Various Types Of Robots Computer Science Essay

Various Types Of Robots Computer Science Essay A Robot is man-made mechanical device that can move itself, whose motion must be modeled, planned, sensed, actuated and controlled, and whose motion behaviour can be influenced by programming. Robots are called intelligent if they succeed in moving in safe interaction with an unstructured environment, while autonomously achieving their specified tasks. This definition implies that a device can only be called a robot if it contains a movable mechanism, influenced by sensing, planning, actuation, and control components. It does not imply that a minimum number of these components must be implemented in software, or be changeable by the consumer who uses the device; for example, the motion behaviour can have been hard-wired into the device by the manufacturer. 12.2 Three Laws of Robotics Science-fiction author Isaac Asimov is often given credit for being the first person to use the term robotics in a short story composed in the 1940s. He suggested three principles to guide the behavior of robots and smart machines.- A robot may not injure a human being or, through inaction, allow a human being to come to harm. A robot must obey orders given it by human beings except where such orders would conflict with the First Law. A robot must protect its own existence as long as such protection does not conflict with the First or Second Law. 12.3 Components of robotic systems This figure depicts the components that are part of all robotic systems. The real robot is some mechanical device (mechanism) that moves around in the environment, and, in doing so, physically interacts with this environment. This interaction involves the exchange of physical energy, in some form or another. Robotics as an integrated system of control interacting with the Figure : components of robotic system Both the robot mechanism and the environment can be the cause of the physical interaction through Actuation, or experience the effect of the interaction, which can be measured through Sensing. Sensing and actuation are the physical ports through which the Controller of the robot determines the interaction of its mechanical body with the physical world. As mentioned already before, the controller can, in one extreme, consist of software only, but in the other extreme everything can also be implemented in hardware. Within the Controller component, several sub-activities are often identified: Modelling- The input-output relationships of all control components can (but need not) be derived from information that is stored in a model. This model can have many forms: analytical formulas, empirical look-up tables, fuzzy rules, neural networks, etc. The other components discussed below can all have models inside. A System model can be used to tie multiple components together, but it is clear that not all robots use a System model. The Sensing model and Actuation model contain the information with which to transform raw physical data into task-dependent information for the controller, and vice versa. Planning- This is the activity that predicts the outcome of potential actions, and selects the best one. Almost by definition, planning can only be done on the basis of some sort of model. Regulation- This component processes the outputs of the sensing and planning components, to generate an actuation setpoint. Again, this regulation activity could or could not rely on some sort of (system) model. The term control is often used instead of regulation, but it is impossible to clearly identify the domains that use one term or the other. 12.4 Parts Concept required for Robot Generally robots have at least the below mentioned parts and concepts: Sensors Most robots of today are nearly deaf and blind.   Sensors can provide some limited feedback to the robot so it can do its job.   Compared to the senses and abilities of even the simplest living things, robots have a very long way to go.  The sensor sends information, in the form of electronic signals back to the controller.   A sensor also gives the robot controller information about its surroundings and lets it know the exact position of the arm, or the state of the world around it.  Sight, sound, touch, taste, and smell are the kinds of information we get from our world.   Robots can be designed and programmed to get specific information that is beyond what our 5 senses can tell us. For instance, a robot sensor might see in the dark, detect tiny amounts of invisible radiation or measure movement that is too small or fast for the human eye to see Switch Sensors Light Sensors Polarized light Resistive Position Sensors Effectors An  effector  is any device that affects the environment. Robots control their effectors, which are also known as end effectors. Effectors include legs, wheels, arms, fingers, wings and fins. Controllers cause the effectors to produce desired effects on the environment. Two basic ways of using effectors: to move the robot around =>locomotion to move other object around =>manipulation Actuators Actuators, also known as drives,  are mechanisms for getting robots to move. Most actuators are powered by pneumatics (air pressure), hydraulics (fluid pressure), or motors (electric current).  Most actuation uses electromagnetic motors and gears but there have been frequent uses of other forms of actuation including muscle-wires and inexpensive Radio Control servos. To get a motor under computer control, different motor types and actuator types are used. Some of the motor types are Synchronous, Stepper, AC servo, Brushless DC servo, and Brushed DC servo.   