An examination of quantitative methods for Forensic Signature Analysis and the admissibility of signature verification system as legal evidence.

The experiments described in this thesis deal with handwriting characteristics which are involved in the production of forged and genuine signatures and complexity of signatures. The objectives of this study were (1) to provide su?cient details on which of the signature characteristics are easier to forge, (2) to investigate the capabilities of the signature complexity formula given by Found et al. based on a different signature database provided by University of Kent. This database includes the writing movements of 10 writers producing their genuine signature and of 140 writers forging these sample signatures. Using the 150 genuine signatures without constrictions of the Kent’s database an evaluation of the complexity formula suggested in Found et al took place divided the signature in three categories low, medium and high graphical complexity. The results of the formula implementation were compared with the opinions of three leading professional forensic document examiners employed by Key Forensics in the UK. The analysis of data for Study I reveals that there is not ample evidence that high quality forgeries are possible after training. In addition, a closer view of the kinematics of the forging writers is responsible for our main conclusion, that forged signatures are widely different from genuine especially in the kinematic domain. From all the parameters used in this study 11 out of 15 experienced significant changes when the comparison of the two groups (genuine versus forged signature) took place and gave a clear picture of which parameters can assist forensic document examiners and can be used by them to examine the signatures forgeries. The movements of the majority of forgers are signi?cantly slower than those of authentic writers. It is also clearly recognizable that the majority of forgers perform higher levels of pressure when trying to forge the genuine signature. The results of Study II although limited and not entirely consistent with the study of Found that proposed this model, indicate that the model can provide valuable objective evidence (regarding complex signatures) in the forensic environment and justify its further investigation but more work is need to be done in order to use this type of models in the court of law. The model was able to predict correctly only 53% of the FDEs opinion regarding the complexity of the signatures. Apart from the above investigations in this study there will be also a reference at the debate which has started in recent years that is challenging the validity of forensic handwriting experts’ skills and at the effort which has begun by interested parties of this sector to validate and standardise the field of forensic handwriting examination and a discussion started. This effort reveals that forensic document analysis field meets all factors which were set by Daubert ruling in terms of theory proven, education, training, certification, falsifiability, error rate, peer review and publication, general acceptance. However innovative methods are needed for the development of forensic document analysis discipline. Most modern and effective solution in order to prevent observational and emotional bias would be the development of an automated handwriting or signature analysis system. This system will have many advantages in real cases scenario. In addition the significant role of computer-assisted handwriting analysis in the daily work of forensic document examiners (FDE) or the judicial system is in agreement with the assessment of the National Research Council of United States that “the scientific basis for handwriting comparison needs to be strengthened”, however it seems that further research is required in order to be able these systems to reach the accomplishment point of this objective and overcome legal obstacles presented in this study

An examination of the characteristics of disguised and traced handwriting

There has recently been a lack of judicial confidence in the evidence provided by handwriting analysis which has highlighted the need for objective research to be conducted in this area. In response this study has examined the principles and practices of two of the field’s most complex areas of analysis: disguised and artificially assisted (traced) handwriting. Any claims and observations made in the literature have been reviewed and empirically tested. A body of controlled data was collected from sixty volunteers who produced samples of disguised handwriting and traced signatures. A rigorous examination of these samples has been described and quantitative evidence found to support the conclusion that the act of disguising or tracing handwriting will have a negative influence upon the appearance and structure of that writing. Results have shown that disguised and traced writings are intimately related in that they share common characteristics that are indicative of the artificial manner by which they have been produced. Other features are also identified that can be directly associated with specific types of deviant writing to allow for distinctions to be made between them. The analysis is expressed in the form of a comprehensive taxonomy of the distinctive features of deviant writing

Invariant encoding schemes for visual recognition

Many encoding schemes, such as the Scale Invariant Feature Transform (SIFT) and Histograms of Oriented Gradients (HOG), make use of templates of histograms to enable a loose encoding of the spatial position of basic features such as oriented gradients. Whilst such schemes have been successfully applied, the use of a template may limit the potential as it forces the histograms to conform to a rigid spatial arrangement. In this work we look at developing novel schemes making use of histograms, without the need for a template, which offer good levels of performance in visual recognition tasks. To do this, we look at the way the basic feature type changes across scale at individual locations. This gives rise to the notion of column features, which capture this change across scale by concatenating feature types at a given scale separation. As well as applying this idea to oriented gradients, we make wide use of Basic Image Features (BIFs) and oriented Basic Image Features (oBIFs) which encode local symmetry information. This resulted in a range of encoding schemes. We then tested these schemes on problems of current interest in three application areas. First, the recognition of characters taken from natural images, where our system outperformed existing methods. For the second area we selected a texture problem, involving the discrimination of quartz grains using surface texture, where the system achieved near perfect performance on the first task, and a level of performance comparable to an expert human on the second. In the third area, writer identification, the system achieved a perfect score and outperformed other methods when tested using the Arabic handwriting dataset as part of the ICDAR 2011 Competition

Drawing, Handwriting Processing Analysis: New Advances and Challenges

International audienceDrawing and handwriting are communicational skills that are fundamental in geopolitical, ideological and technological evolutions of all time. drawingand handwriting are still useful in defining innovative applications in numerous fields. In this regard, researchers have to solve new problems like those related to the manner in which drawing and handwriting become an efficient way to command various connected objects; or to validate graphomotor skills as evident and objective sources of data useful in the study of human beings, their capabilities and their limits from birth to decline

Typewriter in business

Thesis (M.B.A.)--Boston University, 1933. This item was digitized by the Internet Archive

