Truck platooning is a technology where trucks drive in a formation with each other with a small distance in between trucks in order to save fuel and reduce emissions. In this project,a distributed method for solving the optimal time problem for every truck in a hub-based transport system will be developed.Each truck will have its own utility function to optimize and is able to adjust its schedule independently. To create and test the method, a simulation of hundreds of trucks in a network of routes was created using the Python language. The results produced by running the simulation were positive and realistic. / Konvojkörning med lastbilar är en teknologi där lastbilar kör i en formation med varandra med små avstånd mellan lastbil för att spara på bränsle och minska utsläppen. I det här projektet kommer en distribuerande metod för att lösa det optimala tidsschemat för varje lastbil i ett navbaserat tranportsystem att utvecklas. Varje lastbil kommer att ha sin egen vinstfunktion att optimera och kommer självständigt att kunna ändra sitt reseschema. För att skapa och testa metoden kördes en simulation som skrevs i Python, och som behandlade hundratals lastbilar i ett nätverk av vägar. Resultaten som simulationen cerade var positiva och realistiska. / Kandidatexjobb i elektroteknik 2022, KTH, Stockholm

One of the main challenges for advanced driver assistance systems (ADAS)is the environment perception problem. One factor that makes ADAS hardto implement is the large amount of different conditions that have to betaken care of. The main sources for condition diversity are lane and roadappearance, image clarity issues and poor visibility conditions. A review ofcurrent lane detection algorithms has been carried out and based on that alane detection algorithm has been developed and implemented on a mixedcriticality platform. The thesis is part of a larger group project consisting offive master thesis students creating a demonstrator for autonomous platoondriving. The final lane detection algorithms consists of preprocessing stepswhere the image is converted to gray scale and everything except the regionof interest (ROI) is cut away. OpenCV, a library for image processing hasbeen utilized for edge detection and hough transform. An algorithm for errorcalculations is developed which compares the center and direction of the lanewith the actual vehicle position and direction during real experiments. Thelane detection system is implemented on a Raspberry Pi which communicateswith a mixed criticality platform through UART. The demonstrator vehiclecan achieve a measured speed of 3.5 m/s with reliable lane keeping using thedeveloped algorithm. It seems that the bottleneck is the lateral control ofthe vehicle rather than lane detection, further work should focus on controlof the vehicle and possibly extending the ROI to detect curves in an earlierstage. / En stor utmaning för avancerade förarstödsystem (ADAS) är problemet med uppfattning av miljön runt omkring. En faktor som gör ADAS svårt att implementera är den stora mängd olika förhållanden som måste tas hand om. De största källorna till olikheter är utseendet på körfältet och vägen, dåliga siktförhållanden samt otydliga bilder. En granskning av nuvarande algoritmer för körfältsdetektering har utförts och baserat på den har en körfältsdetekteringsalgoritm utvecklats och implementerats på ett blandkritiskt system. Avhandlingen är en del av ett större grupprojekt bestående av fem mastersstudenter som ska skapa en demonstrator för autonom konvojkörning. Den slutgiltiga körfältsdetekteringsalgoritmen består av förbehandlingssteg, där bilden konverteras till gråskala och allt utom intresseområdet är bortklippt. OpenCV, ett bibliotek för bildbehandling har använts för kantdetektering och houghtransformation. En algoritm som jämför körfältets mittpunkt och riktning med fordonets faktiska position och riktning har utvecklats och används i experiment för kontroll av fordonet. Körfältsdetekteringsalgoritmen har implementeras på en Raspberry Pi som kommunicerar med en blandkritisk plattform genom UART. Demo-fordonet kan uppnå en uppmätt hastighet på 3,5 m/s med pålitlig väghållning med den utvecklade algoritmen. Det verkar som att flaskhalsen är kontroll av fordonet i sidled och inte körfältsdetektering, ytterligare arbete bör fokusera på kontroll av fordonet och eventuellt utöka synfältet för att detektera kurvor i ett tidigare skede.

