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For a finite group G we study certain rings called k-S-rings, one for each non-negative integer k, where the 1-S-ring is the centralizer ring of G. These rings have the property that the (k+1)-S-ring determines the k-S-ring. We show that the 4-S-ring determines G when G is any group with finite classes. We show that the 3-S-ring determines G for any finite group G, thus giving an answer to a question of Brauer. We show the 2-characters defined by Frobenius and the extended 2-characters of Ken Johnson are characters of representations of the 2-S-ring of G. We find the character table for the 2-S-ring of the dihedral groups of order 2n, n odd, and classify groups with commutative 3-S-ring.

This thesis is a benchmark performed on three commercial Optical Character Recognition (OCR) engines. The purpose of this benchmark is to characterize the performance of the OCR engines with emphasis on the correlation of errors between each engine. The benchmarks are performed for the evaluation of the effect of a multi-OCR system employing a voting scheme to increase overall recognition accuracy. This is desirable since currently OCR systems are still unable to recognize characters with 100% accuracy. The existing error rates of OCR engines pose a major problem for applications where a single error can possibly effect significant outcomes, such as in legal applications. The results obtained from this benchmark are the primary determining factor in the decision of implementing a voting scheme. The experiment performed displayed a very high accuracy rate for each of these commercial OCR engines. The average accuracy rate found for each engine was near 99.5% based on a less than 6,000 word document. While these error rates are very low, the goal is 100% accuracy in legal applications. Based on the work in this thesis, it has been determined that a simple voting scheme will help to improve the accuracy rate.

While schools are academic institutions to prepare our country's youth for their future, developing a child's character and civic responsibilities is necessary and is often deleted from the explicit curriculum set forth in most school districts throughout the country. This study investigated the perception of character education of teachers in a Central Florida school district, as it related to teacher importance, teacher efficacy, and teacher practice of character education. This study investigated the responses of 497 classroom teachers surveyed within one Central Florida school district. The questionnaire used in this study was designed to illuminate teacher perceptions of character education, by examining a teacher's level of importance, efficacy, and practice of character education in their classrooms and schools. The three areas of importance, efficacy, and practice were examined to determine whether there was a statistically significant difference among Central Florida educators based upon demographic variables of a) grades level taught, b) years of experience, c) highest degree attained, d) gender, and e) National Board Certification. The results of this survey, in combination with existing research findings, proved to be beneficial in revealing the ideals and explicit actions that need to be prevalent in public schools today to insure a balance between academics and the development of civic behaviors and positive character values. This study was a step in a effort to depict the voices of all teachers as stakeholders in one Central Florida School district.

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The study explored whether or not to delay introducing Chinese characters as part of first year Chinese as a Foreign Language (CFL) courses in post-secondary institutions in the U.S. Topics investigated: a) timing structures of current CFL programs in the U.S.; b) CFL teachers’ and students’ beliefs and rationales of an appropriate timing to introduce characters; c) CFL teachers’ and students’ beliefs about the importance and difficulty of different Chinese language skills; and d) CFL teachers’ and students’ beliefs about the requirement of handwriting in beginning-level CFL courses. Data were collected through a large-scale online student survey with 914 students and a large-scale online teacher survey with 192 teachers. At the same time, a total of 21 students and five teachers from a delayed character introduction (DCI) program and an immediate character introduction (ICI) program were interviewed. Both quantitative and qualitative methods were used to analyze the data. Results indicate that the majority of CFL programs did not delay teaching characters; most of teachers and students believed that speaking and listening were the most important skills and reading and especially writing characters were the most difficult skills; and most of teachers and students did not favor alternative methods to replace the handwriting of characters even though they considered handwriting to be the most difficult skill. With few studies carried out to investigate the timing issue of character teaching, results from the study provided foundational knowledge for CFL educators to better understand CFL teaching and learning in general, along with the teaching and learning of written Chinese characters, in particular.

Thesis (M.A.)--Brigham Young University. Dept. of English, 2006. / Includes bibliographical references (p. 114-120).