-0 -..-023,'2'#1 2- 3%+#,2 2&#+ ',2- ,#25-0) ,-"#T @1 %--" ! ,"'" 2# $-0 2&# ,"+ 0)# ,-"# 5# !&-1# 2&# 5--"#, 5#"%#1 31#" 7 $'0#$'%&2#01 2- *-!) "--01 -.#,T !# "'1!311#" *'+'21 2- &-5 +3!& 5#'%&2 !-3*" # ""#" 2- 2&# #6'12',% #/3'.+#,2 ," &-5 . !) -$ ,-"#1 1&-3*" # "'120' 32#" 5'2&', 2# + ', 5 7 2& 2 !-3*" $'2 2&# "'4'1'-, -$ 0#1.-,1' '*'2'#1T

5.4 First Prototype: Throwies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

Figure 5-5: Left: a detail of the printed circuit of a Throwie 2.0. Right: Four Throwies 2.0 mounted in a carrying belt.

5.4.1 Working with the Throwies 2.0 /&# /&0-5'#1 TTR 5#0# ',20-"3!#" ', 25- " 7 5-0)1&-. !-,"3!2#" ', A3,# TRR[ ', 2&# 20 ',',% & ** -$ 2&# "T , 2&# 5-0)1&-. 5# 5-0)#" 5'2& 2# +1 !-+',% $0-+ %0-3. -$ 1'6

SYW

.0-$#11'-, * $'0#$'%&2#01 ," 2&0## ',1203!2-01 2- !-,"3!2 2&0## "'$$#0#,2 +'11'-,1T /&# 1!#, 0'-1 $-0 2&# +'11'-,1 5#0# "#1'%,#" ', !-** -0 2'-, 5'2& 2&# ',1203!2-01 ," !-++ ,"#0 -$ $'0#$'%&2#01T !& 2# + . 02'!'. 2',% ', 2&# +'11'-,1 5 1 #/3'..#" 5'2& 1#2 -$ 2#, /&0-5'#1 ,3+ #0#" $0-+ R 2- [Q +-3,2#" ', %0-3.1 -$ $'4# ', 1.#!' **7 .0#. 0#" ! 007',% #*21T !& /&0-5'# 5 1 .0#V.0-%0 ++#" #$-0# 2&# 12 02 -$ 2&# +'11'-, 5'2& 20--. '"#,2'$'#0 ," 1#/3#,!# ,3+ #0Q 5&'!& 5 1 4'1' *# -, 2&# YV1#%+#,2 "'1.* 7 '%30# WVXT

Figure 5-6: Left: A firefighter carries a belt with Throwies 2.0. Right: A Throwie 2.0 used together with a wedge to mark a door.

5.4.1.1 Mission I /&# $'012 +'11'-, 12 02#" 5'2& 0#!-,, '11 ,!# 0-3," !-,"3!2#" 7 25-V+ , 20--. ', 1+ ** 1#+#,2T /&# $'012 2# + 5-0)#" '21 5 7 $-**-5',% 2&# 0'%&2V& ," 03*#Q 5'2&-32 $'0# &-1#Q ," "#.*-7',% * ,"+ 0)1 $-**-5',% 2&# !-,!#.2 "#1!0' #" ', 2&# .0#4'-31 1#!2'-,T @$2#0 !&#!)',% 25- 0--+1Q ," + 0)',% 2&#+ 5'2& %0##, /&0-5'#Q 2&# 20--. #,2#0#" 2&'0" 0--+Q 5�# 2 5#0# ,-2'$'#" 7 2&# ',1203!2-0 2& 2 -,# -$ 2&# !-**# %3#1 5 1 '++- '*'8#"T /&# 20--. ! **#" $-0 &#*. ," 0#1!3# 20--. 5 1 1#,2 '++#"' 2#*7T /&# 0#1!3# 20--. #,2#0#" 2&# 3'*"',% ," $-**-5#" 2&# 20 !) -$ /&0-5'#1Q 1)'..',% 2&# 25- 0--+1 + 0)#" 5'2& %0##, ," /3'!)*7 $',"',% 2&# 2&'0" 0--+ + 0)#" 5'2& 7#**-5 ," 5'2& 2&# ',(30#" !-**# %3# ',1'"#T /&'1 $'012 1!#, 0'- 5 1 /3'2# 1'+.*#Q 32 .0-4'"#" $'012 5 0+ 3. -, 2&# 31# -$ 2&# 1712#+ ,"

SYX

$'012 ..0- !& 2- '21 .-2#,2' *1T /&# 5&-*# +'11'-, * 12#" *#11 2& , #'%&2 +',32#1T

5.4.1.2 Mission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� ,-5 5&#, 2 $-3," ,7 -$ 2&# * ,"+ 0)1T @$2#0 -32 1#4#, +',32#1 -$ 1# 0!&Q 2&# 0#1!3# 20--. /3'!)*7 $-3," 2&# ',(30#" 1# 0!& 20--. 2 2&# #," -$ 2&# 20 '* -$ 2 %1T --2& 20--.1 12 02#" 2&#'0 0#20# 2Q $-**-5',% 2&# 20 !) -$ /&0-5'#1 ', 0#4#01# -0"#0T @$2#0 1&-02 5&'*#Q 2&# ',1203!2-0 #,"#" 2&# +'11'-,T

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5.4.1.3 Mission III /&# 2&'0" +'11'-, !-,1'12#" -$ $',"',% +'11',% .#01-, ', , 3,"#0%0-3," . 0)',% *-2 $'**#" 5'2& 1+-)# ', 2&# *-5#0 1#+#,2 -$ 2&# 20 ',',% 3'*"',%T 2 5 1 .#0$-0+#" 7 25- 20--.1 #/3'..#" 5'2& 2&0-5'#1Q 5&'!& 2 31#" 2- 2 % 2&#'0 . 2&1T <.#, 1. !#1 *')# . 0)',% *-21 -0 * 0%# 12-0 %# & **1 .0#1#,2 &'%� *#4#* -$ !-+.*#6'27 $-0 , 4'% 2'-,T /�# 0# *#11 0#$#0#,!# .-',21 4 '* *# ," 5 *)',% *-,% 2&# 5 **1 '1 ,-2 #,-3%& 2- .0-4'"# -0'#,2 2'-, -0 2- %3 0 ,2## 1712#+ 2'! 1# 0!&T @""'2'-, **7Q 2&# .0#1#,!# -$ .'** 01 -0 -2� #*#+#,21 ! , &',"#0 2&# +-4#+#,2 -$ 2&# $'0# &-1#T @1 1!#, 0'- $-0 2&# +'11'-,Q 2&# $'0# &-1# 5 1 *0# "7 "#.*-7#" ', !-+.*#6 . 22#0, 5'2& *--.1 0-3," .'** 01 ," 0-)#, 2 25- .-',21Q 1'+3* 2',% 2&# 0#13*21 -$ , #6.*-1'-,T @ "3++7 .* !#" ', 2&# +'""*# -$ 2&# . 0)',% *-2 0#.0#1#,2#" 2&# +'11',% .#01-,T /&# $'012 20--. 5 1 1#,2 $0-+ -,# 1'"# -$ 2&# 1#+#,2 ," 5 1 $-**-5#" 7 2&# 1#!-," 20--. #,2#0',% $0-+ 2&# -..-1'2# 1'"# $'4# +',32#1 * 2#0T

/&# $'012 20--. #,2#0#" 2&# 0--+ $0-+ 2&# 5#12 1'"# -$ 2&# . 0)',% *-2Q 31',% , #1! .# 12 '05 7T /&# 2# + + 0)#" 2&#'0 #,207 5 7 31',% * ,"+ 0) R ', 5&'2#T / +-4#" 2&0-3%& , #*#4 2-0 & ** ," $-3," 2&# "--0 2- 2&# "#.#,"#,!'#1 -$ 2&# . 0)',% *-2T / + 0)#" 2&'1 .-',2 ', 5&'2# 5'2& /&0-5'# SQ ," .0-!##"#" 2&0-3%& & **5 7Q 5�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/&# 1#!-," 20--. 12 02#" $0-+ 2&# # 12 1'"#Q 31',% 2&# !!#11 0 +. -$ 2&# . 0)',% *-2Q 5&'!& 2 + 0)#" 5'2& /&0-5'# R ', 5&'2#T / .0-!##"#"Q 31',% 2&# 0'%&2V& ," 03*#Q ," +-4#" -32 SR +#2#01 3,2'* 2 $-3," 1#!2'-, -$ 2&# *-2 2& 2 *#" 2&#+ [R "#%0##1 2- 2&# 0'%&2T /&# 20--. ',2#0.0#2#" 2&'1 1 0--+ ," .* !#" /&0-5'# S ', 7#**-5Q ," .0-!##"#" 2- !-,20-* 2&# .-02'-, -$ 2&# *-2T !&#, 2 0# !&#" 2&# -..-1'2# 1'"# -$ 2&# 0#!#"#" . 02Q 2 0# *'8#" 2& 2 '2 5 1 * 0%# ,'!&# ', 2&# *-2 ," ,-2 0--+T /&# 2# + *# "#0 + 0)#" 2&# .-',2 5'2& %0##, /&0-5'# ,3+ #0 T 2- ',"'! 2# 2& 2 2&# 1#!2'-, 5 1 !*# ,Q ," "#!'"#" 2- %- !) 2- /&0-5'# SQ 2- !& ,%# '2 !) 2- %0##,T <, 2&# 5 7 !)Q 2&# 20--. $-3," .'** 0Q 5&'!& 2 *1- + 0)#" ', %0##,T @$2#0 0# !&',% ," !& ,%',% /&0-5'# SQ 2&# 2# + 0#230,#" 7 31',% 2&# /&0-5'#1 1 0#$#0#,!#T <, 2&# -2� #," -$ 2&# ,'!&#Q 2 $', **7 +#2 5'2& 2&# -2� 2# +T ',5'**',%*7 &-5#4#0Q 2&# $'0# &-1# -$ 2&# 20--. #! +# #,2 ,%*#" ', *--. 0-3," 2&# .'** 0T

