A Novel Evolutionary Algorithm with Column and Sub-Block Local Search for Sudoku Puzzles

Sudoku puzzles are not only popular intellectual games but also NP-hard combinatorial problems related to various real-world applications, which have attracted much attention worldwide. Although many efficient tools, such as evolutionary computation (EC) algorithms, have been proposed for solving Sudoku puzzles, they still face great challenges with regard to hard and large instances of Sudoku puzzles. Therefore, to efficiently solve Sudoku puzzles, this paper proposes a genetic algorithm (GA)-based method with a novel local search technology called local search-based GA (LSGA). The LSGA includes three novel design aspects. First, it adopts a matrix coding scheme to represent individuals and designs the corresponding crossover and mutation operations. Second, a novel local search strategy based on column search and sub-block search is proposed to increase the convergence speed of the GA. Third, an elite population learning mechanism is proposed to let the population evolve by learning the historical optimal solution. Based on the above technologies, LSGA can greatly improve the search ability for solving complex Sudoku puzzles. LSGA is compared with some state-of-the-art algorithms at Sudoku puzzles of different difficulty levels and the results show that LSGA performs well in terms of both convergence speed and success rates on the tested Sudoku puzzle instances

An IoT System for Converting Handwritten Text to Editable Format via Gesture Recognition

Evaluation of traditional classroom has led to electronic classroom i.e. e-learning. Growth of traditional classroom doesn’t stop at e-learning or distance learning. Next step to electronic classroom is a smart classroom. Most popular features of electronic classroom is capturing video/photos of lecture content and extracting handwriting for note-taking. Numerous techniques have been implemented in order to extract handwriting from video/photo of the lecture but still the deficiency of few techniques can be resolved, and which can turn electronic classroom into smart classroom. In this thesis, we present a real-time IoT system to convert handwritten text into editable format by implementing hand gesture recognition (HGR) with Raspberry Pi and camera. Hand Gesture Recognition (HGR) is built using edge detection algorithm and HGR is used in this system to reduce computational complexity of previous systems i.e. removal of redundant images and lecture’s body from image, recollecting text from previous images to fill area from where lecture’s body has been removed. Raspberry Pi is used to retrieve, perceive HGR and to build a smart classroom based on IoT. Handwritten images are converted into editable format by using OpenCV and machine learning algorithms. In text conversion, recognition of uppercase and lowercase alphabets, numbers, special characters, mathematical symbols, equations, graphs and figures are included with recognition of word, lines, blocks, and paragraphs. With the help of Raspberry Pi and IoT, the editable format of lecture notes is given to students via desktop application which helps students to edit notes and images according to their necessity

ACMS 18th Biennial Conference Proceedings

Association of Christians in the Mathematical Sciences 18th Biennial Conference Proceedings, June 1-4, 2011, Westmont College, Santa Barbara, CA

EthnoGraphemes

Spoken and written languages are living processes. As with our own natural systems, they are born, evolve in stages, yet also face the eventuality of death. Current research indicates that there are 7,111 spoken languages in the world. UNESCO lists a total of 577 languages as critically endangered. This thesis examines the role of graphic design and its potential contribution to the preservation of endangered languages and writing systems of indigenous communities. My interest lies in exploring possibilities of the script serving as a vessel to share and celebrate deeper stories of each of these communities’ heritage. Through my practice, I experiment with new media tools to explore: the linguistic frameworks and visual arrangements of underrepresented languages, to create narratives that can speculate on how we can signify timelessness — bridging past, present & future. I intend to support communities in their efforts to reclaim their histories through cultural dialogue and collaboration to create meaningful future identities. This thesis details my collaborative process of revitalizing the Sora Sompeng script in support of the Sora forest tribe in Orissa, India. EthnoGraphemes offers an initial methodology, framework and reference guide for future work in engaging graphic design towards socio-cultural conservation, encouraging human diversity, while celebrating cultural identity and pride among indigenous communities by looking into the future, while honoring one’s past

Empirical modelling as a new paradigm for educational technology

Educational technology has yet to deliver the benefits or successes that were expected in educational practice, especially in relation to issues other than the communication and delivery of teaching materials. Evidence suggests that these difficulties stem from the mismatch between formalised virtual learning environments and everyday sensemaking and between the rich potential for enhanced learning afforded by new technology and the constraints of old-style educational practice. In addressing this mismatch, some commentators suggest that the primary need is for a new culture of educational practice-and even that such a culture is already emerging, and others identify the need for a new paradigm for educational technology. The aim of this thesis is to explore the potential for a new paradigm for educational technology based on the principles and tools of Empirical Modelling (see http://dcs.warwick.ac.uk/modelling). The thesis builds upon previous research on Empirical Modelling as a constructionist approach to learning, and in particular Roe's doctoral thesis 'Computers for learning: an Empirical Modelling perspective'. Roe's treatment of Empirical Modelling can be viewed as generalising the use of spreadsheets for learning through applying 'programming by dependency' within the framework of existing educational practice. In contrast, this thesis is concerned at a more fundamental level with the contribution that Empirical Modelling can make to technology enhanced learning that may lead to new educational practices. In particular, it identifies eight significant characteristics of learning that are well-matched to Empirical Modelling activity, and associates these with experimental, flexible and meaningful strands in learning. The credentials of Empirical Modelling as a potential new foundation for educational technology are enhanced by demonstrating that Empirical Modelling is radically different from traditional software development and use. It provides a methodology for modelling with dependency that is more closely related to the use of spreadsheets for learning. The thesis elaborates on the relationship between Empirical Modelling and learning in a variety of different contexts, ways and applications. Three examples drawn from computer science higher education are explored to emphasise the experimental, flexible and meaningful characteristics of Empirical Modelling. This discussion of Empirical Modelling in a specific educational context is complemented by an investigation of its relevance to learning in a wider context, with reference to a broad range of subjects, to specific issues in language learning, and to the topics of lifelong learning and collaborative learning. Although the application of Empirical Modelling for learning is as yet too immature for large scale empirical studies, its potential is evaluated using informal empirical evidence arising from Empirical Modelling practice at Warwick. The sources for this evaluation are well-established teaching activities relating to Empirical Modelling in Computer Science at the University of 'Warwick, comprising an introductory module and a number of final year undergraduate projects. The thesis concludes by considering the extent to which Empirical Modelling can go beyond the support for constructionism envisaged by Roe, to address the broader agenda of supporting constructivist learning using computers. To this end, a close relationship between Empirical Modelling and a vision of constructivism recently set out by Bruno Latour in his paper 'The Promises of Constructivism' is demonstrated

