Design a helper

Table of Contents Introduction Personal Robot Human and Robots Conclusion Works Cited Introduction Machines based on artificial intelligence help humans to perform domestic chores, educational duties, as well as entertainment purposes. Busy work schedules have led to the designing of robots that help people with domestic chores. Simple robots have been designed to do basic household chores including cleaning, lawn mowing and dishwashing among others. Personal robots as opposed to industrial robots are tailored to fit personal needs.Advertising We will write a custom essay sample on Design a helper specifically for you for only $16.05 $11/page Learn More Personal robots enable an individual to automate repetitive household and work life tasks, which lead to high productivity. A personal or domestic robot also liberates people from unpleasant and dangerous tasks and gives more liberty and security (Cook 144). The main objective of inventing robots is t o make life easier for busy people like a pilot, who has less time to attend to household tasks. Robots abide by directions precisely, which in turn boosts their efficiency in the log run. Personal Robot In my future career as a pilot, the perfect personal robot should be able to help in performing household chores and manage every aspect of my life. The robot will be fully automated to be able to do simple physical and mental works. In terms of set up and anatomical structure, I imagine a robot with enough sensors to allow for safe indoor localization and navigation within the house. The robot should be wheel driven for easy locomotion in and outside the house. It should be fitted with laser range finder and stereo camera to help it in recognizing the surroundings easily. It should also be capable of assessing whether the job performed is successful or not. The robot should be designed with responsive artificial intelligence to assist in kitchen tasks including dish washing and coo king. Sophisticated technologies sporting humane limbs, innovative detectors, cameras, fan layout with mobility coupled with many other operative appurtenances will help it to efficiently prepare meals, and interact with utensils and kitchen appliances. Moreover, it should also help in serving breakfast and cleaning the house. The robot should also be useful in providing help in situations where people are not in the condition to perform the household chores on their own. In addition to kitchen tasks, the robot should be able to do laundry duties. The robot should be designed to sweep dirt and debris that clings to rough surfaces and carpets. It should be able to carry out vacuum cleaning and even outdoor lawn mowing to keep the compound clean. All these activities should be done with less or no human intervention. To avoid accidents caused by robots, my personal robot will be installed with a safety awareness device that stops the robot automatically. The safety device when pressed , trips the circuit and this causes the robot to stop functioning. A lock down device will also be necessary in my personal robot. This device will be controlled by a specific code that commands a complete shut down of the robotic activities. I will also fit the robot with a trapped key interlock mechanism that causes delay in the activity of the robot.Advertising Looking for essay on computer science? Let's see if we can help you! Get your first paper with 15% OFF Learn More The key exchange system cuts power supply to the robot parts making the robot to stop spontaneously. In addition to the mechanical guard systems, the robot will also be fitted with a sensing device. This device comprises of pressure sensitive mats which when tripped will require a separate actuation of the controls to reactivate the robot. Human and Robots Robots also called golems are contrived agents, which take after human beings in many ways including perceptual experience among other factors. However, â€Å"robots lack a soul and emotional feelings like humans† (Jefferies 243). The closer interactions of a personal robot with humans make it a friend in the modern society. I will not consider my personal robot human because the robots lack a clear way of expressing desires and orders and rely on instructions from humans in order to respond. Robots unlike humans lack speech and cannot express themselves by use of gestures and facial expressions. In the home settings, the social rules are so complex as opposed to industries. Therefore, personal robots in addition to making life easier should be able to perceive and understand the surroundings. Moreover, golems have to undergo great changes for them to pass for human beings like developing the capacity to categorize items or have emotions. Moreover, the idea of safe interaction between the robot and humans makes robots more of a machine than human. Robots lack human detection and motion planning and are so likely to cause accidents just like any other fabricated machines (Craig 65). Personal robots also cannot plan tasks like humans and rely on instructions to function. Robots rely on orders given to them by humans and thus cannot pass for humans. Additionally, humans are highly adaptable and creative, qualities that are apparently lacking in a robot. A robot cannot protect its own existence rendering it vulnerable to damage and degeneration over time. Inasmuch as robots help humans with many activities and in the process make life simpler, robots can be a source of worry for humans in future. Personal robots that do everything for an individual like cooking and cleaning may make humans lazy. The efficiency and the high productivity of robots as compared to humans may make employers to resort to using robots instead of human labor. Consequently, robots will replace several millions of workers around the globe. Massive unemployment will increase the level of crime and insecurity. Robots armies c an also be designed including super soldiers for war against enemy nations.Advertising We will write a custom essay sample on Design a helper specifically for you for only $16.05 $11/page Learn More The autonomy technologies granted to robots especially robots designed for war is risky to humans. This means that the robots can work independently and even against the intentions of the persons who designed them. These situations present many potential problems as robots may turn out to be rogue agents. The behavior of autonomous robot will indicate that the autonomous technologies are not under direct control of the individual who designed it. Conclusion Robots especially personal robots are very useful in doing many household chores. They have the advantage of being fast, efficient and do not tire easily like humans. In doing all the chores, they allow people to concentrate in their respective careers. However, robots are a source of worry in the future as they can be risky to humans. Robots with autonomous technologies take actions without orders from the individual who designed them raising the possibility of these robots acting defiantly even against their architect. Robots of war also limit the role of soldiers and endanger citizens. Given these facts, it suffices to conclude that robots are useful to humans as they make life better for their merits outweigh their demerits. Works Cited Cook, David. Robot Building for Beginners. New York: Springer-Verlag, 2002. Print. Craig, Jones. Introduction to Robotics. New Jersey: Pearson Prentice Hall, 2005. Print. Jefferies, Margaret. Robotics and Cognitive Approaches to Spatial mapping: Springer Tracts in Advanced Robotics. New York: Springer-Verlag, 2008. Print. This essay on Design a helper was written and submitted by user Bart Rozum to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

