Projective Methods of Image Recognition

We propose a method for image recognition on the base of projections. Radon transform gives an opportunity to map image into space of its projections. Projection properties allow constructing informative features on the base of moments that can be successfully used for invariant recognition. Offered approach gives about 91-97% of correct recognition.

Methods of Regularities Searching Based on Optimal Partitioning

The purpose of discussed optimal valid partitioning (OVP) methods is uncovering of ordinal or continuous explanatory variables effect on outcome variables of different types. The OVP approach is based on searching partitions of explanatory variables space that in the best way separate observations with different levels of outcomes. Partitions of single variables ranges or two-dimensional admissible areas for pairs of variables are searched inside corresponding families. Statistical validity associated with revealed regularities is estimated with the help of permutation test repeating search of optimal partition for each permuted dataset. Method for output regularities selection is discussed that is based on validity evaluating with the help of two types of permutation tests.

The Initial Stage of Teaching Proof in Mathematics Course

This article discusses techniques for organization of propaedeutic stage of teaching proof in mathematics course. It identifies types of tasks that allow students of 5–6 classes to form the ability to carry out simple proofs. This article describes each type of tasks features, it gives some examples.

Financial Decisions via Methods of Guaranteed Control Theory

AMS subject classification: 93C95, 90A09.

Comparing Several Methods of Discriminant Analysis on the Case of Wine Data

2000 Mathematics Subject Classification: 62H30, 62J20, 62P12, 68T99

Approaches to Organization of Teaching for Creating Digital Learning Materials

Report published in the Proceedings of the National Conference on "Education in the Information Society", Plovdiv, May, 2013

Challenges of Teaching Written Communication in the Cloud

Report published in the Proceedings of the National Conference on "Education and Research in the Information Society", Plovdiv, May, 2014

Tőkeallokációs módszerek és tulajdonságaik a gyakorlatban (Methods of capital allocation and their characteristics in practice)

A pénzügyekben mind elméletileg, mind az alkalmazások szempontjából fontos kérdés a tőkeallokáció. Hogyan osszuk szét egy adott portfólió kockázatát annak alportfóliói között? Miként tartalékoljunk tőkét a fennálló kockázatok fedezetére, és a tartalékokat hogyan rendeljük az üzleti egységekhez? A tőkeallokáció vizsgálatára axiomatikus megközelítést alkalmazunk, tehát alapvető tulajdonságok megkövetelésével dolgozunk. Cikkünk kiindulópontja Csóka-Pintér [2010] azon eredménye, hogy a koherens kockázati mértékek axiómái, valamint a tőkeallokációra vonatkozó méltányossági, ösztönzési és stabilitási követelmények nincsenek összhangban egymással. Ebben a cikkben analitikus és szimulációs eszközökkel vizsgáljuk ezeket a követelményeket. A gyakorlati alkalmazások során használt, illetve az elméleti szempontból érdekes tőkeallokációs módszereket is elemezzük. A cikk fő következtetése, hogy a Csóka-Pintér [2010] által felvetett probléma gyakorlati szempontból is releváns, tehát az nemcsak az elméleti vizsgálatok során merül fel, hanem igen sokszor előforduló és gyakorlati probléma. A cikk további eredménye, hogy a vizsgált tőkeallokációs módszerek jellemzésével segítséget nyújt az alkalmazóknak a különböző módszerek közötti választáshoz. / === / Risk capital allocation in finance is important theoretically and also in practical applications. How can the risk of a portfolio be shared among its sub-portfolios? How should the capital reserves be set to cover risks, and how should the reserves be assigned to the business units? The study uses an axiomatic approach to analyse risk capital allocation, by working with requiring basic properties. The starting point is a 2010 study by Csoka and Pinter (2010), who showed that the axioms of coherent measures of risk are not compatible with some fairness, incentive compatibility and stability requirements of risk allocation. This paper discusses these requirements using analytical and simulation tools. It analyses methods used in practical applications that have theoretically interesting properties. The main conclusion is that the problems identified in Csoka and Pinter (2010) remain relevant in practical applications, so that it is not just a theoretical issue, it is a common practical problem. A further contribution is made because analysis of risk allocation methods helps practitioners choose among the different methods available.

Methods of modeling the future shift of the so called Moesz-line

It is important to the landscape architects to become acquainted with the results of the regional climate models so they can adapt to the warmer and more arid future climate. Modelling the potential distribution area of certain plants, which was the theme of our former research, can be a convenient method to visualize the effects of the climate change. A similar but slightly better method is modelling the Moesz-line, which gives information on distribution and usability of numerous plants simultaneously. Our aim is to display the results on maps and compare the different modelling methods (Line modelling, Distribution modelling, Isotherm modelling). The results are spectacular and meet our expectations: according to two of the three tested methods the Moesz-line will shift from South Slovakia to Central Poland in the next 60 years.

A közszolgálati szervezetek értékelési módszereinek osztályozása (Classification of evaluation methods of public sector organizations)

Az utóbbi évtizedekben egyre gyakrabban merült fel a közszolgálati szervezetek értékelésének igénye, és egyre újabb módszerek jelentek meg, amelyek felvetették ezek rendszerezésének szükségességét mind a gyakorlatban, mind a kutatásokban. A szerző a szakirodalomban fellelhető osztályozási kísérleteknek és az értékelés szakterülete szempontjainak figyelembevételével javaslatot tesz a közszolgálati szervezetek értékelési módszereinek osztályozási keretrendszerére. Az osztályozási szempontok között szerepel az értékelő helyzete, az értékelés szerepe és a megismerés módszere. Az osztályozási keretrendszer tartalmát a szerző példákkal is illusztrálja, amely jelzi a modell gyakorlati alkalmazhatóságát. Ugyanakkor a keretrendszer a kutatások fókuszának és érvényességi körének meghatározásában is segítséget nyújthat. _____ In the last decades the need of the evaluation of public sector organizations has emerged more and more often, and many new methods have shown up that has raised the need of their classification in practice and in research, as well. Based on literature review and the literature of evaluation the author makes a proposal on the classification framework of the evaluation methods of public sector organizations. The dimensions of the classification include the situation of evaluator, the role of evaluation and the approach of knowledge. The author illustrates the content of the framework with examples referring to the applicability of the model in practice. At the same time, the framework is also useful in determining the focus or the scope of research projects.

