O problema de reconhecimento de expressões matemáticas manuscritas envolve três subproblemas importantes: segmentação de símbolos, reconhecimento de símbolos e análise estrutural de expressões. Para avaliar métodos e técnicas de reconhecimento, eles precisam ser testados sobre conjuntos de amostras representativos do domínio de aplicação. Uma das preocupações que tem sido apontada ultimamente é a quase inexistência de base de dados pública de expressões matemáticas, o que dificulta o desenvolvimento e comparação de diferentes abordagens. Em geral, os resultados de reconhecimento apresentados na literatura restringem-se a conjuntos de dados pequenos, não disponíveis publicamente, e muitas vezes formados por dados que visam avaliar apenas alguns aspectos específicos do reconhecimento. No caso de expressões online, para treinar e testar reconhecedores de símbolos, as amostras são em geral obtidas solicitando-se que as pessoas escrevam uma série de símbolos individualmente e repetidas vezes. Tal tarefa é monótona e cansativa. Uma abordagem alternativa para obter amostras de símbolos seria solicitar aos usuários a transcrição de expressões modelo previamente definidas. Dessa forma, a escrita dos símbolos seria realizada de forma natural, menos monótona, e várias amostras de símbolos poderiam ser obtidas de uma única expressão. Para evitar o trabalho de anotar manualmente cada símbolo das expressões transcritas, este trabalho propõe um método para casamento de expressões matemáticas manuscritas, no qual símbolos de uma expressão transcrita por um usuário são associados aos correspondentes símbolos (previamente identificados) da expressão modelo. O método proposto é baseado em uma formulação que reduz o problema a um problema de associação simples, no qual os custos são definidos em termos de características dos símbolos e estrutura da expressão. Resultados experimentais utilizando o método proposto mostram taxas médias de associação correta superiores a 99%. / The problem of recognizing handwritten mathematical expressions includes three important subproblems: symbol segmentation, symbol recognition, and structural analysis of expressions. In order to evaluate recognition methods and techniques, they should be tested on representative sample sets of the application domain. One of the concerns that are being repeatedly pointed recently is the almost non-existence of public representative datasets of mathematical expressions, which makes difficult the development and comparison of distinct approaches. In general, recognition results reported in the literature are restricted to small datasets, not publicly available, and often consisting of data aiming only evaluation of some specific aspects of the recognition. In the case of online expressions, to train and test symbol recognizers, samples are in general obtained asking users to write a series of symbols individually and repeatedly. Such task is boring and tiring. An alternative approach for obtaining samples of symbols would be to ask users to transcribe previously defined model expressions. By doing so, writing would be more natural and less boring, and several symbol samples could be obtained from one transcription. To avoid the task of manually labeling the symbols of the transcribed expressions, in this work a method for handwritten expression matching, in which symbols of a transcribed expression are assigned to the corresponding ones in the model expression, is proposed. The proposed method is based on a formulation that reduces the matching problem to a linear assignment problem, where costs are defined based on symbol features and expression structure. Experimental results using the proposed method show that mean correct assignment rate superior to 99% is achieved.

No description available.

Syftet med uppsatsen är att presentera internationella studenters perspektiv och tolkningar på hur hierarki och auktoritet kan utrycka sig inom det svenska universitet. För att synligöra detta kontrasteras den svenska kontexten med informanternas tidigare erfarenheter utomlands. Faktorer som informanterna anser påverkar de sociala strukturerna inom universitetet är studiebakgrund, finansieringsutformning och samhällets symboliska syn på högre utbildning. Några skillnader som kontrasteras av informanterna återfinns inom områdena tid, organisation, värdering, ansvar och tävlingsmentalitet. Andra skillnader som uppkom är hur man tilltalar och hälsar på varandra, rollfördelning och skillnaderna mellan personlig och professionell interaktion. Summerat beskriver generellt informanterna den svenska kontexten som mer jämlik, mindre auktoritär och att de sociala relationerna mellan student och lektor kan tolkas som vänskapliga. / The purpose of this paper is to present international students' perspectives and interpretations of how the hierarchy and authority will be expressed in the Swedish university. To make the structures visible will the Swedish context be compared to the informants' previous experiences abroad, to visualise the contrasters. Factors that the informants thinks may will affect the social structures within the university can be found in areas of educational background, financing, responsibility and the society approach to higher education. Some differences that are contrasted by the informants can also be found in the areas of time, organisation, evaluation, accountability and competitive mentality. Other social differences that arose is greetings, academic roles and the differences between personal and professional interaction. In summary the informants overall describes the Swedish context as more equal, less authoritarian and the social relations between the student and the lecturer can be interpreted as amicable.

