Explore the vast range of titles available.

The increasing deployment of multiple unmanned vehicles systems has generated large research interest in recent decades. This paper therefore provides a detailed survey to review a range of techniques related to the operation of multi-vehicle systems in different environmental domains, including land based, aerospace and marine with the specific focuses placed on formation control and cooperative motion planning. Differing from other related papers, this paper pays a special attention to the collision avoidance problem and specifically discusses and reviews those methods that adopt flexible formation shape to achieve collision avoidance for multi-vehicle systems. In the conclusions, some open research areas with suggested technologies have been proposed to facilitate the future research development.

The field of Artificial Intelligence in Education (AIED) has undergone significant developments over the last twenty-five years. As we reflect on our past and shape our future, we ask two main questions: What are our major strengths? And, what new opportunities lay on the horizon? We analyse 47 papers from three years in the history of the Journal of AIED (1994, 2004, and 2014) to identify the foci and typical scenarios that occupy the field of AIED. We use those results to suggest two parallel strands of research that need to take place in order to impact education in the next 25 years: One is an evolutionary process, focusing on current classroom practices, collaborating with teachers, and diversifying technologies and domains. The other is a revolutionary process where we argue for embedding our technologies within students’ everyday lives, supporting their cultures, practices, goals, and communities.

Increasingly, teacher involvement in collaborative design of curriculum is viewed as a form of professional development. However, the research base for this stance is limited. While it is assumed that the activities teachers undertake during collaborative design of curricular materials can be beneficial for teacher learning, only a few studies involving such efforts exist. Additionally many lack specific theoretical frameworks for robust investigation of teacher learning by design. The situative perspective articulated by Greeno et al. (1998) and third-generation activity theory as developed by Engeström (1987) constitute useful conceptual frameworks to describe and investigate teacher learning by collaborative design. In this contribution, three key features derived from these two theories, situatedness, agency and the cyclical nature of learning and change, are used to describe three cases of collaborative design in three different settings. Grounded on this theoretical basis and a synthesis of the three case descriptions, we propose an empirically and theoretically informed agenda for studying teacher learning by collaborative design.

Co-production is not a new concept but it is one with renewed prominence and reach in contemporary policy discourse. It refers to joint working between people or groups who have traditionally been separated into categories of user and producer. The article focuses on the coproduction of public services, offering theory-based and knowledge-based routes to evidencing co-production. It cites a range of 'good enough' methodologies which community organisations and small-scale service providers experimenting with co-production can use to assess the potential contribution, including appreciative inquiry, peer-to-peer learning and data sharing. These approaches have the potential to foster innovation and scale-out experimentation.

As resources for health promotion become more constricted, it is increasingly important to collaborate across sectors, including the private sector. Although many excellent models for cross-sector collaboration have shown promise in the health field, collective impact (CI), an emerging model for creating larger scale change, has yet to receive much study. Complementing earlier collaboration approaches, CI has five core tenets: a shared agenda, shared measurement systems, mutually reinforcing activities, continuous communication, and a central infrastructure. In this article, we describe the CI model and its key dimensions and constructs. We briefly compare CI to community coalition action theory and discuss our use of the latter to provide needed detail as we apply CI in a critical case study analysis of the Tenderloin Healthy Corner Store Coalition in San Francisco, California. Using Yin's multimethod approach, we illustrate how CI strategies, augmented by the community coalition action theory, are being used, and with what successes or challenges, to help affect community- and policy-level change to reduce tobacco and alcohol advertising and sales, while improving healthy, affordable, and sustainable food access. We discuss the strengths and weaknesses of CI as a framework for health promotion, as well as the benefits, challenges, and initial outcomes of the healthy retail project and its opportunities for scale-up. Implications for health promotion practice and research also are discussed.

Abstract Apprentices in many sectors are exposed to increased health risks and show low levels of physical activity (PA). Environmental and policy approaches seem to be promising tools for PA promotion as they can positively influence the context in which PA occurs. This article reports results from a German research project (2015–2018) that developed and implemented measures for PA promotion in the field of vocational education (VE). A participatory approach—cooperative planning (COP)—involving researchers as well as stakeholders from policy and practice was used in two VE settings—nursing care and automotive mechatronics. We assessed the extent to which new capacities for PA promotion were created by conducting semi-structured interviews with stakeholders from both sectors (n = 12) and one group interview with nursing students (n = 4). Transcripts were analysed using qualitative content analysis. Findings show that new capacities were created mainly in the form of resources and opportunities and that several measures for PA promotion (e.g. a regular lesson on the issue of PA and health and a tutoring system) were successfully integrated into VE routines. However, establishing new organizational goals and obligations appeared to be challenging. Moreover, the article presents influencing factors, such as the participation of the main actors that strongly supported the process of capacity building within their organization. We conclude that COP seems promising in creating new capacities for PA promotion in the field of VE, and therefore has the potential to promote a physically active lifestyle among apprentices.