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5.4.1.4 Design issues and implications /&# /&0-5'#1 TTR '2#0 2'-, $302� !-,1-*'" 2#" 2&# #*#+#,21 -$ 2&# "#.*-7+#,2 120 2#%7T /&# 120 2#%7 31#" !-,1'12#" -$ 2&# "#.*-7+#,2 -$ 2-)#, -$ 2&# 11-!' 2#" !-*-0 "30',% 2&# 0#!-,, '11 ,!#T /&# 1#/3#,!# '"#,2'$'#0 -$ 2&# "#.*-7+#,2 5 1 31#" 7 $'0#$'%&2#01 2- !-,$'0+ 2&#'0 !300#,2 .-1'2'-, ," 2- $-**-5 2&# 20 !) "#$',#" 7 2&# 2 %1T @$2#0 207',% "'$$#0#,2 120 2#%'#1Q 2&# $'0#$'%&2#01 "#$',#" $-30 #4#,21 2- # 2 %%#" 31',% 2&# .* 2$-0+S

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5.5 Second Prototype: The UFO platform , 2&# 1#!-," .0-2-27.# -$ 2&# .* 2$-0+ 5# 5#0# ',2#0#12#" ', #62#,"',% 2&# #6.*-0#" "#1'%, 1. !# $0-+ 2&# '"# -$ 1'+.*# 1. 2' * !-*-0 2 %1 2- +-0# !-+.*#6 , 4'% 2'-, 13..-02 *#4#0 %',% 2&# .-2#,2' * -$ 3 '!-+. 2#!&,-*-%7T -0 2&'1

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Figure 5-7: A UFO. One researcher changes the current selected color pressing the activation button. The black round device on top of the UFO is a piezoelectric buzzer. Behind the buzzer is possible to see the LED. /&# '< .* 2$-0+ *1- ',!*3"#" !-,20-**',% 3,'2 2& 2 **-5#" $'0#$'%&2#01 2- 0#+-2#*7 20'%%#0 !2'-,1 -, 2&# '<1T /&# 3,'2 5 1 1#" *1- -, , @0"3',- - 0" ," ',!*3"#" , < 1#" 2-3!& 1!0##, ," '% ## +-"3*# 2- !!#11 2&# ,#25-0)T

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!# .0-%0 ++#" 2&'1 3,'2 5'2& "'$$#0#,2 1'! *-!)1 -$ $3,!2'-, *'27Q 5&'!& !-3*" # !-+ ',#" "30',% 2&# #6#0!'1# 2- .0-4'"# +-0# !-+.*#6 $3,!2'-, *'2'#1T /&# 2-3!& 1!0##, "'1.* 7#" 2&# !-*-0 -$ 2&# "#.*-7#" ,-"#1 ," .0-4'"#" 1'+.*# ',2#0$ !# 2- 20'%%#0 ##.',% 1'%, *1 ', "'$$#0#,2 . 22#0,1 -0 1#/3#,!#1T /&# '% ## ,#25-0) -, 2&# .* 2$-0+ 5 1 31#" 2- !--0"', 2# 1'%, *1 #25##, 2&# ,-"#1T '1',% 2&# ,#25-0)#" .* 2$-0+Q 5# "#1'%,#" 1'+.*# !--0"', 2'-, .0-2-!-* 2- -0!x 2# 1#21 -$ ,-"#1 2- 0#1.-," 2- 2&# !-,20-**',% 3,'2Q **-5',% $'0#$'%&2#01 2- #12'+ 2# 1. 2' * !-,$'%30 2'-,1 -$ '<1 1#" -, 1#/3#,2' * !2'4 2'-, -$ 2&# !-312'! 1'%, *1T /&'1 +#2&-" !-+.*#+#,2#" 2&# !-*-0 *'%&21 ', + )',% -30 2 %1 20 !# *#T

5.5.1 Working with the UFOs /- #6.*-0# 2&# .-2#,2' * -$ 2&# '<1Q 5# !-,"3!2#" 25-V" 7 5-0)1&-. 2-%#2� 5'2& 2# + -$ #'%&2 .0-$#11'-, * $'0#$'%&2#01 ," 25- ',1203!2-01T !# !-,"3!2#" 2&0## * 0%# +'11'-,1T /&# 1!#, 0'-1 $-0 2&# +'11'-,1 5#0# 1.#!'$'! **7 "#1'%,#" 7 2&# .0-$#11'-, * ',1203!2-01 ," $'0#$'%&2#01 2- .0-"3!# "'1-0'#,2 2'-,T , 2&# 2&0## +'11'-,1Q 2&# #6.*-0',% 2# +1 & " 2- $-**-5 !-+.*#6 . 2&1 .0#4'-31*7 "#$',#"Q 5-0)',% *',"$-*"#" 2- 1'+3* 2# 2&# *'+'2#" 4'1' '*'27 !-,"'2'-,1 ! 31#" 7 1+-)#T @ $ !'*'2 2-0 5 *)#" *-,% 5'2& 2&# 2# + ," -, 0#/3#12 !2'4 2#" 2&# !-312'! 1'%, *1 -$ ,7 . 02'!3* 0 '< -0 1#/3#,!# -$ '<1 '"#,2'$'#" 7 2&#'0 "#.*-7+#,2 1#/3#,!# ,3+ #0Q #'2� -,!#Q -0 0#.# 2#"*7 '%30# WVZT /&# !-312'! . 22#0, .0-"3!#" 7 2&# '<1 !-,1'12#" -$ 2&0## 2-,#1 .0-"3!#" 7 1#,"',% 1',31-'" * 5 4# 2- 388#0Q #+'22#" -,# $2#0 2&# -2� $-0 .#0'-" -$ XRR +'**'1#!-,"1 # !&T /&# $'012 2-,# 5 1 SZRR )68Q 2&# 1#!-," 5 1 TRRR )68 ," 2&# 2&'0" 5#,2 !) 2- SZRR )68T

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Figure 5-8: The UFO platform. Top Left: One UFO. Top Right: The controlling unit. Bottom: A troop follows a beeping UFO, triggered by one facilitator -0 2&'1 +'11'-,Q 2&# $'0#$'%&2#01 2#12#" 1'+.*'$'#" * ,%3 %# $-0 2&# * ,"+ 0)1Q 5&'!& +'6#" 2&# 12 231 b#,2#0#" 0--+c ," b5 7.-',2c ',2- 1',%*# 12 231T /&# 12 231#1 5#0# &#,!# *'+'2#" 2- 2&0##S

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5.5.1.1 Mission I /&# $'012 +'11'-, 5 1 $-!31#" -, #6.*-0',% .-11' *# '12'!1 $-0 2&# !-312'! * ,"+ 0)1T /&# +'11'-, 2--) .* !# ', 2&# . 0)',% *-2 "#1!0' #" ', 1#!2'-, WTVTSTUT 2 12 02#" 5'2& "#.*-7+#,2 -$ $'4# 2 %1 $0-+ S 2- W ," $'0# &-1# 5&'!& 5 1 !32 ', & *$ ', , #6.*-1'-, '%30# WV[T -0 2&'1 +'11'-, 2&# 2# + 5 1 -,*7 **-5#" 2- 20'%%#0 2&# !-+.*#2# "#.*-7+#,2 -$ '<1Q 5&'!& ##.#" 1#/3#,2' **7 -,# $2#0 2&# -2�T

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Figure 5-9: Mission I. The continuous line shows the fire hose, cut in half in the middle of the path. The dotted line shows the path followed by the team.

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Figure 5-10: Reconnaissance path for the second UFO mission. The fire hose, displayed as a red line, lies cut in half. Both parts are placed far from each other.