With all the advancements in autonomous and connected cars, there is a developing body of research around the security and robustness of driving automation systems. Attacks and mitigations for said attacks have been explored, but almost always solely in software simulations. For this thesis, I led a team to build the foundation for an open source platoon of scale semi-autonomous vehicles. This work will enable future research into implementing theoretical attacks and mitigations. Our 1/10 scale car leverages an Nvidia Jetson, embedded microcontroller, and sensors. The Jetson manages the computer vision, networking, control logic, and overall system control; the embedded microcontroller directly controls the car. A lidar module is responsible for recording distance to the preceding car, and an inertial measurement unit records the velocity of the car itself. I wrote the software for the networking, interprocess, and serial communications, as well as the control logic and system control.

[pt] A auto-organização possui conceitos amplamente utilizados em diversos domínios que vão desde a biologia até aplicações em sistemas distribuí- dos. Além disso, os seus princípios servem como base e inspiração para a modelagem e desenvolvimento de tecnologias contemporâneas, como os drones e os sistemas autônomos. Nos últimos anos, os sistemas autônomos de direção e suas aplicações têm gerado um grande interesse na sociedade, principalmente pelo potencial de melhorar a segurança e a eficiência dos fluxos rodoviários. Neste trabalho, investigamos os principais aspectos de auto-organização presentes na formação de comboios veiculares dinâmicos. Ademais, modelamos e desenvolvemos um protocolo de gerenciamento de comboios baseado em fundamentos de auto-organização. Finalmente, demonstramos que o protocolo preserva a segurança e estabilidade do comboio em um cenário onde há redução de faixas no ambiente rodoviário. / [en] Self-organization has concepts widely used in many fields ranging from biology to applications in distributed systems. Besides, its principles serve as the basis and inspiration for the modeling and the development of contemporary technologies, such as drones and autonomous systems. In recent years, autonomous driving systems and their applications have instigated a great interest in society, primarily due to the potential of improving the safety and efficiency of road traffic. In this work, we investigate the main aspects of self-organization present in dynamic vehicle platoons. Also, we model and develop a platoon management protocol based on self-organizing principles. Finally, we demonstrate that the protocol maintains the safety and stability of the platoon in a lane reduction scenario in the road environment.

<div> <div> <div> <p>Commercial vehicles in the United States account for a significant fraction of greenhouse gas emissions and NOx emissions. The objectives of this work are reduction in commercial vehicle NOx emissions through enhanced aftertreatment thermal management via diesel engine variable valve actuation and the reduction of commercial vehicle fuel consumption/GHG emissions by enabling more effective class 8 truck platooning. </p> <p><br></p><p>First, a novel diesel engine aftertreatment thermal management strategy is proposed which utilizes a 2-stroke breathing variable value actuation strategy to increase the mass flow rate of exhaust gas. Experiments showed that when allowed to operate with modestly higher engine-out emissions, temperatures comparable to baseline could be achieved with a 1.75x exhaust mass flow rate, which could be beneficial for heating the SCR catalyst in a cold-start scenario. </p> <p><br></p><p>Second, a methodology is presented for characterizing aerodynamic drag coefficients of platooning trucks using experimental track-test data, which allowed for the development of high-fidelity platoon simulations and thereby enabled rapid development of advanced platoon controllers. Single truck and platoon drag coefficients were calculated for late model year Peterbilt 579’s based on experimental data collected during J1321 fuel economy tests for a two-truck platoon at 65 mph with a 55’ truck gap. Results show drag coefficients of 0.53, 0.50, and 0.45 for a single truck, a platoon front truck, and a platoon rear truck, respectively. </p> <p><br></p><p>Finally, a PID-based platoon controller is presented for maximizing fuel savings and gap control on hilly terrain using a dynamically-variable platoon gap. The controller was vetted in simulation and demonstrated on a vehicle in closed-course functionality testing. Simulations show that the controller is capable of 6-9% rear truck fuel savings on a heavily-graded route compared to a production-intent platoon controller, while increasing control over the truck gap to discourage other vehicles from cutting in. </p></div></div></div>

