Lessons Learned in Vineyard Monitoring and Protection from a Ground Autonomous Vehicle

Author(s):  
Ferran Roure ◽  
Luca Bascetta ◽  
Marcel Soler ◽  
Matteo Matteucci ◽  
Davide Faconti ◽  
...  
Automation ◽  
2020 ◽  
Vol 1 (1) ◽  
pp. 17-32
Author(s):  
Thomas Kent ◽  
Anthony Pipe ◽  
Arthur Richards ◽  
Jim Hutchinson ◽  
Wolfgang Schuster

VENTURER was one of the first three UK government funded research and innovation projects on Connected Autonomous Vehicles (CAVs) and was conducted predominantly in the South West region of the country. A series of increasingly complex scenarios conducted in an urban setting were used to: (i) evaluate the technology created as a part of the project; (ii) systematically assess participant responses to CAVs and; (iii) inform the development of potential insurance models and legal frameworks. Developing this understanding contributed key steps towards facilitating the deployment of CAVs on UK roads. This paper aims to describe the VENTURER Project trials, their objectives and detail some of the key technologies used. Importantly we aim to introduce some informative challenges that were overcame and the subsequent project and technological lessons learned in a hope to help others plan and execute future CAV research. The project successfully integrated several technologies crucial to CAV development. These included, a Decision Making System using behaviour trees to make high level decisions; A pilot-control system to smoothly and comfortably turn plans into throttle and steering actuation; Sensing and perception systems to make sense of raw sensor data; Inter-CAV Wireless communication capable of demonstrating vehicle-to-vehicle communication of potential hazards. The closely coupled technology integration, testing and participant-focused trial schedule led to a greatly improved understanding of the engineering and societal barriers that CAV development faces. From a behavioural standpoint the importance of reliability and repeatability far outweighs a need for novel trajectories, while the sensor-to-perception capabilities are critical, the process of verification and validation is extremely time consuming. Additionally, the added capabilities that can be leveraged from inter-CAV communications shows the potential for improved road safety that could result. Importantly, to effectively conduct human factors experiments in the CAV sector under consistent and repeatable conditions, one needs to define a scripted and stable set of scenarios that uses reliable equipment and a controllable environmental setting. This requirement can often be at odds with making significant technology developments, and if both are part of a project’s goals then they may need to be separated from each other.


2020 ◽  
Vol 9 (8) ◽  
pp. 1182-1186
Author(s):  
Bo Yang ◽  
Xuelin Cao ◽  
Xiangfang Li ◽  
Chau Yuen ◽  
Lijun Qian

Author(s):  
Anders Hjalmarsson-Jordanius ◽  
Mikael Edvardsson ◽  
Martin Romell ◽  
Johan Isacson ◽  
Carl-Johan Aldén ◽  
...  

How can autonomous technology be used beyond end-customer autonomous driving features? This position paper addresses this problem by exploring a novel autonomous transport solution applied in the automotive logistics domain. We propose that factory-complete cars can be transformed to become their own autonomous guided vehicles and thus transport themselves when being moved from the factory for shipment. Cars equipped with such a system are driverless and use an onboard autonomous transport solution combined with the advanced driver assistance systems pre-installed in the car for end-customer use. The solution uses factory-equipped sensors as well as the connectivity infrastructure installed in the car. This means that the solution does not require any extra components to enable the car to transport itself autonomously to complete a transport mission in the logistics chain. The solution also includes an intelligent off-board traffic control system that defines the transport mission and manages the interaction between vehicles during systems operation. A prototype of the system has been developed which was tested successfully in live trials at the Volvo Car Group plant in Gothenburg Sweden in 2017. In the paper, autonomous transport is positioned in between autonomous guided vehicles and autonomous driving technology. A review of the literature on autonomous vehicle technology offers contextual background to this positioning. The paper also presents the solution and displays lessons learned from the live trials. Finally, other use areas are introduced for driverless autonomous transport beyond the automotive logistics domain that is the focus of this paper.


2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.


2020 ◽  
Vol 29 (3S) ◽  
pp. 638-647 ◽  
Author(s):  
Janine F. J. Meijerink ◽  
Marieke Pronk ◽  
Sophia E. Kramer

Purpose The SUpport PRogram (SUPR) study was carried out in the context of a private academic partnership and is the first study to evaluate the long-term effects of a communication program (SUPR) for older hearing aid users and their communication partners on a large scale in a hearing aid dispensing setting. The purpose of this research note is to reflect on the lessons that we learned during the different development, implementation, and evaluation phases of the SUPR project. Procedure This research note describes the procedures that were followed during the different phases of the SUPR project and provides a critical discussion to describe the strengths and weaknesses of the approach taken. Conclusion This research note might provide researchers and intervention developers with useful insights as to how aural rehabilitation interventions, such as the SUPR, can be developed by incorporating the needs of the different stakeholders, evaluated by using a robust research design (including a large sample size and a longer term follow-up assessment), and implemented widely by collaborating with a private partner (hearing aid dispensing practice chain).


Author(s):  
Darlene Williamson

Given the potential of long term intervention to positively influence speech/language and psychosocial domains, a treatment protocol was developed at the Stroke Comeback Center which addresses communication impairments arising from chronic aphasia. This article presents the details of this program including the group purposes and principles, the use of technology in groups, and the applicability of a group program across multiple treatment settings.


2010 ◽  
Vol 11 (1) ◽  
pp. 21-24
Author(s):  
Nicole M. Mancini

Abstract At first, grant writing may look like a daunting task. You may ask yourself, “Is it really worth the time and effort?” With today's economic situation, teachers and therapists need ways to supplement their programs and grants provide such an opportunity. However, many of us do not know how to get started. After a few experiences and many lessons learned, I have come to enjoy researching and writing grants to supplement my students' learning. It is well worth the time and effort. This article provides information about a personal journey, lessons learned, and resources to get you started.


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