Sunday, January 26, 2020

Fuzzy Logic Control of a Mobile Robot

Fuzzy Logic Control of a Mobile Robot Abstract In this report the development of mobile robot using fuzzy inference system is presented. The mobile robot has three inputs and two outputs. The three inputs are proximity measures of the wall and the two outputs are turning rate and speed of the mobile robot. The mobile robot is developed to follow the tracking path and avoid collision with the obstacle. Contents Overview and Introduction Input and Output ranges Appendix Construction and performance of the rules MATLAB code for control task Critical evaluation Overview In the beginning of the development of the mobile robot, the virtual robot must be used for the development hence kiks robot is considered. The fuzzy inference system is designed by using MATLAB and implemented on a robot which is kiks robot. The kiks robot is setup by installing the kiks software and the related files are extracted and executed on MATLAB. Then the FIS is designed by coding and deciding the inputs and outputs for the kiks. The turning rate and speed of the robot is defined as per the rules of the parameters for robot movement and to avoid collision with the obstacles. The steps involved are: Defining universe of discourse Deciding the fuzzy sets Define membership functions The fuzzy interference system used is mamdani FIS which involves Fuzzification of input variables Rule evaluation Aggregation of rule output DE fuzzification Introduction The fuzzy control systems are rule based or knowledge based system which contains collection of IF-THEN rules. The advantage of fuzzy system is it is wide usage in performing variety of computational and measurements. The advantages of using fuzzy system in navigation system are: Capabilities of handling uncertain and non-precise information. Real time operation Easy combinations and execution of various behaviours. Develop perception based strategies. Better and easy implementation. The construction of fuzzy system depends on two important parameters which are identifying the universe of discourse and defining correct membership function. The reason for using mamdani over sugeno is because it uses fuzzy terms defined by the shape of the membership function. The mamdani type fuzzy system is better to choose for more human like behaviour of the robot which entails a substantial computational burden. The building of the autonomous mobile robot involves few main considerations which are, path tracking, avoidance of the obstacle and behaviour co-ordination. The definition of universe of discourse and membership function and combination of rules are important for smooth movement and better outcome of the robot. Path tracking involves navigation of the desired path which is computed and defined by human operator tracking walls or obstacles. The difficulties of path tracking deals with incomplete perception of environment, inaccurate measurements and sensor fusion. Avoidance of obstacle using fuzzy logic involves avoiding the unforeseen or dynamic obstacles while it tracking a path or moving towards a target. Fuzzy logic for behaviour co-ordination is used to improve the total performance of the navigation system. The infrared sensor with 6 sensors for the forward direction and 2 sensors for the backward direction. In this phase of training robot, I have used 2 sensors for right, 2 for left and 2 for front sensing. The sensor input is noun used slow, fast, medium. The fuzzy variables are adjectives that modify the variable, left right medright slowright slowleft. In the mamdani type of fuzzy system, the fuzzifier performs measuring of the input variables, scale mapping and fuzzification. The number of membership function defines the shapes of the initial inputs defined by the user. It holds a value of 0 and 1 which indicates the degree of belonging of the quantity to a fuzzy set. Input and Output ranges. Input Membership function Input range Left Far, Intermediate, Close [0 21] Front Far, Intermediate, Close [0 21] Right Far, Intermediate, Close [0 21] Output Membership function Output range Turning rate Slowright, slowleft, medright, left, right, front. [0 200] Speed Veryslow, slow, medium, fast, veryfast. [0 200] Input range for a sensor is 10bits and the input value for sensor is 1024, the sensors are grouped into 2 and wherein each one variable defined by 1024(210) i.e. 2048 therefore that divided by 100 is 21, hence the input range is [0 21]. The input is taken left, right, front with 2 sensors each. The membership function for them is defined far, intermediate, close for the robot to sense the obstacle. The outputs are turn and speed, where in turn has membership functions slowright, slowleft, medright, right, left, front for the robot to turn to a direction when the robot is nearing the robot. The range of the speed is considered as [0 200] as the robot movement was meant to be faster compared to when the speed was in the range [0 100] because the robot must cover more distance in less time and better speed. The membership function for speed is taken as slow, veryslow, fast, veryfast, medium as the robot should move in different