Doctor of Philosophy / Department of Mathematics / Virginia Naibo / Investigations of pseudodifferential operators are useful in a variety of applications. These include finding solutions or estimates of solutions to certain partial differential equations, studying boundedness properties of commutators and paraproducts, and obtaining fractional Leibniz rules. A pseudodifferential operator is given through integration involving the Fourier transform of the arguments and a function called a symbol. Pseudodifferential operators were first studied in the linear case and results were obtained to advance both the theory and applicability of these operators. More recently, significant progress has been made in the study of bilinear, and more generally multilinear, pseudodifferential operators. Of special interest are boundedness properties of bilinear pseudodifferential operators which have been examined in a variety of function spaces. Since determining factors in the boundedness of these operators are connected to properties of the corresponding symbols, significant effort has been directed at categorizing the symbols according to size and decay conditions as well as at establishing the associated symbolic calculus. One such category, the bilinear Hörmander classes, plays a vital role in results concerning the boundedness of bilinear pseudodifferential operators in the setting of Lebesgue spaces in particular. The new results in this work focus on the study of bilinear pseudodifferential operators with symbols in weighted Besov spaces of product type. Unlike the Hörmander classes, symbols in these Besov spaces are not required to possess in finitely many derivatives satisfying size or decay conditions. Even without this much smoothness, boundedness properties on Lebesgue spaces are obtained for bilinear operators with symbols in certain Besov spaces. Important tools in the proofs of these new results include the demonstration of appropriate estimates and the development of a symbolic calculus for some of the Besov spaces along with duality arguments. In addition to the new boundedness results and as a byproduct of studying operators with symbols in Besov spaces, it is possible to quantify the smoothness of the symbols, in terms of the conditions that define the Hörmander classes, that is sufficient for boundedness of the operators in the context of Lebesgue spaces.

<p>During my practice as a teacher trainee at an upper secondary school it became clear to me that many pupils have difficulties with algebra. Also in a report from the National Agency for Education (1999) you can see that the students algebra knowledge get worse and worse. I was surprised to find that many pupils seemed to get stuck on the level of attainment for the senior level of the nine-year compulsory school. As I have not studied anything about difficulties in algebra during my training to become a qualified teacher I would like to get to know more about this. I also examine why you have to study algebra in upper secondary school. In my examination I have besides studying research used an empirical study. The empirical study consists of four interviews with upper secondary school teachers in mathematics.</p><p>The result of my assignment can be summarized with that algebra gives you general solutions to problems, gives you larger poosibility to manage higer studys and its an important tool in other subjects in Upper Secondary School. The typical mistakes students do depends especially on fault due to lack of arithmetic skills.</p> / <p>Under mina praktikperioder på gymnasieskolan som lärarstudent kom jag i kontakt med många elever som hade det svårt med algebra. Även i en rapport från Skolverket (1999) fastlås gymnasieelevers allt sämre algebrakunskaper. Jag förundrades över att många elever verkade ha fastnat på högstadiets kunskapsnivå. Då jag inte har fått någon undervisning om elever med svårigheter i algebra i min lärarutbildning, vill jag lära mig mer om detta. Jag undersöker också varför man läser algebra på gymnasieskolan. I min undersökning har jag förutom litteraturstudier använt mig av en empirisk studie. Den empiriska studien består av intervjuer med fyra gymnasielärare i matematik.</p><p>Resultatet av mitt arbete kan sammanfattas med att algebra ger generella lösningar på problem, ger större möjligheter att klara av högre studier och att det är ett viktigt verktyg i många andra ämnen i gymnasieskolan. De typiska fel som gymnasieelever gör beror främst på fel p.g.a. aritmetiska färdigheter saknas.</p>

Two challenges exist for learning Jewish Liturgical Chant: the fact that traditional modal chants are relatively inaccessible for those who do not read notated music, and the problem of how to indicate phrases within liturgical texts for those who do not know Classical Hebrew grammar. This presentation and analysis of Simanei Nusach, a new system of graphic symbols for Jewish Liturgical Chant, addresses both of these concerns. If an adult lay religious leader is learning to lead worship services, and he or she does not read notated music, the primary methodology for learning has been rote memorization of modal musical motifs. Sources of these traditional modal musical motifs have been an experienced teacher, recordings, teaching software, and Internet resources on Jewish Liturgical Chant. If a person who is leading Jewish worship services does not know Hebrew grammar, the only indications for phrasing liturgical texts have been commas in Jewish prayerbooks, and the musical lines of the modal musical motifs. Some modal motifs indicate that the chant begins a sentence or continues a thought, while other motifs indicate the end of a phrase or a sentence. During the 800's C.E. in Israel, a family of Biblical scholars addressed these concerns for chanting the Hebrew Bible. These Masoretes developed a system of graphic symbols indicating punctuation of Biblical phrases, accentuation of words, and the chant of the Bible texts. These Trope symbols in a printed Jewish Bible also serve as a teaching tool for Biblical Cantillation. At the turn of the 21st century, there was no widely-accepted set of graphic symbols that shows the phrasing and modal musical motifs of chanted Jewish liturgy. While preparing teaching materials for adult lay religious leaders who do not read notated music, this author developed a new set of graphical symbols, Simanei Nusach (Symbols of Prayer-chant), to indicate the modal musical motifs and the Hebrew text phrasing of Jewish Liturgical Chant.

