Multiple chaotic central pattern generators with learning for legged locomotion and malfunction compensation

An originally chaotic system can be controlled into various periodic dynamics. When it is implemented into a legged robot's locomotion control as a central pattern generator (CPG), sophisticated gait patterns arise so that the robot can perform various walking behaviors. However, such a single chaotic CPG controller has difficulties dealing with leg malfunction. Specifically, in the scenarios presented here, its movement permanently deviates from the desired trajectory. To address this problem, we extend the single chaotic CPG to multiple CPGs with learning. The learning mechanism is based on a simulated annealing algorithm. In a normal situation, the CPGs synchronize and their dynamics are identical. With leg malfunction or disability, the CPGs lose synchronization leading to independent dynamics. In this case, the learning mechanism is applied to automatically adjust the remaining legs' oscillation frequencies so that the robot adapts its locomotion to deal with the malfunction. As a consequence, the trajectory produced by the multiple chaotic CPGs resembles the original trajectory far better than the one produced by only a single CPG. The performance of the system is evaluated first in a physical simulation of a quadruped as well as a hexapod robot and finally in a real six-legged walking machine called AMOSII. The experimental results presented here reveal that using multiple CPGs with learning is an effective approach for adaptive locomotion generation where, for instance, different body parts have to perform independent movements for malfunction compensation.Comment: 48 pages, 16 figures, Information Sciences 201

The Structured Process Modeling Theory (SPMT): a cognitive view on why and how modelers benefit from structuring the process of process modeling

After observing various inexperienced modelers constructing a business process model based on the same textual case description, it was noted that great differences existed in the quality of the produced models. The impression arose that certain quality issues originated from cognitive failures during the modeling process. Therefore, we developed an explanatory theory that describes the cognitive mechanisms that affect effectiveness and efficiency of process model construction: the Structured Process Modeling Theory (SPMT). This theory states that modeling accuracy and speed are higher when the modeler adopts an (i) individually fitting (ii) structured (iii) serialized process modeling approach. The SPMT is evaluated against six theory quality criteria

Modeling and Verification of Agent based Adaptive Traffic Signal using Symbolic Model Verifier

This paper addresses the issue of modeling and verification of a Multi Agent System (MAS) scenario. We have considered an agent based adaptive traffic signal system. The system monitors the smooth flow of traffic at intersection of two road segment. After describing how the adaptive traffic signal system can efficiently be used and showing its advantages over traffic signals with predetermined periods, we have shown how we can transform this scenario into Finite State Machine (FSM). Once the system is transformed into a FSM, we have verified the specifications specified in Computational Tree Logic(CTL) using NuSMV as a model checking tool. Simulation results obtained from NuSMV showed us whether the system satisfied the specifications or not. It has also showed us the state where the system specification does not hold. Using which we traced back our system to find the source, leading to the specification violation. Finally, we again verified the modified system with NuSMV for its specifications.Comment: 13 pages, 6 figures, Submitted to International Journal of Computer Application (IJCA

Perspective study: governance for C2C

This perspective study will serve as frame of reference for follow-up activities and exchanges both within and outside the Cradle to Cradle Network (C2CN) and it aims to reflect the current challenges and opportunities associated with implementing a Cradle to Cradle approach. In total, four perspective studies have been written, in the areas on industry, area spatial development, governance and on the build theme

Addictive links: The motivational value of adaptive link annotation

Adaptive link annotation is a popular adaptive navigation support technology. Empirical studies of adaptive annotation in the educational context have demonstrated that it can help students to acquire knowledge faster, improve learning outcomes, reduce navigational overhead, and encourage non-sequential navigation. In this paper, we present our exploration of a lesser known effect of adaptive annotation, its ability to significantly increase students' motivation to work with non-mandatory educational content. We explored this effect and confirmed its significance in the context of two different adaptive hypermedia systems. The paper presents and discusses the results of our work

Transposing from the laboratory to the classroom to generate authentic research experiences for undergraduates.

Large lecture classes and standardized laboratory exercises are characteristic of introductory biology courses. Previous research has found that these courses do not adequately convey the process of scientific research and the excitement of discovery. Here we propose a model that provides beginning biology students with an inquiry-based, active learning laboratory experience. The Dynamic Genome course replicates a modern research laboratory focused on eukaryotic transposable elements where beginning undergraduates learn key genetics concepts, experimental design, and molecular biological skills. Here we report on two key features of the course, a didactic module and the capstone original research project. The module is a modified version of a published experiment where students experience how virtual transposable elements from rice (Oryza sativa) are assayed for function in transgenic Arabidopsis thaliana. As part of the module, students analyze the phenotypes and genotypes of transgenic plants to determine the requirements for transposition. After mastering the skills and concepts, students participate in an authentic research project where they use computational analysis and PCR to detect transposable element insertion site polymorphism in a panel of diverse maize strains. As a consequence of their engagement in this course, students report large gains in their ability to understand the nature of research and demonstrate that they can apply that knowledge to independent research projects

Application of Advanced Early Warning Systems with Adaptive Protection

This project developed and field-tested two methods of Adaptive Protection systems utilizing synchrophasor data. One method detects conditions of system stress that can lead to unintended relay operation, and initiates a supervisory signal to modify relay response in real time to avoid false trips. The second method detects the possibility of false trips of impedance relays as stable system swings “encroach” on the relays’ impedance zones, and produces an early warning so that relay engineers can re-evaluate relay settings. In addition, real-time synchrophasor data produced by this project was used to develop advanced visualization techniques for display of synchrophasor data to utility operators and engineers

Instructional strategies and tactics for the design of introductory computer programming courses in high school

This article offers an examination of instructional strategies and tactics for the design of introductory computer programming courses in high school. We distinguish the Expert, Spiral and Reading approach as groups of instructional strategies that mainly differ in their general design plan to control students' processing load. In order, they emphasize topdown program design, incremental learning, and program modification and amplification. In contrast, tactics are specific design plans that prescribe methods to reach desired learning outcomes under given circumstances. Based on ACT* (Anderson, 1983) and relevant research, we distinguish between declarative and procedural instruction and present six tactics which can be used both to design courses and to evaluate strategies. Three tactics for declarative instruction involve concrete computer models, programming plans and design diagrams; three tactics for procedural instruction involve worked-out examples, practice of basic cognitive skills and task variation. In our evaluation of groups of instructional strategies, the Reading approach has been found to be superior to the Expert and Spiral approaches