The author presents novel algorithms to design unconstrained handwriting recognition systems organized in three parts: In Part One, novel algorithms are presented for processing of Arabic text prior to recognition. Algorithms are described to convert a thinned image of a stroke to a straight line approximation. Novel heuristic algorithms and novel theorems are presented to determine start and end vertices of an off-line image of a stroke. A straight line approximation of an off-line stroke is converted to a one-dimensional representation by a novel algorithm which aims to recover the original sequence of writing. The resulting ordering of the stroke segments is a suitable preprocessed representation for subsequent handwriting recognition algorithms as it helps to segment the stroke. The algorithm was tested against one data set of isolated handwritten characters and another data set of cursive handwriting, each provided by 20 subjects, and has been 91.9% and 91.8% successful for these two data sets, respectively. In Part Two, an entirely novel fuzzy set-sequential machine character recognition system is presented. Fuzzy sequential machines are defined to work as recognizers of handwritten strokes. An algorithm to obtain a deterministic fuzzy sequential machine from a stroke representation, that is capable of recognizing that stroke and its variants, is presented. An algorithm is developed to merge two fuzzy machines into one machine. The learning algorithm is a combination of many described algorithms. The system was tested against isolated handwritten characters provided by 20 subjects resulting in 95.8% recognition rate which is encouraging and shows that the system is highly flexible in dealing with shape and size variations. In Part Three, also an entirely novel text recognition system, capable of recognizing off-line handwritten Arabic cursive text having a high variability is presented. This system is an extension of the above recognition system. Tokens are extracted from a onedimensional representation of a stroke. Fuzzy sequential machines are defined to work as recognizers of tokens. It is shown how to obtain a deterministic fuzzy sequential machine from a token representation that is capable'of recognizing that token and its variants. An algorithm for token learning is presented. The tokens of a stroke are re-combined to meaningful strings of tokens. Algorithms to recognize and learn token strings are described. The. recognition stage uses algorithms of the learning stage. The process of extracting the best set of basic shapes which represent the best set of token strings that constitute an unknown stroke is described. A method is developed to extract lines from pages of handwritten text, arrange main strokes of extracted lines in the same order as they were written, and present secondary strokes to main strokes. Presented secondary strokes are combined with basic shapes to obtain the final characters by formulating and solving assignment problems for this purpose. Some secondary strokes which remain unassigned are individually manipulated. The system was tested against the handwritings of 20 subjects yielding overall subword and character recognition rates of 55.4% and 51.1%, respectively.

The 1960s have a special place in the cultural memory of the West Coast of Canada. They have informed its regional identity, the cityscape of Vancouver, and the social infrastructure of the modern state. But lost in the mythos that has surrounded Vancouver’s long sixties is the story of the Georgia Straight. Founded by a group of poets in 1967 to combat a campaign launched by the municipal government to discriminate against the counterculture, it is today, in 2018, the most prosecuted newspaper in Canadian history. Between 1967 and 1972, the municipal and provincial government deliberately took advantage of the legal justice system to censor an outlet for dissent, with the end goal of inhibiting it from publishing. This thesis challenges popular conceptions of the 1960s in British Columbia’s popular memory by demonstrating the extent to which the state deliberately censored freedom of expression by attempting to silence an outlet for dissent, and highlights how the municipal and provincial government infringed on the civil liberties of Vancouver’s counterculture community, in one instance in August 1971, threatening it with outright violence. / Graduate

Este trabalho busca, num primeiro momento, caracterizar a problemática aprendizagem do número real na Escola Básica, aplicando questionários-sondagem, analisando livros didáticos e comparando-os com os Parâmetros Curriculares Nacionais. Num segundo momento desenvolvemos um efetivo estudo de Matemática: as maneiras mais comuns de se construir números reais e a equivalência entre todas elas. Mostramos também como, a partir de cada uma destas abordagens, chega-se à representação decimal de um número real positivo. Finalizamos com uma proposta pedagógica para o Ensino Fundamental, e uma experiência didática, numa 8ª série, de construção de um número real via medição exata de segmentos de reta. / The first part of this work is an attempt to characterize the problem of learning the concept of real number in Elementary School, making use of questionnaires and analyzing school books as well as the National Parameters for the teaching of Mathematics. The second part deals with the Mathematics involved in the construction of the real numbers, namely, different ways of constructing this set and also the equivalence between all those constructions. We also show how each one of those constructions leads to the decimal representation of a positive real number. The last part of this work consists of a pedagogic proposal for the construction of the real number making use of the (exact) measure of a line segment and the description and conclusions of its implementation in an 8th year of Elementary School.

