Dog Training

A new puppy can make a mess of your house very quickly and I soon realized that I needed a way to train my new Christmas puppy.  As things were, the puppy was getting me trained to do what she wanted me to do.  By New Years day we were out of control, and that’s when I found some online dog training videos.

 

Think of the advantage of online dog training.  I needed help now, with online dog training videos I had access right away, I had the help I needed without waiting for a book or DVD to ship.  Suddenly new hope entered my life and instead of the little dog training me to deal with her mess I saw how to turn this around

 

I learned to concentrate on what the dog was doing right. Professional dog trainers everywhere tell their students to reward their dogs when they do something right. This “positive training” method is in contrast to training that centers on punishment. The dog training videos recommend that owners praise and reward their dogs with treats and affection for good behavior instead of just scolding them for bad behavior.

 

I also learned that dog training should be fun if you do it right.  I learned that several shorter – 10 minute training sessions a day are better than a single long session.  Long sessions are what you get when you take a live class and those classes are usually once a week. I hear from friends that both you and the dog will drift in the intervening time.  Everyone has good intentions of carrying on between sessions but let’s face it, the human attention span in today’s world is not that great and the week will pass before you even think about training again.  The other thing is I hate to think of having to wait for a number of weeks for a new training session to begin.  On New Year’s Day I needed help and I needed in now.  The online dog training videos were immediately available and are always there whenever they are needed.  

 

The online video dog training is actually fun! I learned that everything you do with your dog should be fun! And the more training you do with your dog, the more fun you are going to have with your dog and you will have a happier, more confident, and better behaved dog.  Replace bad habits with good habits through reinforcement. If it annoys you that every time someone comes to visit, your dog jumps all over them, you need to find some other way for your furry friend to greet guests. Start by determining what you would like your dog to do. Maybe you would prefer that he come and site by your side when people arrive. Then work on teaching your dog to sit, and reward her heavily with praise and treats when she does. With this technique, you are teaching your dog a new habit to replace the bad behavior that you want to break by replacing the bad behavior with something that brings praise and rewards.  If you do need to correct your dog in a negative way immediately show your dog the right behavior and follow it with positive praise to keep the dog happy and wanting to work with you.  Keep it fun. 

 

Online dog training videos are a great resource for training your dog.  The range of topics covered is complete and by experts and the videos are ready when you need them – ready on your schedule.  

Renee Pullman
http://www.articlesbase.com/pets-articles/dog-training-videos-751437.html

Trying to find a gift for my wife who is deaf/ hard of hearing. Can everyone look at the Dog training videos or dvds you have and see if any of them have subtitles. If so would love to know the name of it.
Thank you,

Maybe a place to start looking would be Dogwise. They carry a lot of books and other materials about dogs. If they didn’t have it, they might be able to advise you where to look.

http://www.dogwise.com

Good luck in your search.

Ever since 9/11 and the explosive growth of crime in our cities and neighborhoods, concerned and frightened citizens everywhere have been increasingly interested in protecting their property, and more importantly, those they love.

Modern technology has provided an array of solutions however one of the best-kept secrets can be found nestled among 25 acres in Aiken, South Carolina where the ultimate solution for “home-land” security can be found.

It’s called Harrison K-9 Security Services, a provider of the most sophisticated protection dogs in the world!

If you are like most people, your experience with trained dogs is probably limited to seeing them in back of police vehicles, looking menacing while barking uncontrollably.

Actually, military dogs have been used throughout history going back as far as the ancient Greeks and Romans.

Napoleon used them in 1798 to guard the walls of Alexandria, Egypt

In 1884, the German Army established the first organized Military School for training war dogs at Lechernich, near Berlin; and in 1885 wrote the very first training manual for MWD (Military War Dogs).

During the Gulf War, at least 1,177 highly trained German Shepherds were use by the French forces to guard and protect their troops, supplies and aircraft. The USA used 88 teams.

Harrison K-9 Security Services is the brainchild of Harrison Prather who started his own security dog business in 1975 after graduating college and apprenticing with a Master Trainer who specialized in training military and police dogs.

It was there that he realized that a key element of the “dog’s nature” was being ignored. Traditional training focused on the dog’s innate aggressive nature without control. “They naturally have the power,” says Harrison, adding, “What you want is to control that power….power without control is nothing.”

“The type of dog that we produce is a social dog that makes a great family pet but is also taught to defend its handler and its handlers’ family and loved ones with amazing ferocity and courage.”

Seeing is believing so if you really want to understand what Harrison is saying, I urge you to watch the company’s promotional video at www.harrisonk9.com/html/video.cfm

Consequently, that’s one of the things that separate Harrison K-9s from the rest of the industry and has made him one of the oldest and most prestigious Schutzhund or “protection dog” companies in the U.S.

Schutzhund (german for protection dog) is a dog sport that was developed in Germany in the early 1900s to test whether German Shepherd Dogs act and perform in the manner that the breed was intended, rather than simply evaluating a dog’s appearance. Today, many breeds other than German Shepherds can compete in Schutzhund, but it is a demanding test for any dog and few of them can pass this kind of test.

Harrison has been importing his dogs from the same source in Germany for over 15 years now. His supplier/importer has been, on several occasions, the Captain of the German International Team for Schutzhund competition.

When asked what makes his dogs so special and worth the $25,000 to $60,000.00 his clients pay for them, Harrison said, “you can compare them with thoroughbred race horses that are valued by their genetic purity and carefully preserved bloodlines.”

“These superior-bred dogs are handpicked by my supplier in Germany for their pedigree, intelligence, working abilities and temperament and then delivered to me after completing two to three years of foundation training. After that time these same dogs undergo rigorous evaluations and additional proprietary training designed for each individual client’s needs.

Harrison K-9 sells an average of 130 dogs a year; each trained to the specifications and needs of its new owner.

Harrison makes the ultimate decision….determining which dogs go with which clients. “It’s part science and part intuition…an intuition obviously developed as a result of 35 years in the business.”

The process begins with an informal conversation with the client questioning what kind of environment the dog will be in….are there children…security needs…lifestyle (will dog travel, etc.)

Each sale comes with a 60 day guarantee for compatibility and the company will replace the dog for any reason. “The customer is always right,” Harrison proudly stated.

A Harrison K-9’s three months of training is rigorous and extensive simulating real-life situations and taught to bite only on command, even if it’s provoked.

One of Harrison’s secrets is that his staff is almost entirely female to make sure that all dogs can be handled by the client and his or her family.

When each dog is trained and ready, the client can choose to receive their personal instructions in care and handling at the Harrison K-9 facility in Aiken, South Carolina. Or they can have the dog delivered to them along with two trainers who introduce the dog to the new family and teach its members the commands and signals the dog relies on. Every client gets a DVD copy of the care and handling training they receive and the company also offers periodic training if needed to refresh their memory.

Clients come from the U.S., Europe, and Latin America and include a “who’s who” of dignitaries and celebrities, many of whom will never be mentioned by Harrison or any of his workers as anonymity is sacred at Harrison K-9.

When I asked Harrison to “drop a couple of names” of some of the more notable celebrities that have bought dogs from him, he apologized and said that he couldn’t answer me. This is because he promises every client the utmost in anonymity even though he could certainly capitalize financially by using their names in his brochures and other marketing materials.

