Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Ciencias Fisicas e Matematicas / Made available in DSpace on 2012-10-16T21:34:21Z (GMT). No. of bitstreams: 0Bitstream added on 2016-01-08T14:04:14Z : No. of bitstreams: 1 91789.pdf: 1241872 bytes, checksum: c6eb5914edbe4ecbb40ed1bbcba1fec1 (MD5) / ARANTE, Jurema Maria Costa. Sobre a sym-universalidade de palavras primitivas. Florianópolis, 1981. 51p. Dissertação (Mestrado em Matemática) - Curso de Pós-Graduação em Matemática, Universidade Federal de Santa Catarina.

Hypermatrices are defined. Elementary operations and properties are defined and discussed. A 4-ary Multiplication is defined for hypermatrices, consisting of multilinear mappings from ordered 4-tuples of hypermatrices to hypermatrices. This multiplication is the only such mapping satisfying two basic properties which we should like such an operation to have. Various properties and characterizations of Multiplication are discussed. Equivalence Classes of hypermatrices are defined and discussed. Starting with equivalence classes of a general nature, we are led to the definition of various types of Hyperdeterminants, themselves considered as being equivalence classes of hypermatrices. Operators and operations on hypermatrices are extended to hyperdeterminants. A generalization of the Cauchy-Binet Theorem for matrices is seen to hold for hypermatrices and their associated hyperdeterminants. Special systems of hypermatrices are seen to constitute generalizations of the Complex and Quaternion Algebras, and some properties of these are discussed. / Science, Faculty of / Mathematics, Department of / Graduate

Since the Help America Vote Act (HAVA) in 2002 that addressed improvements to voting systems and voter access through the use of electronic technologies, electronic voting systems have improved in U.S. elections. However, voters with disabilities have been disappointed and frustrated, because they have not been able to vote privately and independently (Runyan, 2007). Voting accessibility for individuals with disabilities has generally been accomplished through specialized designs, providing the addition of alternative inputs (e.g., headphones with tactile keypad for audio output, sip-and-puff) and outputs (e.g., audio output) to existing hardware and/or software architecture. However, while the add-on features may technically be accessible, they are often complex and difficult for poll workers to set up and require more time for targeted voters with disabilities to use compared to the direct touch that enable voters without disabilities to select any candidate in a particular contest at any time. To address the complexities and inequities with the accessible alternatives, a universal design (UD) approach was used to design two experimental ballot interfaces, namely EZ Ballot and QUICK Ballot, that seamlessly integrate accessible features (e.g., audio output) based on the goal of designing one voting system for all. EZ Ballot presents information linearly (i.e., one candidate’s name at a time) and voters can choose Yes or No inputs that does not require search (i.e., finding a particular name). QUICK Ballot presents multiple names that allow users to choose a name using direct-touch or gesture-touch interactions (e.g., the drag and lift gesture). Despite the same goal of providing one type of voting system for all voters, each ballot has a unique selection and navigation process designed to facilitate access and participation in voting. Thus, my proposed research plan was to examine the effectiveness of the two UD ballots primarily with respect to their different ballot structures in facilitating voting performance and satisfaction for people with a range of visual abilities including those with blindness or vision loss. The findings from this work show that voters with a range of visual abilities were able to use both ballots independently. However, as expected, the voter performance and preferences of each ballot interface differed by voters through the range of visual abilities. While non-sighted voters made fewer errors on the linear ballot (EZ Ballot), partially-sighted and sighted voters completed the random access ballot (QUICK Ballot) in less time. In addition, a higher percentage of non-sighted participants preferred the linear ballot, and a higher percentage of sighted participants preferred the random ballot. The main contributions of this work are in: 1) utilizing UD principles to design ballot interfaces that can be differentially usable by voters with a range of abilities; 2) demonstrating the feasibility of two UD ballot interfaces by voters with a range of visual abilities; 3) providing an impact for people with a range of visual abilities on other applications. The study suggests that the two ballots, both designed according to UD principles but with different weighting of principles, can be differentially usable by individuals with a range of visual abilities. This approach clearly distinguishes this work from previous efforts, which have focused on developing one UD solution for everyone because UD does not dictate a single solution for everyone (e.g., a one-size-fits-all approach), but rather supports flexibility in use that provide a new perspective into human-computer interaction (Stephanidis, 2001).

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by Jin Mai. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1996. / Includes bibliographical references (leaves 74-79). / Acknowledgement --- p.i / Abstract --- p.ii / Chapter 1. --- Pseudovarieties of finite algebras --- p.1 / Chapter 2. --- Algebraic automata and formal languages theory --- p.19 / Chapter 3. --- M-varieties and S-varieties --- p.36 / Chapter 4. --- The dot-depth hierarchy --- p.48 / Chapter 5. --- Operators P and P' --- p.62 / References --- p.74

Although Universal Design (UD) was initially an architectural construct, the term is now used in a wide range of disciplines including education. Proponents believe that implementing UD principles will meet the needs of the broadest range of learners; not with a “one size fits all” answer for everyone, but rather through flexible curricular materials and activities. Skeptics argue that UD principles cannot be successfully transferred from one discipline (architecture) to another (education). Using the critical analytical tools of the immanent critique, genealogy, and the ideal type critique (Skrtic, 1995); the practical and theoretical benefits, advantages, and potential as well as the challenges, problems, and limitations of Universal Design in education are explored in this study. Finally, the implications of UD in teaching, learning, and possible areas for future research are discussed. Using a mixed method research approach of qualitative and quantitative research methods, I conducted a study that specifically explores educators’ and students’ perceptions of UD aligned teaching practices and their influence on the teaching and learning of students, and assesses the differences and similarities between student learning in two comparable classes studying the same senior high novel unit: with one class using UD aligned practices and the other class using traditional methods. While my study was unable to determine if implementing the principles of UD improved learning outcomes, it supports the notion that UD may help teachers provide more inclusive educational settings.

Although Universal Design (UD) was initially an architectural construct, the term is now used in a wide range of disciplines including education. Proponents believe that implementing UD principles will meet the needs of the broadest range of learners; not with a “one size fits all” answer for everyone, but rather through flexible curricular materials and activities. Skeptics argue that UD principles cannot be successfully transferred from one discipline (architecture) to another (education). Using the critical analytical tools of the immanent critique, genealogy, and the ideal type critique (Skrtic, 1995); the practical and theoretical benefits, advantages, and potential as well as the challenges, problems, and limitations of Universal Design in education are explored in this study. Finally, the implications of UD in teaching, learning, and possible areas for future research are discussed. Using a mixed method research approach of qualitative and quantitative research methods, I conducted a study that specifically explores educators’ and students’ perceptions of UD aligned teaching practices and their influence on the teaching and learning of students, and assesses the differences and similarities between student learning in two comparable classes studying the same senior high novel unit: with one class using UD aligned practices and the other class using traditional methods. While my study was unable to determine if implementing the principles of UD improved learning outcomes, it supports the notion that UD may help teachers provide more inclusive educational settings.

Thesis (Th. M.)--Dallas Theological Seminary, 1990. / Includes bibliographical references (leaves : 77-84).

University, Diss.--Amsterdam, 1999.