Showing papers on "Character (mathematics) published in 2009"

Generalizing motion edits with Gaussian processes

Abstract: One way that artists create compelling character animations is by manipulating details of a character's motion. This process is expensive and repetitive. We show that we can make such motion editing more efficient by generalizing the edits an animator makes on short sequences of motion to other sequences. Our method predicts frames for the motion using Gaussian process models of kinematics and dynamics. These estimates are combined with probabilistic inference. Our method can be used to propagate edits from examples to an entire sequence for an existing character, and it can also be used to map a motion from a control character to a very different target character. The technique shows good generalization. For example, we show that an estimator, learned from a few seconds of edited example animation using our methods, generalizes well enough to edit minutes of character animation in a high-quality fashion. Learning is interactive: An animator who wants to improve the output can provide small, correcting examples and the system will produce improved estimates of motion. We make this interactive learning process efficient and natural with a fast, full-body IK system with novel features. Finally, we present data from interviews with professional character animators that indicate that generalizing and propagating animator edits can save artists significant time and work.

Manual of Leaf Architecture

Abstract: 1. Introduction 2. General Definitions 3. Leaf Characters 4. Vein Definitions 5. Vein Characters 6. Tooth Definitions 7. Tooth Characters References Appendix A: Summary of Characters and Character States Appendix B: Examples of Scored Leaves Appendix C: Vouchers Appendix D: Instructions for Clearing Leaves.

Character Strengths: Research and Practice

Abstract: Character strengths are the foundation of optimal life-long development and thriving. Good character is not a singular thing but rather plural–a family of positive traits shown in one’s thoughts, feelings, and behaviors. This paper provides an overview of the Values in Action (VIA) project, which classifies and measures 24 widely-recognized and valued strengths. Research shows that character strengths are linked to important aspects of individual and social well-being, although different strengths predict different outcomes. This paper discusses ways to recognize and cultivate character strengths, within the context of a strengths-based approach to education and personal development. Character matters, and cultivating its components should be an important goal for all.

An Investigation of Character Strengths in Relation to the Academic Success of College Students