FORP Random News Letter †700 Papers, 300 To Go!!!

FORP Random News Letter – 700 Papers, 300 To Go!!! Free Online Research Papers FORP Random News Letter 700 Papers, 300 To Go!!! Congratulations to everyone involved. We have been online for 19 weeks 2 days 23 hours. We continue to grow faster each day and meeting our goals with greater ease each time. FORP would like to offer special thanks to our top 4 paper posters this last month: 1.)Freshmeat 2.)2witty 3.)Aman 4.)Barelylegal Our next big goal is 1000 papers. If we can get to 1000 papers by the end of Febuary I would be really impressed. Keep up the good work and for those of you that are continuing to post anonymously please sign for an account. It only take 2 minutes. Thanks! Admin Research Papers on FORP Random News Letter - 700 Papers, 300 To Go!!!The Hockey GamePersonal Experience with Teen PregnancyThe Relationship Between Delinquency and Drug UseAnalysis of Ebay Expanding into AsiaMoral and Ethical Issues in Hiring New EmployeesIncorporating Risk and Uncertainty Factor in CapitalThe Project Managment Office SystemArguments for Physician-Assisted Suicide (PAS)Riordan Manufacturing Production PlanTwilight of the UAW

"Development is only concerned with the economic growth of a Essay

"Development is only concerned with the economic growth of a country" discuss - Essay Example Another aspect of development concerns the policies and programs to deliver services to members of a society. It may also be measured through business strategies for a given economy such as offering finance and expansion of the markets for produced goods. The primary objective of economic development is to ensure the improvement of society members’ well-being through strategies that involve job creation, improvement of quality of life, and improve government revenue. In most developed economies, several of the aforementioned factors exist in major sectors (International Economic Development Council 3). Economic development and growth vary. Usually, they are measured based on the effects that they create on the population (La 1). For most instances, economic growth measures a generalized increase in the levels of national income and Gross Domestic Product. The method of measurement does not cater for the quality of life of the population. Such a statement means economic growth does not measure the quality of life of the society members. It is possible to realize economic growth without economic development. The rationale for such an argument is that the latter aspect of the economy weighs human capacity development. The main human factors for this case sum to both the quality of life and the standards of living. An economy can grow without catering for aspects such as reduced illiteracy, poverty elimination, creation of sufficient goods and services among others. It would therefore, imply that the economy exploits the citizens by unfair means such as long hours of working with low payments. Sustainable development gives economic development a task of improving the qualities of lives of citizens. The approach of sustainable economic development targets an increased production of goods and services to the growing population. There was, therefore, a need that the economists devise a method that would see the dreams of economic plans. Consequently, after the