direction with different speed so that the robot follows th e path and is not disturbed by sudden obstacle. The combination of the membership functions are rules for the robot to follow to follow the path and along with that to avoid obstacles and give smoother movement. Appendix   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   1a. Movement of robot in arena1   Ã‚   1b. Monitored simulation of arena1    2a. Movement of robot in arena2    2b. Monitored simulation of arena2. Construction and performance of fuzzy rules. If (left is far) and (front is far) and (right is far) then (turn is medright)(speed is fast) (1) If (left is far) and (front is far) and (right is intermediate) then (turn is front)(speed is medium) (1) If (left is far) and (front is far) and (right is close) then (turn is slowleft)(speed is medium) (1) If (left is far) and (front is intermediate) and (right is far) then (turn is medright)(speed is fast) (1) If (left is far) and (front is intermediate) and (right is intermediate) then (turn is front)(speed is medium) (1) If (left is far) and (front is intermediate) and (right is close) then (turn is slowleft)(speed is very_slow) (1) If (left is far) and (front is close) and (right is far) then (turn is medright)(speed is very_slow) (1) If (left is far) and (front is close) and (right is intermediate) then (turn is slowleft)(speed is very_slow) (1) If (left is far) and (front is close) and (right is close) then (turn is slowright)(speed is very_slow) (1) If (left is intermediate) and (front is far) and (right is far) then (turn is right)(speed is fast) (1) If (left is intermediate) and (front is far) and (right is intermediate) then (turn is front)(speed is fast) (1) If (left is intermediate) and (front is far) and (right is close) then (turn is slowleft)(speed is slow) (1) If (left is intermediate) and (front is intermediate) and (right is far) then (turn is medright)(speed is very_slow) (1) If (left is intermediate) and (front is intermediate) and (right is intermediate) then (turn is front)(speed is medium) (1) If (left is intermediate) and (front is intermediate) and (right is close) then (turn is slowleft)(speed is fast) (1) If (left is intermediate) and (front is intermediate) and (right is far) then (turn is slowleft)(speed is slow) (1) If (left is intermediate) and (front is close) and (right is intermediate) then (turn is slowright)(speed is very_slow) (1) If (left is intermediate) and (front is close) and (right is close) then (turn is slowright)(speed is very_slow) (1) If (left is close) and (front is far) and (right is far) then (turn is medright)(speed is slow) (1) If (left is close) and (front is far) and (right is intermediate) then (turn is front)(speed is medium) (1) If (left is close) and (front is far) and (right is close) then (turn is slowleft)(speed is veryfast) (1) If (left is close) and (front is intermediate) and (right is far) then (turn is right)(speed is fast) (1) If (left is close) and (front is intermediate) and (right is intermediate) then (turn is front)(speed is medium) (1) If (left is close) and (front is intermediate) and (right is close) then (turn is slowleft)(speed is medium) (1) If (left is close) and (front is close) and (right is far) then (turn is slowright)(speed is very_slow) (1) If (left is close) and (front is close) and (right is intermediate) then (turn is slowright)(speed is very_slow) (1) If (left is close) and (front is close) and (right is close) then (turn is slowleft)(speed is very_slow) (1) If (left is far) and (front is far) and (right is far) then (turn is slowright)(speed is fast) (1) If (left is far) and (front is intermediate) and (right is far) then (turn is slowright)(speed is fast) (1) If (left is far) and (front is close) and (right is far) then (turn is slowright)(speed is medium) (1) If (left is far) and (front is close) and (right is intermediate) then (turn is slowright)(speed is slow) (1) If (left is far) and (front is close) and (right is close) then (turn is slowright)(speed is fast) (1) If (left is intermediate) and (front is close) and (right is close) then (turn is slowright)(speed is very_slow) (1) If (left is intermediate) and (front is far) and (right is close) then (turn is slowright)(speed is very_slow) (1) If (left is intermediate) and (front is intermediate) and (right is close) then (turn is slowright)(speed is fast) (1) If (left is close) and (front is far) and (right is far) then (turn is slowright)(speed is far) (1) If (left is close) and (front is intermediate) and (right is intermediate) then (turn is slowright)(speed is far) (1) If (left is close) and (front is close) and (right is close) then (turn is slowright)(speed is slow) (1) If (left is close) and (front is close) and (right is close) then (turn is slowright)(speed is veryfast) (1) MATLAB Code to implement the control task % - %   (c) 2000-2004 Theodor Storm %   http://www.tstorm.se %   Modified by Lily Meng 16th September 2009 % - function FIS_navigate(port,baud,time) % FIS_navigate(port,baud,time) % port = serial port to communicate with (port simulated robot, port>=0 ==> real robot % baud = baud rate % time = time to run behaviour if nargin