Radio Control servos for model airplanes, cars and other vehicles are light, rugged, cheap and fairly easy to interface. Some of the units can provide very high torque speed. A Radio Control servo can be controlled from a parallel port. Controllers The robot connects to a computer, which keeps the pieces of the arm working together. This computer is the controller. The controller functions as the brain of the robot. The controller can also network to other systems, so that the robot may work together with other machines, processes, or robots Arms common effectors known as Arms. The robot arm comes in all shapes and sizes and is the single most important part in robotic architecture. The arm is the part of the robot that positions the End Effector and Sensors to do their pre-programmed business. Many (but not all) resemble human arms, and have shoulders, elbows, wrists, even fingers. This gives the robot a lot of ways to position itself in its environment.   Artificial Intelligence The term artificial intelligence is defined as systems that combine sophisticated hardware and software with elaborate databases and knowledge-based processing models to demonstrate characteristics of effective human decision making. The criteria for artificial systems include the following: functional: the system must be capable of performing the function for which it has been designed; able to manufacture: the system must be capable of being manufactured by existing manufacturing processes; designable: the design of the system must be imaginable by designers working in their cultural context marketable: the system must be perceived to serve some purpose well enough, Mobility Industrial robots are rarely mobile. Work is generally brought to the robot. A few industrial robots are mounted on tracks and are mobile within their workstation. Service robots are virtually the only kind of robots that travel autonomously. Research on robot mobility is extensive. The goal of the research is usually to have the robot navigate in unstructured environments while encountering unforeseen obstacles. Some projects raise the technical barriers by insisting that the locomotion involve walking, either on two appendages, like humans, or on many, like insects. Most projects, however, use wheels or tractor mechanisms. Many kinds of effectors and actuators can be used to move a robot around. Some categories are: legs (for walking/crawling/climbing/jumping/hopping) wheels (for rolling) arms (for swinging/crawling/climbing) flippers (for swimming) Types of robot 12.5.1 Mobile Robot- Mobile robots are able to move, usually they perform task such as search areas. A prime example is the Mars Explorer, specifically designed to roam the mars surface. Mobile robots are a great help to such collapsed building for survivors Mobile robots are used for task where people cannot go.   Mobile robots can be divided in two categories   1.1 Rolling Robots:   Rolling robots have wheels to move around.   These are the type of robots that can quickly and easily search move around.   However they are only useful in flat areas, rocky terrains give them a hard time.   Flat terrains are their territory 1.2 Walking Robots:   Robots on legs are usually brought in when the terrain is rocky and difficult to enter with wheels.   Robots have a hard time shifting balance and keep them from tumbling.   Thats why most robots with have at least 4 of them, usually they have 6 legs or more.   Even when they lift one or more legs they still keep their balance.   Development of legged robots is often modeled after insects or crawfish. Stationary Robots Robots are not only used to explore areas or imitate a human being.   Most robots perform repeating tasks without ever moving an inch.   Most robots are working in industry settings.   Especially dull and repeating tasks are suitable for robots.   A robot never grows tired; it will perform its duty day and night without ever complaining.   In case the tasks at hand are done, the robots will be reprogrammed to perform other tasks Autonomous Robots Autonomous robots are self supporting or in other words self contained.   In a way they rely on their own brains. Autonomous robots run a program that gives them the opportunity to decide on the action to perform depending on their surroundings.   At times these robots even learn new behavior.   They start out with a short routine and adapt this routine to be more successful at the task they perform.   The most successful routine will be repeated as such their behavior is shaped.   Autonomous robots can learn to walk or avoid obstacles they find in their way.   Think about a six legged robot, at first the legs move ad random, after a little while the robot adjust its program and performs a pattern which enables it to move in a direction Remote-control Robots An autonomous robot is despite its autonomous not a very clever or intelligent unit.   The memory and brain capacity is usually limited; an autonomous robot can be compared to an insect in that respect. In case a robot needs to perform more complicated yet undetermined tasks an autonomous robot is not the right choice.   Ã‚  Ã‚   Complicated tasks are still best performed by human beings with real brainpower.   A person can guide a robot by remote control.   A person can perform difficult and usually dangerous tasks without being at the spot where the tasks are performed.   To detonate a bomb it is safer to send the robot to the danger area Virtual Robots   Ã‚   Virtual robots dont exist in real life.   Virtual robots are just programs, building blocks of software inside a computer.   A virtual robot can simulate a real robot or just perform a repeating task.   A special kind of robot is a robot that searches the World Wide Web.   