INTRODUCTION TO ACCOUNTING Essay Example | Topics and Well Written Essays - 2000 words

INTRODUCTION TO ACCOUNTING - Essay Example This common set of recognized accounting standards are collectively known as Generally Accepted Accounting Principles (GAAP).These standards provide information in how to properly communicate economic events or transactions (Investorwords, 2011). The conceptual framework of accounting provides the required information and guidelines regarding the objectives of financial reporting, the qualitative characteristics of financial information, operating guidelines and composition and required elements of financial statements. According to Financial Accounting Standards Board (FASB) the goals of financial reporting are to provide information that: Its useful for making investment and credit decisions Is helpful in assessing the value of future cash flows Identifies assets, liabilities and serves to identify changes in those resources and claims (Obaidat, 2007). In order to make financial information useful there are certain qualitative characteristics that all accounting information must po sses to prove useful in the decision making posses. These characteristics are (Cliffnotes, 2011): 1. Relevance-the accounting information provided to the user must make a difference in their decision making. Relevant financial information has to provide either predictive value, provide feedback value or both. Predictive value helps the user forecast future events, such as predicting future stock valuation or future earnings. Information that provides feedback value focuses on confirming or corrects prior information or assumptions . In order for information to be relevant it must be provided in a timely manner so it can provide the right information and at the correct timeframe where it can help guide the decision making process. 2. Reliability-It is expected that financial information must be free of material errors or persona bias. In order to be reliable the information provided must be verifiable, in order to prove that it is free from material errors or bias. As an additional r equirement the substance of the information provided must be a faithful representation of the economic events which it summarizes. The last prerequisite of reliable information must be neutral or free of bias. 3. Comparability-the usefulness of financial information is maximized when it can be compared with similar accounting information of other businesses or enterprises. This comparability can only be achieved when the different companies adopt the same accounting principles. In general comparability extends to all accounting not to only financial statements but to all accounting procedures such as costing, inventory and expense recognition. Since there are variations in GAAP and procedures that can be utilized the company must fully disclose the accounting methods used for the recording of financial events or transactions. 4. Consistency-The principle of consistency simply means that a company must use the same accounting principles and methodology from year to year. If a company decides to change any of its accounting practices and adopts a new method, it is the responsibility of management to prove that the new method provides a more accurate or meaningful representation of the financial information. There are a series of operating constrains and guidelines that serve as the foundation to any financial account. These guidelines are classified as assumptions, principles and constraints (Investorwords, 2011).

International business strategy report Vodafone Essay

International business strategy report Vodafone - Essay Example Vodafone is a British multinational telecommunication company headquartered in London. The company was formed 1984 named as Recal telecommunication Company which was a subsidiary of Rach Electronics Plc. In 1991 the company was fully demerged from Recal and named as Vodafone Group. According company’s disclosed data in 2009; it has a direct market presence in 52 countries with over 302 million of mobile customers. It is the world’s largest telecommunication company in terms of revenue and second largest in terms of customers behind China Mobile. Identification of strategic issues through analysis To analyse the current strategies that the company has been following, there need to analyse the different area of its business like external environment, internal resources and internality operations of the company. There are some important tools which need to be analysed with respect to the company’s business for analysis of market base values of the company’s external business environment. Past key successful factor of the company was its global networks. Since the early 1990s, after the demerge form the Recal, Vodafone started international expansion in the European countries. In 1995, it earned 20 % of its total turnover of billion from its international business only. The company’s expansion strategy was opportunistic and aggressive and it started acquisition of the leading foreign companies or some stake of those to start operation in different countries including Germany, Spain, Italy, France etc. The current key successful factors of the company are highlight by the company’s CEO Vittorio Colao’s on his interview to Financial Times on November, 2008. The company has emphasised on its shift from expansions growth to consolidation in the existing market. Due to the increased competition in the domestic market of UK, it has taken strategy to buy the rival companies in UK to stay in leading position. The most tangible element of the companyâ€⠄¢s current strategies is improving its bottom line performance i.e. is the local autonomy through effective regional coverage in the existing market. It also has concentrated on the packaged services i.e. fixed and wireless services for individuals as well as for the business customers. It has started development of its stores by collaboration with Softbank. Five forces analysis is the most important tool to analyse the company’s external environments. Capital intensiveness of the new companies, new advanced wireless technology and new regulations of the different government in foreign markets have been acting as moderate threat of new entrants for the company. Vodafone has emphasised on the internet services for mobile users which is facing a strong threat of its substitute, Wi-Fi services. The company has been facing moderate bargaining power of its supplier due to the influence of distinctive mobile phone producers like Apple and Samsung. Google has also integrated its su pply chain which also has an