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Figure 5-12: The Wedge Platform. Right: a blinking wedge placed in front of a door. Middle: The carrying unit attached to the oxygen bottle in the back of a firefighter. A firefighter tests the functions of one of the controlling units. 5.6.1 Wedge node /&# !#"%# ,-"# #4-*4#" $0-+ 2&# 1'! '< .* 2$-0+ ," 5 1 1.#!'$'! **7 "#1'%,#" 2- # $*#6' *# #,-3%& 2- 2#12 ,#5 '"# 1 ," , 4'% 2'-, * '12'!1T 2 &#*" 1#0'#1 -$ 1#,1-01 2- 13..-02 2&# #6.*-0 2'-, -$ !2'4'27 0#!-%,'2'-, -..-023,'2'#1 ', $'0#$'%&2',% 12 02',% $0-+ .0#4'-31 5-0) 5'2& !-++-, -$$V2&#V1&#*$ 1#,1-01 ', $'0#$'%&2',% !-,"'2'-,1 (!&-*8 (!&3 #02Q TRSRT /&# $', *

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5.6.2 Integrated Wearable System /&# ',2#%0 2#" 5# 0 *# 1712#+ '1 2&# !#,20 * .0-!#11',% !-+.-,#,2 -$ 2&# .* 2$-0+T 2 '1 31#" 2- !!#11 ," 2- !-,20-* 2&# "#.*-7+#,2 -$ ,-"#1 '%30# WVSWT /&# 1712#+ !-,1'121 -$ !#,20 * 3,'2 ," ""'2'-, * +-"3*#1 !-,,#!2#" 31',% '(- 31 2- .0-4'"# 2&# #11#,2' * $3,!2'-, *'27 -$ 2&# 1712#+S

Figure 5-15: Overview of the Wedges Platform. The diagram shows the different components connected to the central unit using an USB bus. The diagram shows also two wedges, which are reachable from the controlling units by means of the ZigBee network, represented in the diagram as a cloud. Central Unit: /&# !# 0 *# (712#+ '1 3'*2 3.-, !-+.32#0V -,V+-"3*# .* 2$-0+ 03,,',% , #+ #""#" ',36 "'120' 32'-,T 2 .0-4'"#1 2&# 0#1-30!#1 2- & 4# +-"#* -$ 2&# "#.*-7+#,2 * ,"1! .# ," !-+.32#0 .-5#0 2- .0-!#11 "'$$#0#,2 1'%, *1 !-+',% $0-+ 2&# #,4'0-,+#,2T

ZigBee 2.4 GHz radio moduleS '1#" $-0 !-++3,'! 2'-, 5'2& 2&# "#.*-7#" ,-"#1T

Zena ZigBee snifferS /&'1 +-"3*# '1 '(- 6 "#4'!# 2& 2 ! .230#1 ," "#!-"#1 '%-## 20 $$'!T /&# +-"3*# 5 1 31#" 2- +-,'2-0 2&# 20 $$'! ," 1203!230# -$ 2&# ,#25-0) $0-+ -321'"# -$ '2T 2 .0-4'"#" !!#11 2- ',$-0+ 2'-, 13!& 1 (( 4 *3#1Q 0-32#1 ," -2T

S[W

RFID reader module, 13.51 MHzS /&'1 +-"3*# 5 1 ""#" 2- .0-4'"# , ',2#0$ !# 2- .&71'! **7 ',2#0 !2 5'2& 2&# 1712#+1 ," 2&# ,-"#1 7 +# ,1 -$ 2-3!& ," -2� %#1230#1T 2 .0-4'"#1 13..-02 *1- $-0 + , %',% *-%'12'! 1.#!21 -$ 2&# 1712#+ 13!& 1 *- "',%Q ','2' *'8 2'-, ," "#.*-7+#,2 -$ ,-"#1T

Controlling UnitS /&'1 +-"3*# 5 1 2&# ',2#0 !2'-, ',2#0$ !# -$ 2&# 5&-*# .* 2$-0+T (2 02',% $0-+ 2&# 0#13*21 -$ 2&# #4 *3 2'-, -$ 2&# '<1 .* 2$-0+Q 5# "#$',#" 1#2 -$ #4#,21 ," $3,!2'-,1 2- # 20'%%#0#" 7 $'0#$'%&2#01Q 13!& 1 1#*#!2',% -,# 1.#!'$'! 5#"%#Q 20'%%#0',% !-312'! 1'%, *1Q !& ,%',% 2&# 12 231 !-*-0 -$ ,-"# ," -2T /- .0-4'"# !!#11 2- 2# $3,!2'-,1Q 5# 31#" , @0"3',- -- 0" 2- !0# 2# 03%%#"'8#" !-,20-**',% 3,'2T /&# 3,'2 & " 1+ ** < "'1.* 7 2- .0-4'"# ',$-0+ 2'-,Q 2&0## 322-,1Q 25-V.-1'2'-, 15'2!& ," 4#07 03%%#" 0-2 07 15'2!& 5&'!& .0-4'"#" 2&# 1'! 3'*"',% *-!)1 $-0 ',2#0 !2'-,T

Transport UnitS /&# #*#!20-,'!1 -$ 2&# 1712#+ 5#0# . !)#" 2-%#2� ', 20 ,1.-02',% 3,'2 5&'!& .0-4'"#" #,-3%& 1. !# 2- ! 007 W 5#"%#1T /&# 3,'2 5 1 22 !&#" 2- 2&# 1'"# -$ 2&# '0 -22*# ! 00'#" 7 $'0#$'%&2#01 -, &'1 !) ," & " "'1.#,1#0 -, '21 -22-+Q 31#" 7 $'0#$'%&2#01 2- #620 !2 ,#5 * ,"+ 0) 7 0# !&',% ," %0 ',% 2&# ,#62 ,-"# -, 2&# 0-5T <, #620 !2'-,Q 2&# 1712#+ 0#!-%,'8#" 5&'!& * ,"+ 0) & " *#$2 2&# 20 ,1.-02 3,'2 ," 12 02#" 2&# ','2' *'8 2'-, .0-!#11Q .0-4'"',% "#.*-7+#,2 1#/3#,!# ,3+ #0 ," 0#%'12#0',% 2&# ,#5 ,-"# -, 2&# !#,20 * 3,'2T

5.6.3 The Wedges middleware /&# & 0"5 0# .* 2$-0+ -$ 2&# 1712#+ '1 0 2� #0-%#,#-31Q !-,2 ',',% 2&0## "'$$#0#,2 .0-!#11-01Q -,# -, 2&# ,-"#Q -,# -, 2&# !-,20-**',% 3,'2 ," -,# -, 2&# 5# 0 *# 1712#+T /&# !-,,#!2',% +'""*#5 0# $-0 2&# .* 2$-0+ 5 1 "#1'%,#" 1 1'+.*# +#11 %# . 11',% 0!&'2#!230#Q 5�# +#11 %#1 5#0# 20 ,1.-02#" 31',% .0-.0'#2 07 !-++3,'! 2'-, @; .0-4'"#" 7 2&# X-## +-"3*#1T /&'1 "#1'%, **-5#" +-4',% . 0 +#2#0'8#" !-++ ,"1 #25##, 2&# "'$$#0#,2 !-+.-,#,21Q 5&'!& .0-4'"#" 2&# .0'+'2'4#1 $-0 -.#0 2',% 2&# 1712#+Q 13!& 1 ','2' *'8 2'-,Q ##.',% 0#/3#121Q ""0#11 !& ,%#1 ," -2T

S[X

-0 2&# 5# 0 *# 1712#+Q 5# '+.*#+#,2#" 2&# +#11 %',% 0!&'2#!230# 31',% 2&# *2 $0 +#5-0) =-)' Q TRSRQ 5&'!& 5 1 13!!#11$3**7 2#12#" ', .0#*'+', 07 .0-2-27.#1 (!&-*8Q '#"#*Q #!)#0Q TRSRT /&# 1 +# +'""*#5 0# 5 1 '+.*#+#,2#" ', 2&# ,-"#1 31',% 2&# @0"3',- ;* 2$-0+T

Byte0 Byte1 Byte2 Byte3 Byte4 Byte5 Byte6 Byte7 Byte8 Byte9 Start 1+" ;S ;T ;U ;V ;W ;X ;Y 1*-1# # R6TW /0--. " ',31#" 0#/T ',31#" ',31#" ',31#" $ Table 5-1: Message structure of the communication protocol showing the "Beep" message. /&# +#11 %#1 . 11#" 7 2&# 1712#+ & " $'6#" 1203!230# -$ SR 72#1 *-,%T !& +#11 %# & " 12 02',% !& 0 !2#0 ^3_Q -,#V 72# *-,% !-++ ,"Q Y 72#1 $-0 . 0 +#2#01Q ," !*-1',% !& 0 !2#0 ^$_/ *# WVST /&# !-++3,'! 2'-, .0-2-!-* !-,1'12#" -$ SR "'$$#0#,2 +#11 %#1 / *# WVTQ 5&'!& .0-4'"#" 2&# .0'+'2'4#1 $-0 2&# 5#"%#1 2- 0#%'12#0 2&#+1#*4#1 ', 2&# !-,20-**',% 3,'21 ," $-0 2&# !-,20-**',% 3,'2 2- 20'%%#0 !2'-,1 ', 2&# 5#"%#1T