Abstract: Based on a sample of 237 university undergraduate students, we examined the 24 Values in Action (VIA) character strengths in relation to two indices of academic success--student satisfaction and grade point average (GPA). All 24 character strengths were positively and significantly related to General Life Satisfaction; 22 were significantly, positively related to College Satisfaction; and 16, to GPA. Multiple correlations for each of these sets of predictors were, respectively: R = .57, .47, and .41. Similarities to and differences between the present results and cognate studies based on adult and young adult samples were noted. Individual results were discussed in terms of construct meaning and functional relationships for college student behavior. Findings were interpreted from the perspectives of lifespan development, college student behavior, identity theory, “emerging adulthood”, Big Five personality model, and personality research on life satisfaction. Potential implications for college student interventions were drawn, the rich potential for elaborating the construct validity of character strengths vis-à-vis college student behavior was noted, and results were interpreted as providing strong support for the usefulness of the VIA inventory in the college context. The purpose of this study was to examine character strengths in relation to the academic performance and satisfaction among college students. Although positive Lounsbury et al. / Individual Differences Research, 2009, Vol. 7, No. 1, pp. 52-69 53 psychology is a relatively new area of inquiry (cf. Seligman, 2002; Seligman & Csikszentmihalyi, 2000), there is already a burgeoning line of conceptual and empirical work devoted to the topic (see, e.g., the special issue of the American Psychologist, 2000; and Peterson & Seligman, 2004). Positive psychology represents a movement away from psychological problems, psychopathology, weaknesses, victimology, and deficits in human nature toward a focus on positive behavior, human strengths, virtues, and “what makes life worth living” (Seligman & Csikszentmihalyi, 2000, p. 13). An additional goal of positive psychology is to build human strengths and civic virtue (Seligman & Csikszentmihalyi, 2000). A fertile setting for studying character strengths is college (by which we are also referring to “university”). The college experience is widely regarded as providing many opportunities for students to develop on a variety of psychological dimensions including values, competences, attitudes, knowledge, beliefs, identity, self-concept, and personality traits (e.g., Astin, 1993; Hamrick, Evans, & Schuh, 2002; Pascarella & Terenzini, 1991). In their synthesis of more than 20 years of empirical research and 2,600 studies, Pascarella and Teremzini (ibid) conclude that there is a relatively consistent set of impacts of college on students that include: “an increase in cultural and artistic interests and activities...more positive self concepts; and there is an expansion and extension of interpersonal horizons, intellectual interests, individual autonomy, and general psychological maturity and well-being” (p. 565). Apart from, perhaps, schools at the elementary through high school levels, it is hard to think of a more propitious setting for studying the gamut of character strengths than college. The purpose of the present investigation was to examine how character strengths of college students are related to two key outcome variables—the academic performance and satisfaction of college students. These variables correspond to the two main types of educational outcomes identified by Astin (1977)—cognitive and affective. Both of these outcomes will be described separately before turning to the specific research goals of the current study. Academic performance, as represented by a student’s cumulative grade-point average (GPA), is generally viewed as the most important indicator of college student performance (cf. Astin, 1993; Pascarella & Terenzini, 1991). Moreover, there has been a long-standing emphasis in psychological research on grades. By way of example, the college students’ grades have been studied for over 80 years as a criterion variable against which personality constructs have been validated (e.g., May, 1923; McFadden & Dashiell, 1923). To date, no published research has examined the relationship between character strengths and GPA; however, significant associations may be expected. As relatively Lounsbury et al. / Individual Differences Research, 2009, Vol. 7, No. 1, pp. 52-69 54 stable traits which contribute to the fulfillment of desired goals and positive outcomes (Peterson & Seligman, 2004), character strengths should be directly related to the grades of college students, given the overarching importance of grades in the eyes of students, faculty, administrators, and society at large (e.g., Becker, Geer, & Hughes, 1968; Milton, Pollio, & Eison, 1986). In addition, the four Big Five personality traits which Peterson and Seligman conceptualize as having clear counterparts to character strengths—Conscientiousness, Openness, Agreeableness, and Extraversion—have previously been found to be related to collegiate GPA and course grades (Lounsbury, Huffstetler, Leong, & Gibson, 2005; Lounsbury, Sundstrom, Loveland, & Gibson, 2003; Musgrave-Marquart, Bromley, & Dalley, 1997). The second outcome of interest in this study, the satisfaction of college students, has long been viewed as a key outcome of higher education (Astin, 1977; 1993). As Benjamin and Hollings (1997) observed, “Student satisfaction is an important outcome variable because it appears related to a variety of other variables in which educators place great value...” (p. 213), such as institutional policies, university services, quality of teaching, living arrangements, student involvement in campus activities, courseload, student goals and motivation, among others. Various types of student satisfaction have been studied, ranging from satisfaction with a specific aspect of experience—such as satisfaction with advising—to global life satisfaction. In the interests of parsimony, we followed the conceptual model of Benjamin and Hollings (1995) in viewing student satisfaction as: a) satisfaction with specific domains of college experience (“College Satisfaction”); and b) satisfaction with life as a whole without reference to domains of college experience (General Life Satisfaction). This approach is similar to the larger literature on life satisfaction that distinguishes global life satisfaction and domain-specific satisfaction (Andrews & Withey, 1976; Campbell, Converse, & Rodgers, 1976). One of the central tenets of positive psychology is that character strengths contribute to individual well-being and happiness. Accordingly, higher levels of character strengths should be associated with higher levels of life satisfaction. This proposition was clearly verified in a recent study of middle-aged adults (average age 35-40 years) by Park, Peterson, and Seligman (2004). Their results were based on an on-line study that utilized the VIA to assess character strengths and looked at their associations with life satisfaction. All but four of the 24 VIA subscales (Modesty, Creativity, Appreciation of Beauty, and Love of Learning) were significantly related to (general) life satisfaction and six of the VIA subscales—Hope, Zest, Gratitude, Curiosity, Love, and Persistence—were correlated with life satisfaction at the level of .30 and higher. Partial correlations were used for these analyses, with age, gender, Lounsbury et al. / Individual Differences Research, 2009, Vol. 7, No. 1, pp. 52-69 55 and U.S. citizenship controlled for in the correlations. These findings were interpreted as providing support for the proposition that the character strengths measured in the VIA “are on the whole associated with life satisfaction, expected given their definition as psychologically fulfilling” (Park et al., 2004, p. 612). Researchers have begun to investigate the nature of these processes from a developmental perspective. A recent study by Isaacowitz, Vaillant, & Seligman (2004) indicates that there is likely to be both continuity and change in the relationship of character strengths to life satisfaction when different segments of the lifespan are considered. They investigated the relationship between character strengths and life satisfaction as a function of differences on the adult lifespan. Specifically, they examined strengths and life satisfaction in three community samples—young adult (age 18-25), middle age (age 36-59), and older adult (age 60 and above). While higher levels of most strengths were positively related to higher levels of life satisfaction for all three groups, there were several differential findings by age group that fit with current lifespan developmental theories. For example, as befits their stage of life, young adults had the highest mean scores on strengths associated with exploring the world creatively, whereas middle-age adults had higher mean scores on “generativity-relevant strengths such as citizenship and kindness, just as Erickson predicts” (ibid, p. 195). Also, when the amount of unique variance in life satisfaction predicted by each character strength was examined, Hope was the sole significant predictor for young adults and Loving Relationships was the sole significant predictor for middle-age adults. These results are consistent with the major developmental tasks for each age group. The central research issue we addressed in the present investigation was the relationship between character strengths and academic success, where success is partitioned into academic performance and student satisfaction. In light of the literature reviewed above, we expected positive relationships between character strengths as assessed by the VIA and: GPA, General Life Satisfaction, and College Satisfaction. The following research questions were addressed: 1) Reg