Fever, methods of fever management, and caretakers' perceptions of pediatric after-hour telephone triage and advice services for children between the ages of twelve months and three years with fever

Despite the frequency with which fevers occur in children ages 1–3 years, lack of knowledge and understanding about the implications of fever and methods of fever management often results in anxiety among caretakers, sometimes prompting them to seek help at nearby emergency departments. Caretakers often look to health care professionals for advice and guidance over the telephone. The purpose of this study was to investigate caretakers' knowledge of the implications of fever, methods of fever management, perceptions of pediatric telephone triage and advice services regarding fever, and the effectiveness of after hour telephone triage directed toward improving the caretakers' ability to manage their child's fever at home. Pre-triage questionnaires were completed by 72 caretakers over the telephone before the triage encounter. Twenty-two of those same caretakers whose children were triaged using the fever guideline completed and returned the mailed post-triage questionnaire. Descriptive statistics were used to analyze responses for the larger pre-intervention group and describe comparisons for the pre and post-triage responses in the smaller sample subset (n = 22). ^

Recognizing the Value of Teaching Proverbs: Multicultural Origins of Oral and Written Literacy

The purpose of this paper is to explore the use of multicultural proverbs in interdisciplinary and cross-cultural instruction through the language arts, history and social sciences. Educators can use proverbs to engage students in learning, enhance their understanding of other cultures and languages, and promote a globally-sensitive community.

The effects of student -centered and traditional models of teaching on reading skills

A pre-test, post-test, quasi-experimental design was used to examine the effects of student-centered and traditional models of reading instruction on outcomes of literal comprehension and critical thinking skills. The sample for this study consisted of 101 adult students enrolled in a high-level developmental reading course at a large, urban community college in the Southeastern United States. The experimental group consisted of 48 students, and the control group consisted of 53 students. Students in the experimental group were limited in the time spent reading a course text of basic skills, with instructors using supplemental materials such as poems, news articles, and novels. Discussions, the reading-writing connection, and student choice in material selection were also part of the student-centered curriculum. Students in the control group relied heavily on a course text and vocabulary text for reading material, with great focus placed on basic skills. Activities consisted primarily of multiple-choice questioning and quizzes. The instrument used to collect pre-test data was Descriptive Tests of Language Skills in Reading Comprehension; post-test data were taken from the Florida College Basic Skills Exit Test. A MANCOVA was used as the statistical method to determine if either model of instruction led to significantly higher gains in literal comprehension skills or critical thinking skills. A paired samples t-test was also used to compare pre-test and post-test means. The results of the MANCOVA indicated no significant difference between instructional models on scores of literal comprehension and critical thinking. Neither was there any significant difference in scores between subgroups of age (under 25 and 25 and older) and language background (native English speaker and second-language learner). The results of the t-test indicated, however, that students taught under both instructional models made significant gains in on both literal comprehension and critical thinking skills from pre-test to post-test.

The use of visualization, onset-and-rime, story read-alouds, and discussion to improve diverse first graders' vocabulary and comprehension

It has long been known that vocabulary is essential in the development of reading. Because vocabulary leading to increased comprehension is important, it necessary to determine strategies for ensuring that the best methods of teaching vocabulary are used to help students make gains in vocabulary leading to reading comprehension. According to the National Reading Panel, multiple strategies that involve active engagement on the part of the student are more effective than the use of just one strategy. The purpose of this study was to determine if students' use of visualization, student-generated pictures of onset-and-rime-patterned vocabulary, and story read-alouds with discussion, would enable diverse first-grade students to increase their vocabulary and comprehension. In addition, this study examined the effect of the multimodal framework of strategies on English learners (ELs). This quasi-experimental study (N=69) was conducted in four first-grade classrooms in a low socio-economic school. Two treatment classes used a multimodal framework of strategies to learn weekly vocabulary words and comprehension. Two comparison classrooms used the traditional method of teaching weekly vocabulary and comprehension. Data sources included Florida Assessments for Instruction in Reading (FAIR), comprehension and vocabulary scores, and weekly MacMillan/McGraw Hill Treasures basal comprehension questions and onset-and-rime vocabulary questions. This research determined that the treatment had an effect in adjusted FAIR comprehension means by group, with the treatment group (adj M = 5.14) significantly higher than the comparison group ( adj M = -8.26) on post scores. However, the treatment means did not increase from pre to post, but the comparison means significantly decreased from pre to post as the materials became more challenging. For the FAIR vocabulary, there was a significant difference by group with the comparison adjusted post mean higher than the treatment's, although both groups significantly increased from pre to post. However, the FAIR vocabulary posttest was not part of the Treasures vocabulary, which was taught using the multimodal framework of strategies. The Treasures vocabulary scores were not significantly different by group on the assessment across the weeks, although the treatment means were higher than those of the comparison group. Continued research is needed in the area of vocabulary and comprehension instructional methods in order to determine strategies to increase diverse, urban students' performance.