Self Evolving Character Recognition Using Genetic Operators

In this paper, a novel approach for character recognition has been presented with the help of genetic operators which have evolved from biological genetics and help us to achieve highly accurate results. A genetic algorithm approach has been described in which the biological haploid chromosomes have been implemented using a single row bit pattern of 315 values which have been operated upon by various genetic operators. A set of characters are taken as an initial population from which various new generations of characters are generated with the help of selection, crossover and mutation. Variations of population of characters are evolved from which the fittest solution is found by subjecting the various populations to a new fitness function developed. The methodology works and reduces the dissimilarity coefficient found by the fitness function between the character to be recognized and members of the populations and on reaching threshold limit of the error found from dissimilarity, it recognizes the character. As the new population is being generated from the older population, traits are passed on from one generation to another. We present a methodology with the help of which we are able to achieve highly efficient character recognition.

On the Character of Growth of a Non-Contracting Semigroup

2000 Mathematics Subject Classification: 47A45.

Maguk urai – a magyar vállalkozó lelkialkata (A magyarországi kisvállalkozók értékvilágának néhány jellemzője) Their own bosses – The character of the Hungarian entrepreneur (Some aspects of the value system of small entrepreneurs in Hungary)

The study uses the value test developed by Shalom Schwartz to examine the value system of Hungarian entrepreneurs. First, the dataset of the last wave of the European Social Survey is used to define those value orientations which generally distinguish entrepreneurs from the rest of society in Europe. Second, the prevalence of these ‘entrepreneurial values’ in the general populations of various countries, and Hungary in particular, is explored. Third, using compatible data from a survey of 300 Hungarian small entrepreneurs, the value orientations that distinguish them from other European entrepreneurs and Hungarian non-entrepreneurs are examined. Multivariate regression analyses allow us to draw a nuanced value-portrait of the typical Hungarian entrepreneur. The main conclusion is that although Hungarian small entrepreneurs share the ’core values’ of entrepreneurs in Europe, they are less adventurous and less materialist, but held personal freedom and human relations especially dear.

Stylization: a method for preserving the character of climate sensitive habitat

Stylization is a method of ornamental plant use usually applied in urban open space and garden design based on aesthetic consideration. Stylization can be seen as a nature-imitating ornamental plant application which evokes the scenery rather than an ecological plant application which assists the processes and functions observed in the nature. From a different point of view, stylization of natural or semi-natural habitats can sometimes serve as a method for preserving the physiognomy of the plant associations that may be affected by the climate change of the 21st century. The vulnerability of the Hungarian habitats has thus far been examined by the researchers only from the botanical point of view but not in terms of its landscape design value. In Hungary coniferous forests are edaphic and classified on this basis. The General National Habitat Classification System (Á-NÉR) distinguishes calcareous Scots pine forests and acidofrequent coniferous forests. The latter seems to be highly sensitive to climate change according to ecological models. The physiognomy and species pool of its subtypes are strongly determined by the dominant coniferous species that can be Norway spruce (Picea abies) or Scots pine (Pinus sylvestris). We are going to discuss the methodology of stylization of climate sensitive habitats and briefly refer to acidofrequent coniferous forests as a case study. In the course of stylization those coniferous and deciduous tree species of the studied habitat that are water demanding should be substituted by drought tolerant ones with similar characteristics. A list of the proposed taxa is going to be given.

Stylization: a method for preserving the character of climate sensitive habitats. A case study of acidofrequent mixed forests

Stylization is a common method of ornamental plant use that imitates nature and evokes the scenery. This paper discloses a not yet proposed aspect of stylization, since the method offers the possibility of preserving the physiognomy of those habitats that seem to vanish due to future climate change. In addition, novelty of the method is founded also on that vulnerability of the Hungarian habitats has been examined by the researchers only from the botanical and ecological point of view so far and not in terms of its landscape design value. In Hungary, acidofrequent mixed forests appear to be highly sensitive to climate change according to ecological models. We are going to discuss the methodology of stylization of climate sensitive habitats and briefly refer to acidofrequent mixed forests as a case study. Those coniferous and deciduous tree species of the studied habitat that are water demanding are proposed to be substituted by drought tolerant ones with similar characteristics, and an optionally expandable list of these taxa is presented. Based on this the authors suggest experimental investigations of those of the proposed taxa for which the higher drought tolerance is based on observations only.