<p>Denna uppsats har undersökt vilka förmågor som är centrala för en chef att besitta för att bli en effektiv chef inom manöverkrigföringen. Förmågorna som denna uppsats identifierat som centrala är: Kreativitet, initiativkraft/handlingskraft, självständighet, god utbildningsståndpunkt inom taktik och stridsteknik samt förmåga i att tillämpa uppdragstaktik. Dessa förmågor anses av litteraturen som studerats i denna uppsats som de mest centrala för chefen att besitta. Vidare så har uppsatsen undersökt vilka utbildningsmetoder som kan användas för att utveckla de ovannämnda förmågorna hos elever. Det finns en mängd metoder som rekommenderas men de som anses som mest effektiva är dubbelsidiga övningar och muntliga stridsövningar under förutsättningen att elevernahar en grundlagd utbildning i taktik och stridsteknik. Oavsett vilken metod som används så får det aldrig finnas ett facit för vilken lösning som är den rätta utan det som är centralt är att utvärdera beslutsfattarens tankeprocess. Det vikiga är att tankeprocessen har en sammanhängande logik med spårbarhet från tilldelad uppgift vidare till en analys och slutligen till agerandet. Utefter de centrala förmågorna samt vilka utbildningsmetoder som anses effektiva så analyserades sedan Grundkurs plutonchef i insatsorganisationen (amfibie), 1OP090. Analysen visade att utbildningen har använt många av de utbildningsmetoder som anses som effektiva. Det som identifierades som brister var att lärarna måste ändra sitt synsätt från att försöka få fram den bästa lösningen när t ex muntliga stridsövningar genomfördes och istället ge feedback på elevernas tankeprocess. Samt att de bör låta eleverna få tillämpa sina planer på något vis för att på så sätt lära sig vad som var bra och vad somvar mindre bra med dem. Önskvärt vore också att en dubbelsidig övning hade genomförts då detta anses som den mest effektiva utbildningsmetoden.</p> / <p>This essay has examined the abilities that are essential for a commander to possess in order to become effective in maneuver warfare. The central abilities that this essay has identified are the following; creativity, initiative, decisiveness, autonomy, high standards in tactics, military technology and the application of mission type tactics. These abilities were identified as essential capabilities for commanders. Furthermore, the essay has studied the training methods that can be used to develop the previously mentioned abilities of students. There are numerous methods that are recommended, but those which are considered most effective are two-sided combat drills and oral exercises on the assumption that students have training in tactics and military technology. Regardless of training methods used, the tactical solution is less important to evaluate than the decision-maker's thought process. It is important that the thought process has coherent and logic traceability from the assigned task to analysis and action. Along the core capabilities and the training methods that are considered effective, as analyzed in Grundkurs plutonchef i insatsorganisationen (amfibie), 1OP090, the analysis showed that the training has used many of the training methods that are considered effective. It identified that the teachers must change the approach from trying to obtain the best solution when, for example verbal combat drills were carried out and instead provide feedback on students' thought processes. Furthermore, they should allow students to apply their plans, and make them learn by their mistakes. It would also be desirable that the double-sided exercise had been carried out to the fullest since this is considered as the most effective training method.</p>

Denna uppsats har undersökt vilka förmågor som är centrala för en chef att besitta för att bli en effektiv chef inom manöverkrigföringen. Förmågorna som denna uppsats identifierat som centrala är: Kreativitet, initiativkraft/handlingskraft, självständighet, god utbildningsståndpunkt inom taktik och stridsteknik samt förmåga i att tillämpa uppdragstaktik. Dessa förmågor anses av litteraturen som studerats i denna uppsats som de mest centrala för chefen att besitta. Vidare så har uppsatsen undersökt vilka utbildningsmetoder som kan användas för att utveckla de ovannämnda förmågorna hos elever. Det finns en mängd metoder som rekommenderas men de som anses som mest effektiva är dubbelsidiga övningar och muntliga stridsövningar under förutsättningen att elevernahar en grundlagd utbildning i taktik och stridsteknik. Oavsett vilken metod som används så får det aldrig finnas ett facit för vilken lösning som är den rätta utan det som är centralt är att utvärdera beslutsfattarens tankeprocess. Det vikiga är att tankeprocessen har en sammanhängande logik med spårbarhet från tilldelad uppgift vidare till en analys och slutligen till agerandet. Utefter de centrala förmågorna samt vilka utbildningsmetoder som anses effektiva så analyserades sedan Grundkurs plutonchef i insatsorganisationen (amfibie), 1OP090. Analysen visade att utbildningen har använt många av de utbildningsmetoder som anses som effektiva. Det som identifierades som brister var att lärarna måste ändra sitt synsätt från att försöka få fram den bästa lösningen när t ex muntliga stridsövningar genomfördes och istället ge feedback på elevernas tankeprocess. Samt att de bör låta eleverna få tillämpa sina planer på något vis för att på så sätt lära sig vad som var bra och vad somvar mindre bra med dem. Önskvärt vore också att en dubbelsidig övning hade genomförts då detta anses som den mest effektiva utbildningsmetoden. / This essay has examined the abilities that are essential for a commander to possess in order to become effective in maneuver warfare. The central abilities that this essay has identified are the following; creativity, initiative, decisiveness, autonomy, high standards in tactics, military technology and the application of mission type tactics. These abilities were identified as essential capabilities for commanders. Furthermore, the