The internet has countless robots crawling from site to site. These WebCrawlers collect information on websites and send this information to the search engines.    BEAM Robots BEAM is short for Biology, Electronics, Aesthetics and Mechanics.   BEAM robots are made by hobbyists. BEAM robots can be simple and very suitable for starters. Key Points Robotics  is a branch of engineering that involves the conception, design, manufacture, and operation of  robots. Field of robotics overlaps with electronics, computer science,  artificial intelligence  , mechatronics,  nanotechnology  , and bioengineering. MITs Kismet: an expressive robotic creature with perceptual and motor modalities tailored to natural human communication channels. In the future, robots will have a high level of intelligence, such as feeling and emotions, or the ability to make a rational decision on their own. Exercise Q.1 Discuss the Laws of Robotic system? Q.2 What are main components of any robotic system? Q.3 What kind of tasks a robot can perform? Q.4 What is the difference between Automation and Robots? Q.5 How can we measure performance of any robot? Q.6- What is degree of freedom? How much degree of freedom is required for 2D and 3D motion?

Kimberle Crenshaw’s “The Intersection of Race and Gender”

Kimberle Crenshaw’s arguments and research in â€Å"The Intersection of Race and Gender† offer an insightful and probing look into the state of women of color in the current racial and gender climate of our culture.   Her main point, that women of color experience both their race and their gender together in a way that is NOT mutually exclusive, as they are so often treated, and are informed one by the other and as they occur simultaneously, is one that almost sparks a flippant attitude of â€Å"No kidding.†When the argument is first introduced, it seems to simple and so self-evident as to be self-explanatory (and taken for granted); at first it almost seems like a waste of time to be delving into something so painfully obvious.   However, through her very thorough research and her carefully pieced argument which clearly shows how â€Å"X† relates to â€Å"Y† relates to â€Å"Z,† Crenshaw is able to take something that does indeed seem li ke it should be plainly obvious and more or less proves, as much as it can be â€Å"proven,† that even still today race and gender are not given the adequate attention the two together deserve.As Crenshaw is painstaking to point out, both issues—issues of race and gender, that is—receive quite a bit of popular attention in our current culture climate.   In fact, the issues have been made so big that they are difficult to contain in any one argument.Nowadays, so many things become either an issue of race or an issue of gender, it is difficult to discern which issues legitimately need to be addressed by these â€Å"isms† and which have simply been lumped into them by sheer popular appeal (i.e., race and gender issues are the new hot-button â€Å"It† topic—if any discussion is going to occur on the large-scale mainstream popular platform of the media, one of the two had better be involved).   However, through all of this seeming social desi re to focus so much on gender and race, the fact that the two can also intersect and create a whole new array of complicated issues for a person and a culture seems to have been totally missed.That last little bit is my own digression, and not part of Crenshaw’s argument; this is simply what struck me as so entirely shocking.   While we’ve been so caught up discussing race and gender, we’ve completely missed the discussion of race with gender.   Crenshaw has a plethora of information and examples to cite which show how race with gender has been entirely neglected by everyone, including the antiracists (who predominantly serve black men) and the feminists (who predominantly serve white women).Here, Crenshaw further contains the overall argument into speaking strictly in terms of violence against women, and how violence against women of color is treated and viewed as being the same as violence against women in general, completely ignoring the deeper-lying comp lications of layers of different of social structures which affect women of color that DO NOT affect white women (something that, if women of color are to be treated in a way that is beneficial and acknowledging of them and their plights, simply cannot be ignored).Again, Crenshaw brings so much â€Å"evidence† to the table that her point rings loud and clear: the separate and distinct plights of women of color are not recognized by any other vocal group as being anything noteworthy.   And this attitude further perpetuates this belief of their own negligible experiences in the minds of those very same women of color.   And so is the vicious cycle.I found Crenshaw’s essay to be extremely culturally important and incredibly relevant.   For as much as antiracist and feminist groups preach about â€Å"Otherness,† they too are guilty of â€Å"Othering† in order to further their own causes (or, worse than â€Å"Othering,† just flat-out ignoring).Any effective kind of identity politic must be informed by all aspects of a person’s identity; not just race, and not just gender (or, for that matter, class, religion, sexual orientation, age, profession, education, employment history, disability, proclivity to heart disease, or anything else), but a combination of all the various intricacies that creates a person’s identity.   To separate one out makes a person no less of the other, and the only way to truly address them is to do so in a way that accommodates how they all come together to form their own separate and unique experience.   Perhaps this is where the postmodernists really got it right: identity is fluid, after all.