Gesture-based information and command entry for motor vehicle

Abstract: A method of receiving input from a user includes providing a surface within reach of a hand of the user. A plurality of locations on the surface that are touched by the user are sensed. An alphanumeric character having a shape most similar to the plurality of touched locations on the surface is determined. The user is audibly or visually informed of the alphanumeric character and/or a word in which the alphanumeric character is included. Feedback is received from the user regarding whether the alphanumeric character and/or word is an alphanumeric character and/or word that the user intended to be determined in the determining step.

Robust task-based control policies for physics-based characters

Abstract: We present a method for precomputing robust task-based control policies for physically simulated characters. This allows for characters that can demonstrate skill and purpose in completing a given task, such as walking to a target location, while physically interacting with the environment in significant ways. As input, the method assumes an abstract action vocabulary consisting of balance-aware, step-based controllers. A novel constrained state exploration phase is first used to define a character dynamics model as well as a finite volume of character states over which the control policy will be defined. An optimized control policy is then computed using reinforcement learning. The final policy spans the cross-product of the character state and task state, and is more robust than the conrollers it is constructed from. We demonstrate real-time results for six locomotion-based tasks and on three highly-varied bipedal characters. We further provide a game-scenario demonstration.

Data input device

Abstract: There is provided a data input device. The data input device includes a plurality of input keys in which a one stage input for inputting a first character and a two stage input for inputting a second character are independently performed, a sensor for sensing the one stage input and the two stage input to the input keys, and a controller for extracting the first character or the second character redundantly assigned to the corresponding input key based on the sense result of the sensor from a memory to input the first character or the second character.

Strengths of Character in Schools

Abstract: Good character is important in the daily lives of individuals and families, in the workplace, in school, and in the larger community. For centuries, building and strengthening good character among children and youth have been universal goals for parenting and education. Good character is what parents look for in their children, what teachers look for in their students, what siblings look for in their brothers and sisters, and what friends look for in each other. Character is critical for lifelong optimal human development (Colby, James, & Hart, 1998). Despite the importance of good character, psychology largely neglected this topic throughout much of the 20th century. However, character has never gone away. It has gured in public discourse at least from the time of Aristotle in the West (Aristotle, 2000), and Confucius in the East, and it remains a major societal concern today (Hunter, 2000).

