Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / This dissertation sought to evaluate the potential of a customized, videobased instructional method, the Cultural Video Project (CVP), which was designed to meet the needs of both heritage and non-heritage students learning Korean as a second language in a university setting. The goal of this study was to design and create the CVP, document the implementation of the CVP, and then to assess the effects the CVP had on the area that speakers of English tend to have difficulty with, such as acquisition of honorific systems in Korean. The CVP was a series of short authentic Korean video clips and matching worksheets that the researcher created. The videos were adapted from contemporary Korean broadcasting programs and Korean films. The CVP videos were used during the face-to-face setting classroom meeting sessions as a lesson and after the classroom lesson was over, the videos were available on the school's Internet courseware for students to use for their individual practice and review. Each of the CVP video segments displayed linguistic structures, vocabulary, idiomatic expressions and cultural conventions that were partly addressed in the course's Elementary Korean course materials. The participating professor, Professor Q, helped in selecting the video segments and co-authored the matching worksheets in corporation with the researcher throughout the preparation and implementation period. During the interviews, Professor Q reported changes in her teaching philosophy while creating and implementing the CVP method in her teaching. She reported that the video technology combined with the university's courseware uses created positive impacts on her students' Korean learning experiences such as heightened interest and intense attention that helped to make dynamic and interactive lessons during the classroom meetings. Students reported their responses to the CVP in various forms: Interviews, written self-reports, in-class observation reports, results of the exams and two-forms of standard school course evaluations. The findings reveal that through the CVP practice, students increased their cultural understanding, improved the listening skills, and improved their understanding of language use in a variety of culturally specific social situations. / 2031-01-01

El objetivo del presente trabajo de tesis es el de diseñar e implementar una infraestructura de red de área local y un sistema de gestión de aprendizaje multimedia basado en software libre para el Instituto de Educación Superior Tecnológico Público Naval – CITEN, para lo cual se ha optado por una WLAN (Wireless Local Area Network) conectada al nodo principal de la Dirección General de Educación (DIREDUMAR), en el cual se encontrarán todos los servidores de las diferentes aplicaciones, uno de los cuales servirá para el alojamiento de la nueva plataforma virtual Moodle del CITEN. El objetivo mencionado, surge debido a la gran dificultad que existe en el proceso de aprendizaje y enseñanza en esta institución educativa, ya que ni alumnos ni docentes cuentan con un adecuado acceso a internet, además de no existir una plataforma virtual que brinde un adecuado canal de comunicación, evaluación e interacción entre los mismos para fines académicos. En primer lugar se efectuó el diseño de la infraestructura de la red WLAN, con un modelo de arquitectura abierta y topología estrella, centralizado en un switch core de capa 3, el cual se conecta a traves de 5 troncales de fibra óptica a 5 switches de tipo 2 que proveerán de señal a todos los edificios del área académica. Además existen 5 switches de tipo 3 para llegar a laboratorios y talleres. Para el despliegue de los puntos de acceso (AP) se ha usado el diseño por capacidad, el cual supone la instalación de un AP por cada ambiente, en total se desplegarán 90 puntos de acceso. Posteriormente se ha efectuado la evaluación heurística de la plataforma Moodle actual del CITEN, la cual arrojó 13 diferentes problemas, varios de los cuales han sido calificados con criterios de severidad, frecuencia y criticidad bastante altos. En tal sentido, dicha evaluación evidenció la necesidad de contar con una nueva plataforma para la gestión de aprendizaje. Es así como se escoge a Moodle por sus particulares características, su gran difusión a nivel mundial, su potencialidad y continuo desarrollo. La nueva plataforma virtual se ha diseñado y personalizado de manera tal de cubrir todos los problemas encontrados en la plataforma actual, por lo tanto el nuevo “Campus virtual CITEN” cuenta con un diseño amigable, de fácil acceso, dinámico, atractivo y funcional para docentes y alumnos. / Tesis