Message Ascii Description Parameters code BEEP R6TW -##. . 02'!3* 0 5#"%# .S-/0--. .T-#.*-7+#,2 '" .U-',31#" .V-0#/3#,!7 BFRM R6TX -##. ** 5#"%#1 12 02',% $0-+ .S-/0--. . 02'!3* 0 5#"%#T .T-(2 02',% "#.T " .U-',31#" .V-0#/3#,!7 BNTL R6TY -##. ** 5#"%#1 $0-+ 2&# $'012 .S-/0--. "#.*-7#" 5#"%# 3. 2- .T- 12 "#.T " 2- !#02 ', 5#"%#T ##. .U-',31#" .V-0#/3#,!7 BBTW R6TZ -##. ** 5#"%#1 #25##, 25- .S-/0--. "#.*-7+#,2 '"1T .T-(2 02',% "#.T '" .U-,"',% "#.T " .V-0#/3#,!7 BALL R6T[ -##. ** 5#"%#1T .S-/0--. STCH R6T@ #/3#12 ,#5 12 231 $-0 .S-/0--. 5#"%#T (#,2 7 2&# !-,20-**',% .T-#.*-7+#,2 '" 3,'2T .U-=#5 (2 231

S[Y

Message Ascii Description Parameters code NWST R6T1 #.-02 ,#5 12 231 $0-+ .S-/0--. 5#"%#T (#,2 7 5#"%# 2- .T- " ',$-0+ 12 231 !& ,%#Q #'2� .U-=#5 (2 231 $0-+ .0#11#" 322-, -0 1 , ,15#0 2- 0#/3#12 $0-+ 2&# !-,20-**',% 3,'2T ACKS R6T- @!),-5*#"%# ,#5 12 231 .S-/0--. 0#.-02 0#!#'4#"T (#,2 $0-+ 2&# .T- " !-,20-**',% 3,'2 2- ',$-0+ .U-=#5 (2 231 5#"%# 2& 2 '21 * 12 12 231 '1 ),-5,T CKST R6T #/3#12 2&# !300#,2 12 231 -$ .S-/0--. 5#"%#T .T- " IDCH R6UR #/3#12 2- !& ,%# 2&# .S-/0--. "#.*-7+#,2 ,3+ #0T (#,2 .T- " 7 2&# !-,20-**',% 3,'2 2- 1.#!'$'! ',2#0, * ""0#11T Table 5-2: List of Messages of the Wedges Middleware.

5.6.4 Interacting with the wedges platform /&# !#,20 * .0-!#11',% 3,'2 &-*"1 +-"#* -$ 2&# "#.*-7#" 5#"%#1Q ',!*3"',% 2&# "#.*-7+#,2 1#/3#,!# ,3+ #0Q 2&# !300#,2 12 231Q 2&# .&71'! * ""0#11Q 2&# *-%'! * '% ## ""0#11 ," -2� ',$-0+ 2'-,T /&'1 +-"#* ! , # !!#11#" ," 3." 2#" !-,2',3-31*7 7 ** 2&# !-+.-,#,21 -$ 2&# 1712#+Q 31',% +-"#*V4'#5V!-,20-**#0 0!&'2#!230#T !& 3,'2 ! 00'#" 7 2# + 5 1 ',!*3"#" ', 2&# !#,20 * +-"#* 1 Mannmarke, 2& 2 '1Q 1.#!' * ',12 ,!# -$ !#"%#Q '"#,2'$'#" 5'2& "#.*-7+#,2 1#/3#,!# '" ," !-,1'"#0#" +-4 *# #*#+#,2 -$ 2&# "#.*-7+#,2T , 2&'1 5 7Q 2&# 1712#+ 5 1 *# 2- 20 !) ," 20'%%#0 #4#,21 -4#0 2&# 2# +1 ! 007',% 3,'2T /&'1 **-5#" 2&# 5-0)',% 2# +1 2- # 5 0# -$ 2&# !300#,2 12 231 -$ 2&#'0 !-**# %3#1 ," 2- 31# 2&# "'$$#0#,2 1'%, *1 -$ 2&# 5#"%#1 2- $'," +'11',% 2# +T

/- "#.*-7 5#"%#Q $'0#$'%&2#0 & 1 2- 0# !& $-0 20 ,1.-02 3,'2 22 !&#" 2- -,# 1'"# -$ 2&# '0 -22*#Q ," & 1 2- 0#+-4# -,# -$ 2&# 5#"%#1T /&# $'0#$'%&2#0 !2'4 2#" 2&# 5#"%# 7 .0#11',% 2&# !-,20-**',% 322-,Q '2#0 2',% 2&0-3%& 2&# 12 2#1 3,2'* 2&# -$ 2&# 5#"%# *',)#" ', 2&# "#1'0#" !-*-0T /&# 5#"%#1 !!#.2 -,# -$ $-30 .-11' *# 12 2#1 7 .0#11',% 2&# !-,20-**',% 322-,T /&# !300#,2 12 2# 5 1 ',"'! 2#" 7

S[Z

*',)',% *'%&2 31',% $-30 .-11' *# !-*-01S *3#Q 7#**-5Q %0##, ," 0#"T <,!# 2&# 5#"%# 12 021 2- *',)Q '2 '1 0# "7 $-0 "#.*-7+#,2Q ," 2&# $'0#$'%&2#0 "0-.1 '2 ', 2&# "#1'0#" .* !#T /-%#2�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

/&# !-,20-**',% 3,'2 5 1 .0-%0 ++#" 31',% 2&# @0"3',- 2- .0-4'"# 2&# 31#0 5'2& , ',2#0$ !# 2- !-,20-* 2&# !300#,2 "#.*-7+#,2 -$ * ,"+ 0)1T /- !-++3,'! 2# 5'2& 2&# !#,20 * .0-!#11',% 3,'2Q 2&# !-,20-**',% 3,'2 31#" 4#07 1'+.*# !-++3,'! 2'-, .0-2-!-* 2& 2 13..-02#" 2&# 0#/3'0#" .0'+'2'4#1 $-0 ',2#0 !2'-,T 2 5 1 *# 2- 1#," #4#,21 13!& 1 322-, 3.Q "-5,Q &-*"Q 0-2 2'-,1 -$ 2&# !-,20-**',% 5&##* ," -2T 2 5 1 *1- *# 2- 3,"#012 ," +#11 %#1 2- 3." 2# 2&# < "'1.* 7T '1',% 2&# !-,20-**',% 5&##* ', 2&# !-,20-* 3,'2Q 2&# $'0#$'%&2#0 !-3*" %- -4#0 2&# *'12 -$ 2&# *0# "7 "#.*-7#" 5#"%#1T /&# !-,20-**',% 3,'2 "'1.* 7#" -,# -$ 2&# "#.*-7#" 5#"%#1 -, 2&# 1!0##,Q 1&-5',% 2&# "#.*-7+#,2 ,3+ #0Q 12 231 !-*-0 ," 0# "',%1 -$ 2&# * 12 1'%, * 120#,%2& (( 4 *3#T /&# 31#0 5 1 *# 2- .#0$-0+ 1#0'#1 -$ -.#0 2'-,1 5'2& 2&# 5#"%# !300#,2*7 "'1.* 7#"Q 13!& 1 !& ,%#1 2- 2&# !300#,2 12 231 -0 20'%%#0',% ##. ', 2&# !300#,2 -0 ** 2&# * ,"+ 0)1 ', 2&# "#.*-7+#,2T /&# !-,20-**',% 3,'2 **-5#" 25- 1'! ',2#0 !2'-,1 5'2& 2&# 5#"%#1S

S[[

TriggeringS !&#, 20'%%#0#"Q 2&# 5#"%# ##.#" 5'2& !& 0 !2#0'12'! 2-,#Q #+'22#" 0 "'- $0#/3#,!7 . !)#2 2- 3." 2# 2&# !300#,2 (( 0# "',% ," *',)#" /3'!)*7 $-0 2&0## 1#!-,"1T @** -$ 2# 0#1.-,1#1 $0-+ 2&# 5#"%# 5#0# "'0#!2#" 2- + )# '2 4'1' *# ," 2- .0-4'"# &',2 -$ '21 !300#,2 .-1'2'-,T /&# !-312'! . 22#0, .0-"3!#" 7 2&# 5#"%# !-,1'12#" -$ 25- 1',31-'" * 5 4#1Q #+'22#" -,# $2#0 2&# -2� 5'2& SRR +'**'1#!-,"1 1'*#,!# #25##, 2&#+T /&# $'012 5 4# 5 1 TZRR )68 ," 2&# 1#!-," 5 1 URRR )68T

Updating: !&#, 2&# $'0#$'%&2#0 .0#11#" ," &-*" 25- 322-,1 -$ 2&# !-,20-**',% 3,'2Q 2&# 3,'2 **-5#" $-0 3." 2',% 2&# !300#,2 12 2# -$ 2&# 5#"%# 2- -,# -$ 2&# $-30 **-5#" !-*-01T /&'1 5 1 "-,# 7 0-2 2',% 2&# 1#*#!2'-, 5&##* -, 2&# !-,20-**',% 3,'2T