Voice output device

Abstract: PROBLEM TO BE SOLVED: To provide a voice output device for smoothly and continuously outputting character strings in a plurality of languages by voice. SOLUTION: The voice output device comprises: a set language creating means for creating reading voice data of character string information in a set language; a storage means which stores the character string information in the set language, and which stores character string information in another language, and reading voice data of the character string information in another language in association with each other; a first output control means for outputting the reading of the character string information from the output means based on the voice data, when the voice data is stored in association with the character string information; and a second output control means for creating the voice data from the character string information, and outputting the reading of the character storing information from the output means based on the created voice data, when the voice data is not stored in association with the character string information. COPYRIGHT: (C)2011,JPO&INPIT

Strengths only or strengths and relative weaknesses? A preliminary study.

Abstract: Does working on developing character strengths and relative character weak- nesses cause lower life satisfaction than working on developing character strengths only? The present study provides a preliminary answer. After 76 college students completed the Values in Action Inventory of Strengths (C. Peterson & M. E. P. Seligman, 2004), the authors randomly assigned them to work on 2 character strengths or on 1 character strength and 1 relative weakness. Combined, these groups showed significant gains on the Satisfac- tion With Life Scale (E. Diener, R. A. Emmons, R. J. Larsen, & S. Griffin, 1985), compared with a 32-student no-treatment group. However, there was no significant difference in gain scores between the 2-strengths group and the 1-character-strength-and-1-relative-character- weakness group. The authors discuss how focusing on relative character weaknesses (along with strengths) does not diminish—and may assist in increasing—life satisfaction.

An exotic Deligne-Langlands correspondence for symplectic groups

Abstract: Let G=Sp(2n,C) be a complex symplectic group. We introduce a (G×(C×)l+1)-variety Nl, which we call the l-exotic nilpotent cone. Then, we realize the Hecke algebra H of type Cn(1) with three parameters via equivariant algebraic K-theory in terms of the geometry of N2. This enables us to establish a Deligne-Langlands–type classification of simple H-modules under a mild assumption on parameters. As applications, we present a character formula and multiplicity formulas of H-modules

Indicative routes for path planning and crowd simulation

Abstract: An important challenge in virtual environment applications is to steer virtual characters through complex and dynamic worlds. The characters should be able to plan their paths and move toward their desired locations, avoiding at the same time collisions with the environment and with other moving entities. In this paper we propose a general method for realistic path planning, the Indicative Route Method (irm). In the irm, a so-called indicative route determines a global route for the character, whereas a corridor around this route is used to handle a broad range of other path planning issues, such as avoiding characters and computing smooth paths. As we will show, our method can be used for real-time navigation of many moving characters in complicated environments. It is fast, flexible and generates believable paths.

Skepticism about Character Traits

Abstract: The first part of this article discusses recent skepticism about character traits. The second describes various forms of virtue ethics as reactions to such skepticism. The philosopher J.-P. Sartre argued in the 1940s that character traits are pretenses, a view that the sociologist E. Goffman elaborated in the 1950s. Since then social psychologists have shown that attributions of character traits tend to be inaccurate through the ignoring of situational factors. (Personality psychology has tended to concentrate on people’s conceptions of personality and character rather than on the accuracy of these conceptions). Similarly, the political theorist R. Hardin has argued for situational explanations of bloody social disputes in the former Yugoslavia and in Africa, rather than explanations in terms of ethnic hatred for example. A version of virtue ethics might identify virtues as characteristics of acts rather than character traits, as traits consisting in actual regularities in behavior, or as robust dispositions that would manifest themselves also in counterfactual situations.

Boundedness character of a class of difference equations

Abstract: A complete picture regarding the boundedness character of positive solutions to the following difference equation x n = max { A , x n − 1 p x n − k p } , n ∈ N 0 , where k ≥ 2 and the parameters A and p are positive real numbers, is given. In particular, for the case p k − 1 ∈ ( 0 , k k / ( k − 1 ) k − 1 ) , we prove that all solutions to the equation are bounded. We also present corresponding results concerning the following closely related difference equation x n = A + x n − 1 p x n − k p , n ∈ N 0 .