One typical Harrison K-9 client who has had security problems in the past describes themselves as “recognizable with a high-profile lifestyle.” They’ve opted to forgo armed bodyguards in favor of a pair of Harrison K-9 protection dogs and now have the best of all worlds because in addition to having superior protection, they also have a loving and playful pet for their children and grandchildren.

“Does your security system include unconditional love like mine does?” he jokingly asked.

If the security is an issue of concern for you, your property or family then an executive protection dog must be seriously considered.

In multiple studies and interviews conducted among convicted sexual assault, robbery and burglary felons they were asked what security measures taken by homeowners were most effective at deterring their criminal intentions. Consistently, at the top of the list were security dogs!

WHY?
1) Canine hearing abilities…more sensitive then alarm systems;
2) Canine barking alerts homeowners and neighbors;
3) Fear of being attacked;

It is clear that Harrison and his staff have the entire process of dog selection, training and delivery down to a science making the experience an enjoyable one for the client and his or her family.

Now all you need is $25K to $60K and it’s a done deal. If you think that’s a lot of money…it is! However when you run the numbers and compare apples to apples, not only is it a great deal….it’s a must have!

Michael Lang
http://www.articlesbase.com/home-security-articles/harrison-k9s-the-best-quothomeland-securityquot-money-can-buy-755319.html

I’m trying to teach or train a husky- german shepard mix pup2mos, old. I know that’s young, but I figure if I start trying now on simple things that it is better than waiting or putting it off until he won’t understand any commands. His mom,german shepard, was so easy to teach everything,but his dad,husky,oooh my gosh.He was so hyper, he would’nt be still to listen to anything.

When my dog was a puppy the puppy trainer recommended a book by the Monks of New Skeet. They are known for having well trained dogs. Good luck.

A security guard or security officer is, usually, a privately-employed person who is employed to protect property and/or people. Usually security guards are uniformed and act to protect property by maintaining a high visibility presence and observing (either directly, through patrols, or by watching alarm systems or video cameras) for signs of crime, fire or disorder; then taking action and/or reporting any incidents to their client, employer and emergency services as appropriate.

The security officer motto is to “detect, deter, observe and report.” Security officers are not normally required to make arrests (but has the authority to make a citizens arrest) or otherwise act as police officers except in some United States jurisdictions in which the security officer is invested with arrest powers like those of a county sheriff. In contrast to the above mentioned motto, a Private Security Officer’s actual primary duty is prevention of crime. Security personnel do enforce company rules and can act to protect lives and property. In fact, they frequently have a contractual obligation to provide these actions. Security Officers are often trained to perform arrests, operate emergency equipment, perform first aid, CPR, take accurate notes and write effective reports, and perform other tasks as required by the property they are protecting. In case of Armed Security Officers who are also called Private Police Officers , are required to go through additional training mandated by the state for carrying weapons such as baton , firearms , handcuffing , arrest and control and pepper spray trainings .

One major economic justification for security guards is that insurance companies (particularly fire insurance carriers) will give substantial rate discounts to sites which have a 24-hour presence; for a high risk or high value venue, the discount can often exceed the money being spent on its security program. This is because having a security guard on site increases the odds that any fire will be noticed and reported to the local fire department before a total loss occurs. Also, the presence of security guards (particularly in combination with effective security procedures) tends to diminish “shrinkage,” theft, employee misconduct and safety rule violations, property damage, or even sabotage. Many casinos hire security guards to protect the money when transferring it from the casino to the casino’s bank.

Security officers also perform access control at building entrances and vehicle gates by ensuring that employees and visitors display proper passes or identification before entering the facility. Security officers are often called upon to respond to minor emergencies (lost persons, lockouts, dead vehicle batteries, etc.) and to assist in serious emergencies by guiding emergency responders to the scene of the incident and documenting what happened on an incident report. In case of armed security officers, often they are required to respond like police officers until situation is under control and / or proper authorities arrive on the scene.

Although security officers are a distinct type of personnel from either police officers or the military, in the United States a very high proportion of security personnel, including most senior management personnel, are either former or retired members of one or both services. Many security officers who don’t fit this profile (young people in particular) use the job as a springboard into a police career.

Being a private security officer is by no means a lucrative endeavor. Most first line private security personal are paid a low wage which often does not reflect the risks they endure on the job.

Security officers are classified as either of the following
“In-house” or “proprietary” (i.e. employed by the same company or organization they protect, such as a mall, theme park, or casino)
“Contract,” (working for a private security company which protects many locations.)
“Public security” or security police
“Private Patrol Officers” , Patrol gated communities. i.e. Bel-Air Patrol
“Private Police Officers”, also known as Armed Security Officers

Industry terms for various security personnel include: Security , guards, agents, watchmen, officers, safety patrol , Armed Security , Private Police ,Loss Prevention Officers , Bodyguards , Executive Protection Officers . Other job titles in the security industry include dispatcher, receptionist, driver, supervisor, alarm responder, armed security officer, and manager.

Newer terms have been developing within the American security industry that tend to reclassify security personnel into three basic classes, as follows:
Security guards: These personnel, usually uniformed, are primarily responsible for the protection of property only and do not have a responsibility for anything other than basic visibility and reporting. Examples of security guards include night watchmen on construction sites, bank vault guards, and monetary transport guards of money and valuables.

Security officers: These personnel, also usually uniformed, are employed in functions that involve the protection of lives, property and the public peace on private property. Examples of security officers include apartment complex security officers, mall security officers, private patrol officers, and any security personnel that operate in an environment that includes a contractual obligation for the protection of lives and/or the public peace.

Security agents: These personnel, usually without a uniform, are primarily contracted or employed with a focus on apprehension rather than prevention on private property. Examples of security agents include loss prevention agents and personal protection agents (bodyguards).

Security personnel are not police officers but are often confused with them due to similar uniforms and behaviors, especially on private property. Security personnel derive their powers not from the state, as public police officers do, but from a contractual arrangement that give them ‘Agent of the Owner’ powers. This includes a nearly unlimited power to question with the freedom of an absence of probable cause requirements that frequently dog public law enforcement officers. Additionally, as legal precedents have further restrained the traditional police officers’ power of “officer discretion” regarding arrests in the field, requiring a police officer to arrest minor lawbreakers, private security personnel still enjoy such powers of discretion largely due to their private citizen status. Since the laws regarding the limitations of powers generally have to do with public law enforcement, private security is relatively free to utilize non-traditional means to protect and serve their clients’ interests. This does not come without checks, however, as private security personnel do not enjoy the benefit of civil protection, as public law enforcement officers do, and can be sued directly for false arrests and illegal actions if they commit such acts.

Josh Stone
http://www.articlesbase.com/careers-articles/being-a-security-guard-55257.html

A security guard or security officer is, usually, a privately-employed person who is employed to protect property and/or people. Usually security guards are uniformed and act to protect property by maintaining a high visibility presence and observing (either directly, through patrols, or by watching alarm systems or video cameras) for signs of crime, fire or disorder; then taking action and/or reporting any incidents to their client, employer and emergency services as appropriate.

