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In 1867, the University of Illinois at Urbana and, in 1871, Cornell University followed MIT Canada entered the eld of training architects with the Universities of Toronto and Montreal in 1876 The Morrill Act, which the US Congress passed in 1862, affected the focus of higher education for architecture, as well as other elds In exchange for land granted by the US government (thus, the term landgrant colleges), colleges were directed to provide practical, hands-on education for US students This approach contrasted with the European style that more clearly separated education and training In other words, you were educated at the university and, once on the job, you were trained Although not all institutions of higher education founded since then are land-grant colleges, the tradition of the system developed was pervasive, particularly in the South, Midwest, and West In spite of the American land-grant in uence, however, the European tradition also had an important historical impact in architectural education in North America Many people thought the practical education approach to be uncultured Looking to Europe for guidance, as Americans often did in the nineteenth century, attention focused on the distinguished cole des Beaux-Arts in Paris as the epitome of architectural training The Beaux Arts philosophy was imported to the United States, and most architecture schools at the beginning of the twentieth century had at least one Paris-trained professor Those who were not lucky enough to have a French architect as an instructor could travel to Paris and attend the program there for a year Graduate courses in New York were taught by members of the Beaux Arts staff Canada imported a number of Beaux Arts trained teachers at this time, but because Canada had a stronger connection with England than did the United States, many of Canada s rst instructors came from the British Isles The jury system still in place today to judge art shows and other artistic events developed as a result of the Beaux Arts system Students were assigned a design problem early in the rst term, and their progress in solving this problem was watched and encouraged through close supervision By the end of the period, drawings were delivered to the master for critique The Beaux Arts system relied heavily on brilliant teachers and on learning by doing Competition was intense, and the end results were beautifully drawn projects in traditional styles that were often workable only on.

tiometers are shown in 6 (Figure 647) Each potentiometer is configured as a voltage divider, so that a unique voltage represents each position along the X and Y axis The voltages from the potentiometers are converted to 8-bit values by the internal analog-to-digital converters on the PIC 16C71, and then interpreted by the microcontroller Depending on the values, certain movement commands are sent in a serial format from the transmitter to the robot The remote control also has a programmable push-button switch and a light-emitting diode (LED) that can be turned on when certain events occur, such as during the transmission of a movement command The transmitter module is the TXLC-434 transmitter, available from Reynolds Electronics at wwwrentroncom

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The first program to be written will receive commands from the hand held remote control via the RF receiver module This information will be used to control the drive motors, as required It will not be necessary to reprogram the transmitter because the same transmission codes that were implemented for the final remote control program in 6 will be used The robot control program will use the serin command to collect the data from the receiver module, and then make movement decisions based on that information The differential drive allows the robot to move forward, reverse, turn left, or turn right on the spot, and to move in an arc The control program is called turtle-receivebas and is listed in Program 71 Compile turtle-receivebas ,and then program the PIC 16F84 with the turtle-receivehex file listed in Program 72 Place the PIC 16F84 into the 18-pin socket on Turtletron s main board If you reprogrammed the PIC 16C71 in the transmitter circuit since 6, then compile turtle-transbas listed in Program 73 Program the 16C71 with the turtle-transhex file listed in Program 74, and then insert the PIC back into the 18-pin socket on the transmitter circuit board Move the control stick on the remote control to the middle position, and then turn the power on Turn the robot on and place it on the ground When the control stick is moved to the forward position, the robot will move forward With the stick moved backwards, the robot will respond by moving in reverse With the control stick moved to the left, the robot will rotate left on the spot The ability to rotate on the spot is one of the great things about using a differential drive system Rotating on the spot is accomplished by rotating one wheel forward, while the other wheel rotates in reverse With the stick moved to the right, the robot will rotate to the right on the spot Try moving the control stick to the forward-right position The code will alternate.

transmitting forward and turn-right commands to the robot The robot will respond by moving in a forward-right arc