Saturday, January 18, 2020

Anthro Assignment

Anthropology 100Dr. Judkins Fall 2012 Writing Assignment by Christina O’Shea In the early twentieth century, Arnold van Gennep, a French ethnographer, wrote â€Å"The Rites of Passage† in which he describes the process of changing social states of being. This one theory has certainly made a deep impact on anthropological thought due to the fact that it can be applied to a number of situations, both past and present, in which transitions are made. It can also be used as an educational tool for people to use so that they can have a better understanding of the practices of many different cultures.In fact, many examples of the theory of Gennep can be found in ethnographic autobiographies, such as â€Å"Sun Chief: The Autobiography of a Hopi† by Don C. Talayesva. â€Å"Sun Chief: The Autobiography of a Hopi† is the story of Don C. Talayesva, a man raised as a Hopi Indian and then trained as a white man. Written from his point of view, the autobiography allows t he reader to have a better understanding of Hopi culture as Don shares the story of his life. At one point in the work, Don mentions a particular moment in his life when he decided to join his father on a salt expedition to Little Grand Canyon.I can honestly say that when I first read of the salt expedition of Don, I did not really think much of it. I believed that the reason that this event was even mentioned was to describe to the reader the method that the Hopi Indians used to acquire salt. However, after learning the rights of passage theory of Arnold van Gennep, I began to realize that this journey became more to do with initiation rather than nutrition. In â€Å"The Rites of Passage†, Van Gennep explains that a rite of passage has three phases that are handled through ritual and a symbolic code by which we understand meaning.The first phase is called the â€Å"separation† phase in which you remove yourself from a former social status. In â€Å"Sun Chief†, one example of how Don used this phase while on the expedition was before the journey even began. Don states that on the morning of the expedition, â€Å"the War Chief sprinkled a corn-meal path, placed a feather upon it with the breath line pointing westward†¦each of us stepped on the â€Å"road-marker,† and the expedition was under way†. Throughout the journey, Don describes the ultiple customs of must perform while on the salt expedition in which he and his traveling companions pay respect to the ancestors and the gods which allowing Don to grow more spiritually, thereby preparing him for his transition. Following in the tradition of his ancestors, Don carves his clan emblem on a rock in order to pay respect to Hopi salt gatherers from years passed. At the shrine of the Salt Woman, Don also has intercourse with the shrine as a prayer for health and an increase in offspring. Since it was his first expedition, Don had to strip completely naked beforehand.While re ading of the various tasks that Don had to complete on his journey, I realized that the amount of commitment that Don had to these preparations reminded me of how I felt as I was preparing to receive the sacrament of Confirmation. By deciding to be a candidate for Confirmation, I, like Don, chose to follow in the footsteps of my parents and grow more spiritually. In order to be â€Å"confirmed†, I had to complete various activities to prove that I should become an adult member of the Catholic Church.The second phase of passage is called the â€Å"liminality† or â€Å"transition† phase is essentially the middle point where the actual transformation takes place. When Don arrives at the kiva â€Å"and the hole through which mankind emerged†, since this was his first salt expedition, he is given the task by the War Chief to reach down into an empty cavity, where the kiva was connected, while holding a prayer feather sprinkled with corn meal in his hand. In ex change for the feather, the spirits, traditionally, will give to Don the coveted yellow clay that, Don states, â€Å"is always used for paho making†.Without fear Don reached down, while being held securely by his father and the War Chief, into the hole and, while letting go of each feather, drew handfuls of clay. During this, Don states â€Å"I could feel the presence of spirits below, who accepted the feather and gave me clay†. After depositing the feathers and praying, Don and his companions proceeded to a small fountain, high atop which was a cupped top overflowing with salt that they proceeded to gather for themselves and for the Salt Woman. While reading of the spiritual connection that Don experienced, I remembered that which I received during my Confirmation ceremony.I had spent months preparing for this moment and now, at long last, there I was, wearing my red robe sitting in the pew in front of the church, waiting for my name to be called. Finally, when I was called by the bishop to come to him in front of the alter, I, like Don, showed no fear as I rose out of the pew and walked down the aisle of the church with my back to the congregation. After being called by the name of the saint that I chose to honor, I received a blessing from the bishop and was proclaimed a confirmed member of the Catholic Church.The third and final phase of passage is called the â€Å"re-aggregation† phase in which one re-enters society with their new status. In â€Å"Sun Chief†, when all of the needed salt is gathered, it is determined that the expedition is now over and Don and the others begin the journey home. As they pass the various shrines Don notices that his offerings had been viewed favorably by the spirits. Eventually, after distributing a large amount of salt to the Salt Woman, they reached Moenkopi and, after turning the â€Å"road-marker†, which they used in the beginning of their journey, eastward, they soon made their way bac k home to Oriabi.Don is asked by his father what he thought of the salt expedition. Don replies that it was â€Å"pretty tough† and he believes that the salt that they have gathered will not last them a year. His father replies that this is the way that most young men think now. After finishing Don’s account of the salt expedition, I could not help but sympathize with Don. After all of the steps that Don had to preform, Don probably thought that he would receive a larger amount of salt than he actually got.As I was preparing to receive Confirmation, there were times where I would be sacrificing time, which, at the time, I felt was more important and so, I began to wonder if all of these preparations were even worth going through. However, I soon realized that spiritual growth is not something that is just given to you; it is something that is earned. Therefore, the journey to that growth needed to be tough for it showed how much you wanted it. Throughout the process, I kept reminding myself that it would all be worth it and, in the end, it was.After being confirmed into the Catholic Church, I instantly felt the feeling of satisfaction and accomplishment. I was now officially an adult member of the Catholic Church. I also felt that through this sacrament, I had grown more spiritually and that my relationship with God had grown stronger. In Don’s case, without question, he showed no fear as he performed each of the tasks and, though he did not think so at the time, all of the preparation was truly worth it. While on the expedition, Don paid tribute to both the spirits and the ancestors allowing him to grow more spiritually.Since Don participated in the expedition, his elders no longer consider Don a novice for he has now gained experience necessary to assist him in the future. By going on this salt journey, Don has shown his respect for his culture and how he honors the traditions and customs of his heritage. By using van Gennep’s rit es of passage theory, the overall structure and true meaning of Don’s salt expedition has certainly become clearer. Using this information, I have also found that van Gennep’s theory cannot only be applied to the salt expedition, but to other life events of Don as well.Other instances in â€Å"Sun Chief† where van Gennep’s rites of passage theory can be applied are when Don was born, when he became married to Irene and when he was initiated into the Wowochim society. By showing me how Don’s journey of spiritual growth resembled my own, I can now say that van Gennep’s, surprisingly universal, theory has allowed me to have a better understanding of Don’s culture. Works Cited 1. Talayesva, D. (1942). Sun chief: The autobiography of a hopi. (p. 232-246). London, England: Yale University Press.