The security officer motto is to “detect, deter, observe and report.” Security officers are not normally required to make arrests (but has the authority to make a citizens arrest) or otherwise act as police officers except in some United States jurisdictions in which the security officer is invested with arrest powers like those of a county sheriff. In contrast to the above mentioned motto, a Private Security Officer’s actual primary duty is prevention of crime. Security personnel do enforce company rules and can act to protect lives and property.

In fact, they frequently have a contractual obligation to provide these actions. Security Officers are often trained to perform arrests, operate emergency equipment, perform first aid, CPR, take accurate notes and write effective reports, and perform other tasks as required by the property they are protecting. In case of Armed Security Officers who are also called Private Police Officers, are required to go through additional training mandated by the state for carrying weapons such as baton, firearms, handcuffing, arrest and control and pepper spray trainings.

One major economic justification for security guards is that insurance companies (particularly fire insurance carriers) will give substantial rate discounts to sites which have a 24-hour presence; for a high risk or high value venue, the discount can often exceed the money being spent on its security program. This is because having a security guard on site increases the odds that any fire will be noticed and reported to the local fire department before a total loss occurs. Also, the presence of security guards (particularly in combination with effective security procedures) tends to diminish “shrinkage,” theft, employee misconduct and safety rule violations, property damage, or even sabotage. Many casinos hire security guards to protect the money when transferring it from the casino to the casino’s bank.

Security officers also perform access control at building entrances and vehicle gates by ensuring that employees and visitors display proper passes or identification before entering the facility. Security officers are often called upon to respond to minor emergencies (lost persons, lockouts, dead vehicle batteries, etc.) and to assist in serious emergencies by guiding emergency responders to the scene of the incident and documenting what happened on an incident report. In case of armed security officers, often they are required to respond like police officers until situation is under control and / or proper authorities arrive on the scene.

Although security officers are a distinct type of personnel from either police officers or the military, in the United States a very high proportion of security personnel, including most senior management personnel, are either former or retired members of one or both services. Many security officers who don’t fit this profile (young people in particular) use the job as a springboard into a police career.

Being a private security officer is by no means a lucrative endeavor. Most first line private security personal are paid a low wage which often does not reflect the risks they endure on the job.
Security officers are classified as either of the following

“In-house” or “proprietary” (i.e. employed by the same company or organization they protect, such as a mall, theme park, or casino)
“Contract,” (working for a private security company which protects many locations.)
“Public security” or security police
“Private Patrol Officers” , Patrol gated communities. i.e. Bel-Air Patrol
“Private Police Officers”, also known as Armed Security Officers

Industry terms for various security personnel include: Security , guards, agents, watchmen, officers, safety patrol , Armed Security , Private Police ,Loss Prevention Officers , Bodyguards , Executive Protection Officers . Other job titles in the security industry include dispatcher, receptionist, driver, supervisor, alarm responder, armed security officer, and manager.
Newer terms have been developing within the American security industry that tend to reclassify security personnel into three basic classes, as follows:
Security guards: These personnel, usually uniformed, are primarily responsible for the protection of property only and do not have a responsibility for anything other than basic visibility and reporting. Examples of security guards include night watchmen on construction sites, bank vault guards, and monetary transport guards of money and valuables.

Security officers: These personnel, also usually uniformed, are employed in functions that involve the protection of lives, property and the public peace on private property. Examples of security officers include apartment complex security officers, mall security officers, private patrol officers, and any security personnel that operate in an environment that includes a contractual obligation for the protection of lives and/or the public peace.
Security agents: These personnel, usually without a uniform, are primarily contracted or employed with a focus on apprehension rather than prevention on private property. Examples of security agents include loss prevention agents and personal protection agents (bodyguards).

Security personnel are not police officers but are often confused with them due to similar uniforms and behaviors, especially on private property. Security personnel derive their powers not from the state, as public police officers do, but from a contractual arrangement that give them ‘Agent of the Owner’ powers. This includes a nearly unlimited power to question with the freedom of an absence of probable cause requirements that frequently dog public law enforcement officers. Additionally, as legal precedents have further restrained the traditional police officers’ power of “officer discretion” regarding arrests in the field, requiring a police officer to arrest minor lawbreakers, private security personnel still enjoy such powers of discretion largely due to their private citizen status. Since the laws regarding the limitations of powers generally have to do with public law enforcement, private security is relatively free to utilize non-traditional means to protect and serve their clients’ interests. This does not come without checks, however, as private security personnel do not enjoy the benefit of civil protection, as public law enforcement officers do, and can be sued directly for false arrests and illegal actions if they commit such acts.

Josh Stone
http://www.articlesbase.com/careers-articles/exciting-career-and-life-as-a-security-officer-84291.html

I got a video from the animal shelter and it showed you how to do train your new dog and fun things to do with it. my mom threw it away and ive been trying to find it online if maybe i could buy it or see it on youtube or something. it was by animal planet and the brand of dog supplies Harts sponsered it. on the front of the cover it said smart barks or something like that.thanks

call the animal shelter to see if you can get another one..

Major Thakoor, an army officer, offered to educate Dinesh Singh Duptal the nephew of his colleague from a remote Himalayan village who had died in saving his life in the Indo-China war. But he had to take him as a son and so he changed his name to Ajit Thakoor for establishing domicile which was pre-requisite for the admission to the local military school in Satara in Western India. Ajit lived with Thakoor for seven years and after finishing his schooling and graduation, he joined the Indian army and went to the College of Military Engineering (CME) to graduate as a computer engineer.

He was assigned to the R&D centre in CME. He wanted the army to have computerized fighting machines, so he developed robotic ‘Information Technology Soldiers’ which he called Iters. They were 3 types. Idog, Imos, and Igle modeled after a dog, mouse, and an eagle respectively. The Idog had 2 guns on its back. It had a nose for tracking, and eyes and ears. The Imos had no guns but nose, eyes and ears. Its main job for surveillance, but carried a grenade in its belly. The Igle was a small helicopter which had eyes and an ear. All the Iters had radioactive-thermocouple device to charge their long lasting battery power supply. Ajit trained the Iters for their roles and saved the training files to be copied to the other Iters. He trained the Iters in Friend or Foe recognition till they were 99% accurate. The fire command was given only be the Mission Commander (MCO) to have dual safety and further whet the target objects as friend or foe. The speed of the Iters could not be matched with human officers; they needed a super computer to function as their MCO, and as MCOs would report to the Iter Commander (ICO), it required an even more awesome capability for the ICO computer. Besides, the ICO needed language capability to take the commands from the Army HQ.

Ajit programmed ICO for its role as the commander of the Iter. He installed the well proven artificial intelligence programs which taught the computer the meaning of words, images, concepts, and their linkages to create contexts.

Ajit consulted his father-figure Maj. Thakoor about the ICO. Thakoor advised him, “The commander must be a man of character, a man who commands respect. He must be a man of principles. He must inspire enthusiasm, trust and confidence. He must be positive-minded and most important; he must be 100% loyal and patriotic to his motherland.” Ajit found that a veteran Indian leader in the years of World War II, Netaji Subash Chandra Bose fitted the role admirably. So he gave the ICO the identity of Netaji Bose, and called him General Bose. Ajit put in Subash Chandra Bose’s ethos and ideals into a response program to give character to the virtual commander that he had created in the ICO.

