| 2. |
- Eriksson, Kristina M., 1976-, et al.
(författare)
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Conceptual framework of scheduling applying discrete event simulation as an environment for deep reinforcement learning
- 2022
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Ingår i: Procedia CIRP. - : Elsevier BV. - 2212-8271 .- 2212-8271. ; 107, s. 955-960
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Tidskriftsartikel (refereegranskat)abstract
- Increased environmental awareness is driving the manufacturing industry towards novel ways of energy reduction to become sustainable yet stay competitive. Climate and enviromental challenges put high priority on incorporating aspects of sustainability into both strategic and operational levels, such as production scheduling, in the manufacturing industry. Considering energy as a parameter when planning makes an already existing highly complex task of production scheduling even more multifaceted. The focus in this study is on inverse scheduling, defined as the problem of finding the number of jobs and duration times to meet a fixed input capacity. The purpose of this study was to investigate how scheduling can be formulated, within the environment of discrete event simulation coupled with reinforcement learning, to meet production demands while simultaneously minimize makespan and reduce energy. The study applied the method of modeling a production robot cell with its uncertainties, using discrete event simulation combined with deep reinforcement learning and trained agents. The researched scheduling approach derived solutions that take into consideration the performance measures of energy use. The method was applied and tested in a simulation environment with data from a real robot production cell. The study revealed opportunities for novel approaches of studying and reducing energy in the manufacturing industry. Results demonstrated a move towards a more holistic approach for production scheduling, which includes energy usage, that can aid decision-making and facilitate increased sustainability in production. We propose a conceptual framework for scheduling for minimizing energy use applying discrete event simulation as an environment for deep reinforcement learning.
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| 3. |
- Gopal, Dhivyasri, et al.
(författare)
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Optimization of processing parameters of cold metal transfer joined 316L and weld bead profile influenced by temperature distribution based on genetic algorithm
- 2022
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Ingår i: Proceedings of the Institution of mechanical engineers. Part C, journal of mechanical engineering science. - : Sage Publications. - 0954-4062 .- 2041-2983. ; 236:19
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Tidskriftsartikel (refereegranskat)abstract
- Austenitic stainless steel alloys find the wide range of application in modern industries like pipework, containers, food production and in medical industries for its excellent processing properties and corrosion resistance. There is enormous literature report on the mechanical properties, appropriate joining of materials using different fusion welding processes. Consequently, the cold metal transfer technique appears to weld materials with low heat input which is a noticeable feature of this welding process. In this paper, cold metal transfer welding is performed on austenitic stainless steel material 316L and its bead geometries such as reinforcement height, depth of weld penetration and bead width profile are examined. The temperature distribution at the welding line is observed by means of the data acquisition unit. Genetic algorithm based optimization technique is used to achieve the desired combination of input variables and weld bead geometry. This developed genetic algorithm optimizes the welding process parameters and geometry of the weld bead, by minimizing the least square error based objective function. The investigation outcome of this paper provides an insight into the characterization of the weldment, the effects of weld current and weld travel speed on temperature profile and mechanical properties include hardness, tensile and residual profiles.
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| 4. |
- Massouh, Bassam, et al.
(författare)
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A Framework for Hazard Identification of a Collaborative Plug&Produce System
- 2022
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Ingår i: Communications in Computer and Information Science. - Cham : Springer Science+Business Media B.V.. - 1865-0929 .- 1865-0937. ; 1616 CCIS, s. 144-155
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Tidskriftsartikel (refereegranskat)abstract
- Plug&Produce systems accept reconfiguration and have the attribute of physical and logical flexibility. To implement the Plug&Produce system in a manufacturing plant, there is a need to assure that the system is safe. The process of risk assessment provides information that is used to implement the proper safety measures to ensure human and machine safety. An important step in the risk assessment process is hazard identification. Hazard identification of Plug&Produce system is unique as the hazard identification method provided in the safety standards do not consider system flexibility. In this paper, a framework for hazard identification of a collaborative Plug&Produce system is presented. A study case that includes a collaborative Plug&Produce system is presented and the framework is applied to identify the system’s hazards. Also, the generalisation of the framework application is discussed. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.
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| 5. |
- Muniz, Jorge, et al.
