Multiple vehicle cooperation and collision avoidance in automated vehicles : Survey and an AI‑enabled conceptual framework

Prospective customers are becoming more concerned about safety and comfort as the automobile industry swings toward automated vehicles (AVs). A comprehensive evaluation of recent AVs collision data indicates that modern automated driving systems are prone to rear-end collisions, usually leading to multiple-vehicle collisions. Moreover, most investigations into severe traffic conditions are confined to single-vehicle collisions. This work reviewed diverse techniques of existing literature to provide planning procedures for multiple vehicle cooperation and collision avoidance (MVCCA) strategies in AVs while also considering their performance and social impact viewpoints. Firstly, we investigate and tabulate the existing MVCCA techniques associated with single-vehicle collision avoidance perspectives. Then, current achievements are extensively evaluated, challenges and flows are identified, and remedies are intelligently formed to exploit a taxonomy. This paper also aims to give readers an AI-enabled conceptual framework and a decision-making model with a concrete structure of the training network settings to bridge the gaps between current investigations. These findings are intended to shed insight into the benefits of the greater efficiency of AVs set-up for academics and policymakers. Lastly, the open research issues discussed in this survey will pave the way for the actual implementation of driverless automated traffic systems

Digital Transformation

The amount of literature on Digital Transformation is staggering—and it keeps growing. Why, then, come out with yet another such document? Moreover, any text aiming at explaining the Digital Transformation by presenting a snapshot is going to become obsolete in a blink of an eye, most likely to be already obsolete at the time it is first published. The FDC Initiative on Digital Reality felt there is a need to look at the Digital Transformation from the point of view of a profound change that is pervading the entire society—a change made possible by technology and that keeps changing due to technology evolution opening new possibilities but is also a change happening because it has strong economic reasons. The direction of this change is not easy to predict because it is steered by a cultural evolution of society, an evolution that is happening in niches and that may expand rapidly to larger constituencies and as rapidly may fade away. This creation, selection by experimentation, adoption, and sudden disappearance, is what makes the whole scenario so unpredictable and continuously changing.The amount of literature on Digital Transformation is staggering—and it keeps growing. Why, then, come out with yet another such document? Moreover, any text aiming at explaining the Digital Transformation by presenting a snapshot is going to become obsolete in a blink of an eye, most likely to be already obsolete at the time it is first published. The FDC Initiative on Digital Reality felt there is a need to look at the Digital Transformation from the point of view of a profound change that is pervading the entire society—a change made possible by technology and that keeps changing due to technology evolution opening new possibilities but is also a change happening because it has strong economic reasons. The direction of this change is not easy to predict because it is steered by a cultural evolution of society, an evolution that is happening in niches and that may expand rapidly to larger constituencies and as rapidly may fade away. This creation, selection by experimentation, adoption, and sudden disappearance, is what makes the whole scenario so unpredictable and continuously changing

Advancing the Human Self

Do technologies advance our self-identities, as they do our bodies, cognitive skills, and the next developmental stage called postpersonal? Did we already manage to be fully human, before becoming posthuman? Are we doomed to disintegration and episodic selfhood? This book examines the impact of radical technopoiesis on our selves from a multidisciplinary perspective, including the health humanities, phenomenology, the life sciences and humanoid AI (artificial intelligence) ethics. Surprisingly, our body representations show more plasticity than scholarly concepts and sociocultural narratives. Our embodied selves can withstand transplants, bionic prostheses and radical somatechnics, but to remain autonomous and authentic, our agential potentials must be strengthened – and this is not through ‘psychosurgery’ and the brain–computer interface