Reflective Essay on Teaching

This assignment will critically reflect and analyse a microteaching session I presented to my peers in a clinical placement regarding Nursing management of chest drains. I will define reflection; teaching, learning and the rationale for choosing this topic will be clearly outlined in this paper. The preparation, planning, implementation and evaluation will also be incorporated. This assignment will be structured using Gibbs (1988) reflective model cited in Modular Training Course, 2003 because of its simplicity. Analysis will permeate through each stage of the Gibbs reflective model. Finally I will conclude by reflecting on my role as a joint practitioner outlining areas of personal, professional growth, identifying my strength, weakness and put forward an action plan for my future development in teaching. Reflection is an important human activity in which people re-capture their experience, mull it over and evaluate it. It is working with experience that is important in learning (Boud et al, 1985). Teaching is defined as a system of activities intended to induce learning, comprising the deliberate, methodical creation and control of those conditions in which learning does occur (Curzon, 1997). In Nursing, teaching is said to be the change in behaviour that we wish to bring about if we are to enhance and improve care for patients and client (Hinchliff, 2004) The term teaching and learning are often used interchangeably. Curzon (1990) cited by Nicklin and Kenworthy (2000) define learning as the apparent modification of a person’s behaviour through his activities and experiences so that his knowledge, skills and attitudes, including modes of adjustment towards his environment, are changed, more or less permanently. The rationale of choosing my topic was due to its relevance to the area of my clinical placement (Cardio thoracic) and the Unique learning needs of nursing management of chest drains amongst Nursing students as realised while working with them. As mentioned above, I will be using the Gibbs reflective model, which follows a cyclical pattern from description, feelings, evaluation, to conclusion and action plan. See in the Appendice. Each of these is sub-headed in the next sections to maintain clarity. Description This is the first stage of the Gibbs model. The value of micro sessions is for planning and delivering a short presentation where by feedback can be gathered before embarking on longer sessions (Walkin, 1990). Planning is about thinking things through it requires imagination and lateral as well as logical thinking (Kiger, 1995). It is a process that directs the teacher and the learner towards certain actions, which will facilitate learning. During the preparation of my teaching presentation I researched my chosen subject using databases like British Nursing Index (BNI), Nursing practice text books as well as Journals as recommended by Hinchliff (2004) who contend that using evidence-based practice can help to ensure that the subject is fully researched and this will provide support practice and view. I set out the aims and objectives of the teaching session. This view is supported by (Daines et al, 1993) who state that the teacher must know what it is that he or she intends to teach and what the students are expected to learn as an outcome for the joint effort. I drafted a lesson plan see in the appendice, which I highlighted that I was going to use an overhead projector and give handouts to the group. Ewan and White (1996) suggest it is necessary to understand learners’ different learning styles for learning and teaching to be effective. I devised my teaching plan bearing in mind that there were pragmatists, activists, theorists and reflectors among my peers. After putting the content of my presentation together I began printing and photocopying my acetates and handouts for my peers. The next step I did was to start rehearsing my presentation at home. On the day of the presentation I gave out handouts to my peers prior to the microteaching session. I used an overhead projector as a guide for my discussion even though my acetates were cluttered with too much information. I also used some equipment like different types of chest drains, water and a dame in of a person to demonstrate to my peers. I used psychomotor learning domain as it was described by Bloom (1956) cited by De Tornyay & Thompson (1987) to be most important domain compared with Cognitive and Affective domains as it enabling the learner to learn through the demonstrated skill. As I encouraged my peers to carry out the skill that I had demonstrated, I had to bear in mind that many adult learners are self-conscious about trying new psychomotor skills as contended by De Tornyay & Thompson (1987). They worry about looking foolish and making errors. And therefore it is crucial that the learning environment is warm and accepting, inviting the learners to try things, take risks and experiment. Feelings Planning on its own caused a lot of anxiety, as I was not really sure of how well I will do in delivering and presenting my topic to my peers. Although I had some idea about management