RAPID ANALYTICAL VERIFICATION OF HANDWRITTEN ALPHANUMERIC ADDRESS FIELDS

Microsoft, Motorola, Siemens, Hitachi, IAPR, NICI, IUF This paper presents a combination of fuzzy system and dynamic analytical model to deal with imprecise data derived from feature extraction in handwritten address images which are compared against postulated addresses for address verification. A dynamic building­number locator is able to locate and recognise the building­number, without knowing exactly where the building­number starts in the candidate address line. The overall system achieved a correct sorting rate of 72.9%, 27.1% rejection rate and 0.0% error rate on a blind test set of 450 cursive handwritten addresses.

Fault isolation detection expert (FIDEX). Part 1: Expert system diagnostics for a 30/20 Gigahertz satellite transponder

LeRC has recently completed the design of a Ka-band satellite transponder system, as part of the Advanced Communication Technology Satellite (ACTS) System. To enhance the reliability of this satellite, NASA funded the University of Akron to explore the application of an expert system to provide the transponder with an autonomous diagnosis capability. The results of this research was the development of a prototype diagnosis expert system called FIDEX (fault-isolation and diagnosis expert). FIDEX is a frame-based expert system that was developed in the NEXPERT Object development environment by Neuron Data, Inc. It is a MicroSoft Windows version 3.0 application, and was designed to operate on an Intel i80386 based personal computer system

Principles in Patterns (PiP) : Project Evaluation Synthesis

Evaluation activity found the technology-supported approach to curriculum design and approval developed by PiP to demonstrate high levels of user acceptance, promote improvements to the quality of curriculum designs, render more transparent and efficient aspects of the curriculum approval and quality monitoring process, demonstrate process efficacy and resolve a number of chronic information management difficulties which pervaded the previous state. The creation of a central repository of curriculum designs as the basis for their management as "knowledge assets", thus facilitating re-use and sharing of designs and exposure of tacit curriculum design practice, was also found to be highly advantageous. However, further process improvements remain possible and evidence of system resistance was found in some stakeholder groups. Recommendations arising from the findings and conclusions include the need to improve data collection surrounding the curriculum approval process so that the process and human impact of C-CAP can be monitored and observed. Strategies for improving C-CAP acceptance among the "late majority", the need for C-CAP best practice guidance, and suggested protocols on the knowledge management of curriculum designs are proposed. Opportunities for further process improvements in institutional curriculum approval, including a re-engineering of post-faculty approval processes, are also recommended

Bestowing the Blessing: Practical Strategies for Christian Educators

Christian teachers in the public schools who wish to improve student motivation and outcomes can effectively apply the strategies suggested by Smalley and Trent (1986) in The Blessing. Smalley and Trent set forth a five-fold plan for parents to bless their children with unconditional love and acceptance. The techniques of using meaningful touch, speaking words of honor, encouragement, and affirmation, and making an active commitment to student success are supported both by Scripture and research in educational best practices

Effects of a Bibliotherapy Based Intervention on Literacy, Behaviour and Self-efficacy of Disaffected Adolescents