Made available in DSpace on 2016-08-03T16:31:12Z (GMT). No. of bitstreams: 1 Liana Fattori.pdf: 2061187 bytes, checksum: 58f918c462dde751cd1b9fb02368aa94 (MD5) Previous issue date: 2006-03-08 / Ao criar a técnica para tratamento ortodôntico denominado Straight-Wire, Andrews introduziu o uso de bráquetes pré-programados, ou bráquetes construídos individualmente para cada dente, com o objetivo de melhor posicioná-los ao final do tratamento. Capelozza Filho sugeriu novas angulações e inclinações para dentes que necessitavam de ajuste ao final do tratamento, criando prescrições para os diferentes padrões faciais. O presente trabalho tem por objetivo avaliar as alterações nas inclinações dentárias causadas pelo tratamento ortodôntico nos dentes anteriores utilizando-se da prescrição Capelozza Classe II. Foram selecionados 17 indivíduos adultos de padrão facial II, portadores de má-oclusão Classe II; para tratamento ortodôntico compensatório, e em três tempos clínicos, relativos a três diferentes fios ortodônticos (.020 ; .019 x .025 , .021 x .025 ), foram realizados exames de tomografia computadorizada volumétrica, para mensuração e posterior avaliação das inclinações dentárias alcançadas em cada um dos tempos, pela ação de cada um dos fios, comparando-se estes valores aos da prescrição utilizada, bem como das diferenças ocorridas entre os tempos. Após a coleta de dados e aplicação dos testes estatísticos, concluiu-se que existe diferença estatística (p<0,05) na maioria dos valores da prescrição e os valores encontrados em cada um dos tempos avaliados; não foram encontradas diferenças estatisticamente significantes quando comparados os tempos estudados. Observou-se também uma tendência dos dentes a expressarem a prescrição apenas em T3.

Este trabalho busca, num primeiro momento, caracterizar a problemática aprendizagem do número real na Escola Básica, aplicando questionários-sondagem, analisando livros didáticos e comparando-os com os Parâmetros Curriculares Nacionais. Num segundo momento desenvolvemos um efetivo estudo de Matemática: as maneiras mais comuns de se construir números reais e a equivalência entre todas elas. Mostramos também como, a partir de cada uma destas abordagens, chega-se à representação decimal de um número real positivo. Finalizamos com uma proposta pedagógica para o Ensino Fundamental, e uma experiência didática, numa 8ª série, de construção de um número real via medição exata de segmentos de reta. / The first part of this work is an attempt to characterize the problem of learning the concept of real number in Elementary School, making use of questionnaires and analyzing school books as well as the National Parameters for the teaching of Mathematics. The second part deals with the Mathematics involved in the construction of the real numbers, namely, different ways of constructing this set and also the equivalence between all those constructions. We also show how each one of those constructions leads to the decimal representation of a positive real number. The last part of this work consists of a pedagogic proposal for the construction of the real number making use of the (exact) measure of a line segment and the description and conclusions of its implementation in an 8th year of Elementary School.

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / Neste trabalho, consideramos o conceito de segmento de reta como uma introduÃÃo ao conceito de conjunto convexo e suas aplicaÃÃes no R2 e R3, conceito esse reforÃado com a prova do baricentro do triÃngulo. Calculamos a relaÃÃo de posiÃÃo entre um ponto e um segmento de reta. Definimos o conceito de cone e mostramos os diferentes tipos de cone com alguns exemplos. Definimos a envoltÃria convexa no plano e no espaÃo podendo assim estabelecer a relaÃÃo entre um ponto e um triÃngulo e a relaÃÃo entre um ponto e um tetraedro. Apresentamos o conceito de hiperplano e finalizamos relacionando a convexidade com a simetria. / In this paper, we consider the concept of line segment as an introduction to the concept of convex set and its applications, this concept reinforced by the evidence of centroid of the triangle. We calculate the relative position between a point and a line segment. We define the cone concept and show the different types of cone with some examples. We define the convex envelope in the plane and in space can then estabilish the relationship between a point and a triangle and the relationship between a point and a tetrahedron. Introducing the concept of hyperplane and finished relating the convexity with symmetry.