of chest drains from both the practical bit that I had gained during my first two weeks on the ward and the theory that I had gathered, I was nervous prior to my presentation. It is argued by some commentators that having nerves can improve your performance (Lancaster and Janes, 1994). Feelings of nervousness helped me to focus on my presentation however things did not go the way I planned them. I can only attribute my feelings of nervousness due to inadequate preparation. During the presentation I had mixed feelings of nervousness compounded by feelings of confidence and I was not sure about how the audience perceived my presentation. I was feeling confident at times because I knew a lot about the topic and my peers through evaluation echoed this. Evaluation Evaluation can be seen as a process of making personalised judgements and decisions about achievements, expectations, the effectiveness and evaluation of what we are doing (Hanchliff, 2001). It occurs at different stages of learning experience, is ongoing, vital to development, evolution of teaching and learning. It is emphasised that if you do not self evaluate there is a tendency to carry on as usual (Hinchliff, 2004). As part of my preparation, I decided that I was going to use the SWOT analysis to evaluate myself. And with this, I was going to be able to identify my Strength, Weaknesses, Opportunities and Threats. My strengths included giving handouts first before starting my presentation. My peers in the feedback sheets echoed these remarks. This is supported by (Boyd et al, 1997) who states that handouts provide organisation, enable students to listen rather than taking notes and serve as a reminder of what the students have heard in the classroom or lecture. I linked the theory to practice as I was using acetates on an overhead projector as well as demonstrating and some of my peers commented that this helped them to understand the topic better. De Tornyay & Thompson (1987), recommend the use of an overhead projector by the teacher as this avoids distracting instructions and can integrate the material from the transparency with the presentation naturally and without losing eye contact with class. My voice was loud and clear throughout my presentation to enable my peers to hear the topic. Oliver and Endersby (1994) emphasise that if people cannot hear you during presentations they will not listen to you hence it is important to have a good voice projection when teaching or presenting. I had also met my aims and objectives that I had set up and my peers had learnt from them following the feedback. Aim & Objectives can provide a logical sequence for both you & your students enable you to check whether your teaching has been effective and also help to make decision about what exactly the student should learn as recommended by (Hinchliff, 2004). My weaknesses included confusing some surgical terms that I had used and therefore giving the wrong explanation of the word, not giving all my peers a chance to practice the skill and also not involving my peers to participate in terms of the questioning technique. Some of my peers commented on the feedback sheets that I had the tendency to read my acetates, I should have brought in prompt cards just to remind me of the main points which needed to be discussed further. It is argued by (Baume and Baume, 1996) that reading from transparencies will give a stilted feel to a presentation and does not give the presenter much credibility. In essence as a presenter you should know most of what you want to say otherwise you should not be teaching or presenting to the audience. And also some of my peers commented that I had rushed my presentation despite the fact that I finished within the expected time. I didn’t have all my teaching equipments as I had planned. In organizing the materials for teaching, Oliver & Endersby (1994) stated that the responsibility of teaching does not only lie on accuracy of the information presented but also in the manner and order in which it is presented. The opportunity of being familiar with my peers and knowing the subject area that I was going to present strengthened my confidence as I began to teach. My threat was not being able to finish on time and being so nervous that I would not give the best to my group. Analysis On analysis, I thought I choose the right topic that was relevant to my course and my clinical area of placement. â€Å"As joint practitioners we will encounter carers in our working life, so giving information on carers assessment, their limitation and effect of caring will prepare us for future practice† (Hinchliff, 2004). As I was preparing my presentation, I thought about adult learning as all my peers were going to be adults. I decided to use Androgogy approach of teaching as recommended by Knowles (1990) who defined it as the art and science of supporting students particularly, adult learner in their own learning process. In retrospect, I feel that this helped to promote the students’ concentration and I believe that my peers felt valued, as I was able to include them in the teaching by acknowledging each and everyone who participated by