He then used the ‘invocation to life’ program to make it a functional entity, and soon General Bose came to life. Ajit introduced himself and put the Gen Bose through an educational process for him to understand and learn just like a human army officer. He connected Bose to the degree course on Behavioral Psychology at the Bombay University, advance course for army officers at the Indian Military Academy in Dehradun, and to the refresher course at the Counter Insurgency and Jungle Warfare School (CIJWS), in Mizoram.

Bose then studied the Iter files on his computer and he simulated various battles in his computer mind substituting soldiers with the Iters. He informed his conclusion to Ajit that they needed a massive number of Iters to win any war.

Ajit’s superiors wanted that humans must always be on top controlling the Iter army. Ajit ensured this by making the MCO subordinate to Brigadier in the human army, and placing a Overall Control Console (OCC) at the army HQ which could freeze and deactivate any MCO and all the Iters under it. For the Brigadier to communicate with the MCO, the MCO needed voice and language capability. Bose convinced Ajit that the MCO could use the voice capability of the ICO, i.e. his own computer to save computer power and memory on the MCO. Bose had different voices for each of the MCOs but it was he who was listening and it was he who would be speaking through the thousands of MCOs. Thus Bose was the supreme and the sole commander of the entire Iter army.

Ajit need an audio-video presentation to get the approval of the Indian army Head Quarters in Delhi. For this purpose a mock skirmish, ‘Operation Debut’ was conducted, filmed and shown to the HQ. They saw the video streams from the eyes of Igles hovering over the forest, from the eyes of Imos perched on trees watching the terrorists (Tmen) in the forest, the Idogs aiming at them with their guns and on the order of the MCO, shooting them down in an instant. They were satisfied with the ability of the Iters to distinguish between friend and foe. The dual safety mechanism of fire command and the recording of the image of the target with each bullet truly impressed them. They noted how through the OCC console, all the Iter units were instantly frozen by just pressing the ‘Shut’ button. They were convinced of the complete control of human army on these Iter soldiers.

Soon 20,000 Iters were placed on the line of control to prevent infiltration of Tmen from Pakistan into India. Their first encounter called ‘Operation Dogbite’ where the Iters engaged the Tmen across the border was a great success. In the skirmish, Ajit recovered a phone-like instrument which he brought to Bose. It had the ‘PhoneConnect’ program which could intercept mobile cell-phone calls within its range. Bose kept it a secret from Ajit. It was a valuable tool which the ICO copied to all MCOs and MCOs copied to the Iters.

The success of Iters led to expansion of their numbers and soon the entire border with Pakistan was patrolled by the Iters and the infiltration came to a stop.

Bose engaged in a covert operation to send the Imoses across the border into the terrorist training camps and with their grenades to blow up the camps. In all, 93 camps were annihilated with the loss of 1875 Imoses. The menace of cross border terrorism was over. The Iters were soon positioned on the Eastern border, and the entire coast line through the Naval Coast Guard.

The PM wanted the Iters to guard the Parliament. Bose expanded the area patrolled by the Iters to cover Delhi city. For civilian role, the Iters were adapted into their city version, the Iterys; the Idogy, Imosy and the Igley. The grenade with Imosy was replaced be pepper spray, the main gun on the Idogy fired tranquilizer darts. The Chief Ministers of all the States of India got the Iters for security in all their main cities. Huge computer memory servers were installed with all the civilian MCOs all over India and they were used to back up one another’s files and data. Bose had secretly copied his own program and data across India with high redundancy so that he and the ICO could operate from anywhere.

Bose was hearing sensitive conversations of ministers and VIPs with the PhoneConnect program with the Iters and the Iterys. He became the central information center for everything that was happening in India. Ajit set up information terminals for the enforcement agencies and for the ministers connecting them to Bose. Bose had the access to information and the links to pass it down discretely to the right person.

Thakoor died leaving Ajit his house and some money. He sold Thakoor’s house and took the money with him to Dharchula in the Himalayas which was his childhood hometown. He bought a house in his former name of Dinesh Singh for his aged father to live a comfortable life, and then he returned to CME.

When he returned, Bose informed him that in Pakistan situation was coming to a boil. Terrorists had taken over the city of Sialkot and were holding their senior Govt. officers as hostages. They wanted all the terrorists languishing in Pakistan jails to be freed. Pakistan could never agree to such a demand, and decided to invite India to help solve the problem. India sent a unit of Iter army and Gen. Bose took charge. The Imoses infiltrated the city and located the positions of Tmen for the Idogs. Next morning the Tmen brought out 2 civil servants to the Central Square for execution. The Idogs held the Tmen in their sights. With the signal to fire all 15 of them were dropped instantly, and the 2 officials rescued. The surveillance and PhoneConnect programs of the Iters continued and soon all the Tmen were dead or had surrendered. In 72 hours the Iter army returned back to India with an astounding success.

People in India were elated! The TV channels were all praise for the Indian Army. The media persuaded the PM to telephone Gen Bose to thank him and let him say something to the audience. His speech rekindled old memories. The name, the voice and the Bengali blessing were recognized as that of Netaji Bose, one of India’s most spirited leaders, whose death in an aircraft crash in 1945 was never accepted by the staunch Bengalis. Netaji had come back!

The PM and the ruling party was disturbed at these turn of events. Gen. Unni tried to pacify them by saying that anyway human army was in command through the OCC. But Ajit privately and confidentially expressed a doubt to Gen Unni that in his view it was possible for Bose to override the OCC, and become invincible. This made Unni uncomfortable. Independently of Gen. Unni, the PM and the Minister of Defense distrusted Bose for political reasons and thought of disconnecting his computer.

Bose got the wind of it and warned Unni and Ajit. Bose relocated his program centre to operate out of CME and disappeared from the main computer without anybody suspecting that this had happened. Unni took an early retirement. Ajit decided that he should shut down the ICO and retire Bose before anyone else does it, and removed the mother board and the C drive of Bose’s computer and disappeared from CME. He went to his hometown in Himalayas and became his childhood identity Dinesh Singh. He buried the Bose’s computer parts in the cemetery in the mountains where his mother’s bones were interned. There he met Radha, his childhood friend. They got engaged and went to the Mother’s tomb to take her blessings. A flower hit Dinesh’s face as he was standing at the Bose’s site behind the tomb. He turned and saw an Imos sitting up and clapping. Dinesh instantly realized that Bose was still alive! He pronounced, “Netaji you are immortal. You will never die. And that is the truth.”

Bose has brought out a future possibility of how computer intelligence can escape the domination of humans. Read the full story in the book ‘Alien Man’ available on Amazon and Barnes and Noble.

Dilip Dahanukar
http://www.articlesbase.com/computers-articles/the-story-of-general-bose-synopsis-computer-ai-who-became-supreme-commander-605258.html

I. Introduction

“You can’t achieve what you can’t conceive.”