essay has studied the training methods that can be used to develop the previously mentioned abilities of students. There are numerous methods that are recommended, but those which are considered most effective are two-sided combat drills and oral exercises on the assumption that students have training in tactics and military technology. Regardless of training methods used, the tactical solution is less important to evaluate than the decision-maker's thought process. It is important that the thought process has coherent and logic traceability from the assigned task to analysis and action. Along the core capabilities and the training methods that are considered effective, as analyzed in Grundkurs plutonchef i insatsorganisationen (amfibie), 1OP090, the analysis showed that the training has used many of the training methods that are considered effective. It identified that the teachers must change the approach from trying to obtain the best solution when, for example verbal combat drills were carried out and instead provide feedback on students' thought processes. Furthermore, they should allow students to apply their plans, and make them learn by their mistakes. It would also be desirable that the double-sided exercise had been carried out to the fullest since this is considered as the most effective training method.

PROJECT I – Questionnaires answered by a number of suitably experienced Indian teachers revealed that there was a wide-spread conviction that pupils in Indian afternoon schools did not and could not work at their full mental potential because they had lost their morning freshness and were tired and unfit for school work in the afternoon. To check this, 144 pupils of an afternoon school were tested on intellectual tasks in the morning and in the afternoon in order to ascertain whether there were any significant differences in performance between the two sessions. Tests of vocabulary, intelligence, mechanical arithmetic, and paragraph comprehension were used. Performance during the two sessions was compared in respect of actual scores, accuracy, gross output, and variability on the four tests, The data was broken down in several ways on the bases of age, intelligence, and educational level of the pupils for the purpose of making detailed comparisons. In all, 168 tests of statistical significance were carried out. It was found that on none of the measures did morning work show superiority over afternoon work at the .01 level of significance. On the contrary, six of the differences significantly favoured the afternoon. It was concluded that neither the morning nor the afternoon possesses any inherent advantage over the other for work of an intellectual nature in school. The apparent superiority of the afternoon on six of the differences (eleven, if the .05 level of significance was used) was attributed to the fact that the pupils used in the study were conditioned to schooling in the afternoon. It was stressed that motivation was of crucial importance in studies of this kind. It was suggested also that the drawing of a clear-cut distinction between fatigue and impairment would do much to clear the confusion that has characterised work in this field previously. PROJECT II – The purpose of this project was to investigate the relationship between bilingualism in Indian standard six students and their efficiency in English, on the one hand, and their performance in intelligence and scholastic tests, on the other. The following three working hypotheses were formulated:- (1) Indian pupils would score relatively lower than English-speaking Europeans in intelligence and scholastic tests that demanded a greater degree of familiarity with English than in intelligence and scholastic tests that did not require such a high standard of English. (2) Since Indian pupils varied in the amount of English they used in the home vis a vis the mother tongue (i.e., in bilinguality), those children who had a richer background of English would tend to score relatively higher in tests that demanded a high degree of acquaintance with English than those children with a poorer background. (3) Apart from the influence of the home, the varying levels of actual individual achievement of Indian children in scholastic tests of English (i.e., their "achieved" English) would, to some extent, be related to their performance in intelligence and scholastic tests which required knowledge of English. The sample consisted of 697 boys and 355 girls from 20 Government and Government-Aided Indian schools in Durban. A bilingualism scale revealed that degree of bilinguality was associated basically with the religious - mother tongue affiliation of the pupils, with the level of western education of their parents (negatively), and with the level of mother-tongue education of their parents (positively). Hypothesis (1) was consistently borne out. The Indian subjects scored significantly lower in the verbal section of the New South African Group Test than in its non-verbal section, by English-speaking European norms. The gap increased consistently as one went down to standards below six but closed at levels above standard six. In the scholastic tests also the Indian students scored lower in vocabulary and reading comprehension by English-speaking European standards than in problem and mechanical arithmetic, subjects which involved English less directly. Hypothesis (2) was consistently negatived. With