Boys and Early Literacy Learning in Three Maltese State Schools

Internationally, there is a gender-related performance gap in literacy attainment, and in the Maltese islands, recently published international literacy test results caused rising concern about the academic achievement of boys. Within the global context of concern about ‘boys’ underachievement’, this thesis reports a study which investigated the lived literacy experiences of young boys in three co-educational Maltese state schools. The purpose of this enquiry was not to solve the widely discussed phenomenon of ‘boys’ underachievement’ but rather to create new understandings about boys and early literacy learning in the first years of compulsory schooling in Maltese state schools. Consequently, this study is framed within the exploration of the concepts of ‘boys’ underachievement’, ‘early literacy learning’, and ‘school readiness’ in its local context. The theoretical foundations of this research were underpinned by several theoretical perspectives including posthumanist, emancipatory, socio-cultural, experiential education and childhood theories, attuned to my epistemological stance of pragmatism in mixed methods phenomenological research. Young boys’ voices, several stakeholders’ perspectives and the lived experience of three groups of five- to six-year-old boys during schooled reading and writing practices were investigated through an online questionnaire, classroom observations, individual interviews, and focus groups. Findings suggest that the three main concepts explored were inclined to biased and constricted worldviews that resulted in the majority of the young boys experiencing undesirable reading and writing practices. Merged findings funneled down to questioning whether a ‘paradigm paralysis’ effect - the inability or rejection to embrace new ways of thinking - is restraining stakeholders and policymakers from taking action, rethinking and repositioning existing conceptualisations concerning ‘underachieving boys’, ‘early literacy learning’ and ‘school readiness’. Subsequently, this research study implies the risk of a ‘paradigm paralysis’ in the fields of gender, literacy, and early years education in the local context, and offers new conceptualisations towards an educational response. This study posits that policymakers, educators and all stakeholders involved in education should ensure that all children have access to quality early literacy learning through a more socially just education system: a solid foundation for all successful literate citizens

Laptops initiative for students with dyslexia or other reading and writing difficulties: Evaluation report of early implementation, 2002-2003

This evaluation report presents findings from the early implementation of the Laptops Initiative for students with dyslexia and other reading and writing difficulties during the period December 2000 to September 2003. The report situates the Laptop Initiative in the context of the national and international focus on how best to integrate ICTs into the daily fabric of teaching and learning with a concurrent policy move toward providing support for students with learning difficulties in mainstream settings. These three themes - early implementation, ICT/technology integration, and provision of learning support for students in mainstream settings - are the central themes in the report. The overarching project goal was to identify how laptops and other portable ICT equipment can best be used to support students with dyslexia or other reading and writing difficulties in a manner that facilitates learning, and access to learning, in an inclusive environment.The first phase of the evaluation work on the early implementation involved orientation to the personnel, scope and developments to date in the project (January- March 2003). This phase involved meeting with relevant NCTE and DES personnel (the Director of the NCTE, the Project Coordinator, NCTE's National Coordinator for Special Needs, NCTE's Project Officer for Special Needs, and the DES Inspector providing advice to the project coordination team), meeting teachers in two focus group meetings in March 2003, review of some relevant literature on laptop and ICT initiatives and planning the case study phase of the evaluation. The second phase (April-July 2003) of the evaluation focused on gathering case study data in four selected schools, preparing an initial draft of sections of the report summarising data gathered during the March Focus Group meetings and outlining a framework for the school case studies. The third phase (August-November 2003) of the evaluation involved revisiting the case study schools and the development, administration and analysis of a school survey which was sent to principals. The subsequent report on the early implementation of the Laptops Initiative documents the development of the project from its inception in December 2000 to various strands of development at national, school and classroom levels until end of September 2003. The various interview protocols, survey instruments and other data collection guidelines are contained in the report as appendices.This evaluation of the Laptop Initiative reflects the early development of the project. In many respects the Laptop Initiative could be seen as the SIP of SIPs, (SIP being the acronym for the School Integration Project, one of the three strands in the Schools IT 2000 initiative). That is, the Laptop Initiative provides an opportunity to examine a large-scale school integration pilot project across thirty-one post-primary schools, with a number of supporting conditions such as: the freedom given to each school to design and craft the project according to its locally identified needs and strengths, funding for substitute teacher cover to support participating teachers, an experienced seconded project coordinator supporting the schools, with additional support provided by local ICT advisors, NCTE personnel overseeing and providing further expertise to the project, involvement of principals in national project meetings, in-service days and further training for teachers and principals, and a Laptop Initiative newsletter designed to support teachers in sharing their Laptops Initiative-related teaching practices. There are a number of very positive developments and overarching observations worth reiterating at this point: Teachers, principals, and students alike are generally very positive about the project and see it as having made a worthwhile contribution to literacy learning. They identified significant successes to date, real obstacles to its fuller implementation, as well as areas for future development. Over a thousand students have been using the laptops across the thirty-one schools. Students were positive about their laptop-related learning experiences. The 2002-03 year marked a turning point during which many teachers and principals moved from being somewhat skeptical about the initiative to being strongly committed to its actual benefits and further potential. The Laptops Initiative is well rooted in almost all participating schools. Schools made very significant progress during 2002-03 in purchasing, organising, planning, developing awareness of the project in other schools and distributing the laptops for use across different class and year groups. The dominant approach to provision of support for students with learning difficulties in literacy is withdrawal. Consequently, to date, the laptops have fitted into rather than transformed provision for students with dyslexia and other reading and writing difficulties. As such, dominant organisational and cultural patterns tend to exert a significant and powerful assimilationist pressure on innovations such as the Laptops Initiative. Significantly more boys than girls are involved in the project. The fixed model of laptop deployment (allocating laptops to one location) has been the dominant model for laptop management to date. However, many schools have also used the floating model (allowing students to bring laptops around the school) and a small number have allowed students to occasionally bring a laptop home, that is, use of the fostered model