Friday, January 10, 2020

Comparison of Setting in Hamlet and Trifles

William Shakespeare’s play Hamlet written in 1600 is about the protagonist Hamlet, prince of Denmark who is grieving after the loss of his father, King Hamlet. The ghost of his father visits young Hamlet and orders him to seek revenge on his uncle Claudius, the man who seized his throne and married his widowed wife. Trifles, a play by Susan Glaspell written in 1916, is a play about the search for evidence of the murder of Mr. Wright. The entire play takes place in the Wright’s kitchen in which two women, Mrs. Hale and Mrs. Peters discover that the murderer was none other than his wife Minnie Wright. Both of these plays consist of similar themes such as grief, memory of loved ones, death and murder. This paper will argue that how the setting of the graveyard in Hamlet and the setting of the kitchen in Trifles contribute to the characters and themes in each play. Specifically, it will look at examples from Hamlet and Trifles and show how memory and grief pertain to both Hamlet and Mrs. Wright with contribution from each of the settings. Although Mrs. Wright may be the protagonist of the play, Mrs. Hale and Mrs. Peters are almost as significant. All three women had dominating husbands who expected their women to carry out house chores, take care of the farm and raise their children; what was expected of a woman in that era. Mrs. Hale and Mrs. Peters accepted their roles as women, and carried out their duties as expected. Mrs. Wright on the other hand was unhappy in her home and with her life, and from Mrs. Hale and Mrs. Peters comments about her dreariness we learn that it is more likely she murdered her husband. For example, Mrs. Hale talks about how she was 30 years ago, â€Å"She used to wear pretty clothes and be lively, when she was Minnie Foster, one of the town girls singing in the choir† (791). However, once she became Minnie Wright and was expected to be a wife, keep her house clean and do chores, she did not enjoy it and hence did not make an effort in it. This is all evident in the state her kitchen is in, as at that time a woman’s main pride was in the way she kept her kitchen. From the setting of the kitchen, we notice how grief is significantly present in the surroundings, which cause memories from Mrs. Wright’s past to be brought up. Due to the fact that the entire play takes place in this specific setting shows that even though Mrs. Wright is not present, she is s till the protagonist. The kitchen is cold, dirty, and very still which shows that a death has just occurred in this house. It adds to the tense atmosphere of the play. Evidence to support the fact that she murdered her husband is discovered by the two women, Mrs. Hale and Mrs. Peters in this very kitchen. This shows that Mrs. Wright spent most of her time in the kitchen, as she was expected to as a housewife, and evidently did not enjoy it. Likewise, from the play we discover that the kitchen was dirty, messy and not taken care of. For example, the county attorney points this out by exclaiming â€Å"Dirty towels! Not much of a housekeeper, would you say, ladies? † (790). As the play goes on the women then discover Mrs. Wright’s most recent disheveled knitting. Both these examples from the setting of the kitchen show us that Mrs. Wright was in a nervous state of mind, and significantly distracted in the days leading up to the murder of her husband. Finally, the most prominent event in the play is the discovery of the dead bird amongst her sewing things, which is the main evidence that Mrs. Wright did murder her husband. Upon discovering this evidence however, both the women choose to keep it to themselves, in order to protect one of their own. The narration of the memory of Minnie Foster creates a sense of grief for the women towards Mrs. Wright and what she was going through. It is tragic because Mrs. Wright transformed from a happy, choir singing, jolly independent woman, to a quiet housewife who knits and keeps to herself most of the time. For example, Mrs. Hale compares her to a bird to describe her character thirty years ago when she says â€Å"- come to think of it, she was kind of like a bird herself – real sweet and pretty, but kind of timid and – fluttery. How – she – did – change† (795). All this talk of who Mrs. Wright used to before she got married shows the