I Introduction Because Syria is considered a developing country, the integration of education and technology is still in its infancy. However, there are some existing experiments, which show that this process has truly been initiated. The use of lego robotics has spread through multiple schools
The English word ‘robot’ is a fairly new one, popularized by Karel Čapek in his 1921 play, R.U.R. (Rossum’s Universal Robots). It comes from the Czech ‘robota’, meaning ‘the work of a drudge’ or ‘drudgery’. The play depicts a race of manmade androids, a new servant class that ultimately revolts and exterminates its human masters. In this way, the narrative re-enacts a sort of Biblical Fall (and Rise) of Man. The robot is both the human reborn in Eden, and also the ultimate product of the Original Sin of Man. Čapek’s robot has inextricably rooted itself in science fiction; we might not instantly pinpoint what it is about the robot—or android or cyborg, Dalek or Cylon—that is so compelling, but there is an undeniable appeal, an anxiety that we feel toward these depictions of artificial humanity. It comes as no surprise, then, that the idea of the robot precedes the coinage of its name. Early modern literature and proto-science fiction are consumed with a preoccupation of the artificial human: the ‘robot other’. Beginning with these early representations of the robot—as golems, automatons, and Frankensteinian monsters—I will explore the reasons why the robot other is both irresistible and terrifying, intimately familiar and utterly alien. This chapter will trace the literary history of the robot other from the early modern into the twenty first century.
, artificial intelligence, robotics, self-driving cars and trucks, 3-D printers, and their projected destruction of jobs and, hence, the inevitable vanishing of the working class – and perhaps managers and bean-counters as well. 1 Confronted with such overwhelming accounts of technical progress, we tend to
Kathleen Morgan, Bradley Barker, Gwen Nugent and Neal Grandgenett
1 Introduction The use of robotics in the workplace continues to proliferate in areas where current jobs may be considered dangerous, dull and/or dirty. Globally, robots are found in manufacturing, healthcare, education, transportation, warfare, and even sandwich making ( Hatch, 2018 ; Tsoy
Michail Maniadakis and Panos Trahanias
representations ( Ruppin, 2002 ), and thus facilitates convergence in the time representation debate. This is the aim of the present study, which employs a simulated robotic setup to investigate possible neurocomputational representations of duration. The obtained results provide a fresh and unconventional view
Takanari Sasaya, Nobuaki Kawahara and Kazuhiro Tsuruta
Journal of Micromechatronics , Vol. 1, No. 3, pp. 263– 272 (2002) Ó VSP 2002. In-pipe wireless micro robot KAZUHIRO TSURUTA ¤ , TAKANARI SASAYA and NOBUAKI KAWAHARA Research Laboratories, DENSO CORPORATION, 500-1 Minamiyama, komenoki-cho, Nissin-shi, Aichi 470-0111, Japan Abstract —We have been
Fumihito Arai, Hiroo Mizoguchi, Kosuke Sekiyama and Toshio Fukuda
Journal of Micromechatronics , Vol. 1, No. 3, pp. 239– 251 (2002) Ó VSP 2002. Micro Autonomous Robot Systems (MARS): Coordination and control of multiple micro robots TOSHIO FUKUDA 1 , HIROO MIZOGUCHI 2 , FUMIHITO ARAI 2 ; ¤ and KOSUKE SEKIYAMA 3 1 Center for Cooperative Research in Advanced
Michael Vallance and Catherine Naamani
Virtual worlds are ideally positioned to construct new environments with unique tools and communication opportunities that can support experiential learning through interdisciplinary collaboration. They also simultaneously build bridges across international borders. This chapter will summarize the early stages of our international research, which has been designed to collate data and evaluate the learning experience of teams of sixth form and undergraduate students collaborating in a 3D virtual world when programming a LEGO robot with NXT Mindstorms software to follow pre-determined circuit tasks. Each circuit task is represented by tangible and quantifiably measured outcomes. The aim of each task is twofold: firstly, students are required to work in teams to teach one another a pre-prepared circuit; secondly, teams develop increasingly sophisticated communication, team-working and evaluative skills as they reflect on the learning that has taken place. Tasks so far have included maneuvering around obstacles, using touch sensors to find ways around obstacles, using light sensors to avoid obstacles, using touch and light sensors to scoop up objects, and constructing a bridge to move over an obstacle. The developments have enabled students to actively engage in international collaboration, problem solving, construction of solutions, communication and effective team working. Our observational research, supported by quantitative data, is anticipated to highlight the benefits and limitations of experiential learning in a virtual world.