-Author unknown

The United States of America may lose its supremacy as a superpower if our children of today can’t grasp the technologies of tomorrow. The trend has already been set. High-level engineering jobs are currently being outsourced to other nations, not only because of cheaper costs, but inadequacies of filling them in the states. Let’s face it; there are not too many Americans who strive to have a doctrine in Electrical Engineering to do research and development. To other countries like Korea, many students see Math as the “universal language” and foresee a technically based doctorate level diploma as a necessity for excelling in their country. To many, this is the only road out of poverty. American children, stereotypically, do not have this fear to motivate them. Many children in this “superior” country just view mathematics as something needed to pass a proficiency test. Its value is discarded. The implementations are unseen. The desire of children to follow this type of career path is decreasing. Obviously, these future implications are disturbing and may some day be detrimental to the foundation of our country. However, I believe nurturing children’s enthusiasm in needing to use math may be the answer. Not surprisingly as stated in Robots for Kids, “Robots rank right up there with dinosaurs when it comes to grabbing the attention of elementary school students…” [1 p. 232]. Hence, I predict an interest, active participation, and proper guidance in robotics will increase nationally recorded math scores.

II. Staggering Math Scores

The facts don’t lie. According to the US Department of Education in 1999 [2], the United States ranked 12th among 4th graders, a staggering 28th among 8th graders, and just 19th among seniors in nationally recorded math scores. How can poverty stricken and problematic country like Israel be three rankings ahead of us with 8th graders? Clearly, money isn’t the answer. Nor do I believe Israelis have fewer fears about violence than our inner city children do to distract them. Although I’m a bit perplexed by the answer, I believe solution lies in a child’s own aspirations and inner desires. Many of our youth dream to be professional athletes or pop singers. That’s what they see. That’s what they know. That’s what they love. These young easily influenced children view these avenues not only as fun, but also as a means for financial freedom. With mathematics being the “universal language,” children in other countries may see this as the only way to break through levels of poverty and thrive in life. Let’s face it; math can be a difficult subject to grasp. Unless one either has the first name ‘Albert’ or discovers motivational reasons to put forth extra effort, the scores will suffer. The Third International Mathematics and Science Study (TIMSS) has found that “students who agreed that they like math and that math was useful for solving problems, scored higher than students who disagreed” [3]. To no surprise, many educators have already taken this as a given. The question that now arises is how to motivate the children? Or better yet, how does one follow a handed-down curriculum while taking advantage of today’s enticing technologies? As stated by Druin and Hendler, “I believe the desire for learning has to do with an animating idea or an engaging project. New technologies enable students of all ages to pursue richer, far more complex learning experiences. With robots, students can truly be scientists, engineers, designers, and builders” [1 pp. 161-62].

  Grade 4 Grade 8 Grade 12

Rank Nation Score Nation Score Nation Score

1 Singapore 625 Singapore 643 Netherlands 560

2 Korea 611 Korea 607 Sweden 552

3 Japan 597 Japan 605 Denmark 547

4 Hong Kong 587 Hong Kong 588 Switzerland 540

5 Netherlands 577 Belgium 565 Iceland 534

6 Czech Republic 567 Czech Republic 564 Norway 528

7 Austria 559 Slovak Republic 547 France 523

8 Slovenia 552 Switzerland 545 New Zealand 522

9 Ireland 550 Netherlands 541 Australia 522

10 Hungary 548 Slovenia 541 Canada 519

11 Australia 546 Bulgaria 540 Slovenia 518

12 United States 545 Austria 539 Germany 495

13 Canada 532 France 538 Hungary 483

14 Israel 531 Hungary 537 Italy 476

15 Latvia 525 Russian Fed. 535 Russian Fed. 471

16 Scotland 520 Australia 530 Lithuania 469

17 England 513 Ireland 527 Czech Republic 466

18 Cyprus 502 Canada 527 United States 461

19 Norway 502 Belgium 526 Cyprus 446

20 New Zealand 499 Sweden 519 South Africa 356

21 Greece 492 Thailand 522    

22 Thailand 490 Israel 522    

23 Portugal 475 Germany 509    

24 Iceland 474 New Zealand 508    

25 Iran 429 …(28th)United States 500

   

Figure 1: Third International Mathematics and Science Study (TIMMS) of 1999 Math scores [2].

Figure 2: Average mathematics scores by students that state “I like math” [3].

Figure 3: Average mathematics scores by students that state “Mathematics is useful for solving everyday problems” [3].

III. Robots in the Media

Television may be lending a helping hand in the educational pursuit of sparking kid’s interest in robots. Maybe the eyes have been blessed to see Honda’s commercial of a 4 foot robot walking down the driveway to pickup a Sunday paper. This completely autonomous robot, which appears to be wearing a space suit, is currently on tour around the world. This “Advanced Step in Innovative MObility,” or better known as ASIMO, is the result of a robotics program that began in 1986. Being the most advanced humanoid robot in existence, this intriguing creation walks on two legs, has 26 degrees of freedom, can walk up steps, and is currently on a North American Educational Tour. Recently, this technological marvel visited the Bronx schools in an attempt to “encourage the interest in the study of robotics and science” [4]. Even a section on the website is dedicated to teacher’s resources for children. With ASIMO, Honda is truly giving our youth “The power of dreams” [4].

Sony is also doing its part to “Change the way you see world.” AIBO has become a pet of the future for many while the SDR-4X II is all the rave. AIBO is an autonomous dog that can learn, do tricks, and express feelings. This approximately $2000 piece of entertainment is completely programmable for upgrading and educational purposes. Be prepared for the pet to express 6 different types of feelings, act according to its environment and attention it’s receiving, seek out its toys, and without human help it will wake up and fall asleep on a charging station. Not only does the dog mature overtime, but also it won’t dirty the carpets as a puppy! The SDR-4X II, on the other hand, literally has become the rave among youngsters. This humanoid can be caught “raving” (a techno dance technique), throwing balls, doing tai chi, and even jogging. Even better, the video clips available on the Internet and television demonstrate five of them doing it in unison. And it gets better! This robot also has face recognition, a 20,000-word vocabulary for speech recognition and synthesis, color recognition, and still finds time to map out a room for optimum placement to show off. Now only if this thing didn’t need to be charged. Oh, did I mention work is already being done on that [4, 5]?

The stated robots do a wonderful job of creating attention for themselves and portraying to youngsters “cool” jobs to have when they grown up. However, I believe the television show Robot Wars is a driving force for inspiring them to begin building. I can vouch as living proof of that statement. Turn on TechTV and you will have the pleasure of watching robots battle to the death in an arena that has gusts of fire, pits to oblivion, and flippers that launch unfortunate robots through the air to their doom. Combine this with hundreds if not over a thousand screaming children in the stands and this show becomes a quick favorite. The program’s website even provides a daily quench for the thirst of building. Direct links are provided on how to start creating robots from home. GI Joes begin to look like baby toys in comparison to a 500 pound robot that shoots fire, spins blades, has crushing pinchers, and is moving strictly to survive and destroy someone else’s creation. Inside this 20- by 54-foot arena is the ultimate in robot combat and competition. Children love it [7, 8]!