5.6.5 Working with the Wedges platform !# !-,"3!2#" $-30 +'11'-,1 31',% 2&# 5#"%#1 .* 2$-0+Q "'120' 32#" ', 25- "'$$#0#,2 5-0)1&-.1T -0 -2& 5-0)1&-.1 5# & " 2# + -$ SR $'0#$'%&2#01 ," 2&0## ',1203!2-01T '1',% 2&# ! 007',% 1712#+ ," 2&# !-,20-**',% 3,'2Q 2&# $'0#$'%&2#01 5#0# *# 2- 5-0) 32-,-+-31*7 5'2& 2&# 1712#+T !& . 02'!'. 2',% 20--. 5 1 #/3'..#" 5'2& 2-2 * -$ SR * ,"+ 0)1 "'120' 32#" ', 25- ! 007',% 3,'21T '0#$'%&2#01 31#" 2&# #*#!20-,'! 5#"%#1 2- + 0) 2&# 1. !#T @*2&-3%& +-12 -$ 2&# $'0#$'%&2#01 *0# "7 & " 1-+# 1-02 -$ #6.#0'#,!# 5'2& 2&# .* 2$-0+Q 2&# ',1203!2-01 #6.* ',#" 2&# 1'! 120 2#%7 #$-0# # !& -$ 2&# +'11'-,1T /&# 1'! 120 2#%7 !-,1'"#0#" $-30 #4#,21 2- # + 0)#"S

• -*3#S @ 5 7.-',2 ',"'! 2',% 0#*#4 ,2 . 2&T • M#**-5S --0 -$ 0--+ #,2#0#" ," #',% 1# 0!&#"T • 80##,S --0 -$ 0--+ 13!!#11$3**7 !&#!)#"T • #"S 8#,#0 * .-',2 -$ ',2#0#12

5.6.5.1 Mission I -0 2&# $'012 +'11'-, 5# !&-1# 1'+.*# 1!#, 0'- 2- **-5 $'0#$'%&2#01 2- $ +'*' 0'8# 5'2& 2&# !-,20-**',% 3,'2 ," 2&# #620 !2'-, ," "#.*-7+#,2 -$ * ,"+ 0)1 $0-+ 2&# 20 ,1.-02

TRR

1712#+T /&# + ', %- * -$ 2&# +'11'-, 5 1 2- 2#12 2&# ',2#0 !2'-, #25##, ** . 021 -$ 2&# 1712#+ "30',% 2&# 5&-*# *'$#V!7!*# -$ * ,"+ 0)Q ', -0"#0 2- 11#11 '21 12 '*'27 ," 2- 2#12 5'0#*#11 !-4#0 %# ," !-,,#!2'4'27 -$ 2&# * ,"+ 0)1 ', 0# *'12'! "#.*-7+#,2 1!#, 0'-T /&# +'11'-, !-,1'12#" -$ 0#!-,, '11 ,!# 0-3," ', 1+ ** -,#V$ +'*7 &-31# 2- *--) $-0 +'11',% .#01-,Q !-,"3!2#" 7 2# + -$ 25- $'0#$'%&2#01 #/3'..#" 5'2& 5# 0 *# 1712#+ ," $'4# 5#"%#1 # !&T /&# +'11'-, * 12#" V +',32#1 ," TU 1#!-,"1 ," '2 5 1 4#07 /3'!) ," .0#!'1#Q 5'2&-32 ,7 0#+ 0) *# .0- *#+1T

5.6.5.2 Mission II /&# 1#!-," +'11'-, 5 1 !-,"3!2#" ', 2&# 1+ ** !*','! ," -.#,V .* , -$$'!# "#1!0' #" ', 1#!2'-, WTVTSTTT /- - 1#04# 2&# * ,"+ 0)1 ', & ," -4#0 1'23 2'-,Q 2&# +'11'-, !-,1'12#" -$ $',"',% +'11',% .#01-, *-! 2#" 2 2&# -..-1'2# 1'"# -$ 2&# #,207 .-',2T , 2&'1 5 7Q 2&# $'012 20--. & " 2- 0#230, $2#0 .* !',% 2&#'0 * 12 * ,"+ 0) ," 1#!-," 20--. & " 2- !-,2',3# 2&# +'11'-, 5�# 2&# $'012 20--. *#$2 '2T /&# $'012 20--. & " 2- $'," '21 5 7 !) 2- 2&# #,20 ,!# ," 2&# 1#!-," 20--. & " 2- 0# !& 2&# #," -$ 2&# 1# 0!& 20 '* -$ 2&# $'012 20--. ," .0-!##" 5'2& 2&# +'11'-,T --2& 20--.1 12 02#" 2 2&# + ', "--0 -$ 2&# $*--0 ," ! 00'#" $'0# &-1# !-,,#!2#" 2- 5 2#0 13..*7 ', 2&# 12 '0! 1# '%30# WVSXT

Figure 5-16: The second wedges mission.

/&# $'012 20--. #,2#0#" 2&# !*','! $-**-5',% 2&# 0'%&2V& ," 03*#Q ," +-4#" 4#07 #$$'!'#,2*7T / + 0)#" 2&#'0 #,207 .-',2 ',

TRS

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

3# 2- 2#!&,'! * '113# 2&# #6#0!'1# 5 1 $0-8#,Q ," !-,2',3#" 2 2&# ,#62 " 7T @ 1#!-," 20--. 5 1 1#,2 5'2& 2&# +'11'-, -$ $-**-5',% 2&# "#.*-7+#,2 1 /3'!)*7 1 .-11' *# 3,2'* 2&# * 12 5#"%# ," $0-+ 2�# -, 2- $','1& 2&# +'11'-,T /&# 1+-)# -, 2&# 0--+ 5 1 4#07 "#,1#Q 1- 2&# 1 5#0# 4'1' *# -,*7 ', 0 ,%# -$ *#11 2& , 25- +#2#01T /&# 20--. ##.#" $'012 5#"%# [Q 32 2 5#0# ,-2 *# 2- &# 0 '2Q 1- 2 12 02#" ##.',% ,3+ #0 S ," +-4#" $-05 0"T /&# 20--. +-4#" 4#07 /3'!)*7T

TRT

@1 2 0# !&#" 5#"%# ,3+ #0 TQ 2 5#0# *# 2- 1## 5#"%# 32Q 1',!# 2 5#0# ,-2 *# 1## 2&# ,3+ #0Q 2 0-2 2#" 2&# 1#*#!2-0 -, 2&# !-,20-**',% 3,'2Q 3,2'* '2 12 02#" 2- ##. ," *',)T !'2& 2&'1 !2'-,Q 2&# 2# + '"#,2'$'#" 2&# 3,),-5, 5#"%# 2- # ,3+ #0 WT / +-4#" "'0#!2*7 2- '2Q !-+.*#2#*7 1)'..',% 2&# 1+ ** !*','!T 0-+ ,3+ #0 W -,Q 2&# 2# + 1#/3#,2' **7 $-**-5#" 2&# 0#12 -$ 2&# "#.*-7+#,2T /&# !-312'! 1'%, * 5 1 /3'2# !*# 0Q 1- 2 /3'!)*7 0# !&#" 2&# * 12 5#"%# ,3+ #0 [T @2 2&'1 .-',2Q 2&# ',1203!2-0 #,"#" 2&# +'11'-,Q $2#0 -32 W +',32#1 -$ 1# 0!&T

5.6.5.3 Mission III /&# 2&'0" +'11'-, !-,1'12#" -$ 1# 0!& ," 0#1!3# +'11'-, ', $'0# ', 2&# . 0)',% *-2Q 5&'!& 5 1 - 1!30#" ," $'**#" 5'2& 1+-)#T !# .* !#" 1#4#0 * 20 $$'! 00'#01 2- 1'+3* 2# ! 01 ," -2� - 12 !*#1Q 5&'!& + "# 2&# , 4'% 2'-, .0-!#11 +-0# "'$$'!3*2T @ $'012 2&0##V+ , 20--.Q #/3'..#" 5'2& $'0# &-1# ," 2&# 5#"%#1 1712#+Q 5 1 1#,2 2- *--) $-0 +'11',% .#01-, '%30# WVSYT

Figure 5-17: Third wedges mission.