audience what kind of woman she used to be, to what she had become. They also discuss how Mr. Wright was a hard man, and the thought of spending the day with him was horrifying. These memories of the Wright couple as individuals result in the women grieving for Mrs. Wright. This is a possible reason why they kept the evidence a secret from the sheriff and county attorney. They understand Mrs. Wright’s state of mind, and what she was going through and hence wanted to protect her as she had enough courage to act upon her misery. Although there has been a death, their grieving is for a different reason: one tha t only a woman can understand. Similarly, the setting of the graveyard in Hamlet represents the idea of death, sorrow, and grief. It is a cold place, dark at night and very quiet and one is surrounded by death. It is a prominent setting in Hamlet as it is the place in which Hamlet discovers through the ghost that it was his uncle who murdered his father. In addition it is where he finds out that his one true love Ophelia has committed suicide. He has discovered that he has lost two of the most loved people in his life. For example, in Act 1 Scene 5 the ghost says, â€Å"The serpent that did sting thy father’s life, Now wears his crown† (968). Also, when Hamlet discovers that it is Ophelia who has died, he comes forward and confesses how much he had loved her â€Å"I lov’d Ophelia. Forty thousand brothers Could not with all their quantity love make up my sum† (1043). All this contributes to Hamlet’s distressed, suicidal character. He suffered significantly after the loss of important people in his life and became depressed due to this. Shakespeare’s plays main themes are revenge, grief, depression and death. The setting of the graveyard incorporates all these themes, more specifically memory and grief, hence the reason why it is a significant setting. As mentioned earlier, throughout the play Hamlet is grieving for numerous reasons. From the beginning of the play, it was for the loss of his father, and then in his first soliloquy he talks of how fast time is moving and how his mother has wedded so fast. As the play progresses, Hamlet learns from the ghost that his very own uncle murdered his father, and that the love of his life, Ophelia has committed suicide. Due to the fact that unfortunate events are recurring so close together, Hamlet’s state of mind is evident through his words, that he is suicidal. For example, in his first soliloquy in Act one scene two, he expresses â€Å"O that this too too sallied flesh would melt, Thaw, and resolve itself in a dew! Or that the Everlasting had not fix’d His canon ‘gainst [self-]slaughter! † (956). In this line, he wishes for his flesh to melt and that God had not made suicide a sin. His thoughts recur in his â€Å"To be or not to be† soliloquy. Hamlet discovers the skull of the Yorick, the old court jester from Hamlet’s childhoo d. Upon discovery of this skull, he is reminded of a fond memory from his childhood that is from so long ago, that he has forgotten how it feels. However, the discovery of this skull also makes Hamlet realize that no matter who you are, we will all die one day and return to dust. This memory makes Hamlet realize that he needs to come to terms with losses in his life, and take revenge for his father’s death. We have seen throughout this paper how the setting of the graveyard in Hamlet and the setting of the kitchen in Trifles have contributed to the characters and themes of each play. It specifically looked at how memory and grief pertain to the characters and themes. Examples from Hamlet have shown the theme of grief, and depression of the play due to the loss of loved ones. The graveyard emphasizes these themes, as well as Hamlet’s character and his actions due to his unsettled state of mind. The memory of his father causes him to grieve to a further extent, however with the memory of Yorick he realizes that even Alexander the Great, and Julius Caesar all returned to dust eventually. The kitchen in cold, dirty kitchen of Trifles represents Mrs. Wright’s state of mind leading up to the murder of her husband. Also, the memory of Minnie Foster narrated by Mrs. Hale shows how drastically her character transitioned. The women grieve for the fact that she had to take such drastic measures to claim her freedom, and hence hide their discovery of the bird.