using their names and praised them. The teaching session took place in a seminar room near the ward where everyone was familiar with the environment. It is believed that a good learning environment allows a more positive attitude to study and desire to learn (Kiger, 1995). Overhead projector was used during the teaching, this was benefiting to my peers, it help to clarify and explain key points. The use of overhead projector encouraged motivation from peers and makes it more interesting (Larrivee, 2000). The teaching session was aimed to facilitate humanistic or cognitive domain as well as psychomotor where cognitive domain is student centred. This permit student perception and thinking, it also incorporate student participation which gave the chance to ascertain peers’ knowledge of the topic been taught. I used Abbatt & Mc Mahon (1993) 3 aspects of evaluation i. e. Plan, Process and Product as a form of evaluating my peers learning and effectiveness of my teaching. With this, there was use of evaluation checklists See in the Appendices that were used by my peers to evaluate my teaching in form of feedback. These can enable the teach to identify aspects of his/her teaching that could improve on. Although the feedback from my peers and mentor was informative and good, from my own reflection afterwards made me realise that I had not taught I had planned. I didn’t involve all my peers to practice the skill, which would have helped them to learn more as recommended by Hinchliff (2004). I should have informed them of how long the session was to take in order to avoid them from thinking that I had rushed. I should not have read my presentation from the acetates because it is argued that the audience will probably understand very little and will loose concentration quickly (Nicklin and Kenworthy, 2000). Body language communicates different impressions to the audience; I maintained eye contact on some occasions this helps to regulate the flow of communication. This is supported by (Oliver and Endersby, 1994) who state that presenters who make eye contact covey interest, concern, warmth and credibility. Conclusion I seem to have learned more from the reflective process than the actual presentation. Presenting to the group was one of the most nerves wrecking experiences as well as waiting for feedback from my peers and mentor. However, carrying out this teaching session has broadened my knowledge in management of chest drains and given me the courage and confidence for my future teaching and presentations. Action Plan I endeavour to perceive weakness as opportunities for future development rather than as failures. In essence the act of reflecting on the microteaching presentation has deepened my understanding of the importance of having a good preparation, a good plan, including having rehearsals prior to the presentation, the importance of having a good learning environment, and being familiar with the material you are going to use before presenting. It is imperative to evaluate each teaching session or presentation, as this is the only way we can learn to improve our practice.

Hamlet Becomes Modern Through Technology Essay - 973 Words

Hamlet by William Shakespeare is one play that has intrigued people for over four hundred years. There have been as many productions as there have been days since the original play 1596-1603. Each production has been different from the next one, no matter where performed or by whom. One film reproduction of Hamlet released in the year 2000, was directed by and stared Etahan Hawke as Hamlet and Julia Styles as Ophelia. This essay will refer to this film as Hamlet 2000 and the original play as Hamlet or text. To compare the text to the film Hamlet 2000 will be divided into three groups, language, setting / plot line and lastly the characters. All though the speech is taken only from the text, the film Hamlet 2000 is vastly different,†¦show more content†¦In an interview Ethan Hawke (Hamlet in Hamlet 2000) stated â€Å"memorizing Shakespeares dialogue for the first time, using the natural Iambic Pentameter. It works in a rhythm, and the rhythm perpetuates itself. Its easier than learning a volume of contemporary prose. Also, his ideas are very logical† making it sound as if memorizing his lines had been easy. Shakespeare is known for his rhythmic writing style. When Hamlet speaks it flows and sounds natural. Hawke also said â€Å" the subtext of the characters is all right there in the writing. Everything theyre thinking and feeling is presented to you† and you can see that in his acting. Hamlets offbeat manner and eccentrically passive style is what makes believable. The rest of the cast, however, seems to lack the ability to be as convincing. The biggest change in Hamlet 2000 changes the setting for a modern day city and by doing so the director is able to bring additional help from technology the audience can understand the charechters without the use of words. The use of a video camera that Hamlet is constantly caring and using, helps the audience to understand what Hamlet feels by showing us clips of video. 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