The Pedagogy Verses Andragogy

The Pedagogy Verses Andragogy Jarvis expanded theory of transformation of the person through learning prepositions an argument for the andragogical model and the way in which adults learn. Given the quality and extent of experiences an adult gains throughout life-span these experiences are shaped and molded by societal roles and tasks, and according to Knowles (1984) will be used as a source of learning. A desire for knowledge or to engage the learning process, often identified as eagerness to learn, is stimulated by experiencing motivating shifts in one developmental task to another or by an important life episode, creating an adjustment in behavior that leads to improvement in some characteristic of our personal being. Laher (2007) indicates that such movement on the individuals development, leads to a alteration from a subject-centered academic orientation to a problem-centered academic orientation to learning, due mainly in response to changing life occurrences. This paper will evaluate 1) the role that social change plays from an a anadragogical approach with adult learners, 2) the responsibility of higher education institutions in facilitating adult education, and 3) briefly discuss a comparison between the role of pedagogy and andragogy approaches. Social Change And Adult Learners In terms of social change and the adult learner several factors are to be carefully considered. These would necessitate attending to social recognition of learners and addressing barriers to the learning process, reaching disadvantaged learners, fostering critical reflection associated with the process and ensuring experiential learning, and preparation for social action and community development. All of these efforts would serve to contribute to the value of college education among adult learners. Mason (2003) notes that one assumption that should be considered is the readiness of learners to be self-directed, self-motivated, and personally resourceful. Those learners experiencing disadvantage or who lack social recognition, or experience inequality as to access to educational opportunities may result in feelings of insecurity or uncertainty when approaching self-directed academics thus resulting in feelings of inadequacy or low self-esteem, borne out by the extent of their disadvantage and the main motivation for learning. Therefore, Merriam, et al. (2007) and her colleagues suggest that empowering learners to act involves a number of tasks. Facilitating an environment for adult learners so that they could create a relationships of equality is key in developing skills needed to contribute to meaningful participation in adult curriculum programming at the university level. Having a role in collegiate democracy such as problem-definition, identification of adult student needs, problem-solving, and decision-making structures and the development of critical reflection allows adult students to become more invested in the educational pro cess and increases personal investment (pp. 23-27) Engagement at this level and the opportunities it provides will increase a sense of academic cohesion, groups of adult learners working to carry out social change actions and individual learners moving into opportunities for engagement that address this populations academic needs will help facilitate learning environments that provide academic experiences upon which adult students can obtain valuable successes, build confidence and reach academic goals. Experiential learning or education also helps adult learners identify their skills and strengths in order to devise progression options, and to become agents of their own learning (Connolly, 2002, p. 7). Such learning then is not only the responsibility of the individual learner, but must have a conduit by which learning is facilitated. The following section of this paper will address the responsibility of the higher education institutions role in adult education and the individual learner. Responsibility of Higher Education Institutions This section of the paper proposes the importance of institutions of higher education role in both providing and facilitating adult education with appropriate curriculum and strategies to enhance the adult learning experience. Higher education institutions goals and objectives could be adjusted to fit the learner and provide maximum opportunity to synthesize existing knowledge with new information by designing curricula that experientially relate to the learners developmental stage. The number of adults entering learning situations later in life is growing due to rapid displacement, advancements in shifts in the job market, technological demands, and movement of employment overseas. Merriam, et al. (2007) and her colleagues indicate that two best predicators of adult participation in a states higher education system were availability of undergraduate education (number of seats available, public and private) and educational attainment of the states adult population (percentage of adults with high school or higher) (p.69). Such responses to a voluntary or involuntary transition in their lives, such as seeking education to maintain current employment or to change careers, has