<p>Cilj rada jeste, da se istraže frekventni simboli u već<br />objavljenim zbirkama romskog usmenog<br />stvarala&scaron;tva, kao i na novosakupljenom stvarala&scaron;tvu<br />sa teritorije AP Vojvodine koji imaju odreĎeno<br />značenje i ulogu u kulturnom miljeu Roma.<br />Analizom simbola, poku&scaron;aćemo da sagledamo sliku<br />sveta oblikovanu u ovoj poeziji kao i njeno<br />značenje.<br />Istraživanje koje smo sproveli, pokazalo je da bića,<br />pojave, pojmovi, odlike sveta i čoveka pored<br />osnovnog, mogu imati simboličko značenje, a na<br />njima se zasniva osobeno viĎenje sveta. Simboličku<br />vrednost imaju pojave vezane za čovekov život i<br />njegov opstanak, kao i čovekovo telo, biljke,<br />životinje i apstrakni predmeti. Pritom pre možemo<br />govoriti o mogućim simboličkim značenjima nego o<br />&rdquo;pravim&rdquo; simbolima. Ova značenja su, po pravilu,<br />ambivalentna, ista pojava ili biće mogu imati<br />pozitivno i negativno značenje. Simbolička značenja<br />u romskoj tradicionalnoj kulturi počivaju na<br />temeljnom vrednosnom sistemu kulture, ali<br />uglavnom nisu su&scaron;tinski različita od onih koja se<br />formiraju u drugim tradicionalnim kulturama.</p>

The European continent has been plagued by religious-based conflicts for centuries. While in the past the conflicts arose from disputes between the Catholic and the Protestant church, the main source of the conflicts nowadays is migration to European countries. The migration is what brings significant religious and cultural differences into the functioning traditional European society. One of the currently most discussed topics according to conflicts in Europe is the presence of religious symbols in public spaces. At this point new coming religion symbolized by the Muslim headscarf clashes the traditional religion adhered to by majority and in public areas symbolized by the Christian cross. Except for the conflict between the religions the dispute arises also between religions and the principle of secularism. The aim of my thesis is to analyze the issue of religious symbols in public area, not only in terms of religious freedom, but also in terms of equality and discrimination, protection of the rights of minorities, right to education and gender equality, as these are the issues that need to be considered in its complexity. In the thesis will further examine the question of whether and under what conditions it is possible to limit the demonstration of religious symbols in public areas and in this...

Before the direct contact with Europe, the area of present-day south-eastern Nigeria was inhabited by a dispersed population limited to only village or local consciousness but in 1967 representatives of this region declared the independent state of Biafra with the intention to separate from Nigeria which indicates strong collective consciousness. The bearers of this consciousness consider themselves to be Igbo and the collectivity has features of a nation. Therefore it is the Igbo national consciousness I deal with in this thesis. In the theoretical introduction I situate a nation within the sphere of ideas. The historiographic part of the thesis examines how the Igbo nation came into existence. It deals with traditional culture, trade, missionary activity, education, colonial administration, migration, decolonization and politics in independent Nigeria. The second, semiologic part is based on my research among the Igbos in Prague and focuses on the contemporary means for the inter-subjective maintenance of their national consciousness. I try to explain it using a concept of national symbols which can be understood as narratives supporting the idea of continuity, strengthening of borders and assuring the internal homogeneity as distinguished from the external differences.

The master’s thesis deals with the design of modulator OFDM in the FPGA circuit. The thesis describes basic attributes of modulation OFDM, its pros and cons. With the help of created block level scheme, it describes all the components of the processing of the data signal on its way from the transmitter to the receiver. The Atlys Spartan-6 Development Board has been chosen for the implementation of the modulator. The other part of thesis is the design and realization of the analog-digital interface for the modulator OFDM. The interface consists of PCB, which is connected to the development board using expansion connector. The board is assembled with all the parts required for transmitting the signal as well as consecutive receiving, the description of used solutions is also a part of this master’s thesis. Proper function of both designed parts was verified using hardware co-simulation.