by Lau Tak Kan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1998. / Includes bibliographical references (leaves 100-108). / Abstract also in Chinese. / Chapter 1 --- Introduction --- p.1 / Chapter 1.1 --- Background --- p.1 / Chapter 1.2 --- Problem Defined --- p.5 / Chapter 1.3 --- Contributions --- p.5 / Chapter 1.4 --- Thesis Organization --- p.7 / Chapter 2 --- Content-based Retrieval Multimedia Database Background and Indexing Problem --- p.8 / Chapter 2.1 --- Feature Extraction --- p.8 / Chapter 2.2 --- Nearest-neighbor Search --- p.10 / Chapter 2.3 --- Content-based Indexing Methods --- p.15 / Chapter 2.4 --- Indexing Problem --- p.22 / Chapter 3 --- Data Clustering Methods for Indexing --- p.25 / Chapter 3.1 --- Proposed Solution to Indexing Problem --- p.25 / Chapter 3.2 --- Brief Description of Several Clustering Methods --- p.26 / Chapter 3.2.1 --- K-means --- p.26 / Chapter 3.2.2 --- Competitive Learning (CL) --- p.27 / Chapter 3.2.3 --- Rival Penalized Competitive Learning (RPCL) --- p.29 / Chapter 3.2.4 --- General Hierarchical Clustering Methods --- p.31 / Chapter 3.3 --- Why RPCL? --- p.32 / Chapter 4 --- Non-hierarchical RPCL Indexing --- p.33 / Chapter 4.1 --- The Non-hierarchical Approach --- p.33 / Chapter 4.2 --- Performance Experiments --- p.34 / Chapter 4.2.1 --- Experimental Setup --- p.35 / Chapter 4.2.2 --- Experiment 1: Test for Recall and Precision Performance --- p.38 / Chapter 4.2.3 --- Experiment 2: Test for Different Sizes of Input Data Sets --- p.45 / Chapter 4.2.4 --- Experiment 3: Test for Different Numbers of Dimensions --- p.49 / Chapter 4.2.5 --- Experiment 4: Compare with Actual Nearest-neighbor Results --- p.53 / Chapter 4.3 --- Chapter Summary --- p.55 / Chapter 5 --- Hierarchical RPCL Indexing --- p.56 / Chapter 5.1 --- The Hierarchical Approach --- p.56 / Chapter 5.2 --- The Hierarchical RPCL Binary Tree (RPCL-b-tree) --- p.58 / Chapter 5.3 --- Insertion --- p.61 / Chapter 5.4 --- Deletion --- p.63 / Chapter 5.5 --- Searching --- p.63 / Chapter 5.6 --- Experiments --- p.69 / Chapter 5.6.1 --- Experimental Setup --- p.69 / Chapter 5.6.2 --- Experiment 5: Test for Different Node Sizes --- p.72 / Chapter 5.6.3 --- Experiment 6: Test for Different Sizes of Data Sets --- p.75 / Chapter 5.6.4 --- Experiment 7: Test for Different Data Distributions --- p.78 / Chapter 5.6.5 --- Experiment 8: Test for Different Numbers of Dimensions --- p.80 / Chapter 5.6.6 --- Experiment 9: Test for Different Numbers of Database Ob- jects Retrieved --- p.83 / Chapter 5.6.7 --- Experiment 10: Test with VP-tree --- p.86 / Chapter 5.7 --- Discussion --- p.90 / Chapter 5.8 --- A Relationship Formula --- p.93 / Chapter 5.9 --- Chapter Summary --- p.96 / Chapter 6 --- Conclusion --- p.97 / Chapter 6.1 --- Future Works --- p.97 / Chapter 6.2 --- Conclusion --- p.98 / Bibliography --- p.100

This thesis takes as the object of its enquiry children's talk about the range of different media texts which they circulate amongst themselves in informal settings. It uses this data to raise questions about how we can conceptualise literacy in a multimedia age; the role that talk about texts plays in establishing what it means to read and to be a reader; and the relationship between talk, text and context. The thesis contributes to the development of a social theory of literacy by linking differences observed in ways of talking about texts to different aspects of the social contexts in which those texts circulate. It redefines the social contexts for reading which shape a given literacy event in terms of the social processes through which texts are made available to particular readers ii. particular settings. These social processes are described in terms of the social regulation of texts. The methodological and theoretical issues the thesis tackles arise largely from the attempt to construct a new language of description (See Bernstein, 1996) for the range of talk about texts collected as part of the research data. The language used to describe the data has become the means for making visible aspects of literacy as a social practice which have been previously overlooked. In this respect, the act of description is therefore in itself theoretical: it helps formulate what it refers to.