Nesse trabalho, comeÃaremos com um pouco da histÃria dos centros notÃveis do triÃngulo, com foco nos quatro pontos notÃveis: Baricentro, Incentro, Ortocentro e circuncentro, alÃm da Reta de Euler. Em seguida abordaremos alguns resultados clÃssicos associados ao triÃngulo e as coordenadas de pontos no plano cartesiano que serÃo Ãteis para auxiliar nas demonstraÃÃes dos capÃtulos que seguem. Nestes capÃtulos sÃo apresentados os pontos notÃveis do triÃngulo e algumas de suas caracterÃsticas, bem como o Ponto de Speiker e a de Reta de Euler de dois aspectos: do ponto de vista da Geometria Euclidiana e do ponto de vista da Geometria AnalÃtica. / In this work, we start with a little history of notable centers of the triangle, focusing on the four notable points: Centroid, Incentro, orthocenter and circumcenter, besides Straight Euler.Then discuss some classical results associated with the triangle and the coordinates of points on the Cartesian plane that will be useful to assist in the statements of the chapters that follow.These chapters are presented the outstanding points of the triangle and some of its characteristics as well as the Point Speiker and Reta Euler two aspects: the point of view of Euclidean geometry and the point of view of analytic geometry.

This thesis examines how select participants came to be involved in DiY punk culture, what they do in it, and how, if they do, they exit from the culture. Underpinning this will be an ethnographic examination of how the ethics of punk informs their views of remaining authentic and what they consider to be a sell out and betrayal of these values. I illustrate how such ethics have evolved and how they inform the daily practice of two chosen DiY punk communities in Leeds and Bradford. I show how these communities reciprocally relate to each other. I ask such questions as what do the participants get out of what is often experienced as hard work and toil, particularly where it is fraught with a series of dilemmas bound up in politics, ethics, identity and integrity. I offer a grounded theory of how and what ways those involved in DiY punk authenticate themselves in their actions. This will demonstrate how and, more importantly, why DiY punks distinguish their ethical version of punk over and above what are taken as less favourable forms of punk. What happens if previous passionately held DiY beliefs are surrendered? Severe consequences follow should a participant sell out. I present an account of these and suggest that what they involve is not the clear-cut question that is sometimes assumed, either sincerely or selfrighteously.

The purpose of this paper is to find out whether Hough transform if it is helpful to building extraction or not. This paper is written with the intention to come up with a building extraction algorithm that captures building areas in images as accurately as possible and eliminates background interference information, allowing the extracted contour area to be slightly larger than the building area itself. The core algorithm in this paper is based on the linear feature of the building edge and it removes interference information from the background. Through the test with ZuBuD database in Matlab, we can detect images successfully.  So according to this study, the Hough transform works for extracting building in 2D images.

This qualitative study deals largely with exploring the role of GSAs in schools. The analysis asks why sexual minority youth and allied heterosexual youth are the primary resource for educating their peers, faculty members, administrators, school boards about issues homophobia in schools. Related to this, the thesis also takes up the issue of the school as a heteronormative space, and subsequently asks how heteronormative structures affect student understandings of citizenship curriculum, learning, and social change. The data consists of three individual interviews, and one group interview. In total there were six participants, four female, two male, of varying sexual orientations. All participants were youths between the ages 15-18; all were students in the Lower Mainland, and all were active members of their school's GSA. Queer theory and poststructural theory form the theoretical infrastructure of the study. Drawing from both theatrical frameworks, this study attempts to bridge the perceived gap between theoretical representations and applied, qualitative based analysis in the hopes of opening up a more fluid avenue of inquiry. By way of conclusion I suggest that while beneficial to individual students, GSAs have become a "band-aid" solution for the systemic problem of homophobia in schools. I also argue that GSAs ought not be the only mechanism through which GLBTQI education and pedagogies of inclusion are fostered. Further to this, I recommend that a reconceptualized understanding of citizenship discourse, inclusive of communities, belonging, and personal responsibility would offer productive avenues to engage with heteronormativism, and other normalizing mechanisms within the school environments. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate