Comparison of Computer-Based and Optical Face Recognition Paradigms

The main objectives of this thesis are to validate an improved principal components analysis (IPCA) algorithm on images; designing and simulating a digital model for image compression, face recognition and image detection by using a principal components analysis (PCA) algorithm and the IPCA algorithm; designing and simulating an optical model for face recognition and object detection by using the joint transform correlator (JTC); establishing detection and recognition thresholds for each model; comparing between the performance of the PCA algorithm and the performance of the IPCA algorithm in compression, recognition and, detection; and comparing between the performance of the digital model and the performance of the optical model in recognition and detection. The MATLAB © software was used for simulating the models. PCA is a technique used for identifying patterns in data and representing the data in order to highlight any similarities or differences. The identification of patterns in data of high dimensions (more than three dimensions) is too difficult because the graphical representation of data is impossible. Therefore, PCA is a powerful method for analyzing data. IPCA is another statistical tool for identifying patterns in data. It uses information theory for improving PCA. The joint transform correlator (JTC) is an optical correlator used for synthesizing a frequency plane filter for coherent optical systems. The IPCA algorithm, in general, behaves better than the PCA algorithm in the most of the applications. It is better than the PCA algorithm in image compression because it obtains higher compression, more accurate reconstruction, and faster processing speed with acceptable errors; in addition, it is better than the PCA algorithm in real-time image detection due to the fact that it achieves the smallest error rate as well as remarkable speed. On the other hand, the PCA algorithm performs better than the IPCA algorithm in face recognition because it offers an acceptable error rate, easy calculation, and a reasonable speed. Finally, in detection and recognition, the performance of the digital model is better than the performance of the optical model.

Understanding "Just Enough" Computer Users: Motivation Style and Proficiency

Among daily computer users who are proficient, some are flexible at accomplishing unfamiliar tasks on their own and others have difficulty. Software designers and evaluators involved with Human Computer Interaction (HCI) should account for any group of proficient daily users that are shown to stumble over unfamiliar tasks. We define "Just Enough" (JE) users as proficient daily computer users with predominantly extrinsic motivation style who know just enough to get what they want or need from the computer. We hypothesize that JE users have difficulty with unfamiliar computer tasks and skill transfer, whereas intrinsically motivated daily users accomplish unfamiliar tasks readily. Intrinsic motivation can be characterized by interest, enjoyment, and choice and extrinsic motivation is externally regulated. In our study we identified users by motivation style and then did ethnographic observations. Our results confirm that JE users do have difficulty accomplishing unfamiliar tasks on their own but had fewer problems with near skill transfer. In contrast, intrinsically motivated users had no trouble with unfamiliar tasks nor with near skill transfer. This supports our assertion that JE users know enough to get routine tasks done and can transfer that knowledge, but become unproductive when faced with unfamiliar tasks. This study combines quantitative and qualitative methods. We identified 66 daily users by motivation style using an inventory adapted from Deci and Ryan (Ryan and Deci 2000) and from Guay, Vallerand, and Blanchard (Guay et al. 2000). We used qualitative ethnographic methods with a think aloud protocol to observe nine extrinsic users and seven intrinsic users. Observation sessions had three customized phases where the researcher directed the participant to: 1) confirm the participant's proficiency; 2) test the participant accomplishing unfamiliar tasks; and 3) test transfer of existing skills to unfamiliar software.

Real-world context, interest, understanding, and retention

This study investigated the use of real-world contexts during instruction in a high school physics class - through building file folder bridges- and the resulting effect upon student interest in the subject matter, level of understanding, and degree of retention. In particular, the study focused upon whether increases in student interest were attained through the use of real-world contexts, and if the elevated interest level led to a higher degree of subject matter understanding than would be achieved using more traditional teaching methods. The study also determined whether using real-world contexts ultimately resulted in achievement of greater levels of knowledge retention by students. Class observations during traditionally taught units and during units that incorporated real-world contexts, along with a post-graduation questionnaire, were used to assess differences in student interest levels. Student pre- and post-unit test scores were evaluated and compared to determine if statistical differences existed in levels of understanding resulting from the different teaching methods. The post-graduation questionnaire results provided evidence of retention that could be related back to teaching methods. The results of this study revealed the importance of incorporating real-world contexts into science and mathematics courses. Students better understood the relevance of the lessons, which led to higher levels of interest and greater understanding than was achieved through more traditional teaching methods. The use of real-world contexts improved knowledge retention.

Uncovering poiesis : the role of production in technical communication, work, and public life

This dissertation is a report on a collaborative project between the Computer Science and the Humanities Departments to develop case studies that focus on issues of communication in the workplace, and the results of their use in the classroom. My argument is that case study teaching simulates real-world experience in a meaningful way, essentially developing a teachable way of developing phronesis, the reasoned capacity to act for the good in public. In addition, it can be read as a "how-to" guide for educators who may wish to construct their own case studies. To that end, I have included a discussion of the ethnographic methodologies employed, and how it was adapted to our more pragmatic ends. Finally, I present my overarching argument for a new appraisal of the concept of techné. This reappraisal emphasizes its productive activity, poiesis, rather than focusing on its knowledge as has been the case in the past. I propose that focusing on the telos, the end outside the production, contributes to the diminishment, if not complete foreclosure, of a rich concept of techné.