Character education in a Muslim school: A case study of a comprehensive Muslim school's curricula

Deteriorating social behavior, negative media influence and violence among adolescents have given cause to pause and assess character development for the youth of this country. The purpose of this case study was to examine how a Muslim school’s curricula implemented character education. This study used a qualitative single-case methodology to examine character education as it was experienced by the participants in a private Muslim school. Data were collected from participant interviews, document analysis, and observations of classrooms, daily activities and special events. Data were analyzed to determine how character education was defined by the school, the method of delivery for the character education initiatives and the implementation of character education in this Muslim school. Analysis was based on Character Education Partnership’s (CEP) Eleven Principles of Effective Character Education (2007). The results of the study revealed: (a) participants defined character education using varied traits, processes, and expected behaviors. (b) The school delivers its character education curriculum primarily through the Islamic studies division; an add-on delivery method. Still, there was evidence of partial integration of character education in the core courses and (c) based on CEP’s Eleven Principles four were present and five were partially present in the school’s character education initiatives. Findings also revealed that the school’s emphasis on values, morality and spirituality was instrumental in their teaching character. Findings suggest that if participants in the school community work together they might formulate a definition of character education based on common process and expected behavior and create a collaborative working relationship to implement a character education program. Finally, addressing the absent and partially absent elements of the eleven principles could enhance the school’s character education initiatives. The study provides a process by which religious schools could examine their character education programs. The criteria used to measure the use of character education elements are transferable to other settings; however, this method of study does not allow generalization of findings.

Possible climate change impacts on the hydrological and vegetative character of Everglades National Park, Florida

The increasing threat of global climate change is predicted to have immense influences on ecosystems worldwide, but could be particularly severe to vulnerable wetland environments such as the Everglades. This work investigates the impact global climate change could have on the hydrologic and vegetative makeup of Everglades National Park (ENP) under forecasted emissions scenarios. Using a simple stochastic model of aboveground water levels driven by a fluctuating rainfall input, we link across ENP a location's mean depth and percent time of inundation to the predicted changes in precipitation from climate change. Changes in the hydrologic makeup of ENP are then related to changes in vegetation community composition through the use of relationships developed between two publically available datasets. Results show that under increasing emissions scenarios mean annual precipitation was forecasted to decrease across ENP leading to a marked hydrologic change across the region. Namely, areas were predicted to be shallower in average depth of standing water and inundated less of the time. These hydrologic changes in turn lead to a shift in ENP's vegetative makeup, with xeric vegetative communities becoming more numerous and hydric vegetative communities becoming scarcer. Noticeably, the most widespread of vegetative communities, sawgrass, decreases in abundance under increasing emissions scenarios. These results are an important indicator of the effects climate change may have on the Everglades region and raise important management implications for those seeking to restore this area to its historical hydrologic and vegetative condition.

Goma curriculum, a character education paradigm: Composing a text for shaping classroom character culture

The written text, and approaches to reading it, serves well as an analogy for the classroom space as a "text" that teachers are able to compose; and students are able to read, interpret meaning(s) of, and make responses to and about (Rosenblatt, 1988). Researchers point to ways in which the classroom can be conceptualized as a text to be evoked, experienced, and read (Freire & Macedo, 1987; Powell, 2009; Rosenblatt, 1988; Spears-Bunton & Powell, 2009).^ The present study analyzed secondary data including: 10 transcripts of teacher talks and six self-reports retrieved from the program evaluation archives of DOR Foundation. The data described six teachers' classroom experiences subsequent to professional development centered on Goma character education curriculum that was used during a summer youth program located in South Georgia. Goma, an acronym that stands for Goal, Objective, Method, and Attitude, is a character education paradigm derived from The Inclusive Community Building Ellison Model, the theoretical framework used for this study. The Model identifies conflict resolution as one of its five foci (Hunt, Howard, & Rice, 1998). Hunt (2006) conceived Goma as part of a 7-Step unitary process, also named the 7-Step pathway, to demonstrate how conflict resolution is accomplished within a variety of contexts.^ Analysis of the data involved: (a) a priori coding of teacher talks transcripts using the components of the Goma 7-Step pathway as coding categories, (b) emergent coding of teacher talks transcripts for the types of experiences teachers evidenced, and (c) emergent coding of teachers' self-reports for categories of teachers' instructional activities. Results of the study showed positive influence of Goma curriculum on participating teachers and their instructional practices. Teachers were shown to have had cognitive, instructional, emotional, and social experiences that were most evident when they reported changes in their attitudes toward their students, themselves, and their instructional practices. The present study provided implications for classroom teachers wherein all aspects of teachers' instructional practices can be guided by principles of positive character; and can be used to help compose the kinds of "texts" that may likely contribute to a classroom character culture.^