age and socio-economic status neutralised, there appeared no significant correlation between either non-verbal, verbal or combined intelligence test scores and degree of bilingualism in both sexes. Similarly, with age, socio-economic status and sex neutralised, no significant correlation was discovered between scores in all the four scholastic tests used and degree of bilinguality. The conclusion was that though the Indian standard six pupils were retarded in English by English-speaking European standards (as indicated in the testing of Hypothesis (1)), their degree of bilingualism had little or nothing to do with such retardation. Hypothesis (3) was confirmed. Ability in vocabulary and in reading comprehension was found to be significantly associated with goodness of performance in intelligence and scholastic tests, suggesting that schools would do well to pay special attention to the development of a good vocabulary and skill in reading comprehension. It was suggested that the reason for the grossly inferior showing of the Indian pupils by European standards in both the intelligence and scholastic tests must be sought in directions other than bilinguality.Figures were quoted to suggest that the key to the problem probably lay in the school-entrance age of the pupils. A full-scale investigation of this possibility forms the subject of the next project. A noteworthy feature of this project was that many items of incidental information of a social, cultural, educational and psychological nature came to light, that were as thought-provoking as the original problem undertaken, if not more so. Some of these certainly merit detailed study in the future. Examples of such findings are:-(1) The girls of the sample appeared to be a more highly selected group than the boys. They were younger in age, higher in socio-economic status, and their parents were more advanced in education both by western and eastern standards than the parents of the boys. (2) Matched for age and socio-economic status, significant sex differences appeared in the non-verbal, verbal and combined intelligence test scores, in favour of the boys. In the scholastic tests also, the sex differences that proved to be significant favoured the boys. (3) The most conservative Indian groups in respect of the adoption of English as the home language and in the provision of western education for their females were the Hindu-Gujurati, the Moslem-Gujurati and the Moslem-Urdu. These three were also the highest in socio-economic status. The most "progressive" were the Christian groups. (4) In spite of the restricted occupational range among Durban Indians, socio-economic status differences were reflected in both intelligence and scholastic test scores. (5) Performance in all the four scholastic tests was more highly correlated with scores in the verbal section of the New South African Group Test than in its non-verbal section, indicating that the former is a superior instrument of educational prognosis in the Indian situation than the latter. PROJECT III – A study of the relationship between the performance level of Indian pupils in intelligence and scholastic tests and their age of school entrance was the subject of Project III. The sample consisted of 1,693 boys from 12 schools in the alluvial flats area of Durban. In socio-economic status, this is one of the poorer Indian localities of Durban. The pupils ranged in age from 8.0 to 20.5 years and were spread out from standard two to six. None of them had ever failed a class before, so that any overageness-for-grade was due solely to the fact that schooling had been delayed because of failure to find accommodation in the congested schools of the area. Besides its immediate, practical relevance for Indian education, the study had a theoretical aspect as well. It was concerned with the nature - nurture problem and sought to show the extent to which a single environmental factor, namely, schooling, could influence performance in intelligence and attainment tests within the same ethnic group. The investigation was undertaken from three angles, each with its own working hypothesis. They were labelled (a) the study of relative retardation, (b) the study of relative educability, and (c) the study of relative progress. The hypotheses, respectively, were as follows:- (a) Of a group of pupils of the same age but varying in school standard, those in the upper grades will achieve higher raw scores in mental and scholastic tests than those in the lower grades, other things equal. (b) Of a group of pupils in the same school standard but varying in age, the older, presumably more advanced in mental age and experience, will achieve higher raw scores in mental and scholastic tests than the younger other things equal. (c) Given a group of late-(older children) and a group of early-starters (younger children) in standard two, the older, by virtue of their advantage in chronological and, presumably, mental age, will show greater progress from grade to grade and finish at standard six at a significantly higher level of mental and scholastic attainment than the younger, other things equal. Hypothesis (a) was tested by the technique of partial correlation and Hypothesis (b) by means of chi-square tests and one-way analyses of variance. It was not found necessary to apply any test of statistical significance in the study of Hypothesis (c). The instruments used were a questionnaire, the