Hoy en día, el aspecto educacional es uno de los más importantes en todo país debido a que una nación logra desarrollarse plenamente gracias al aporte de sus ciudadanos y profesionales. Es aquí en donde surge el principal objetivo a conseguir con la presente tesis, promover el desarrollo de las habilidades cognitivas de las personas. La actual tesis presentará un videojuego que permitirá a toda persona que lo utilice poder mejorar sus habilidades y destrezas a nivel cerebral debido a que se ha logrado realizar un trabajo minucioso y exhaustivo sobre las bondades que debe poseer una aplicación para poder cumplir este fin con gran eficacia. Se ha decidido optar por esta solución debido a que, tras realizar un estudio del mercado actual, no se ha identificado un videojuego a nivel local que permita cumplir con estas necesidades. Si bien es cierto, a nivel global existen algunos videojuegos que buscan acercarse al objetivo expuesto en la presente tesis aún no se ha logrado uno que se consolide en cuanto al incentivo del desarrollo de las destrezas de los videojugadores. Se propone el videojuego como una solución recreativa, académica en incluso médica a la vez ya que permitirá a todo tipo de personas (niños, adultos, estudiantes, profesionales, pacientes, entre otros) poder utilizarlo sin problemas debido a su intuitiva y sencilla jugabilidad. Adicionalmente, las ventajas que ofrecerá el videojuego a desarrollar, así como las habilidades que ayudarán son múltiples y variadas y abarca aspectos desde la mejora de la memoria, pasando por la atención, velocidad, flexibilidad y hasta incluso la mejora en la destreza de la solución de problemas. El proyecto se desarrolla en un escenario real en el cual se pueden aplicar las mejores prácticas de gestión y desarrollo de proyectos. / Tesis

Trata-se de uma pesquisa do tipo descritivo/exploratório. Analisa a multimídia interativa como recurso no ensino de semiologia para o Curso de Graduação em Enfermagem. A metodologia adotada teve duas etapas. Inicialmente buscamos o perfil dos entrevistados, a partir das variáveis: período do curso, recebimento de algum conteúdo de semiologia relacionado ao ensino de semiologia, disciplina da graduação em que recebera tal conteúdo, o tempo de recebimento desse conteúdo, recebimento de algum conteúdo teórico-prático de semiologia via CD ROM, se possuía computador próprio em sua residência e, se sabia utilizar o CD ROM como material didático. Para esta etapa foi feito tabulamento dos dados com sua posterior análise freqüencial. A segunda etapa ocorreu através da análise de conteúdo, com a qual foi possível a construção de três nucleamentos de idéias, conforme BARDIN. O primeiro nucleamento foi intitulado "A impregnação dos sentidos provocado pelo CD ROM interativo". Com ele, constatamos uma forte evidência em afirmar que a multimídia é um meio de fácil manuseio e bastante facilitador entre teoria e prática da semiologia, pois melhora e inova a compreensão das aulas teóricas ajudando no exame físico direto do cliente, além de suprir, ao seu modo, a carência de laboratórios pedagógicos. O segundo nucleamento, denominado de "A realidade virtual: O Eu digital/pneumático em rede", apontou que a simulação virtual não é igual à realidade do cliente, que o professor pode ficar limitado ao uso da linguagem virtual desvalorizando as relações interpessoais entre todos os envolvidos na dinâmica de ensino-aprendizagem, outrossim a transformação do ensino em algo muito individualizado pela super valorização da linguagem em foco. O último nucleamento foi assinalado como "A linguagem virtual como recurso pedagógico: O equilíbrio que não deve ser perdido". Observamos, por seu intermédio, que a multimídia é um recurso objetivo, versátil, fácil e simples, que ajuda na revisão dos conteúdos, podendo ser utilizado no próprio domicílio do aluno, apresentando, porém, limitações que vão desde a separação entre os atores do processo ensinoaprendizagem, passando por uma necessidade de melhor compreensão do uso dessa linguagem como modalidade didática, até a constatação de que trata-se de um recurso complementar às outras formas. A conclusão dessa pesquisa, aponta para três reflexões essenciais. 