/&# 20--. 12 02#" -, 2&# #1! .# "--0 -$ 2&# . 0)',% *-2Q !-+',% $0-+ 2&# # 12 1'"#T /&# 20--. + 0)#" '21 #,207 .-',2 5'2& R ', *3#T / $-**-5#" 2&# 0'%&2 & ," 03*# ," $-3," 20 $$'! 00'#0 *-!)',% 2&# . 2&T @$2#0 %-',% 0-3," '2Q 2&# 2# + + 0)#" 2&# 00'#0 5'2& 2&# 5#"%# S ', *3#T -#&'," 2&# $'012 00'#0Q 2&# 2# + $-3," ,'!&# $-0+#" 7 2&# 5 ** ,"

TRU

$302� 00'#0Q 5&'!& 2&# 2# + + 0)#" 1 !-,20-**#" 7 1#22',% 5#"%# T 2- %0##,T /&# 2# + !-,20-**#" 1#!-," ," 2&'0" ,'!&# ," + 0)#" 2&#+ ', %0##, 5'2& 5#"%#1 U ," VQ ," !-,2',3#" 2&# 1# 0!& $-**-5',% 2&# 0'%&2V& ," 03*#T @$2#0 5&'*#Q 2&# 20--. $-3," 25- 3,!-,1!'-31 4'!2'+1 *7',% 4#07 !*-1# 2- # !& -2�T -**-5',% 2&# 12 ," 0" .0-!#"30#Q 2&# 20--. ,-2'$'#" 2&# !-++ ,"#0 ," 12 02#" 2&# 0#1!3# -$ 2&# 4'!2'+1T / "#!'"#" 2- ! 007 -,# -$ 2&# 4'!2'+1 ," + 0) 2&# .-1'2'-, -$ 2&# 1#!-," -,# 31',% 5#"%# ,3+ #0 W ', 0#"T /&# 20--. *# "#0 1)#" $-0 0#1!3# 20--. 2- 0#+-4# 2&# 1#!-," 4'!2'+Q ',$-0+',% 2&# 12 231 ," ,3+ #0 -$ 2&# 5#"%# + 0)',% 2&# 2 0%#2T , 0#1.-,1# 2- 2&'1 0#/3#12Q 2&# !-++ ,"#0 ',$-0+#" 1#!-," 2&0##V+ , 20--. -$ 2&# ,3+ #0 ," !-*-0 -$ 2&# 5#"%# + 0)',% 2&# 4'!2'+Q ," 1#,2 '2 2- 0#20'#4# �T

@1 2&# 1#!-," 20--. #,% %#"Q 4#07 !-+.*#6 1'23 2'-, #+#0%#"T /&# $'012 20--. ##.#" 5#"%# ,3+ #0 SQ 2- 31# '2 1 "'0#!2 5 7 + 0)',%T @2 2&# 1 +# 2'+#Q 2&# 1#!-," 20--. ##.#" 5#"%# ,3+ #0 WQ 2- $'," 2&# 1#!-," 4'!2'+T /&'1 ! 31#" !-,$31'-, ', 2&# 0#20# 2',% 20--.Q 5&'!& &# "#" ,-02&Q +-4',% ', 50-,% "'0#!2'-, $-0 $-30 -0 $'4# +#2#01 2-5 0"1 2&# "--0 -$ 2&# $ !'*'2'#1T -0 2&# 1#!-," 20--.Q 2&# "-3 *# ##.',% 5 1 ,-2 .0- *#+T / $-**-5#" 2&# $'0# &-1# -$ 2&# $'012 20--. ', 7#**-5 ', '%30# WVSY 3,2'* 5#"%# ,3+ #0 SQ ," 2&#, $-**-5#" 2&# ##. ," 0#" *',)',% -$ ,3+ #0 W *+-12 120 '%&2 &# "Q /3'!)*7 0# !&',% 2&# 4'!2'+T <, 00'4 * 2- ,3+ #0 WQ 2 12-..#" ##.',% 5#"%# ,3+ #0 WT @2 2&'1 .-',2Q 2&# $'012 20--. 0# *'8#" 2& 2 2 5#0# +-4',% ', 2&# 50-,% "'0#!2'-,T !'2& 2&# !-312'! 1'%, * -$ ,3+ #0 W ,-5 %-,#Q 2&# ##.',% -$ ,3+ #0 S ," 2&# 4'13 * !-,2 !2 2- 5#"%# ,3+ #0 V % 4# 2&#+ ,#5 -0'#,2 2'-, ', 2&# 0'%&2 "'0#!2'-,T /&# 1#!-," 20--. *1- 31#" 2&# !-312'! 1'%, * -$ ,3+ #0 S 2- 0#20# 2T @*-,% 2&# . 2&Q -2& 20--.1 $-3," 2&# "#.*-7#" 5#"%#1 5&'!& 2 31#" 2- !-,$'0+ 2&#'0 20 !)T @$2#0 5&'*#Q -2& 20--.1 0# !&#" *+-12 1'+3*2 ,#-31*7 2&# #,207 "--0 ," 2&# ',1203!2-01 #,"#" 2&# #6#0!'1#T /&# 5&-*# +'11'-, * 12#" TS +',32#1 ," SW 1#!-,"1T

TRV

5.6.5.4 Mission IV /&# * 12 +'11'-, 5 1 "#1'%,#" 2- #4 *3 2# 2&# .-2#,2' * -$ 2&# .* 2$-0+ $-0 20 ,1+'22',% +#11 %#1 #25##, 2&# 20--.1 ', 2&# 3'*"',% ," 2&# !-++ ,"#01 -321'"# 2&# 3'*"',%T /&# +'11'-, 5 1 "#1'%,#" 2- 31# 2&# 1'+.*# +#11 %# . 11',% $# 230#1 -$ 2&# .* 2$-0+ 2- #12 *'1& !-,,#!2'-, #25##, 2&# !-++ ,"',% 12 $$ -321'"# -$ 2&# 3'*"',% ," 2&# 20--.1 ',1'"# 2&# 1#+#,2T /&# 1!#, 0'- 5 1 $'0# ', -,# -$ 2&# 1+ ** 0--+1 !-,,#!2#" 2- 2&# . 0)',% *-2T /&# $'012 2# + -$ $'0#$'%&2#01 & " 2- #,2#0 2&0-3%& 2&# + ', .-02 *Q %- 2&0-3%& 2&# 5&-*# . 0)',% *-2 ," %#2 ',2- 2&# 13..-02',% $ !'*'2'#1 "##. ',1'"# 2&# 3'*"',%T /&# 2# + -$ $'0#$'%&2#01 31#" 5# 0 *# 1712#+ * #*#" ^@_ ," 2&# +-,'2-0',% $'0#$'%&2#0 -321'"# 31#" 1#!-," 5# 0 *# 1712#+ * #*#" ^-_T /&# +-,'2-0',% $'0#$'%&2#0 1#,2 ##. 2- 2&# 2# + ',1'"# -$ 2&# 3'*"',% ," 2&# 2# + ',1'"# -$ 2&# 3'*"',% !& ,%#" '21 12 231 2- %0##,Q 2- 1'%, *'8# 2& 2 #4#072&',% 5 1

5.6.5.5 Design issues and implications <4#0 **Q 2&# ',2#04'#51 ," "'1!311'-,1 $2#0 2&# +'11'-,1 1&-5#" 2& 2 2&# $'0#$'%&2#01 .#0!#'4#" 2&# ',2#%0 2#" 1712#+ 1 31 *#T !# - 1#04#" 2& 2 $2#0 /3'!) .& 1# -$ *# 0,',% 2&# 1712#+Q 2&# $'0#$'%&2#01 5#0# *# 2- # 1'*7 .3** * ,"+ 0)1 -32 -$ 2&# 20 ,1.-02',% 3,'2 ," 2- !2'4 2# 2&#+Q ," 2 5#0# *# 2- $-**-5 20 !)1 -$ * ,"+ 0)1 32-,-+-31*7T /&# "#.*-7+#,2 2'+# -$ 5#"%# 5 1 5#** 3,"#0 +',32#Q 5&'!& 5 1 ,-2 .#0!#'4#" 1 4#07 !0'2'! * 7 $'0#$'%&2#01T /&# ,-"#1 5#0# 0- 312 #,-3%& ," 1304'4#" ** 2&# +'11'-,1T /&# !2'4 2'-, ," "#.*-7+#,2 .0-!#"30# 5#0# "#1!0' #" 7 2&# $'0#$'%&2#01 1 ',23'2'4# ," # 17T / ,-2#" 2& 2 ** 322-,1

TRW

+312 # .0-2#!2#" 1-+#&-5 2- 4-'" 3,5 ,2#" !2'4 2'-, -$ 2&# 1712#+T @ +#!& ,'1+ 5 1 0#/3#12#" *1- 2- "# !2'4 2# 2&# 2 %1 ," .32 2&#+ !) ',2- 2&# 20 ,1.-02 3,'2T