necessitated a return to college for many older adults. It becomes the obligation of higher education institutions to adjust teaching strategies, curriculum, goals, and objectives to promote learning success in adult learners. To promote external social change and to provide optimum learning environments for older adult learners requires adjusting strategies in curricula and delivery of the curriculum. Therefore, the next section of this paper will address the important nature of the adult learner and the origins of the andragogical principles and theory. Pedagogy Verses Andragogy This section of the paper will briefly review insights with regard to the relationship between the pedagogy and andragogy principles and the adult learner. The leading form of teaching in America is pedagogy, or didactic, conventional, or teacher-directed method. A different method in terms of instructing adult learners is andragogy. The purpose of this section is to provide the reader with background information regarding both instructional forms. Pedagogical Assumptions. The pedagogical model of instruction was originally developed from Greek, meaning the art and science of teaching children. In the pedagogical model, the teacher has full responsibility for making decisions about what will be learned, how it will be learned, when it will be learned, and if the material has been learned. Pedagogy, places the student in a submissive role requiring obedience to the teachers instructions. It is based on the assumption that learners need to know only what the teacher teaches them. The result is a teaching and learning methodology that promotes dependency on the instructor (Knowles, 1984). The pedagogical model has been most used method applied equally to the teaching of children and adults and is seen as a contradiction in terms. As Knowles (1984) would suggest The reason this contradiction exists is as adults mature, they become increasingly independent and responsible for their own actions. They are often motivated to learn by a sincere desire to solve immediate problems in their lives. Additionally, they have an increasing need to be self-directing. In many ways the pedagogical model does not account for such developmental changes on the part of adults, and thus produces tension, resentment, and resistance in individuals (Knowles, 1984). According to Ozuah (2005), pedagogical theory emphasized five major points: the lack of experience, dependency (in terms of self concept), external motivation, content oriented learning, and readiness to learn. Due to their relatively short lifetimes, children do not have the opportunity to gain much useful experience from many life events or developmental tasks. As a result, children rely on teacher and/or adult guidance to fill the void and provide the information with predetermined course content, to create a frame of reference upon which to build new learning (Knowles, 1984). Furthermore, what little experience children do have is perceived within their limited cognitive abilities. Other factors of pedagogy are also in opposition to the nature of andragogical principles. Children are dependent upon adults for direction and guidance, in terms of learning, the dependent child looks to teachers for guidance as to learning needs, children are basically externally motivated to reach the goals set, not by them, but by teachers and parents. Berk (2004) insinuates that youth are concrete cognitive operational thinkers and operate in the here and now concept of achievement and notes until they are capable to thinking more in the abstract, they are not able to apply current learning to future experiences. In pedagogical methodology, a childs readiness to learn is driven by measurable achievement goals rather than developmental tasks. As childrens goals are externally pre-determined by teachers and parents, their readiness to learn aligns with adult expectations of them rather than their own. In other words, childrens readiness to learn is highly correlated with content achievement, as is their dependency on teachers to know what it is they need to learn. Imel (1989) suggest that Knowles strongly believed that through a comparison of pedagogical, teacher oriented methodology with andragogical, differences between adults and pre-adults would be clearly evident. Andragogical Assumptions. Andragogy as a system of ideas, concepts, and approaches to adult learning was introduced to adult educators in the United States by Malcolm Knowles. Knowles a professor of adult education at Boston University, introduced the term andragogy which he defined as the art and science of helping adults learn in 1968. By 1980 he suggested the following: . . . andragogy is simply another model of assumptions about adult learners to be used alongside the pedagogical model, thereby providing two alternative models for testing out the assumptions as to their fit with particular situations. Furthermore, the models are probably most useful when seen not as dichotomous but rather as two ends of a spectrum, with a realistic assumption (about learners) in a given situation falling in between the two ends (Knowles, 1980, p. 43 ). The andragogical model as conceived by