1- O desenvolvimento das Novas Tecnologias da Comunicação/Informação, determina aos enfermeiros um imperativo acerca da necessidade da inserção no manuseio dessas tecnologias, tanto no plano da sua implementação, enquanto produto tecnológico, como no plano do seu desenvolvimento dentro da própria enfermagem, a fim de permitirlhe um domínio desse saber específico; 2- A compreensão da linguagem virtual precisa ser amplamente dimensionada pelo enfermeiro, pois, ela já se constitui como elemento das relações sociais do trabalho , da ciência e da cultura humana e; 3- A pedagogia específica da enfermagem deve perceber que a utilização da linguagem virtual não se traduz numa “panacéia" à natureza da formação e do trabalho de enfermagem, mas, sobretudo, se apresenta ao docente como uma modalidade extremamente dinâmica e inovadora de se ensinar a cuidar através da enfermagem. / Descriptive /exploratory research. Analyzes the interactive multimedia as a resource for teaching semiology to nursing graduation. The methodology adopted was fulfilled in two moments. Initially the profile of the interviewed ones was investigated through the variables: semester in course, acquaintance of semiology knowledge related to semiology teaching, discipline in which such knowledge has been acquired, acquaintance of theorical - practical content of semiology via CD Rom, possession of PC and, whether they had the skills to work with the CD Rom as didactic device. To this first step the information obtained was processed into data for future analyses of frequency. The second step was based on the analyses of content with which the construction of three nucleai of ideas was possible in accordance with BARDIN. The first nucleus was entitled “Senses impregnation by interactive CD Rom", a strong evidence to affirm that the multimedia is a not only as easy to handle resource but also a way to make semiology theory and practice easier once it enhances the comprehension of theorical classes helping the development of the physical examination of clients, besides making uf, on its on ways, for the lack of pedagogical labs. The second nucleus named “Virtual reality: the digital/pneumatic me on the net" pointed out that the virtual simulation is not similar to the reality of the client, that relationship among everyone involved in the teaching/learning dynamics, likewise transforming teaching into something extremely individual due to over appreciation of the language used in focus. The ,last nucleus was named as “The virtual language as a pedagogical resource: the balance that can not lost". We observe, due to its intermediation, that multimedia is an objective, versatile, easy and simple resource helping in the review of contents with possibility of household use by students, nevertheless showing limitations that go from splitting the actors of the teaching/learning process through the need of better comprehension of the use of such language as a didactic mode till the evidence that it is a complementary resource to other means of teaching. The conclusion of the research points out to three essential reflections. 1. The development of new technologies of information/communication determines an imperative to Nurse for the need of insertion on this technology handling not only to its implementation as a technological device, bus also on its development inside the Nursing field aiming to allow the grasp of its specific knowledge; 2. Comprehension of virtual language needs to be widely dimensioned by the Nurse once it is already an element of work and social relations, of science and of human culture; 3. Specific pedagogy of Nursing must be aware that the use of virtual language is no panacea to the nature of graduation and work of Nurses but, above all, that it is presented as an extremely dynamic and innovatory modality of teaching how to assist through Nursing.