/&# $'0#$'%&2#01 +#,2'-,#" ', 2&# "'1!311'-, 0-3,"1Q 2& 2 2&# 1712#+ "'" ,-2 !0# 2# ,7 . 02'!3* 0 30"#, ', 2#0+1 -$ 2&# ""'2'-, * 5#'%&2 ,-0 "'" '2 .* !# ,7 *'+'2 2'-,1 ', 2&#'0 +- '*'27T / ',"'! 2#"Q &-5#4#0Q 2& 2 2&# "#.*-7+#,2 -$ * ,"+ 0) "-#1 0#.0#1#,2 ""'2'-, * 2'+# ," #$$-02 ', 2&#'0 0-32',#1Q 5&'!& & 1 2- # !-+.#,1 2#" 2 1-+# .-',2 5'2& 2&# ""#" 4 *3# .0-4'"#" 7 2&# .* 2$-0+T , 2&'1 1#,1#Q 2&# +#11 %# . 11',% -$ 2&# 1712#+ 5 1 $-3," 4#07 0#*#4 ,2 7 2&# $'0#$'%&2#01T / +#,2'-,#" 2& 2 2&# '*'27 -$ 0#+ ', 5 0# -$ 2&# +-4#+#,21 -$ 2&# 20--. ',1'"# 2&# 3'*"',% 5 1 4#07 '+.-02 ,2 $-0 2&# !-++ ,"#0Q ," '2 !-3*" "" *-2 -$ 4 *3# 2- 2&# .* 2$-0+T

@, '+.-02 ,2 .0- *#+ '"#,2'$'#" ', 2&# .* 2$-0+ !-,!#0,#" 2&# !-312'! 1'%, *1T !&#, 25- "'$$#0#,2 5#"%#1 5#0# 20'%%#0#" 7 25- 20--.1 1'+3*2 ,#-31*7Q 2&# 1-3," -$ -2& 5#"%#1 -4#0* ..#" ," '2 5 1 '+.-11' *# $-0 2&# 20--.1 2- ',"#,2'$7 5&'!& -,# 2 5#0# 13..-1#" 2- $-**-5T !# "'1!311#" "'$$#0#,2 *2#0, 2'4#1 2- 1-*4# 2&'1 .0- *#+Q 13!& 1 31',% "'$$#0#,2 !-312'! . 22#0,1 $-0 # !& -$ 2&# 20--.1 31',% 2&# "#.*-7+#,2T

5.7 Qualitative results /&'1 1#!2'-, "'1!311#1 2&# '113#1 ," !-,!#0,1 2& 2 #4-*4#" *-,% 2&# "#1'%, .0-!#11 -$ ,"+ 0)#Q $0-+ 2&# /&0-5'#1 2- 2&# !#"%#1T /&# 0#13*21 .0#1#,2#" �# .0-4'"# ',"'! 2-01 -$ &-5 ," 5&7 2&# "#1'%,#" 02'$ !21 5-0) ', 13..-02',% ',"--0 , 4'% 2'-, -$ $'0#$'%&2#01T /- 13..-02 2&# "'1!311'-,Q 2&# , *71'1 '1 '**3120 2#" 31',% #2&,-%0 .&'! 4'%,#22#1 !-+',% $0-+ 2&# !-0.31 -$ " 2 !-**#!2#" ', 2&# 5-0)1&-.1 ," "#1'%, !2'4'2'#1T

TRX

5.7.1 Navigation based on Landmarke /&# , 4'% 2'-, 120 2#%'#1 "#4#*-.#" 7 2&# $'0#$'%&2#01 31',% ,"+ 0)# *#4#0 %#" 2&# + 0)',% -$ 1. !#1 2- !0# 2# ," $-**-5 20 !)1Q #,0'!&',% 2&# +#2&-"1 "#1!0' #" ', VTUTSTY 7 .0-4'"',% ,#5 * 7#0 -$ 1. 2' * 0#$#0#,!#1T /&# , 4'% 2'-, .0-!#11 !-,1203!2#" 0-3," ,"+ 0)# .0#1#,2#" 25- "'$$#0#,2 +-+#,21 -$ 31#S "#.*-7+#,2 ," , 4'% 2'-,T

5.7.1.1 Deployment !&#, $'0#$'%&2#0 '"#,2'$'#1 .* !# 0#*#4 ,2 $-0 2 %%',%Q &# "#.*-71 , #*#!20-,'! 2 %T 30',% 2&# !2'4 2'-, .0-!#11Q 2&# 2 % 0#!#'4#1 1#/3#,!# ,3+ #0Q #$$#!2'4#*7 !0# 2',% 4'023 * !& ', *-,% 2&# . 2& -$ 2&# +'11'-,T /&# $'0#$'%&2#01 '"#,2'$'#" $-30 +'*#12-,#1 0#*#4 ,2 $-0 2 %%',% ," 11-!' 2#" 2&#+ 2- $-30 !-*-01S

• -*3#S @ 5 7.-',2 2 % ',"'! 2',% .-',2 ', 2&# 0-32#T /# * ,"+ 0)1 5#0# "#.*-7#" ', ,7 .-',2 2& 2 $'0#$'%&2#0 "##+#" 2- # 0#*#4 ,2T / 5#0# +-12*7 31#" ', #,207 5 71Q & **5 71Q - 12 !*#1 ," "--01 !-,,#!2',% 25- 1#. 0 2#" .* !#1Q *')# 2&# "--0 2& 2 5#,2 $0-+ 2&# !*','! !-00'"-0 2- 2&# 1+ ** -$$'!# !-00'"-0T

• M#**-5S '1#" 2- ',"'! 2# 0--+ -0 1. !# 5�# $'0#$'%&2#0 #,2#0#"Q 32 5&'!& &# & 1 ,-2 *#$2 7#2T / 5#0# "#.*-7#"Q $-0 #6 +.*#Q ', $0-,2 -$ "--0 3.-, #,2#0',% 0--+T

• 80##,S ,"'! 2#1 "--0 $-0 0--+ 13!!#11$3**7 !&#!)#"T '13 **7Q 2# * ,"+ 0)1 12 02#" 2&#'0 *'$# 1 7#**-5Q ," 5#0# !& ,%#" 2- %0##, 1 2# + *#$2 2&# 0--+T /&# %0##, * ,"+ 0) 5 1 *1- 31#" 2- + 0) "#$',#" 8-,#1 1 !*# 0#"Q 13!& 1 ,'!Q 1. !#1 #&'," ! 01 ," -2T • #"S '1#" 1 ;-',2V-$V ,2#0#12 ',"'! 2-0Q 2- ',"'! 2# & 8 0"1 -0 . 02'!3* 0'2'#1 "30',% 2&# 0#!-,, '11 ,!#T / 5#0# +-12*7 31#" 2- + 0) 2&# .0#1#,!# -$ $'0# -0 4'!2'+1T

TRY

5.7.1.2 Navigation /&# + ', , 4'% 2'-, +#!& ,'1+ "#4#*-.#" 7 $'0#$'%&2#01 31',% 2&# .0-2-27.#1 5 1 2- 20'%%#0 1#4#0 * * ,"+ 0)1 $-**-5',% 2&# "#.*-7+#,2 1#/3#,!#Q 3,2'* 2 %0 1.#" 0-3%& '"# -$ 2&# * ,"1! .# -$ "#.*-7#" * ,"+ 0)1T /&#, 2 !-,2',3-31*7 20'%%#0#" -,# . 02'!3* 0 2 % ," $-**-5#" 2&# !-312'! -0 4'13 * 1'%, *1T <,!# 2 % 5 1 $-3,"Q 2&# $'0#$'%&2#01 20'%%#0#" 2 % 5'2& &'%� -0 *-5#0 ,3+ #0 2- !-,2',3#Q "#.#,"',% -, 2&#'0 "'0#!2'-, -$ +-4#+#,2S #,2#0',% -0 0#20# 2',%T $ 2&# 2 % 2& 2 & " ##, 1#*#!2#" 2- $-**-5 ,#62 5 1 ,-2 4'1' *# -0 3"' *#Q 2&# $'0#$'%&2#01 12 02#" 2&# !7!*# % ',Q 7 20'%%#0',% 13 1#2 -$ 2 %1 5'2& "#.*-7+#,2 ,3+ #0 -4# -0 #*-5 2&# * 12 2 % $-3," -,#Q % ', "#.#,"',% -, 2&#'0 "'0#!2'-, -$ +-4#+#,2T

5.7.2 Deployment as a resource for coordination /&# 31# -$ 2&# "#.*-7+#,2 1#/3#,!# ,3+ #0 .0-4'"#" 5 7 2- #12 *'1& 12 *# !-,,#!2'-, 5'2& 2&# 3,),-5, #,4'0-,+#,2 ," $'0#$'%&2#01 31#" 2&'1 !-,,#!2'-, 2- !-++3,'! 2# 1. 2' * '"# 1 13!& 1 . 2& "#1!0'.2'-,1 -0 #4#,21 0#* 2#" 2- .* !#S

FF1: (talking to the commander using the walkie-talkie): We are back to the entry point, that is, to Landmarke 5. We will continue from Landmarke 5 following the left- hand rule.

!&#, $-**-5',% 20 !) -$ * ,"+ 0)1Q 2&# 2 %1 .0-4'"#" $-0+ -$ -,#V"'+#,1'-, * 0#$#0#,!# *-,% . 2& #25##, 25- .-',21Q 5&'!& &#*.#" 2- /3 ,2'$7 2&# *#4#* -$ .0-%0#11 ', 0# !&',% %- * 13!& 1 , ',(30#" 20--. #',% 1# 0!&#" $-0T /&# $-**-5',% #620 !2 1&-51 &-5 2&# !-++ ,"#0 5 '2',% -321'"# $-**-51 2&# .0-%0#11 -$ 2&# $'012 20--. ," &-5 2&# 0#1!3# 20--. 0#.-02#" '21 -5, .0-%0#11 $0-+ 2 % 2- 2 % !) 2- 2&# !-++ ,"#0S

FF2: (to FF1) Found landmarke 7! Commander: (talking to the walkie-talkie) This information just came in: The [injured] first troop used all of its Landmarks, and proceeded without them for the last part.

