Fuzzy Logic Classification of Handwritten Signature Based Computer Access and File Encryption

Often times computer access and file encryption is successful based on how complex a password will be, how often users could change their complex password, the length of the complex password and how creative users are in creating a complex passsword to stand against unauthorized access to computer resources or files. This research proposes a new way of computer access and file encryption based on the fuzzy logic classification of handwritten signatures. Feature extraction of the handwritten signatures, the Fourier transformation algorithm and the k-Nearest Algorithm could be implemented to determine how close the signature is to the signature on file to grant or deny users access to computer resources and encrypted files. lternatively implementing fuzzy logic algorithms and fuzzy k-Nearest Neighbor algorithm to the captured signature could determine how close a signature is to the one on file to grant or deny access to computer resources and files. This research paper accomplishes the feature recognition firstly by extracting the features as users sign their signatures for storage, and secondly by determining the shortest distance between the signatures. On the other hand this research work accomplish the fuzzy logic recognition firstly by classifying the signature into a membership groups based on their degree of membership and secondly by determining what level of closeness the signatures are from each other. The signatures were collected from three selected input devices- the mouse, I-Pen and the IOGear. This research demonstrates which input device users found efficient and flexible to sign their respective names. The research work also demonstrates the security levels of implementing the fuzzy logic, fuzzy k-Nearest Neighbor, Fourier Transform.Master'sCollege of Arts and Sciences: Computer ScienceUniversity of Michiganhttp://deepblue.lib.umich.edu/bitstream/2027.42/117719/1/Kwarteng.pd

Addressing Racial Health Inequities In San Francisco: A Qualitative Research Project With The Maternal Child And Adolescent Health (mcah) Section Of The San Francisco Department Of Public Health (sfdph)

A qualitative research project was conducted within the MCAH section of SFDPH to explore how to equip the public health workforce to address racial health inequities and disparities in the city. 34 interviews were conducted, and analyzing the results suggested that additional training, increased community engagement, and transforming organizational culture were the main ways to equip staff and leadership

The elephant in pre–colonial Ghana: cultural and economic use values.

Using multi–sources: archeaology, history, geography, anthropology, wildlife, zoology, biology, oral tradition and archival material, the article examines the history of the elephant in Ghana, highlighting the various methods employed in hunting as well as the cultural and economic use values of the elephant in Ghana

Implementing Nunavut Education Act: Compulsory School Attendance Policy

This paper discusses the implementation of Nunavut compulsory school attendance policy as part of the Nunavut Education Act (2002). Using a bottom-up approach to policy implementation in the literature and the author’s six years teaching experience in Nunavut, the paper argues that the compulsory school attendance policy may not achieve its objectives unless the District Education Authority (DEA) of each community is allowed the flexibility to adapt the policy to its local context. Because each community in the territory has a different micro-implementation environment, the DEA in consultation with principals, teachers, parents, and other community members would be able to construct effective implementation plans based on the latitude that the policy allows them.

Kwasi Kwarteng: does the UK need its own infrastructure bank?

How can the UK translate its infrastructure ambition into reality in light of Brexit? Could part of the solution be the creation of a domestic equivalent to the European Investment Bank? Kwasi Kwarteng MP writes that, whilst offering several advantages, there are practical and fiscal reasons why a domestic infrastructure bank is currently an unrealistic prospect

The Remittance Intentions of Second-Generation Ghanaian-Americans

Remittances have become an integral part of economies all over the Global South and Ghana is no exception. Official accounts estimate that remittances to Ghana have been as high as US $1 billion a year, although the true number is likely to be much higher as funds are also remitted through informal channels. This is a significant inflow of foreign currency, sent almost completely by first generation Ghanaian immigrants abroad. To maintain this level of inflows over the long run, however, would require that second-generation Ghanaian immigrants continue to remit at the same level as their parents. This study examines the remittance intentions of second-generation Ghanaians-Americans in the Greater Washington, D.C. area. The study examines whether the intent to remit will be based on the same factors that motivate remittance sending by the first generation, namely, family ties, cultural identity and emotional or cultural connection to Ghana. In addition, the study examines if second-generation Ghanaian-Americans are more likely to send social rather than monetary remittances. The study found that there is no relationship between cultural identity and emotional or cultural connection to Ghana in regards to intent to remit in the future. The largest factor was emotional connection to people (i.e. family or unrelated individuals) in Ghana. In addition, second-generation Ghanaian-Americans are more likely to remit social remittances instead of monetary remittances. From this we can conclude that unless second-generation Ghanaian-Americans have an emotional connection to family members in Ghana, they are less likely to send monetary remittances

The Sankofa Bird and Reflection

As a minister of the Gospel, I have often reflected on the tension between Paul’s counsel in Philippians 3:13, 14 (forgetting those things that are behind, I press toward the mark) and Ellen G. White’s (1902) counsel that “we have nothing to fear for the future, except as we shall forget the way the Lord has led us, and his teaching in our past history” (p. 196). On the one hand it seems that we should forget the past, while on the other hand we are advised to remember our past and the way the Lord has led us in order to have nothing to fear in our future. In this article, I will look back to my past while also looking forward into my present and future. Using “Sankofa,” the Ghanaian proverbial bird, as a metaphor, I will share several life experiences. Sankofa is expressed in the Akan language as “se wo were fi na wosan kofa a yenki.” Literally translated, it means “it is not taboo to go back and fetch what you forgot” (“Meaning of the Symbolism of the Sankofa Bird,” n.d.)

Incidental vocabulary acquisition through watching movies with bimodal and standard subtitles: The case of L2 Swahili learners

This study aimed to identify the level of vocabulary that can be acquired by L2 Swahili learners after watching a single Swahili movie with either Swahili or English subtitles. 30 University of Ghana L2 Swahili students, ranging in age from 18-30 were divided into two groups. The groups watched the same movie in Swahili with either bimodal (BM) or standard (STD) subtitling. Those in the bimodal group watched the movie with Swahili subtitles and those in the standard group watched the movie with English subtitles. English is the medium of instruction at the University of Ghana and the official language of Ghana. Participants were tested on vocabulary taken from the movie both before and after watching the movie. They took a pre-test before watching the movie, and a post-test right after watching it, and data were analyzed using MS Excel.  Results from the post-tests showed an increase in all participants’ vocabulary levels after watching the movie, with those in the standard group making statistically significant gains. The study suggests that watching a movie in L2 and visually seeing the subtitles in L1 has a greater effect on vocabulary acquisition than watching and seeing the subtitles in L2