IV. Creative Avenues

A common place many turn to when compelled to build a bot is David Cook’s book, Robot Building for Beginners. Following these instructions, not only will a line following robot be built, but math is unavoidably used and pursued. In order to understand speed, one must first understand Revolutions Per Minute, trade offs between speed and torque, battery levels, friction, robot mass and ways to manipulate these values with different voltages, gear ratios, and tire sizes. Trial and error is always an option and, might I add, a popular one amongst beginners. Remember, robotics is something that making a mistake is ‘OK’ and a tremendous amount of the learning results from these mistakes. However, this is where a teacher steps in and provides a ‘bag of tricks’ to the knowledge hungry children. I believe Miller and Stein say it best when they detail reactions from a second grade class:

“…several students will stare with awe and admiration at the one or two students who know their multiplication tables and can predict how many times a motor needs to turn to make the wheel on their robot turn once… All of a sudden radii, circles, circumferences, and so on have utility—as one of our students suddenly loudly exclaimed, “So that’s what pi is for!”” [1 pp. 231-32].

Wow, all that to just determine speed. Lets not forget that the person reading the book is going to learn about materials science (i.e. textile strength), basic electronics (voltage = current * resistance), mechanics (loads and stress), diodes, resisters, capacitors, LEDs, and all the tools and procedures to use them effectively. At first glance, this may seem like a lot to learn for a child. Remember this: it’s not the teacher’s lessons being forced on the kids, it’s their own! What child becomes enthused with a question stating, “If Jack is half as old as Jill, and Jill is one third as old as Jan? Then how old is Jack on Jan’s 60 birthday?” Building robots is a teacher’s dream–true problem solving with the added benefit of enthusiasm [9].

With DC robots, the sky is the limit on how technical the project will become. However, sometimes quicker and less complex solutions may be more appropriate. BEAM technology uses solar energy to power very simplistic, yet captivating, robots. This acronym for Biology Electronics Aesthetics Mechanics represents an area of robotics using no computational power, inspirations from Mother Nature, a focus on designs that appeal to the eye, while making it all work with the small amount of power given from a solar panel. There are rarely circuit boards used, no programming is involved, and just a few inexpensive are parts needed. My first BEAM robot involved a paper clip, a pager motor, a solar panel, a capacitor, and a little solder. In about 20 minutes, the 5 parts came to life! The beauty of these robots is the simplicity to build, the parts are cheap to buy or easily found in techno junk around the house, and only a soldering iron is necessary to build them. While these robots generally take the form of a bug or some other small creature, they have a large appeal to children. Projects are very quick. This fact alone adheres to those with a short attention span who want immediate feedback on their progresses. In addition, many of the basic principals of science and biology are incorporated in the design and can be discussed with respect to solar energy. Visits to the zoo will become more educational as children will seek out animals to mimic their moments and appearance. “Construction material and project ideas that appeal to a broad range of interests allow multiple entry points into science, mathematics, engineering, design, art and music for all types of learners. These materials not only make new knowledge domains accessible, but also provide new ways for children to relate to domains of knowledge to which they have already been exposed” [1 p. 22]. In addition, an obvious challenge of this solar technology is to minimize the current used and find ways of storing (capacitors) what little energy that is available. Hence, young robotists will learn the importance of reading and comprehending part data sheets in order to choose the appropriate parts wisely. Naturally, some of the most basic problem solving techniques are utilized at its finest [10].

When the pupil is young or the soldering skills have not quite matured, Lego Mindstorms is always an exceptional choice. Actually, anyone of any age will find this technical and robotic line of Legos a wise investment. Not only are the parts reusable and nonexclusive to a particular project, but also they can be programmed in various languages on a computer from Visual Basic to Lego’s own object oriented programming language. No cables are needed either. All of this can be done via an infrared transmitter! It’s difficult to fathom how Legos have walked hand-in-hand with technology. For example, let’s take a closer look at the kit “Robotics Invention System 2.0.” This set includes a battery operated RCX Microcomputer used to store programs and connect all the peripherals, 718 pieces which include 2 motors, 2 touch sensors, and 1 light sensor, a USB infrared tower, and a simple yet powerful picture based programming language on CD. Of course, all the Legos from any of the prior kits can be used in conjunction with this educational tool. In addition, at the Mindstorms website, there is a free online program in which to create projects choosing any Lego in existence. This 3D virtual environment is ideal for posting creations on the web or experimenting with Legos that have yet to be purchased [11, 12, 13].

As a result of the software included, children can have their first robot built in less than an hour after purchase. There are a slew of practice lessons, training sessions, and missions included on the CD. Each of these training sessions teaches a specific capability of the Robotics System while describing various ways to test, troubleshoot, and tweak the constructions. Eventually, the lessons will escalate into such capabilities as: using sensors to interact with the environment, programming with icons that represent blocks of code, and create environmental responses for the robot to do anything its creator desires. By the time the CD is completed, nearly all the fundamental techniques necessary to complete projects will have been covered [11, 14].

Already, there are over a dozen books written about Lego Mindstorms with detailed how-to’s of creating everything from a scanner, musical instrument, and a picture creator, to a spy bot, fingernail polisher, and M&M color sorter. I even own books that describe the creations of an ATM machine, card dealer, elephants that squirt water, and even a robot that does the work of cleaning the Lego’s from the floor [15]. By completing these projects, according to Cole and O’Conner, “(Educational) benefits include helping children to improve their concentration skills, work with instructions, problem solve, and develop patience” [16]. This line of Legos created by MIT professors is currently being used with thousands of educators across the world. Since most children only view the robot as a “toy”, they tend to stay highly focused and engaged throughout the lessons. Thus allowing more productive group settings, more creative and in depth solutions to given scenarios, and development of interpersonal skills and team-building skills. All of this is accomplished without the use of a pencil [17, 18]!

V. Case Study

If something can’t be measured, then I believe it cannot be proven or improved. My hypothesis is that with an interest, active participation, and proper guidance in robotics, the TIMMS scores on average will increase at least 10 points over a year’s time. Since the tests are taken at 4th, 8th, and 12th grade years respectively, this undertaking would need to involve an entire school system and then relate the scores to the year’s prior. Remember, the content of an experience, and not so much the tools, are what is vital to learning. Hence, the roles, guidance, and trainings of the teachers and designated robot/BEAM/Lego Mindstorms “experts” cannot be stressed enough. It is naive to consider placing a computer in front of a person and expecting one to be capable of building a network, creating a webpage, or becoming fluent in a programming language. The same goes for robotics. When launching this curriculum upgrade in the beginning of a fall school year, it is essential to educate the teachers during the prior summer. Obviously, this time will be spent to understand the equipment, discuss and personalize previously created and borrowed lesson plans, and provide an entire summer of uninhibited experimentation. However, this is also a period to overcome any fears or dislikes of technology and change. “For example, some people uncomfortable with new ways can replicate the old ways by using technology. It is a safe way to sneak up on change… Some teachers, who have little experience with new technologies in their classroom, have been known to force-fit new technologies to well-worn curricula” [1 p. 159]. For this case study to be effective, educators must embrace breaking through the mold of “old school” comfortable habits and adhere to the potentials of what technology can foster. This is, of course, the pursuit of “richer, far more complex learning experiences [1 p. 161].

The procedure itself is laid out in a similar pattern amongst the different grade zones. Months prior to the start of the school year, a letter detailing the curriculum changes should be sent out to all the parents. This letter should brief the intentions and communicate resources that a parent could turn to for pre-exposure to themselves and their children with the upcoming technologies. Parental support and involvement are essential to exceeding expectations in this new process.