Progressive Matrices Test of intelligence, the New South African Group Test of intelligence (non-verbal and verbal), and scholastic tests of vocabulary, problem arithmetic and mechanical arithmetic. A scale for the measurement of socio-economic status was also designed to match pupils for home background (and, indirectly therefore, for parental intellectual level). Hypothesis (a) was confirmed consistently at three age levels. Pupils in the upper grades scored progressively higher in terms of I.Q.'s, raw intelligence-test scores and raw attainment-test scores than those in the lower grades but of the same age. The powerful effect of schooling as a factor in determining performance level in both intelligence and attainment tests was brought out in clear-cut terms. Hypothesis (b) was disproved almost consistently through all the four grades studied, the solitary exception occurring at the standard two level where the older pupils surpassed the younger in problem arithmetic. In many cases, the results were the reverse of what was hypothesized, the younger surpassing the older at significant levels of confidence. In the Matrices Test, no significant differences between the younger and older students appeared throughout all four grades. In non-verbal, verbal and combined I.Q.’S on the South African Group Test, the early-school-starters were consistently and significantly ahead of the late-starters in all the standards. With educational level fixed for all, chronological age became a handicap to the older. What was unexpected, however, was the fact that the younger students proved to be significantly superior to the older even in raw scores in the Group Test at the standard six and five levels from a position of more or less equality at standards four and two. In the scholastic tests also, the younger children in standard six scored significantly better than the older in vocabulary and problem arithmetic, and, in standard five, in vocabulary. There were no notable differences in performance in the other subjects at any grade level except that in standard two, the older boys headed the younger in problem arithmetic, as mentioned above. This evidence, in terms of raw scores, was interpreted as indicating not only that the older pupils were not superior to the younger in educability but that they were actually inferior in this respect in the upper grades of the primary school; that, in fact, the older, because of their delay in schooling, were stunted in mental growth and that this impairment became more and more evident with the growing challenge to the intellect of the higher grades; and that, therefore, the damage must be regarded as permanent. The results of Hypothesis (c) confirmed the conclusions of the first two hypotheses. The early-school-starters, after being somewhat behind the older in standards two and three went on to surpass the older boys by the time standard six was reached. There is some evidence that, below the standard two level, the older pupils are superior in intelligence and scholastic tests to the younger (in raw scores, not quotients) and that this superiority increases as one goes further down the grade scale. The crucial point seems to be standard four. It is at about this stage that the younger children seem to achieve stable parity with the older after which they draw ahead. In the sample of Project III, it was found that although parents higher in socio-economic status secured school places for their children at earlier ages than those of lower status, this factor was not significant in the determination of test scores when matched against the factor of age at school entrance. The investigation revealed that weakness in English was a significant factor, though not as important as believed in the past, in depressing Indian scores relative to Europeans in the upper grades. As one goes down the grades from standard six to standard two, the discrepancy between scores in non-verbal and verbal tests of intelligence becomes greater as command of English decreases. Nevertheless, even at the standard two level where mastery of English is weakest, grossly delayed schooling plays a more important role in lowering intelligence-test scores than does handicap in the language medium of Indian schools. The research confirmed two outstanding generalisations that have appeared in the past as a result of investigations among less-privileged groups, namely, an intelligence level below the national norm and a decline in intelligence quotients with increasing chronological age. It was pointed out that failure of the Natal educational authorities to provide sufficient school buildings to accommodate all Indian children of 5 plus years and above was causing serious and permanent damage to the intellectual growth of those affected and that, in the light of this finding, nothing less than an immediate regularising of the situation would be satisfactory. The study also brought to light how misleading results of interracial comparisons of intelligence levels could be if the factor of schooling, particularly of age of school entrance, is not taken into careful account. It was predicted that if Indian and European school children were matched for age of school entry, quality of educational facilities, language and socio-economic status, all alleged innate, racial differences in intelligence-test scores would disappear. / Thesis (Ph.D.)-University of Natal, Durban, 1961.

