Thesis (Ph. D.)--Ohio State University, 1984. / Includes bibliographical references (leaves 179-184). Available online via OhioLINK's ETD Center.

In our thesis, we investigate the detection of malicious behavior in cooperative networks. Our model contain one source, one destination and two relays where relays adopt Orthogonal Space Time Block Code (OSTBC) to achieve spatial diversity. Cooperative communication takes two phases to forward signal to the destination. During first phase, source broadcasts data symbols to relay and destination, and a few tracing symbols are inserted randomly in data symbols. The values and positions of tracing symbols are known at source and destination. The random placement of tracing symbols is to prevent relays evade the detection of malicious behavior. In second phase, relays adopt orthogonal space time block code to forward the received signals after decoding source message successfully. We consider two scenarios based on the decoding capability at relays. The first scenario assumes perfect source¡Vrelay links. So, relays can always decode symbols correctly. Second scenario considers decoding failures at relays. In both scenarios, relays have a certain probability to perform maliciously. After receiving symbols at destination, the destination extracts and detect the tracing symbols. The malicious behavior of relay is detected depending on the value of the correlation between detected and exact tracing symbols. Moreover, depending on the average received energy, we can distinguish whether relays behaves as in outage. Through computer simulation, we can verify that our proposed tracing algorithm and decoding strategy reduce bit error rate.

Thesis (M.S.)--Rochester Institute of Technology, 2009. / Typescript. Includes bibliographical references (p. 76-78).

No description available.

Just as coarse static on a radio station interferes with a listener's ability to discern the music being played, so do coarse visual background patterns interfere with a map reader's ability to read words on a map. This problem is especially prevalent when small budgets limit the cartographer to the use of commercially available, pre-printed areal patterns for black and white reproduction. This study investigates the effects of dot arrangement and dot density of two purchased, areal dot patterns, type size, type orientation, and letter case on word reading accuracy when words and dot patterns are viewed simultaneously. The emphasis of the study was on dot arrangement, comparing the readability of words presented with a controlled "geometric" dot arrangement and then with an experimental "scallop" dot arrangement. The remaining variables, included to simulate an actual map situation, were also analyzed. The primary null hypothesis, that dot arrangement does not make a significant differance in word reading accuracy regardless of dot density, type size, type orientation, and letter case, was rejected on the basis of the analysis results.

Thesis (M.F.A.)--Rochester Institute of Technology, 1993. / Typescript. Includes bibliographical references (leaves 34-35).

Thesis (Ph. D.)--York University, 2002. Graduate Programme in Environmental Studies. / Typescript. Includes bibliographical references (leaves 194-216). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ75192.

Thesis (Ph. D.)--University of Chicago Divinity School, August 1999. / Includes bibliographical references. Also available on the Internet.

Experiencing and expressing emotions is an essential part of psychological well-being. It is for this reason that most graphic symbol sets used in the field of AAC include an array of symbols depicting emotions. However, to date, very limited research has been done on children’s ability to recognise and use these symbols to express feelings within different cultural contexts. The purpose of the current study was to describe and compare Afrikaans and Sepedi speaking grade R children’s choice of graphic symbols when depicting four basic emotions, i.e. happy; sad; afraid; and angry. After ninety participants (44 Afrikaans and 46 Sepedi speaking) passed a pre-assessment task, they were exposed 24 emotions vignettes. Participants had to indicate the intensity the protagonist in the story would experience. The next step was for the participants to choose a graphic symbol from a 16 matrix overlay which they thought best represented the symbol and intensity. The results indicated a significant difference at a 1% level between the two groups’ selection of expected symbols to represent emotions. Afrikaans speaking participants more often chose expected symbols than Sepedi speaking participants to represent different basic emotions. Sepedi speaking participants made use of a larger variety of symbols to represent the emotions. Participants from both language groups most frequently selected expected symbols to represent happy followed by those for angry and afraid with expected symbols for sad selected least frequently. Except for a significant difference at the 1% level for happy no significant differences were present between the intensities selected by the different language groups for the other three basic emotions. No significant differences between the two gender groups’ choices of expected symbols to represent emotions or between the intensities selected by the different gender groups were observed. / Thesis (PhD)--University of Pretoria, 2011. / Centre for Augmentative and Alternative Communication (CAAC) / Unrestricted

Published Article / Language and Mathematics are both so-called "tools" that are used by other disciplines to explain / describe phenomena in those disciplines, but they are scientific disciplines in their own right. Language is a system of symbols, but so is Mathematics. These symbols carry meaning or value. Both originate in the human mind and are then translated into messages of logic. What is important are the relationships between units that are inherent to both disciplines. In practicing the two disciplines, there are elements that correspond. These are a vocabulary, grammar, a community and meaning. Psycholinguists and psychologists are interested in the role that language might have in enabling other functions in the human cognitive repertoire. Some argue that language is a prerequisite for a whole range of intellectual activities, including mathematics. They claim that mathematical structures are, in a way, parasitic on the human linguistic faculty. Some evidence for the language: maths connection comes from neurology. Functional imaging studies of the brain show increased activation of the language areas as certain mathematical tasks / challenges are performed. Lesions to a certain part of the brain impair both the linguistic as well as the mathematical ability. We are looking at a fundamentally shared enterprise, a deeply interwoven development of numerical and linguistic aspects. This co-evolution of number concepts and number words suggests that it is no accident that the same species that possesses the language faculty as a unique trait, should also be the one that developed a systematic concept of number.