Knowles is predicated on four basic assumptions about learners, all of which have some relationship to our notions about a learners ability, need, and desire to take responsibility for learning: Their self-concept moves from dependency to independency or self-directedness. They accumulate a reservoir of experiences that can be used as a basis on which to build learning. Their readiness to learn becomes increasingly associated with the developmental tasks of social roles. Their time and curricular perspectives change from postponed to immediacy of application and from subject-centeredness to performance-centeredness (1980, pp. 44-45). The growth and development of andragogy as an alternative model of instruction has helped to improve the teaching of adults. Andragogy as a concept and set of assumptions is a system subdivided into pedagogy (dealing with youth education) and andragogy (concerned with adult education). There is some variety, too, in the application of related terms. Some countries use adult pedagogy, one (the Soviet Union) uses the term auto didactic among others to refer to adult education activities, and a few countries use andragology to refer to andragogical science (Knoll, 1981, p. 92). Outside of North America there actually are two dominant viewpoints: . . . one by which the theoretical framework of adult education is found in pedagogy or its branch, adult pedagogy . . . and the other by which the theoretical framework of adult education is found in andragogy . . . as a relatively independent science that includes a whole system of andragogic disciplines (Savicevic, 1981, p. 88). Knowles (1975) in contrast to child learners suggest that adult learners evolve in the area of self-directed learning. One immediate reason was the emerging evidence that people who take initiative in educational activities seem to learn more and learn things better then what resulted from more passive individuals. He noted a second reason that self-directed learning appears more in tune with our natural process of psychological development (1975, p. 14). Knowles observed that an essential aspect of the maturation process is the development of an ability to take increasing responsibility for life. A third reason was the observation that the many evolving educational innovations (nontraditional programs, Open University, weekend colleges, etc.) throughout the world require that learners assume a heavy responsibility and initiative in their own learning. Summary This paper has provided a review regarding the research on approaches to adult learning in theory and practice. Additionally, consideration was given to role social change has played in adult learning programming and community outreach opportunities for this population. Noted were both success in reaching disadvantaged learners and those under-represented. The review of literature also confirms community education works particularly well for those adult learners who have experienced educational successes in high school and who have access to college courses and affordable course work. However, it is clear that andragogy and Malcolm Knowles have brought considerable attention to the adult education field as a separate field during the past three decades. Applied correctly, the andragogical approach to teaching and learning in the hands of a skilled and dedicated facilitator can make a positive impact on the adult learner. Knowles introduction of andragogy was predicated on four basic assumptions drawn on the learning differences between adults and children. With maturity and age, an individuals self concept becomes less dependent and more self directed while accumulating a wealth of valuable experience that would serve the learner when readiness to learn is reflected. Additionally, Knowles notes that adults seek out learning when appropriate to fulfill societal roles, and orientation to learning represented the skills or knowledge sought to either apply to daily problems in fulfilling the societal roles (Lee, 1998). Finally, learning becomes less subject-oriented and more problem-centered (Lee, 1998). In 1984, Knowles added a fifth assumption that suggested that adults are internally motivated rather than externally motivated, and in 1990 a sixth: the need to know why something must be learned prior to learning it and its justification for being learned (Fall, 1998).

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  Ã‚  Ã‚  Ã‚  Ã‚  I plan to pursue a degree in Computer Engineering with an emphasis in technology engineering. I have been interested in this field from the time I work fixing my brothers bikes and mine and, most recently days helping my father after school. Just working with my hands is something that gets my attention and enjoy many new things. This is why I believe that computer engineering is the right career for my future. Ever since I was in seventh grade electronics has been one of my favorite subjects. I knew I wanted to be an engineer when I completed my science fair project I have always worked on electrical currents, the flow of current from its positive charge to its negative charge. What helped me understand this concept was when we had the electricity unit my fr...