TRZ

FF1: Roger that. We are on Landmarke 8. FF2: (to FF1) Landmarke 9! FF1: (to FF2) You got 9? FF2: (to FF1) Landmarke 9!

/# 31#1 -$ 2&# + 0)',%1 1&-5 &-5 2&# .* 2$-0+ .0-4'"#1 ,#5 13..-02',% #*#+#,2 $-0 2&# !-,1203!2'-, -$ !--0"', 2'-, +#!& ,'1+1 #25##, 2&# 1# 0!&',% 20--. ," 2&# !-++ ,"#0 -$ 2&# #,%',#Q 5&'!& !-+.*#+#,21 2&# #6'12',% !--0"', 2'-, +#!& ,'1+1 - 1#04#" ', 2&# 5-0).* !# 123"'#1 1## VTUTSTUT

5.7.3 Deployment as a resource for navigation /&# ,"+ 0)# 1712#+ 13..-02#" 2&# !-%,'2'4# .0-!#11 -$ 5 7$',"',% 2 .-',21 5�# -2� #*#+#,21 -$ -0'#,2 2'-, 5#0# ,-2 *# 2- .0-4'"# 31#$3* ',$-0+ 2'-, -0 5�# 0# )"-5,1 -$ 2&# 313 * , 4'% 2'-, +#2&-"1 1## 1#!2'-, ', VTUTSTW ..# 0#"S

While trying to reach the entry point marked with number 1, FF1 found Landmarke 3 in blue. The fire hose is not available. FF1: So… number 3 is here (points to the UFO number 3)… [to the facilitator] Beep them all again please… (The five UFOs beep, one after another, following the deployment sequence). FF1: (after hearing number 2) Ok. This way… (points towards the exit gate) J. We must… where are you? FF2: Here… FF1: (reaches and grabs the hand of FF2 with his hand) from here on we must go down to the right… from there comes the first noise…

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FF1: Here is our Landmarke (point to the green tag), so we are right! I’ll change it to green and place it back here

TR[

(takes the tag and changes it to green) … We have to go back now… FF2: Go back? FF1: We entered here; we have to get to a Landmarke… Here is a room, here is a gap. Here is a pillar, and back there, we have already searched there. That’s why it is green here. We have to go now to find the last placed Landmarke and then move on. FF2: Ok. Got it. The team moves on following the fire hose.

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During a mission in the parking lot, the fire hose makes a loop around a sidewalk and moves away from the goal of the mission. The team of firefighters crawls in a row around the sidewalk following the fire hose until they realize that they are moving away from the beeping sound. FF2: We just moved around a pillar, FF1, right? FF1: What? FF2: We went around a pillar and then back… The Landmarke is behind us… We can find it behind us… We are moving towards the exit… It is not precisely effective…The troop stops. FF1: FF3, should we just move toward the beeping? FF3: Come again? FF1: Should we just follow the signal? FF3: Ok. The team drops the fire hose and regroups, starts moving into the opposite direction, following the sound, while remaining close to each other, holding each other by the shoes or shoulders.

TSR

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TSS

5.7.4 Construction of deployment strategies @, '+.-02 ,2 #*#+#,2 $-0 2&# "#1'%, -$ 2&# 1712#+ 5 1 2&# !-,1203!2'-, -$ "#.*-7+#,2 120 2#%'#1Q ',!*3"',% 5& 2 #*#+#,21 1&-3*" %#2 2 %%#" ," 5& 2 0# 2&# 0#*#4 ,2 1#+ ,2'! 3,'21 0#/3'0#" 2- 2 % 2&# 1. !#T @, '113# -$2#, "'1!311#" "30',% 2&# 5-0)1&-.1 5 1 2&# /3#12'-, -$ &-5 2- 3,"#012 ," 2&# !300#,2 1'23 2'-, ," "#.*-7 2 % !!-0"',%*7T '0#$'%&2#01 .0-.-1#" "'$$#0#,2 5 71 -$ ,2'!'. 2',% .-11' *# 31#1 $-0 2 %1 ," -$ #,!-"',% 2&-1# 1.#!21 -$ 2&# 1'23 2'-, "##+#" 0#*#4 ,2 $-0 * 2#0 31#T /&'1 )'," -$ "'1!311'-, .0-4'"#" $-3," 2'-, $-0 .0-%0#11'4#*7 "#$',# 2&# 1#+ ,2'! -$ 2&# + 0)',%1Q 1 2&# $-**-5',% 1#/3#,!# 1&-51S

“We checked the complete room and then we came out from that corner. To convey this information with the Landmarke, I decided to change this Landmarke here (points to the Landmarke) so that this area does not need to be checked again, so that’s what I did […] we placed a Landmarke on the pillar to inform that the area to the right was already searched” A firefighter, commenting on his decision of placing a green landmark on a pillar.

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A firefighter comments while working with the throwies: FF1: So I would say, a blue one here inside and a red one outside…? Or blue… and red outside… Here I wonder… (Points to the blue throwie) That is the mark indicating

TST

that we moved along here… But on the retreat, I would like to know before opening the door that there is some danger here. This means that I should actually also place a marking on the other side. Do we have such a marking? FF2: That means… That means that actually I should have a blue one here and there a red-blue… right? FF1: Yeah.

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“You said [on the radio], ‘we have checked the room and set the Landmarke to green’ and then INSTRUCTOR_1 said ‘there are no rooms down there!’, so what have you actually checked? Did you control a niche? For you, in your perception, it was a room, but for us it was just a niche. We wondered: ‘Where were they!?’” A commander in a debriefing section comments on a confusion in the radio communication.

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TSU

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While moving slowly, FF2 informs that they are quite close to the opposite site of the parking lot and that they should keep going straight ahead. FF1: 12 o’clock? FF2: Yes, exactly. FF1: Then let’s take the Landmarke as orientation. Let’s beep the 5. The team listens to the beeping of the Landmarke and after a short nodding, they start crawling in a row towards Landmarke 5.

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TSV

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FF1 Asks the facilitator for a sequential beep of a deployment of 5 landmarks. The tags beep too close to each other, slightly overlapping. FF2: Superb! You don’t know which is which. That’s silly…

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TSW

6 General Discussion

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TSY

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1. Which are the specific practices and skills used by firefighters to navigate in an indoor context in burning structures?

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Issue Chapter ?- '*'27 3,"#0 #620#+# "4#01# !-,"'2'-,1 VTUTSTS (203!230#" $*-5 -$ ',$-0+ 2'-, VTUTSTT 1--0"', 2#" 32-,-+7 VTUTSTU @3%+#,2#" 5 0#,#11 -$ 2&# #,4'0-,+#,2 VTUTSTV (712#+ 2'! #6.*-0 2'-, 120 2#%7 VTUTSTW 1--.#0 2'4# = 4'% 2'-, VTUTSTX (& 0#"Q "7, +'! 0#$#0#,!# 1712#+1 VTUTSTY @""'2'-, * , 4'% 2'-, 13..-02',% "#4'!#1 ," +#2&-"1 VTUTSTZ $$#!21 -$ 2#!&,-*-%7 !& ,%#1 VTUTTTS 1-,1203!2'4# * ,!# #25##, '+.0-4'1 2'-, ," 0#%3* 2'-,1 VTUTTTT #$*#!2'-, -$ -5, .0 !2'!#1 1 1-30!# -$ ',,-4 2'-, VTUTTTU ,2#%0 2'-, -, " '*7 0-32',#1 1 0#/3'0#+#,2 $-0 VTUTTTV !!#.2 ,!# Table 6-1: Summary of the issues resulting from the workplace studies and fieldwork conducted in this dissertation. 6.*-0',% 2&# ',,#0 *-%'! -$ , 4'% 2'-, ', $'0#$'%&2',% .0-4'"#" 25- 4#07 '+.-02 ,2 $-3," 2'-,1 $-0 +7 5-0)T --2& -$ 2# $-3," 2'-,1 #11#,2' **7 !-,,#!2 .0 !2'!#1 5'2& 2#!&,-*-%7Q 32 2 +-4# ', -..-1'2# "'0#!2'-,1T /&# $'012 -$ 2&#+ +-4#" $0-+

TSZ

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2. Which design methods and strategies are adequate for fostering the creation of navigation support systems for firefighters from within the practices?

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TS[

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TTR

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TTS

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3. How does the designed system enrich the context of firefighters, and how this enrichment supports the construction of navigation practices?

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TTT

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TTU

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TTV

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TTW

7 Closing Remarks and Future Work

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8 References

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