Thesis (Ph.D.)--Ohio University, November, 2004. / Includes bibliographical references (p. 168-177)

Thesis (Ph.D)--Electrical and Computer Engineering, Georgia Institute of Technology, 2009. / Committee Chair: Juang, Biing-Hwang; Committee Member: Al-Regib, Ghassan; Committee Member: Linda Wiils; Committee Member: Mersereau, Russell; Committee Member: Pappas, Thrasyvoulos. Part of the SMARTech Electronic Thesis and Dissertation Collection.

Thesis (M. Sc.), Memorial University of Newfoundland, 1998. / Restricted until November 1999. Bibliography: leaves 101-107. Also available online.

Thesis (M.C.S.)--Carleton University, 2001. / Includes bibliographical references (p. 111-113). Also available in electronic format on the Internet.

Thesis (M.S.)--Rochester Institute of Technology, 2005. / Typescript. Includes bibliographical references (leaves 91-94).

Thesis (Ph.D.)--Ohio University, November, 2004. / Title from PDF t.p. Includes bibliographical references (p. 168-177)

Thesis (M.Comp. Sc.)--Dept. of Computer Science, Concordia University, 1995. / Includes bibliographical references (leaves 119-128) and index. Available also on the Internet.

A system that learns to recognize 3-D objects from single and multiple views is presented. It consists of three parts: a simulator of 3-D figures, a Learner, and a recognizer. The 3-D figure simulator generates and plots line drawings of certain 3-D objects. A series of transformations leads to a number of 2-D images of a 3-D object, which are considered as different views and are the basic input to the next two parts. The learner works in three stages using the method of Learning from examples. In the first stage an elementary-concept learner learns the basic entities that make up a line drawing. In the second stage a multiple-view learner learns the definitions of 3-D objects that are to be recognized from multiple views. In the third stage a single-view learner learns how to recognize the same objects from single views. The recognizer is presented with line drawings representing 3-D scenes. A single-view recognizer segments the input into faces of possible 3-D objects, and attempts to match the segmented scene with a set of single-view definitions of 3-D objects. The result of the recognition may include several alternative answers, corresponding to different 3-D objects. A unique answer can be obtained by making assumptions about hidden elements (e. g. faces) of an object and using a multiple-view recognizer. Both single-view and multiple-view recognition are based on the structural relations of the elements that make up a 3-D object. Some analytical elements (e. g. angles) of the objects are also calculated, in order to determine point containment and conveziti. The system performs well on polyhedra with triangular and quadrilateral faces. A discussion of the system's performance and suggestions for further development is given at the end. The simulator and the part of the recognizer that makes the analytical calculations are written in C. The learner and the rest of the recognizer are written in PROLOG.

M.Tech. (Diagnostic Radiography) / Radiology is a profession in crisis and worldwide statistics support this statement. By addressing the shortage of radiologists, this crisis could be alleviated. One possible solution is to train qualified radiographers in South Africa (SA) to adequately apply pattern recognition (PR) criteria to the appendicular skeletal system, a gap already identified by Williams, (2006, 2009). This training gap has been investigated on postgraduate level by means of two studies performed by Williams (2006:14) and Williams (2009:15). However, no studies could be found indicating that the gap in training has been investigated and addressed at undergraduate level. The aim of this study is therefore to compare the PR skills among 3rd year radiography students at UJ and CUT on plain radiographs of the skeletal system. Competency will be indicated by test results of 70% and above. The study will take the form of a sequential design within a mixed method approach. Since the researcher aims to utilize a combination of quantitative and qualitative data collection methods and aspires to elaborate on initial findings, this approach is deemed appropriate Results of this study were adequately supported by statistical analysis to conclude that the participants representing the two Universities were statistically similar allowing generalization of results to the population of undergraduate 3rd year radiography students in South Africa. The majority of participants (91.2%) have access to pathology radiographs compared to 72.1% with access to relevant textbooks with most participants utilizing available resources for study purposes. All lecturers are approachable by the participants and all identified PR teaching strategies are effective to a selected degree; Research revealed that South African undergraduate diagnostic radiography students are not able to accurately apply PR criteria at the end of their third year. There is therefore a need for more in-depth PR training in the South African undergraduate diagnostic radiography curriculum.

This study is based on a qualitative investigation framed within an interpretive paradigm, and aims to investigate the extent to which question design affects the solution strategies adopted by children when solving linear number pattern generalisation tasks presented in pictorial and numeric contexts. The research tool comprised a series of 22 pencil and paper exercises based on linear generalisation tasks set in both numeric and 2-dimensional pictorial contexts. The responses to these linear generalisation questions were classified by means of stage descriptors as well as stage modifiers. The method or strategy adopted was carefully analysed and classified into one of seven categories. A meta-analysis focused on the formula derived for the nth term in conjunction with its justification. The process of justification proved to be a critical factor in being able to accurately interpret the origin of the sub-structure evident in many of these responses. From a theoretical perspective, the central role of justification/proof within the context of this study is seen as communication of mathematical understanding, and the process of justification/proof proved to be highly successful in providing a window of understanding into each pupil’s cognitive reasoning. The results of this study strongly support the notion that question design can play a critical role in influencing pupils’ choice of strategy and level of attainment when solving pattern generalisation tasks. Furthermore, this study identified a diverse range of visually motivated strategies and mechanisms of visualisation. An awareness and appreciation for such a diversity of visualisation strategies, as well as an understanding of the importance of appropriate question design, has direct pedagogical application within the context of the mathematics classroom.