Empirical modelling as a new paradigm for educational technology

Educational technology has yet to deliver the benefits or successes that were expected in educational practice, especially in relation to issues other than the communication and delivery of teaching materials. Evidence suggests that these difficulties stem from the mismatch between formalised virtual learning environments and everyday sensemaking and between the rich potential for enhanced learning afforded by new technology and the constraints of old-style educational practice. In addressing this mismatch, some commentators suggest that the primary need is for a new culture of educational practice-and even that such a culture is already emerging, and others identify the need for a new paradigm for educational technology. The aim of this thesis is to explore the potential for a new paradigm for educational technology based on the principles and tools of Empirical Modelling (see http://dcs.warwick.ac.uk/modelling). The thesis builds upon previous research on Empirical Modelling as a constructionist approach to learning, and in particular Roe's doctoral thesis 'Computers for learning: an Empirical Modelling perspective'. Roe's treatment of Empirical Modelling can be viewed as generalising the use of spreadsheets for learning through applying 'programming by dependency' within the framework of existing educational practice. In contrast, this thesis is concerned at a more fundamental level with the contribution that Empirical Modelling can make to technology enhanced learning that may lead to new educational practices. In particular, it identifies eight significant characteristics of learning that are well-matched to Empirical Modelling activity, and associates these with experimental, flexible and meaningful strands in learning. The credentials of Empirical Modelling as a potential new foundation for educational technology are enhanced by demonstrating that Empirical Modelling is radically different from traditional software development and use. It provides a methodology for modelling with dependency that is more closely related to the use of spreadsheets for learning. The thesis elaborates on the relationship between Empirical Modelling and learning in a variety of different contexts, ways and applications. Three examples drawn from computer science higher education are explored to emphasise the experimental, flexible and meaningful characteristics of Empirical Modelling. This discussion of Empirical Modelling in a specific educational context is complemented by an investigation of its relevance to learning in a wider context, with reference to a broad range of subjects, to specific issues in language learning, and to the topics of lifelong learning and collaborative learning. Although the application of Empirical Modelling for learning is as yet too immature for large scale empirical studies, its potential is evaluated using informal empirical evidence arising from Empirical Modelling practice at Warwick. The sources for this evaluation are well-established teaching activities relating to Empirical Modelling in Computer Science at the University of 'Warwick, comprising an introductory module and a number of final year undergraduate projects. The thesis concludes by considering the extent to which Empirical Modelling can go beyond the support for constructionism envisaged by Roe, to address the broader agenda of supporting constructivist learning using computers. To this end, a close relationship between Empirical Modelling and a vision of constructivism recently set out by Bruno Latour in his paper 'The Promises of Constructivism' is demonstrated.EThOS - Electronic Theses Online ServiceGBUnited Kingdo

Selected Papers from the First International Symposium on Future ICT (Future-ICT 2019) in Conjunction with 4th International Symposium on Mobile Internet Security (MobiSec 2019)

The International Symposium on Future ICT (Future-ICT 2019) in conjunction with the 4th International Symposium on Mobile Internet Security (MobiSec 2019) was held on 17–19 October 2019 in Taichung, Taiwan. The symposium provided academic and industry professionals an opportunity to discuss the latest issues and progress in advancing smart applications based on future ICT and its relative security. The symposium aimed to publish high-quality papers strictly related to the various theories and practical applications concerning advanced smart applications, future ICT, and related communications and networks. It was expected that the symposium and its publications would be a trigger for further related research and technology improvements in this field

BSRLM geometry working group: establishing a professional development network to support teachers using dynamic mathematics software GeoGebra

The embedding of technology into mathematics teaching is known to be a complex process. GeoGebra, an open-source dynamic mathematics software that incorporates geometry and algebra into a single package, is proving popular with teachers - yet solely having access to such technology can be insufficient for the successful integration of technology into teaching. This paper reports on aspects of an NCETM-funded project that involved nine experienced teachers collaborating in developing ways of providing professional development and support for other teachers across England in the use of GeoGebra in teaching mathematics. The participating teachers tried various approaches to better integrate the use of GeoGebra into the mathematics curriculum (especially in geometry) and they designed and led professional development workshops for other teachers. As a result, the project initiated a core group which has started to be a source of support and professional development for other teachers of mathematics in the use of GeoGebra