Thursday, January 2, 2020

Women s Rights During The 19th Century - 1411 Words

From the beginning of year 1832, William Lloyd Garrison, an abolitionists and a reporter Association organized an association against slavery and encouraged the full participation of women. Garrison s idea is not supported by most of the abolitionists. Those abolitionists who did not want women to participate in established another abolitionist organization. Abolitionism, also known as abolition of slavery, is a political movement in order to abolishing the slave trade and slavery system. This movement began in the Age of Enlightenment and went to the peak time in the 19th century. In many places, this movement was getting substantially success. A handful of women began to be famous as abolitionist writers and speakers such as Lydia Maria Child, Grimkà © sisters and Abby Kelley. Although these women s speech focused on the evils of slavery, the fact that these women speak in public itself was noteworthy and represented women s rights. Since women began to seek more control over their lives, women’s rights received more attention. Husband and father of one family still held the right to speak and even could arrange the lives of women. Society prohibited women from inheriting property, signing contracts, serving on a jury and voting in elections. Women s employers thought women could only expect to get some jobs in service industry and can only get the half of men’s income if they did the same work. In 1836, Ernestine Ross began to preach to women s groups something aboutShow MoreRelatedWomen s Rights During The 19th Century1507 Words   |  7 PagesWomen’s Rights In The 19th Century The 19th century was an important period for women especially in Europe and North America. It was a crucial time for demand for change and women were at the forefront of it all. Viewed only as a homemaker, women found it difficult during this time to show society what they were capable of. 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