Chan Pik-Wah. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (leaves 111-130). / Abstracts in English and Chinese. / Abstract --- p.i / Acknowledgement --- p.iv / Chapter 1 --- Introduction --- p.1 / Chapter 1.1 --- Background --- p.1 / Chapter 1.2 --- Research Objective --- p.3 / Chapter 1.3 --- Contributions --- p.4 / Chapter 1.4 --- The Structure of this Thesis --- p.6 / Chapter 2 --- Literature Review --- p.7 / Chapter 2.1 --- Security in Multimedia Communications --- p.8 / Chapter 2.2 --- Cryptography --- p.11 / Chapter 2.3 --- Digital Watermarking --- p.14 / Chapter 2.4 --- Essential Ingredients for Video Watermarking --- p.16 / Chapter 2.4.1 --- Fidelity --- p.16 / Chapter 2.4.2 --- Robustness --- p.17 / Chapter 2.4.3 --- Use of Keys --- p.19 / Chapter 2.4.4 --- Blind Detection --- p.20 / Chapter 2.4.5 --- Capacity and Speed --- p.20 / Chapter 2.4.6 --- Statistical Imperceptibility --- p.21 / Chapter 2.4.7 --- Low Error Probability --- p.21 / Chapter 2.4.8 --- Real-time Detector Complexity --- p.21 / Chapter 2.5 --- Review on Video Watermarking Techniques --- p.22 / Chapter 2.5.1 --- Video Watermarking --- p.25 / Chapter 2.5.2 --- Spatial Domain Watermarks --- p.26 / Chapter 2.5.3 --- Frequency Domain Watermarks --- p.30 / Chapter 2.5.4 --- Watermarks Based on MPEG Coding Struc- tures --- p.35 / Chapter 2.6 --- Comparison between Different Watermarking Schemes --- p.38 / Chapter 3 --- Novel Watermarking Schemes --- p.42 / Chapter 3.1 --- A Scene-based Video Watermarking Scheme --- p.42 / Chapter 3.1.1 --- Watermark Preprocess --- p.44 / Chapter 3.1.2 --- Video Preprocess --- p.46 / Chapter 3.1.3 --- Watermark Embedding --- p.48 / Chapter 3.1.4 --- Watermark Detection --- p.50 / Chapter 3.2 --- Theoretical Analysis --- p.52 / Chapter 3.2.1 --- Performance --- p.52 / Chapter 3.2.2 --- Capacity --- p.56 / Chapter 3.3 --- A Hybrid Watermarking Scheme --- p.60 / Chapter 3.3.1 --- Visual-audio Hybrid Watermarking --- p.61 / Chapter 3.3.2 --- Hybrid Approach with Different Water- marking Schemes --- p.69 / Chapter 3.4 --- A Genetic Algorithm-based Video Watermarking Scheme --- p.73 / Chapter 3.4.1 --- Watermarking Scheme --- p.75 / Chapter 3.4.2 --- Problem Modelling --- p.76 / Chapter 3.4.3 --- Chromosome Encoding --- p.79 / Chapter 3.4.4 --- Genetic Operators --- p.80 / Chapter 4 --- Experimental Results --- p.85 / Chapter 4.1 --- Test on Robustness --- p.85 / Chapter 4.1.1 --- Experiment with Frame Dropping --- p.87 / Chapter 4.1.2 --- Experiment with Frame Averaging and Sta- tistical Analysis --- p.89 / Chapter 4.1.3 --- Experiment with Lossy Compression --- p.90 / Chapter 4.1.4 --- Test of Robustness with StirMark 4.0 --- p.92 / Chapter 4.1.5 --- Overall Comparison --- p.98 / Chapter 4.2 --- Test on Fidelity --- p.100 / Chapter 4.2.1 --- Parameter(s) Setting --- p.101 / Chapter 4.2.2 --- Evaluate with PSNR --- p.101 / Chapter 4.2.3 --- Evaluate with MAD --- p.102 / Chapter 4.3 --- Other Features of the Scheme --- p.105 / Chapter 4.4 --- Conclusion --- p.106 / Chapter 5 --- Conclusion --- p.108 / Bibliography --- p.110