Ce mémoire est consacré à la mise en œuvre de commandes d'un train de véhicules intelligents sur autoroute ayant pour objectifs principaux de réduire la congestion et d’améliorer la sécurité routière. Après avoir présenté l'état de l'art sur des systèmes de conduite automatisée, des modèles de la dynamique longitudinale et latérale du véhicule sont présentés. Ensuite, des stratégies de contrôle longitudinal et latéral sont étudiées.D'abord, le contrôle longitudinal est conçu pour être hiérarchique avec un contrôleur de niveau supérieur et un contrôleur de niveau inférieur. Pour celui de niveau supérieur, une régulation d'inter-distance SSP (Safety Spacing Policy) est proposée. Nous avons constaté que la SSP peut assurer la stabilité de la chaîne et la stabilité des flux de trafic et augmenter ainsi la capacité de trafic. Puis, pour celui de niveau inférieur, une loi de commande floue coordonnée est proposée pour gérer l'accélérateur et le freinage. Ensuite, une loi de commande multi-modèle floue est conçue pour le contrôle latéral. De plus, pour réaliser des transformations lisses entre les différentes opérations latérales, une architecture de contrôle hiérarchique est proposée. Puis, l'intégration des commandes longitudinale et latérale est étudiée. Enfin, l'estimation des variables d’états du véhicule est discutée. Un filtre de Kalman-Bucy est conçu pour estimer les états du véhicule. En outre, un prototype de véhicule intelligent à échelle réduite est également présenté. Les performances des divers algorithmes de commande proposés ont été testées par simulations, et les résultats ont été confirmés par les premières expériences en utilisant le prototype / This PhD thesis is dedicated to the control strategies for intelligent vehicle platoon in highway with the main aims of alleviating traffic congestion and improving traffic safety. After a review of the different existing automated driving systems, the vehicle longitudinal and lateral dynamic models are derived. Then, the longitudinal control and lateral control strategies are studied respectively. At first, the longitudinal control system is designed to be hierarchical with an upper level controller and a lower level controller. For the upper level controller, a safety spacing policy (SSP) is proposed. It is shown that the proposed SSP can ensure string stability, traffic flow stability and improve traffic capacity. Then, a coordinated throttle and brake fuzzy controller (lower level controller) is designed, in which a logic switch is designed to coordinate the two actuators (throttle and brake pedals). Second, for the lateral control, a multi-model fuzzy controller is designed. And a hierarchical lateral control architecture is also proposed, which can effectuate flexible switch between different lateral operations. After that, the integration of the longitudinal controller and lateral controller is also studied. Finally, the estimation of vehicle states is discussed. A Kalman-Bucy filter is designed to estimate vehicle states in lateral dynamics. Moreover, a reduced scale multi-sensor intelligent vehicle prototype is also presented. The performances of the divers control algorithms proposed in this thesis have been tested in numerical simulations, and the first step experiments with the reduced scale vehicle prototype gave encouraging results

I arbetslivet har första linjens chefer haft stora inslag av direkt ledarskap med en traditionellt hög närvaro hos de underställda. Studier visar på en ökad andel administrativa, ekonomiska och personalledande uppgifter för första linjens chefer som får till följd en minskad delaktighet i den dagliga verksamheten men också sämre möjligheter att motivera sin underställda, vilket negativt påverkar verksamheten. I Försvarsmakten har administrativa uppgifter som tidigare genomfördes högre upp i organisationen flyttats till en lägre nivå. Uppsatsens syfte är att öka förståelsen för och kunskapen om plutonchefens arbetssituation efter införandet av anställda soldater och den delegerade arbetsgivarrollen till plutonchefen. Studiens fokus är på plutonchefens avvägning mellan deltagandet i underställdas verksamhet för att utöva direkt ledarskap kontra att genomföra bl.a. personaladministration. I studien används rollteori från socialpsykologin som analysmodell, med utgångspunkt i tidigare forskning och litteratur om första linjens chefer och Försvarsmaktens ledarskapsmodell. Inledningsvis beskrivs Försvarsmaktens ”utsända” rollförväntning, därefter inhämtas plutonchefens upplevda arbetssituation och rollförväntning med en enkät till 141 plutonchefer (90 svar). Slutligen jämförs rollförväntningarna med varandra samt med teorin.  I empirin framkommer att plutonchefernas situation är pressad där upplevda tvingande administrativa arbetsuppgifter prioriteras före direkt ledarskap. Hälften (48 %) av plutoncheferna deltar i underställdas verksamhet mindre än 20 % av sin arbetstid och endast 20 % av plutoncheferna använder mindre än 20 % av arbetstiden till administration av underställda. Resultatet antyder att det finns en skillnad i rollförväntningar på plutonchefen mellan Försvarsmakten och plutoncheferna själva, främst kopplat till faktorn överbelastning av arbetsuppgifter samt yrkesrollidentiteten.