Perceptions of character education in a Seventh-day Adventist school

Character education has been viewed by many educators as having significant historical, academic, and social value. Many stakeholders in education argue for character development as a curricular experience. While understanding the degree to which character education is of worth to stakeholders of institutions is important, understanding students, teachers, and administrators perspectives from their lived experiences is likewise significant. The purpose of this phenomenological study was to gain a deeper understanding of character education within a Biblical framework environment by examining the lived experiences of students, administrators, and teachers of a Seventh-day Adventist School. Phenomenology describes individuals' daily experiences of phenomena, the manner in which these experiences are structured, and focuses analysis on the perspectives of the persons having the experience (Moustakas, 1994). This inquiry was undertaken to answer the question: What are the perceptions of students, teachers, and an administrator toward character education in a Seventh-day Adventist school setting? Ten participants (seven students and three adults) formed the homogeneous purposive sample, and the major data collection tool was semi-structured interviews (Patton, 1990; Seidman, 2006). Three 90-minute open-ended interviews were conducted with each of the participants. Data analysis included a three-phase process of description, reduction and interpretation. The findings from this study revealed that participants perceived that their involvement in the school's character education program decreased the tendency to violence, improved their conduct and ethical sensibility, enhanced their ability to engage in decision-making concerning social relationships and their impact on others, brought to their attention the emerging global awareness of moral deficiency, and fostered incremental progress from practice and recognition of vices to their acquisition of virtues. The findings, therefore, provide a model for teaching character education from a Seventh-day Adventist perspective. The model is also relevant for non-Seventh day Adventists who aspire to teach character education as a means to improving social and moral conditions in schools.

Idleness and passion: Hamlet's tragic character in the light of stoicism and medieval Christian philosophy

This thesis explores the character of Hamlet in Shakespeare's same-titled work in the light of certain aspects of stoicism and medieval Christian philosophy. Throughout the course of the play we see Hamlet struggling with his thoughts. At first he deliberates without taking action as a consequence of his reasoning, but in the later stages of the play he gives in to passion, which ultimately leads to his own demise. The thesis gives an account of certain aspects of both philosophies that are displayed in the play and shows how those ideas influence the character of Hamlet and contextualize his personal tragedy. Hamlet fails to follow the philosophies that he praises and to grow as a character by overcoming his passions over the course of the play.

The theory of moral sentiments; or, an essay towards an analysis of the principles by wich men naturally judge concerning the conduct and character, first of their neighbours, and afterwards of themselves : to which is added a dissertation on the origin of languages

by Adam Smith, LL.D., fellow of the royal societies of London and Edinburgh, one of the commissioners of his majesty's customs in Scotland, and formerly professor of moral philosophy in the University of Glasgow

Genesis and character of thin-bedded turbidites associated with submarine channels

Acknowledgements We acknowledge the support of the PRACSS Joint Industry Project at University of Aberdeen, funded by BG Group, BP, DONG, RWE Dea, Petrochina, Statoil and Tullow Oil. We also acknowledge the entire crew of the Urania Research vessel which was used to acquire the CHIRP lines, bathymetric data and gravity cores from the Tyrrhenian Sea, Italy. Our colleagues Michal Janocko and Mike Mayall are thanked for the discussions and comments. Our colleagues Pan Li, Amanda Santa Catharina, Guilherme Bozetti and Matheus Silveira Sobiesiak are thanked for their assistance during field work where some of the ideas in this paper were synthesized. Finally we thank one anonymous reviewer and Brian Romans for their invaluable feedback which made some of the ideas introduced in this review much more succinct.

Effect of support redox character on catalytic performance in the gas phase hydrogenation of benzaldehyde and nitrobenzene over supported gold

Peer reviewed