Unit 7. ARTIFICIAL INTELLIGENCE (Bài tập 5) - Tiếng Anh lớp 12

Automated manufacture arose out of the intimate relationship of such economic forces and technical innovations as the division of labor, power transfer and the mechanization of the factory, and the development of transfer machines and feedback systems as explained below.
The division of labor (that is, the reduction of a manufacturing or service process into its smallest independent steps) developed in the latter half of the 18th century and was first discussed by the Scottish economist Adam Smith in his book An Inquiry into the Nature and Causes of the Wealth of Nations (1776). In manufacturing, the division of labor results in increased production and a reduction in the level of skills required of workers.
Mechanization was the next step necessary in the development of automation. The simplification of work made possible by the division of labor also made it possible to design and build machines that duplicated the motions of the worker. As the technology of power transfer evolved, these specialized machines were motorized and their production efficiency was improved. The development of power technology also gave rise to the factory system of production, because all workers and machines had to be located near the power source.
The transfer machine is a device used to move a workpiece from one specialized machine tool to another, in such a manner as to properly position the workpiece for the next machining operation. Industrial robots, originally designed only to perform simple tasks in environments dangerous to human workers, are now extremely dexterous and are being used to transfer, handle, and index (that is, to position) both light and heavy workpieces, thus performing all the functions of a transfer machine. In actual practice, a number of separate machines are integrated into what may be thought of as one large machine.
In the 1920s the auto industry combined these concepts into an integrated system of production. The goal of this assembly-line system was to make automobiles available to people who previously could not afford them. This method of production was adopted by most automobile manufacturers and rapidly became known as Detroit automation. Despite more recent advances, it is this system of production that most people think of as automation.

Making robots work well in the home is incredibly difficult. Their sensory apparatus is limited because sensors are expensive and interpretation (especially common-sense knowledge) is still more suited for research than deployment. Robotic arms are expensive to build and not very reliable. This limits the range of possibilities: Mowing and vacuuming? Sure. Sorting laundry? Hard, but doable. Picking up dirty items around the home? Doubtful. How about assistants for the elderly or those who need medical supervision? This is a booming area of exploration, but I am skeptical. Today's devices are not reliable, versatile, or intelligent enough - not yet, anyway. Moreover, the social aspects of the interaction are far more complex than the technical ones, something the technology-driven enthusiasts typically fail to recognize.
Three likely directions for the future are entertainment, home appliances, and education. We can start with today's existing devices and slowly add on intelligence, manipulative ability, and function. Start small and build. The market for robots that entertain by being cute and cuddly is already well established. The second generation of vacuum cleaners is smarter than the first. Sony's dog gets smarter and less expensive with each new version. We don't get think of washing machines, microwave ovens, and coffee makers as robots, but why not? They don't move around the house, but they are getting better and smarter every year. And when the coffee maker is connected to the pantry and dishwasher, that will be a home robot worthy of the name: same for the coupling of sorting, washing, drying, and storing clothes.
Education is a powerful possibility. There is already a solid basis of educational devices that aid learning. Today's robots can read aloud in engaging voices. They can be cute and lovable - witness the responses to the multiple quasi-intelligent animals on the toy market. A robot could very well interact with a child, offering educational benefits as well. Why not have the robot help the child learn the alphabet, teach reading, vocabulary, pronunciation, basic arithmetic, maybe basic reasoning? Why not music and art, geography and history? And why restrict it to children? Adults can be willing and active learners.
Now this is a direction worthy of exploration: Robot as teacher. Not to replace school, not to replace human contact and interaction, but to supplement them. The beauty here is that these tasks are well within the abilities of today's devices. They don't require much mobility nor sophisticated manipulators. Many technologists dream of implementing Neil Stephenson's children's tutor in his novel The Diamond Age: Or, a Young Lady's Illustrated Primer. Why not? Here is a worthy challenge.