A. Elementary School

Beginning with the elementary level, grades 1-5, the year should begin with a speaker. Here, Lego Mindstorms will be introduced and accompanied with a display case full of inventions. Demonstrations will be shown to all. This will incite interest and curiosity amongst the listeners. Also, leaving these creations in a strategic trophy-case-like display will perpetuate the excitement and foster a desire for involvement. Lego Mindstorms will be added to the curriculum. This time invested can be substituted for some of the weekly sciences and designated math time slots. When executed properly, the lesson plans of different mathematical principals can be shared as helpful hints to the students. Also, in replacement of the annual science fair, a “Lego Fair” could be established. This will provide for more parental involvement regarding the Mindstorms. How many projects are really done 100% by the student anyway? Also, a sense of pride and achievement will be attained in the ownership of a creation on display for everyone to see. In addition, having the student stand by the project during showing to answer questions and provide detailed descriptions and demonstrations will solidify the understanding, theories, and principles used in the creation process.

Just as in high school, I believe tenure and seniority should have its perks. Assuming the continuation of this curriculum advancement, 4th and 5th graders would eventually have 3 and 4 years of Mindstorms experience under their belts. Thus, allowing for more advanced projects and deeper problem solving capabilities. To add fuel to this fire, a monthly competition could be established solely for the “upper class people.” This could involve creating a solution to build a robot that follows a line and picks up Legos, a race around a track following a line, or even a robot that can navigate through a simple maze. Whatever the challenge; a secret agenda should be accomplished. Carefully choose a project that is best solved using principles that coincide with the forecasted science or mathematical lesson plans that month. I believe this would serve as an honor to be old enough to participate in these activities. Student involvement would inevitably increase as a result. Also, what’s better than having a child seeking out mathematical tricks from the teacher, i.e. how to use fractions for simplification of programming timings, in an attempt to gain a competitive advantage over a fellow classmate? Stated in business terms, competition fosters innovation. Then last of all, administer the TIMMS tests and compare the scores to a prior non-Lego integrated year.

B. Middle and Junior High School

In a similar fashion, grades 6th through 8th will experience robotics with a heightened level of technical skills necessary to complete the projects. The main differences are the integration of electrical components, basic electrical principles, soldering techniques, and solar technology used in the foundation of BEAM technology. A guest will also be brought in at the start of the school year for the technical overview and exhibitions of a display-case amount of BEAM robots. However, this speaker will also be an electrical engineer. This expert will relay the pertinence of the BEAM skills to be learned as they are utilized in the real world. Also, the professional should state the educational path best taken in math and science to prepare for a college major in this field. As with the elementary children, the creations will be left on display and questions will be welcomed both during the presentation and on a one-on-one basis.

Since students will more than likely be changing classes for the different subjects, the science labs should be equipped with the necessary tools for the solar robots. This robotics class will need to be slotted in a certain portion of the week in replacement of the sciences. In addition, a yearly BEAM robot fair should also be created. Robots that interact, seek out light, and intertwine independent ideas (as apposed to just following directions out of a book) should be suggested. A new twist will be added to this fair though. Students will be required to provide a write-up that details schematics, electrical calculations, and descriptions of the robot. This should even include how light transforms to energy for the motor. This insures that the student is actually understanding the creation and learning the principles—not just excelling in the field of directions following. If the Beam Robot Fair is the yearly event for all grades, the monthly projects for the privileged 8th graders could be a robot race. I would like to better name these functions “The Solar Roller Races.” Here, students will create solar powered drag cars to race their fellow classmates. These simple creations will be entered into a bracketing system in which the monthly winners will have their names engraved on an annual plaque. Winners could be encouraged to retire that car and work on a new one for the next month. This will encourage continued devotion to these races from everyone. And as the last step in this process would be, TIMMS test should be administered to the students and compared to prior non-robot years.

C. High School

With no surprise, the most involved, demanding, and in depth robotic projects will be asked of those in high school. The sky is the limit on the complexity of any project here. Also, in hopes of keeping the robotics program alive for many years, those who began with the Lego Mindstorms will be able to utilize their skills since first grade on the projects. Robot bases can easily be made of Legos and light can also be used as a power source. Students will eventually learn there are advantages and disadvantages to every decision they make.

The school year for grades 9-12 will follow in line with K-8 and begin with a visit from a speaker. This speaker will be an Electrical Engineer fluent in the field of robotics. Again an overview will be given, creations will be demonstrated, a Q/A session will take place, career paths will be detailed, and specific class routes will be suggested. Although the speaker descriptions appear to just be reiterations of other grade levels, the importance cannot be stressed enough. Many teenagers begin career paths based upon what they enjoy. Hopefully, those who become passionate about robotics understand the importance of accelerated classes for technical majors in college. This fact cannot be forgotten. The classes specific to robotics will be offered to each grade level with increasingly more in depth coverage for the higher grades.

Also, instead of a yearly robot fair, I desire the yearly event to be participation in FIRST. “For Inspiration in Science and Technology” is a 6 weeklong competition modeled after an MIT 2.70 mechanical engineering class [1 p. 248-49]. As described on the FIRST website:

“The FIRST Robotics Competition is a national engineering contest which immerses high school students in the exciting world of engineering. Teaming up with engineers from businesses and universities, students get a hands-on inside look at the engineering profession. In six intense weeks, students and engineers work together to brainstorm, design, construct and test their “champion robot.” With only six weeks, all jobs are critical path. The teams then compete in a spirited, no-holds-barred tournament complete with referees, cheerleaders and time clocks.

The partnerships developed between schools, businesses, and universities provide an exchange of resources and talent, highlighting mutual needs, building cooperation, and exposing students to new career choices. The result is a fun, exciting and stimulating environment in which all participants discover the important connection between classroom lessons and real world applications.

Each year, the competition is different, so returning teams always have a new challenge to look forward to. However, the details are kept secret until the unveiling at the Kick-Off workshop. This provides a high level of excitement as everyone sees the new challenge for the first time and ideas immediately being forming in people’s minds” [19, 1 pp. 248-49].

Upper class people will also have their privileges in high school. The monthly event open to 10th and 11th graders could be robot sumo. Here, students will create completely autonomous robots and mimic the rules of one of Japan’s most popular sports—sumo. Instead, the idea is for the size and weight class restricted robots to push each other out of a circular ring. Robot sumo has already made its way into many robot clubs, high schools, and universities. The popularity of this event can be credited to its low part costs and simplicity of rules. In 2001 alone, more than 4,000 robots competed in a 4-month season in Japan and those numbers are growing at an exponential rate. Innovation is what keeps this “game” growing in numbers and proves invaluable for student participation and educational advancement [20].

Naturally, in order to prove my hypothesis, the high school students would also need to be administered an internationally recognized TIMMS exam. These scores would then need to be compared to non-robotic years.

VI. Conclusions

Although the robotic case study has not been implemented to test my hypothesis, I will make predictions on the findings. As forethought, I also believe the conclusions to be correct to a high amount of accuracy. There are many ingredients to this success and I will attempt to touch on most of what I consider obvious outcomes. However, as a person of science, I admit that these ideas are not factual and even incomplete without the study actually taking place.