Chan Ka Yan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (leaves i-iv (3rd gp.)). / Abstracts in English and Chinese. / ACKNOWLEDGEMENT --- p.I / ABSTRACT --- p.II / 摘要 --- p.IV / TABLE OF CONTENT --- p.VI / LIST OF FIGURE --- p.VIII / LIST OF TABLE --- p.IX / Chapter CHAPTER 1. --- INTRODUCTION --- p.1 / Chapter 1.1 --- Background --- p.1 / Chapter 1.2 --- Importance of hyperlink analysis --- p.2 / Chapter CHAPTER 2. --- RELATED WORK --- p.4 / Chapter 2.1 --- Crawling --- p.4 / Chapter 2.1.1 --- Crawling method for HITS Algorithm --- p.4 / Chapter 2.1.2 --- Crawling method for Page Rank Algorithm --- p.7 / Chapter 2.2 --- Ranking --- p.7 / Chapter 2.2.1 --- Page Rank Algorithm --- p.8 / Chapter 2.2.2 --- HITS Algorithm --- p.11 / Chapter 2.2.3 --- PageRank-HITS Algorithm --- p.15 / Chapter 2.2.4 --- SALSA Algorithm --- p.16 / Chapter 2.2.5 --- Average and Sim --- p.18 / Chapter 2.2.6 --- Netscape Approach --- p.19 / Chapter 2.2.7 --- Cocitation Approach --- p.19 / Chapter 2.3 --- Multimedia Information Retrieval --- p.20 / Chapter 2.3.1 --- Octopus --- p.21 / Chapter CHAPTER 3. --- RESEARCH METHODOLOGY --- p.25 / Chapter 3.1 --- Research Objective --- p.25 / Chapter 3.2 --- Proposed Crawling Methodology --- p.26 / Chapter 3.2.1 --- Collecting Media Objects --- p.26 / Chapter 3.2.2 --- Filtering the collection of links --- p.29 / Chapter 3.3 --- Proposed Ranking Methodology --- p.34 / Chapter 3.3.1 --- Identifying the factors affect ranking --- p.34 / Chapter 3.3.2 --- Modified Ranking Algorithms --- p.37 / Chapter CHAPTER 4. --- EXPERIMENTAL RESULTS AND DISCUSSIONS --- p.52 / Chapter 4.1 --- Experimental Setup --- p.52 / Chapter 4.1.1 --- Assumptions for the Experiment --- p.53 / Chapter 4.2 --- Some Observations from Experiment --- p.54 / Chapter 4.2.1 --- Dangling links --- p.55 / Chapter 4.2.2 --- "Good Hub = bad Authority, Good Authority = bad Hub?" --- p.55 / Chapter 4.2.3 --- Setting of weights --- p.56 / Chapter 4.3 --- Discussion on Experimental Results --- p.57 / Chapter 4.3.1 --- Relevance --- p.57 / Chapter 4.3.2 --- Precision and recall --- p.58 / Chapter 4.3.3 --- Significance testing --- p.61 / Chapter 4.3.4 --- Ranking --- p.63 / Chapter 4.4 --- Limitations and Difficulties --- p.67 / Chapter 4.4.1 --- Small size of the base set --- p.68 / Chapter 4.4.2 --- Parameter settings --- p.68 / Chapter 4.4.3 --- Unable to remove all the meaningless links from base set --- p.68 / Chapter 4.4.4 --- Resources and time-consuming --- p.69 / Chapter 4.4.5 --- TKC Effect --- p.69 / Chapter 4.4.6 --- Continuously updated format of HTML codes and file types --- p.70 / Chapter 4.4.7 --- The object citation habit of authors --- p.70 / Chapter CHAPTER 5. --- CONCLUSION --- p.71 / Chapter 5.1 --- Contribution of our Methodology --- p.71 / Chapter 5.2 --- Possible Improvement --- p.71 / Chapter 5.3 --- Conclusion --- p.72 / BIBLIOGRAPHY --- p.I / APPENDIX --- p.A-I / Chapter A.1 --- One-tailed paired t-test results --- p.A-I / Chapter A2. --- Anova results --- p.A-IV