During the process of capturing non-cooperative targets in space, space robots have strict constraints on the position and orientation of the end-effector. Traditional methods typically focus only on the position control of the end-effector, making it difficult to simultaneously satisfy the precise requirements for both the capture position and posture, which can lead to failed or unstable grasping actions. To address this issue, this paper proposes a reinforcement learning-based capture strategy learning method combined with posture planning. First, the structural models and dynamic models of the capture mechanism are constructed. Then, an end-to-end decision control model based on the Optimistic Actor–Critic (OAC) algorithm and integrated with a capture posture planning module is designed. This allows the strategy learning process to reasonably plan the posture of the end-effector to adapt to the complex constraints of the target capture task. Finally, a simulation test environment is established on the Mujoco platform, and training and validation are conducted. The simulation results demonstrate that the model can effectively approach and capture multiple targets with different postures, verifying the effectiveness of the proposed method.

Community capacity building is an essential approach for health promotion, combining a participatory approach with the view to community ownership. Little research focuses on practical capacity building strategies and monitoring. Our paper looks into involving stakeholders in facilitated group discussions as a specific strategy for fostering capacity building processes. These processes focused on physical activity (PA) promotion in two German communities (ACTION4men). Along the dimensions of capacity building suggested in literature (e.g., problem solving, resource mobilization, leadership), we implemented two participatory stakeholder groups (1/community). These groups were motivated to develop and implement PA interventions for men >50 years. For measuring capacity building processes, a semi-standardized monitoring instrument was used to document all group meetings. Additionally, we conducted semi-standardized interviews with group participants and drop-outs to capture their perspectives on capacity building. All documents were analyzed using thematic analysis. We successfully established stakeholder groups that planned and implemented a range of local measures meant to increase PA among older men. In one community, the process was sustainable, whereby the group continued to meet regularly over years. Capacity building was successful to a certain degree (e.g., regarding participation, problem assessment, and resource mobilization), but stalled after first meetings. Capacity building processes differed between the two communities in terms of leadership and sustainability. The developed interventions mainly addressed the access to organized sport courses, rather than tackling walkability or active transport. The theoretical capacity building approach was successful to develop and implement programs aimed at promoting PA. The actual capacity building processes depend upon the composition of stakeholder groups and inherent power relations.

Policies around the world increasingly call for teachers to become 'agents of change', often linked to social justice agendas. However, there is little clarity about the kind of competencies such agency involves or how it can be developed in teacher education. This paper draws on theories of teacher agency and inclusive pedagogy to clarify the meaning of teachers as agents of change in the context of inclusion and social justice. Inclusive practice requires the collaboration of teachers and others such as families and other professionals. Agents of change work purposefully with others to challenge the status quo and develop social justice and inclusion. We discuss the possibilities of combining theories of inclusive pedagogy and teacher agency for developing teachers as agents of inclusion and social justice in teacher education. These possibilities include: 1) nurturing commitment to social justice as part of teachers' sense of purpose; 2) developing competencies in inclusive pedagogical approaches, including working with others; 3) developing relational agency for transforming the conditions of teachers' workplaces; and 4) a capacity to reflect on their own practices and environments when seeking to support the learning of all students.

Community–academic research partnerships aim to build stakeholder trust in order to improve the reach and translation of health research, but there is limited empirical research regarding effective ways to build trust. This multisite study was launched to identify similarities and differences among stakeholders’ perspectives of antecedents to trust in research partnerships. In 2013-2014, we conducted a mixed-methods concept mapping study with participants from three major stakeholder groups who identified and rated the importance of different antecedents of trust on a 5-point Likert-type scale. Study participants were community members (n = 66), health care providers (n = 38), and academic researchers (n = 44). All stakeholder groups rated “authentic communication” and “reciprocal relationships” the highest in importance. Community members rated “communication/methodology to resolve problems” (M = 4.23, SD = 0.58) significantly higher than academic researchers (M = 3.87, SD = 0.67) and health care providers (M = 3.89, SD = 0.62; p <. 01) and had different perspectives regarding the importance of issues related to “sustainability.” The importance of communication and relationships across stakeholders indicates the importance of colearning processes that involve the exchange of knowledge and skills. The differences uncovered suggest specific areas where attention and skill building may be needed to improve trust within partnerships. More research on how partnerships can improve communication specific to problem solving and sustainability is merited.