(författare)
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Challenges of Engineering Education 5.0 based on I4.0 Policies in Brazil, India, Japan, and Sweden
- 2022
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Ingår i: International Conference on Work Integrated Learning. - Trollhättan : University West. - 9789189325302 ; , s. 95-96
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Introduction: Industry and academia have placed increasing attention on implementing Industry 4.0 (I4.0) in the production ofgoods and services. Named as Industry 4.0 in Brazil, Made in India in India, Society 5.0 in Japan, andProduktion2030 in Sweden (Ribeiro et al., 2022). Hereafter, we apply I4.0 to simplify, which promises customizedproducts produced in smaller lots, and that repetitive manufacturing tasks can be automated very soon (Karre etal., 2017).Country policies play an important role in pushing different sectors of the economy, aligned as new with theregulatory framework of national and international trade, especially industrial (Aguinis et al., 2020). The implementation of I4.0 literature indicates different specificities in each country, including culture, R&D targets,education and vocational training, and their research opportunities related to how I4.0 affects workers (Jerman etal., 2020). The research-question is: How do different countries approach the opportunities and challenges of Engineering Education 4.0 through similar or different country policies?This study aims to discuss engineering education related to I4.0 policies. This discussion is based on policies fromBrazil, India, Japan, and Sweden related to education and workers 5.0, which include students and employees.Investigating how these countries are adjusting to I4.0 is relevant for national industrial sectors to wish to actefficiently in this new technological context. Industry 4.0 demands new professional skills and will impactemployment. It is noteworthy that this research is in line with the Sustainable Development Goals (SDGs) proposedby the United Nations (UN): Quality Education (SDG-4); o Decent Work and Economic Growth (SDG-8); andIndustry, Innovation, and Infrastructure (ODS-9) which seeks to promote inclusive and sustainableindustrialization and foster innovation. This research aims to contribute to sustainable o rganizational practices;formulation of public policies that alleviate social problems; guidance of professional curricula affected by I 4.0.Papers and Data Selection: A literature search was conducted in the Scopus database, which gathers some of the most important journalsrelated to manufacturing technologies with high impact factors, based on the PRISMA method, which refers to aminimum set of evidence-based items to report studies in systematic reviews and meta -analyses (MOHER et al.,2009). The paper set was assembled from the Scopus core collection, using the following search string: “industry4.0” OR “industry 5.0” AND “policies” AND ". The results were narrowed to texts in English, which yielded 1496papers. All titles and abstracts were read, which resulted in a set composed of 14 papers. We also use official documents relating to I4.0 raised from official government websites.Comparison of Countries’ Education policies and Industry 4.0: The literature addresses difficulties associated with the implementation of I4.0 in emerging economies (Dalagnore,2018; Hong and Muniz Jr., 2022). Not surprisingly, current literature I4.0 related to technology adoption is themost prevalent theme discussed from a hard, technology-oriented perspective rather than a people-oriented.Production systems are sociotechnical systems, with an explicit understanding that all systems involve ongoinginteractions between people and technology, and they are rapidly transforming virtually all areas of human life,work, and interaction.The European Commission’s (Breque et al., 2021) vision for ‘Industry 5.0’ proposes moves past a narrow andtraditional focus on technology-or economic enabled growth of the existing extractive, production andconsumption driven economic model to a more transformative view of growth that is focused on human progressand well-being based on reducing and shifting consumption to new forms of sustainable, circular and regenerativeeconomic value creation and equitable prosperity. This Human-centric production system design and managementapproach (Industry 5.0) is necessary to support skill development, learning, continuous improvement andcollaboration in the organization (Ribeiro et al., 2022).Conclusion: Brazil, India, Japan and Sweden create policies to support their own technological independence. All countriesindicate concern about education and development of skills related to I4.0.It can be concluded that the four countries studied from the perspective of Industry 4.0 an d Engineering Education4.0 are all embarking on their journeys towards increased digitalization in industry and society as a whole. Therealization of the human-centered Society 5.0 was realized and highlighted comparatively early for Japan, whereasin the Europe Union and thus in Sweden the focus of the importance of Industry 5.0 development in parallelIndustry 4.0 has risen up since year 2021.The results indicate that although there are many initiatives of meeting the needs for new competence andknowledge in the era of I4.0 to accommodate Engineering Education 4.0 there are still challenges for futureresearch to move forward in the nexus between I4.0 and I5.0. The result, of studying different countries'policies, highlights that it is imperative, when approaching novel technologies in I4.0 and designing Engineering Education 4.0, to in parallel consider technological implementations with the inclusion of I5.0 aspects and humancentric perspectives.
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