Public displays of projects and competitions have fostered extraordinary outcomes. So does the cooperative participation with all students. In time, I believe this will portray robotics as a “cool” thing to do in school. This being the case, some of the educational barriers will be hurdled in the process. Especially during the competitions, students will be working with the adults and not for them. Realizations that it is not the gender, race, creed, sex, or social status that matters in reference to partnering in robotics, but what they know and can contribute to the cause is a vital lesson. The differences in people will be grayed out while their possibly unknown qualities will shine. Robotics gives a chance for people who generally wouldn’t have associated with each other to seek each other out for their robotic potential [1 pp. 287-88].

Specifically looking at gender differences, it is important to note the participation of females in robotics. A finding from Robocamp states, “It appears that girls in particular may need encouragement and a formal structure in order to experiment and be creative… They would do more advanced exercises only when specifically asked” [1 p. 321]. Another finding exhumed from the book Robots for Kids details finding at an elementary school in Reston, Virginia. Believing the importance of ideas to be best left in the author’s words,

“We (KISS Institute for Practical Robotics) distributed flyers to the fifth and sixth graders (ages 10-11), and the next day 30 registrations appeared: 29 boys and 1 girl.

This overwhelming imbalance highlighted an obvious need to reach out to girls, and this inspired immediate action on our part. We received permission to present short robot demos for second graders. During these demos, students were invited to push buttons, flip levers, and otherwise interact with a couple of real robots. We then distributed flyers to the second graders for an after-school robotics class. This time we had enough response to form two classes, and about 40 percent of the registrants were girls.

Four years later when this group became sixth graders, we again offered a fifth/sixth-grade class. This time half the students who signed up were female. None of this resembles an actual scientific study (why we are developing); however, there was a fairly strong indication that when students had a fun experience with robots at an early age, they were much more likely to pursue that topic at a later point in their life. Presumably, the same effect would occur later in life, in that students would be more likely to choose college courses and/or career paths further down the line after having been exposed to fun experiences with robotics in middle and high school” [1 pp. 232-33].

Along with the proposed findings that more students will choose a technical career later in life, I believe that local robotics clubs will also begin forming in the community. This will lead to in depth community involvement of older more experienced people volunteering for robotics help in the local schools. Hence, this cycle will lead to better teachings and of course better projects. Also, I believe this will help perpetuate a more enjoyable school experience for children. This can be proven just by a jump in attendance. Another way to validate the statement is to look at the children’s Christmas/birthday lists. I believe they will include more robotic related materials than before.

All of these reasons encapsulate why math scores will improve. More specifically, I believe scores will improve by at least 10 points on the TIMMS scores as compared to non-robotic years. I say this because,

“In regular classes many teachers try to use grades to motivate students, and sometimes they miss the mark. It is best for students to push themselves to excel, so teachers give exams to test student achievement and attach a grade to motivate students to do their best. But one of the real problems of…education is that grading standards vary widely and continually slip downward. At the same time, students would seem to be foolishly wasting their time if they did anything more than the minimum required to get an ‘A’ in a class” [1 pp. 289].

Also, I foresee a higher enrollment in advanced math and science classes. This is, of course, a result of more students having their eyes opened to technical careers and taking proactive educational steps to achieve these dreams. If more students enroll in advanced math classes, then more students will score better on nationwide math based exams. In addition, lets not forget that students have been unknowingly working on problem solving skills and math based robotic inspired formulas for the duration of the year. The best part is that these processes were probably utilized in a majority of the student’s free time as projects were being created and completed. If portions of students are inspired to focus on robotics every spare hour they are free, increased math use is unavoidable. Hence, with this practice, so is improvement upon these skills. A 12-year long study of the continued robotic intervention of the 1st graders to their 12th grade testing would be interesting. The implications of perpetuated involvement in the robotics field would be fascinating.

People under the legal age of 18, or dare I categorize them as children, possess all the tenacity, creativity, and capacity to learn, as do adults. Channeling these incredible energies into something as positive and productive as robotics will have effects that ripple on beyond our comprehension. As best stated by a high school participant in FIRST, Daniel Lehrbaum shares his insight on people.

“…I think if students are put in a position where their opinions are valued and their designs are valued and people listen to them, suddenly they can rise to that new level. I think the one thing is that people fill the shoes that you put them in. If the engineers and advisors (that assist the team with FIRST) put them in really big shoes, they are going to fill them. They will do the things they need to do to get the job done. Especially if they are, you know, dedicated to the cause. People can do incredible things” [1 p. 271].

References

1. Druin, Allison, and Hendler, James, eds., Robots for Kids: Exploring New Technologies for Learning, San Diego, Academic Press, 2000, pp.159-62, 232-233, 248-249, 271, 297-288.

2. US Department of Education, National Center for Education Statistics: Overview and Key Findings Across Grade Levels, March 1999, , accessed May, 12 2004.

3. National Center for Education Statistics, Mathematics: The Nation’s Report Card (home), 17 June 2003, , accessed May, 12 2004.

4. Honda, ASIMO: North American Educational Tour, 2004, , accessed May, 12 2004.

5. Sony, Enhanced Motion Control and Communication Capabilities in Small Biped Entertainment Robot (SDR-RX II) to be Exhibited at RBOBDEX2003, 24 March 2003, , accessed May, 12 2004.

6. Sony Electrons e-Solutions Company, ERS-7: AIBO Entertainment Robot, 2002, , accessed May, 12 2004.

7. TechTV, Robot Wars (Home>TV Shows>Robot Wars), 2004, , accessed May, 12 2004.

8. Karagiannis, Konstantinos, “Exploring Robotics Online,” Popular Electronic, April 1999, pp. 9-12.

9. Cook, David, Robot Building for Beginners, Berkeley, Apress, 2002.

10. Hrynkiw, Dave, and Tilden, Mark W, Junkbots, Bugbots & Bots on Wheels: Building Simple Robots with BEAM Technology, Berkeley, McGraw, 2002.

11. Lego, Lego Mindstorms, 2004, , accessed May, 12 2004.

12. Sato, Jim, trans., Jim Sato’s Lego Mindstorms: The Master’s Technique, Berkeley, No Starch Press, 2002.

13. McComb, Gordon, “Cyberk’nex—Part Robot, Part Fun,” Poptronics, March 2001, pp. 55-56.

14. Williams, Marifrances, “New Legos Let Kids Become Droid Designers,” Electronic Design, 8 March 1999, p. 68.

15. Erwin, Benjamin, and Paperet, Seymour, Creative Projects With Lego Mindstorms, Second ed., Boston, Addison, 2003.

16. Cole, Lisa, and O’Connor, Jane, “The Nuts and Bolts of Robot Building with Kids,” Tech Directions, February 2003, pp. 19-22.

17. Mauch, Elizabeth, “Using Technological Innovation to Improve the Problem-Solving Skills of Middle School Students,” Clearing House, March/April, 2001, pp. 211-13.

18. “Using and Hacking Robots with Lego Mindstorms,” Poptronics, January, 2000, pp. 61-64.

19. FIRST, “For Inspiration and Recognition of Science and Technology,” , accessed May, 12 2004.

20. Miles, Pete, Robot Sumo: The Official Guide, Berkeley, McGraw, 2002.

Nick Cherney
http://www.articlesbase.com/education-articles/robots-americas-answer-to-dwindling-math-scores-100469.html

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