An aesthetics of touch: investigating the language of design relating to form

How well can designers communicate qualities of touch? This paper presents evidence that they have some capability to do so, much of which appears to have been learned, but at present make limited use of such language. Interviews with graduate designer-makers suggest that they are aware of and value the importance of touch and materiality in their work, but lack a vocabulary to fully relate to their detailed explanations of other aspects such as their intent or selection of materials. We believe that more attention should be paid to the verbal dialogue that happens in the design process, particularly as other researchers show that even making-based learning also has a strong verbal element to it. However, verbal language alone does not appear to be adequate for a comprehensive language of touch. Graduate designers-makers’ descriptive practices combined non-verbal manipulation within verbal accounts. We thus argue that haptic vocabularies do not simply describe material qualities, but rather are situated competences that physically demonstrate the presence of haptic qualities. Such competencies are more important than groups of verbal vocabularies in isolation. Design support for developing and extending haptic competences must take this wide range of considerations into account to comprehensively improve designers’ capabilities

Trust in Robots

Robots are increasingly becoming prevalent in our daily lives within our living or working spaces. We hope that robots will take up tedious, mundane or dirty chores and make our lives more comfortable, easy and enjoyable by providing companionship and care. However, robots may pose a threat to human privacy, safety and autonomy; therefore, it is necessary to have constant control over the developing technology to ensure the benevolent intentions and safety of autonomous systems. Building trust in (autonomous) robotic systems is thus necessary. The title of this book highlights this challenge: “Trust in robots—Trusting robots”. Herein, various notions and research areas associated with robots are unified. The theme “Trust in robots” addresses the development of technology that is trustworthy for users; “Trusting robots” focuses on building a trusting relationship with robots, furthering previous research. These themes and topics are at the core of the PhD program “Trust Robots” at TU Wien, Austria

Makers at School, Educational Robotics and Innovative Learning Environments

This open access book contains observations, outlines, and analyses of educational robotics methodologies and activities, and developments in the field of educational robotics emerging from the findings presented at FabLearn Italy 2019, the international conference that brought together researchers, teachers, educators and practitioners to discuss the principles of Making and educational robotics in formal, non-formal and informal education. The editors’ analysis of these extended versions of papers presented at FabLearn Italy 2019 highlight the latest findings on learning models based on Making and educational robotics. The authors investigate how innovative educational tools and methodologies can support a novel, more effective and more inclusive learner-centered approach to education. The following key topics are the focus of discussion: Makerspaces and Fab Labs in schools, a maker approach to teaching and learning; laboratory teaching and the maker approach, models, methods and instruments; curricular and non-curricular robotics in formal, non-formal and informal education; social and assistive robotics in education; the effect of innovative spaces and learning environments on the innovation of teaching, good practices and pilot projects

Robotics 2010

Without a doubt, robotics has made an incredible progress over the last decades. The vision of developing, designing and creating technical systems that help humans to achieve hard and complex tasks, has intelligently led to an incredible variety of solutions. There are barely technical fields that could exhibit more interdisciplinary interconnections like robotics. This fact is generated by highly complex challenges imposed by robotic systems, especially the requirement on intelligent and autonomous operation. This book tries to give an insight into the evolutionary process that takes place in robotics. It provides articles covering a wide range of this exciting area. The progress of technical challenges and concepts may illuminate the relationship between developments that seem to be completely different at first sight. The robotics remains an exciting scientific and engineering field. The community looks optimistically ahead and also looks forward for the future challenges and new development

Makers at School, Educational Robotics and Innovative Learning Environments

This open access book contains observations, outlines, and analyses of educational robotics methodologies and activities, and developments in the field of educational robotics emerging from the findings presented at FabLearn Italy 2019, the international conference that brought together researchers, teachers, educators and practitioners to discuss the principles of Making and educational robotics in formal, non-formal and informal education. The editors’ analysis of these extended versions of papers presented at FabLearn Italy 2019 highlight the latest findings on learning models based on Making and educational robotics. The authors investigate how innovative educational tools and methodologies can support a novel, more effective and more inclusive learner-centered approach to education. The following key topics are the focus of discussion: Makerspaces and Fab Labs in schools, a maker approach to teaching and learning; laboratory teaching and the maker approach, models, methods and instruments; curricular and non-curricular robotics in formal, non-formal and informal education; social and assistive robotics in education; the effect of innovative spaces and learning environments on the innovation of teaching, good practices and pilot projects