by Chan Mei Shuen Polly. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1997. / Includes bibliographical references (leaves 67-70). / Abstract --- p.ii / Acknowledgement --- p.iii / Chapter 1 --- Introduction --- p.1 / Chapter 1.1 --- Definitions --- p.3 / Chapter 1.2 --- Thesis Overview --- p.5 / Chapter 2 --- Background and Related Work --- p.6 / Chapter 2.1 --- Feature-Based Index Structures --- p.6 / Chapter 2.2 --- Distance Preserving Methods --- p.8 / Chapter 2.3 --- Distance-Based Index Structures --- p.9 / Chapter 2.3.1 --- The Vantage-Point Tree Method --- p.10 / Chapter 3 --- The Problem of Distance Preserving Methods in Querying --- p.12 / Chapter 3.1 --- Some Experimental Results --- p.13 / Chapter 3.2 --- Discussion --- p.15 / Chapter 4 --- Nearest Neighbor Search in VP-trees --- p.17 / Chapter 4.1 --- The sigma-factor Algorithm --- p.18 / Chapter 4.2 --- The Constant-α Algorithm --- p.22 / Chapter 4.3 --- The Single-Pass Algorithm --- p.24 / Chapter 4.4 --- Discussion --- p.25 / Chapter 4.5 --- Performance Evaluation --- p.26 / Chapter 4.5.1 --- Experimental Setup --- p.27 / Chapter 4.5.2 --- Results --- p.28 / Chapter 5 --- Update Operations on VP-trees --- p.41 / Chapter 5.1 --- Insert --- p.41 / Chapter 5.2 --- Delete --- p.48 / Chapter 5.3 --- Performance Evaluation --- p.51 / Chapter 6 --- Minimizing Distance Computations --- p.57 / Chapter 6.1 --- A Single Vantage Point per Level --- p.58 / Chapter 6.2 --- Reuse of Vantage Points --- p.59 / Chapter 6.3 --- Performance Evaluation --- p.60 / Chapter 7 --- Conclusions and Future Work --- p.63 / Chapter 7.1 --- Future Work --- p.65 / Bibliography --- p.67

by Steve Tai-Man Wong. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1997. / Includes bibliographical references (leaves 64-65). / TABLE OF FIGURES --- p.i / Chapter 1 --- INTRODUCTION --- p.1 / Chapter 1.1 --- Contributions --- p.4 / Chapter 1.2 --- Thesis Organization --- p.5 / Chapter 2 --- BACKGROUND --- p.6 / Chapter 3 --- THE MUSAS AUTHORING SYSTEM --- p.11 / Chapter 3.1 --- The Storyboard-based Authoring System and Extension --- p.11 / Chapter 3.2 --- The Editor-Authors Hierarchy --- p.18 / Chapter 3.3 --- The Multi-agents Architecture --- p.22 / Chapter 3.3.1 --- The RESAgent --- p.22 / Chapter 3.3.2 --- The SalesAgent --- p.31 / Chapter 3.3.3 --- The WatcherAgent --- p.36 / Chapter 3.3.4 --- The NeedleAgent --- p.38 / Chapter 4 --- IMPLEMENTATION --- p.42 / Chapter 4.1 --- The Project Builder --- p.42 / Chapter 4.2 --- The Timetable Editor --- p.46 / Chapter 4.3 --- The Multi-agents Architecture --- p.47 / Chapter 4.4 --- The WatcherAgent --- p.49 / Chapter 4.5 --- The SalesAgent --- p.49 / Chapter 4.6 --- The RESAgent --- p.50 / Chapter 5 --- CASE STUDY --- p.53 / Chapter 6 --- FUTURE WORK --- p.60 / Chapter 7 --- CONCLUSION --- p.62 / REFERENCES --- p.64 / Chapter APPENDIX A --- INSTALLATION PROCEDURE --- p.66 / Chapter APPENDIX B --- THE USER'S MANUAL --- p.67 / Chapter APPENDIX C --- CLASS DIAGRAMS --- p.90 / Chapter APPENDIX D --- THE PROGRAMMER'S GUIDE --- p.99