Construction safety and digital design: a review

As digital technologies become widely used in designing buildings and infrastructure, questions arise about their impacts on construction safety. This review explores relationships between construction safety and digital design practices with the aim of fostering and directing further research. It surveys state-of-the-art research on databases, virtual reality, geographic information systems, 4D CAD, building information modeling and sensing technologies, finding various digital tools for addressing safety issues in the construction phase, but few tools to support design for construction safety. It also considers a literature on safety critical, digital and design practices that raises a general concern about ‘mindlessness’ in the use of technologies, and has implications for the emerging research agenda around construction safety and digital design. Bringing these strands of literature together suggests new kinds of interventions, such as the development of tools and processes for using digital models to promote mindfulness through multi-party collaboration on safet

Solved! Making the case for collaborative problem-solving

This report argues that the ability to solve problems with others is a crucial skill for our young people in the workplace of the future but the current education system does little to support it. Key findings Collaborative problem-solving (CPS) is an increasingly important skill to teach young people in order to prepare them for the future. Despite strong evidence for its impact, CPS is rarely taught in schools but if structured well it can reinforce knowledge and improve attainment. Significant barriers exist for teachers implementing this practice, from behaviour management to curriculum coverage, to task-design. For CPS to gain ground, a concerted shift is needed including teacher training, better resources and system level support. This report is part of Nesta’s ongoing commitment to equipping young people with the skills they need to succeed. It makes a series of recommendations on how organisations and policymakers can help support and embrace the implementation of CPS. Nesta is following this up with a series of small-scale pilots of aligned programmes in order to evaluate impact and explore how CPS can be implemented in a range of practical settings. Policy recommendations Stimulate production of quality collaborative problem-solving (CPS) resources and training, from primary education onwards. Fund existing, aligned programmes to scale and evaluate impact. Educate and involve the out-of-school learning sector and volunteer educators. Develop smarter collaborative problem-solving assessment methods. Help higher education organisations and MOOCs to track what works

Ways of Applying Artificial Intelligence in Software Engineering

As Artificial Intelligence (AI) techniques have become more powerful and easier to use they are increasingly deployed as key components of modern software systems. While this enables new functionality and often allows better adaptation to user needs it also creates additional problems for software engineers and exposes companies to new risks. Some work has been done to better understand the interaction between Software Engineering and AI but we lack methods to classify ways of applying AI in software systems and to analyse and understand the risks this poses. Only by doing so can we devise tools and solutions to help mitigate them. This paper presents the AI in SE Application Levels (AI-SEAL) taxonomy that categorises applications according to their point of AI application, the type of AI technology used and the automation level allowed. We show the usefulness of this taxonomy by classifying 15 papers from previous editions of the RAISE workshop. Results show that the taxonomy allows classification of distinct AI applications and provides insights concerning the risks associated with them. We argue that this will be important for companies in deciding how to apply AI in their software applications and to create strategies for its use

More Than a Feeling: Learning to Grasp and Regrasp using Vision and Touch

For humans, the process of grasping an object relies heavily on rich tactile feedback. Most recent robotic grasping work, however, has been based only on visual input, and thus cannot easily benefit from feedback after initiating contact. In this paper, we investigate how a robot can learn to use tactile information to iteratively and efficiently adjust its grasp. To this end, we propose an end-to-end action-conditional model that learns regrasping policies from raw visuo-tactile data. This model -- a deep, multimodal convolutional network -- predicts the outcome of a candidate grasp adjustment, and then executes a grasp by iteratively selecting the most promising actions. Our approach requires neither calibration of the tactile sensors, nor any analytical modeling of contact forces, thus reducing the engineering effort required to obtain efficient grasping policies. We train our model with data from about 6,450 grasping trials on a two-finger gripper equipped with GelSight high-resolution tactile sensors on each finger. Across extensive experiments, our approach outperforms a variety of baselines at (i) estimating grasp adjustment outcomes, (ii) selecting efficient grasp adjustments for quick grasping, and (iii) reducing the amount of force applied at the fingers, while maintaining competitive performance. Finally, we study the choices made by our model and show that it has successfully acquired useful and interpretable grasping behaviors.Comment: 8 pages. Published on IEEE Robotics and Automation Letters (RAL). Website: https://sites.google.com/view/more-than-a-feelin