Handheld electronic device and associated method enabling text input in a language employing non-roman characters

Abstract: A handheld device includes a plurality of input members, a first set of which each have a Roman character assigned thereto, a least some of which have a first non-Roman and a second non-Roman character assigned thereto. In response to an actuation of a first one of the input members, a first one of the non-Roman characters that is assigned to the first one of the input members is displayed. Based on one or more rules which govern permissible character sequences in the subject language, the display of a second one of the non-Roman characters in response to an actuation of a second one of the input members having the second one of the non-Roman characters assigned thereto immediately following the actuation of said first one of the input members is prevented.

Instanton partition functions and M-theory

Abstract: We discuss instanton partition functions in various spacetime dimensions. These partition functions capture some information about the spectrum of the supersymmetric gauge theories and their low-energy dynamics. Some of these theories can be defined microscopically only through string theory. Remarkably, they even know about the M-theory. Our conjectures include the identities between the generalization of the MacMahon formula and the character of M-theory, compactified down to 0 + 1 dimension.

In Defence of a Doxastic Account of Experience

Abstract: Today, many philosophers think that perceptual experiences are conscious mental states with representational content and phenomenal character. Subscribers to this view often go on to construe exper ...

Character-based PSMT for Closely Related Languages

Abstract: Translating unknown words between related languages using a character-based statistical machine translation model can be beneficial. In this paper, we describe a simple method to combine character-based models with standard word-based models to increase the coverage of a phrase-based SMT system. Using this approach, we can show a modest improvement when translating between Norwegian and Swedish. The potentials of applying character-based models to closely related languages is also illustrated by applying the character model on its own. The performance of such an approach is similar to the word-level baseline and closer to the reference in terms of string similarity.

Handwriting Arabic character recognition LeNet using neural network.

Abstract: Character recognition has served as one of the principal proving grounds for neural network methods and has emerged as one of the most successful applications of this technology. In this paper, a new network is designed to recognize a set of handwritten arabic characters. This new network consists of two stages. The first is to recognize the main shape of the character, and the second stage is for dots recognition. Also, the characteristics, structure, and the training algorithm for the network are presented.

System and Method for Enabling Characters to be Manifested Within A Plurality of Different Virtual Spaces

Abstract: A system and method for providing virtual spaces, where a character associated with a user can be manifested within instances of a plurality of the different virtual spaces Since a single character can be manifested within instances of different virtual spaces, the character can be transferred by the corresponding user between instances of different virtual spaces and controlled by the user to interact with the different virtual spaces When the user transfers the character between instances of different virtual spaces (and/or different types of virtual spaces), various aspects of the character may persist between the different virtual spaces (and/or the different types of virtual spaces) This may provide an enhanced continuity to the character between the different virtual spaces

A Discriminative Latent Variable Chinese Segmenter with Hybrid Word/Character Information

Abstract: Conventional approaches to Chinese word segmentation treat the problem as a character-based tagging task. Recently, semi-Markov models have been applied to the problem, incorporating features based on complete words. In this paper, we propose an alternative, a latent variable model, which uses hybrid information based on both word sequences and character sequences. We argue that the use of latent variables can help capture long range dependencies and improve the recall on segmenting long words, e.g., named-entities. Experimental results show that this is indeed the case. With this improvement, evaluations on the data of the second SIGHAN CWS bakeoff show that our system is competitive with the best ones in the literature.

Supercharacter formulas for pattern groups

Abstract: C. Andre and N. Yan introduced the idea of a supercharacter theory to give a tractable substitute for character theory in wild groups such as the unipotent uppertriangular group U n (F q ). In this theory superclasses are certain unions of conjugacy classes, and supercharacters are a set of characters which are constant on superclasses. This paper gives a character formula for a supercharacter evaluated at a superclass for pattern groups and more generally for algebra groups.

Method and system for emphasizing objects

Abstract: Method and system for emphasizing objects is disclosed. The method includes receiving input characters from a user of the electronic device and predicting one or more characters based on the input characters. Moreover, the method includes calculating a distance of each predicted character from a last input character. The method also includes calculating an emphasizing priority of each predicted character based on priority of each predicted character and the distance of each predicted character from the last input character. The method further includes emphasizing the predicted characters based on the emphasizing priority of the predicted characters.