This thesis examines the effects of a Bibliotherapy based intervention on literacy, behaviour, and self-efficacy of disaffected adolescents. This exploratory study sought to understand how the intervention was experienced by disaffected adolescents (RQ1/RQ2) and whether it revealed any changes in their responses to the texts (RQ3). It contributes to the existing knowledge and literature by demonstrating how Bibliotherapy, implemented in an educational context, can be a useful tool in designing an intervention for disaffected students at the secondary level by linking emotional development to development in literacy and overall learning. To begin, the purpose and study aims were to develop an intervention based on the principles of Bibliotherapy in order to address the challenges of literacy and behaviour among disaffected adolescents; to evaluate the various outcomes, which may influence the design or effective implementation of the programme; to revise and make changes based on the evaluation to produce a usable programme. From this, the study aimed to answer the following research questions: how useful is Bibliotherapy and/or its principles as a tool in designing a literacy programme for re-engaging disaffected adolescents? What is the perspective of the students in undertaking the programme in means of the process involved? What changes follow this programme in regards to the improvement of literacy and enhancement of attitude and interest in reading amongst disaffected adolescents? This study used a longitudinal mixed methods approach, taking place over three cohorts (school terms), and involving thirty two Year 9 students from five secondary schools in the United Kingdom. The design and evaluation of the Bibliotherapy intervention was underpinned by both a concurrent triangulation model and action research. The evaluation of the programme involved the collection of both qualitative and quantitative data; therefore, a pragmatic stance to the research was adopted that was positioned as mixed-methods. Qualitative data was analysed using a thematic approach and merged to complement the Quantitative findings offering a more thorough and valid interpretation. The qualitative analysis revealed four overarching themes from the participation in the programme: positive developments in Power Over Learning, Emotional Intelligence, Peer Impact to Learning, and New Reader Identities. The quantitative findings, for the most part, did not reveal any statistically significant changes in reading, self-efficacy, or behaviour; however, there were isolated cases among individual cohorts where the findings did reveal significant changes in fluency, reading, reading difficulty perception, behaviour, and with personal resiliency such as increased optimism, tolerance, and adaptability. This study supports findings from earlier studies suggesting that disaffected adolescents at secondary school levels can benefit from reading and behavioural intervention. It offers new knowledge regarding the effectiveness and use of Bibliotherapy as a tool to design an intervention for re-engagement, social and emotional growth through peer support, development of a deeper understanding of self, and reinforcement of reading skills necessary to achieve literacy

Listening comprehension and strategy use: a longitudinal exploration

This paper examines the development of strategy use over 6 months in two lower-intermediate learners of L2 French in secondary schools in England. These learners were selected from a larger sample on the basis of their scores on a recall protocol completed after listening to short passages at two time points: one was consistently a high scorer; the other one, a low scorer. Qualitative data on these two learners’ strategic behaviour were gathered at the two time points from verbal reports made by learners while they were completing a multiple-choice listening task. Our results show a high degree of stability of strategy use over the time period, with pre-existing differences between the high and low scorer persisting. The theoretical and pedagogical implications of these findings are discussed

Alcohol Dependence and Avoidant Attachment – Implications for Therapy

A thesis submitted in partial fulfilment of the requirements of the University of Wolverhampton for the award of Practitioner Doctorate Degree in Counselling PsychologyThe literature review revealed co-morbidity between adverse childhood experiences, adult psychopathology and alcohol dependence, although causality was questionable due to multiple variables. The current study used 54 clients at the acute end of the spectrum of severe alcohol dependence from a specialist tertiary substance misuse service (clients) and a control group of 54 non-problematic drinkers from an NHS working population (controls) to examine possible differences in security of attachment and maladaptive schemas and investigated how early relational experiences influenced core beliefs regarding self, others and intimate relationships and therapeutic implications for severely alcohol dependent clients’ engagement in specialist services. The study was divided into two sections: (1) quantitative analysis using Feeney, Noller and Hanrahan’s (1994) Attachment Style Questionnaire to measure attachment style and Young’s Schema Questionnaire (Young & Brown, 2001) to measure maladaptive schemas in the domain of disconnection and rejection and (2) qualitative analysis, using Interpretational Phenomenological Analysis (IPA) to explore eight severely alcohol dependent clients’ subjective experiences of intimate relationships. Clients scored significantly lower in secure attachment style and significantly higher in both avoidant and ambivalent attachment style than controls and suggested overlapping between the two dimensions, known as ‘fearful avoidant’ attachment. Clients scored significantly higher than controls in all five sub-categories of maladaptive schemas in the domain of disconnection and rejection, namely mistrust/abuse, emotional deprivation, abandonment, social isolation/alienation and defectiveness/shame. IPA revealed common themes of negative parent-child interaction: physical and psychological abuse, neglect and explicit maternal rejection and emotional deprivation and hostile and abusive parent-parent interaction. These aetiological factors influenced fearful avoidant attachment and maladaptive core beliefs. Negation of children’s needs implicated an immaturely developed diffuseness of identity and defective self that inhibited formation of intimate adult relationships. A bio-psychosocial explanation suggested alcohol ameliorated hyper-vigilant anxiety and depression from adverse childhood experiences within a threatening family environment that implicated insecure attachment, maladaptive core beliefs and negative self-identity, inhibiting emotional intimacy. It advocated screening procedures and an integrated CBT and schema-based therapeutic approach for those at the more severe end of the spectrum of alcohol dependence deemed at risk of not engaging or disengaging prematurely from services