A Platform-independent Programming Environment for Robot Control

The development of robot control programs is a complex task. Many robots are different in their electrical and mechanical structure which is also reflected in the software. Specific robot software environments support the program development, but are mainly text-based and usually applied by experts in the field with profound knowledge of the target robot. This paper presents a graphical programming environment which aims to ease the development of robot control programs. In contrast to existing graphical robot programming environments, our approach focuses on the composition of parallel action sequences. The developed environment allows to schedule independent robot actions on parallel execution lines and provides mechanism to avoid side-effects of parallel actions. The developed environment is platform-independent and based on the model-driven paradigm. The feasibility of our approach is shown by the application of the sequencer to a simulated service robot and a robot for educational purpose

Modeling of the youBot in a serial link structure using twists and wrenches in a bond graph

We present a walk-through tutorial on the modeling of a complex robotic system, like the newly developed desktop mobile manipulator youBot developed by KUKA[5, 4]. The tutorial shows the design of models for typical robotic elements, done in a reusable object-oriented style. We employ an energy-based approach for modeling and its bondgraph notation to ensure encapsulation of functionality, extendability and reusability of each element of the model. The kinematic representation of mechanical elements is captured using screw theory. The modeling process is explained in two steps: first submodels of separate components are elaborated and next the model is constructed from these components

Robotics Software Engineering: A Perspective from the Service Robotics Domain

Robots that support humans by performing useful tasks (a.k.a., service robots) are booming worldwide. In contrast to industrial robots, the development of service robots comes with severe software engineering challenges, since they require high levels of robustness and autonomy to operate in highly heterogeneous environments. As a domain with critical safety implications, service robotics faces a need for sound software development practices. In this paper, we present the first large-scale empirical study to assess the state of the art and practice of robotics software engineering. We conducted 18 semi-structured interviews with industrial practitioners working in 15 companies from 9 different countries and a survey with 156 respondents (from 26 countries) from the robotics domain. Our results provide a comprehensive picture of (i) the practices applied by robotics industrial and academic practitioners, including processes, paradigms, languages, tools, frameworks, and reuse practices, (ii) the distinguishing characteristics of robotics software engineering, and (iii) recurrent challenges usually faced, together with adopted solutions. The paper concludes by discussing observations, derived hypotheses, and proposed actions for researchers and practitioners.Comment: 11 pages + 1 page for references, 3 figures, 3 tables, in proceedings of ESEC/FSE 202

Education in the Era of the Fourth Industrial Revolution: Development Vector, Prospects and Challenges for Russia

Modern civilisation has entered the era of the fourth industrial revolution, characterised by digital, Internet and cyber-expansion, virtualisation, mobile technologies, robotisation, global changes in energy, nano- and biotechnologies. It entails significant changes in all spheres of human activity. There is a mass need for entirely new professions. Scientific and technological progress gives the society not only broad prospects but also brings new challenges and threats. There is a tight (not always fair) competition between the leading countries of the world and transnational corporations for domination in entering the sixth technological order, to lead in digital technologies and artificial intelligence. At this stage, educational systems should provide revolutionary changes based on the latest scientific achievements. One more dangerous threat is that the achievements of modern science and high technologies are not always used for the benefit of humanity, that is, large-scale cyber-attacks, hybrid wars, public consciousness manipulation. Form this point, the formation of a single global educational space, taking into account the humanistic needs of the society, seems really important. The fourth industrial revolution leads to personality changes and not always in a positive direction. This is especially true of the generation “Y” or “network generation”, consuming “intellectual fast food” and easily falling under the influence of others and becoming a victim of manipulation. It also includes the problem of virtual reality, which influences the person so profoundly that he/she falls out of the real world. Obviously, education must also undergo a systemic transformation, based on the characteristics of the modern information society and the globalising world that has entered the postmodern and mass media era. The issues mentioned above are deeply and critically analysed and discussed in this study both from the global and BRICS (precisely Russia) countries perspective. The authors eventually suggest some ways to solve them

Analysis of Economic Motives in the Individual Choice of Educational Paths

The authors consider the economic motivations when individuals choose an educational path. This line of research is relevant from both, the point of view of science — research of economic behavior of an individual, and the point of view of practice — allows to increase efficiency of investments in a human capital. The authors have developed the economic and mathematical model of choice of optimum educational paths by individuals. The model is realized in the software and approved on real data on more than 5,5 thousand students. For the analysis of the importance of rational economic expectations when an educational path has to be chosen, the paths chosen by students is compared and the educational paths optimum from the point of view of economic rationality are calculated. The analysis of the results has showed that mainly, the choice of educational paths happens according to the economic motivations. On the considered selection, 66 % of prospective students have chosen an optimum path from the point of view of economic preferences. The most significant factor providing development of optimum educational paths is an expectation of higher income upon completion of education — 22 % of all educational paths, and a possibility of cost-cutting of educating or state-subsidized education — 12 %. In our opinion, one of the most important practical results of the research of optimum educational path is the need to consider expectations of students and prospective student when developing a state policy of investment in human capital