Character (mathematics)

About: Character (mathematics) is a research topic. Over the lifetime, 46723 publications have been published within this topic receiving 411412 citations.

Entering text into an electronic communications device

Abstract: In entering text into an electronic device with a keypad having a number of keys, each key represents a plurality of characters. A character is entered by the corresponding key and selected among the plurality of characters by pressing the key a number of times corresponding to the character. To each key is attached, in addition to the plurality of characters, a further, ambiguous character representing any one of the plurality of characters. A key sequence is activated such that an ambiguous character sequence comprising at least one ambiguous character is generated. Possible non-ambiguous character sequences corresponding to the ambiguous character sequence are generated and compared with a vocabulary stored in a memory and comprising character sequences representing words occurring in a given language. Those possible character sequences that match character sequences in the vocabulary are pre-selected. One of the pre-selected character sequences is selected and entered into the device.

Adapting simulated behaviors for new characters

Abstract: This paper describes an algorithm for automatically adapting existing simulated behaviors to new characters. Animating a new character is difficult because a control system tuned for one character will not, in general, work on a character with different limb lengths, masses, or moments of inertia. The algorithm presented here adapts the control system to a new character in two stages. First, the control system parameters are scaled based on the sizes, masses, and moments of inertia of the new and the original characters. Then a subset of the parameters is fine-tuned using a search process based on simulated annealing. To demonstrate the effectiveness of this approach, we animate the running motion of a woman, child, and imaginary character by modifying the control system for a man. We also animate the bicycling motion of a second imaginary character by modifying the control system for a man. We evaluate the results of this approach by comparing the motion of the simulated human runners with video of an actual child and with data for men, women, and children in the literature. In addition to adapting a control system for a new model, this approach can also be used to adapt the control system in an on-line fashion to produce a physically realistic metamorphosis from the original to the new model while the morphing character is performing the behavior. We demonstrate this on-line adaptation with a morph from a man to a woman over a period of twenty seconds. CR Categories: I.3.7 [Computer Graphics]: Three Dimensional Graphics and Realism: Animation—; G.1.6 [Numerical Analysis]: Optimization—; I.3.5 [Computer Graphics]: Computational Geometry and Object Modeling—Physically-Based Modeling

What works in character education

Abstract: Despite the rapidly growing interest in and implementation of character education, broadly defined, there is no extensive review of the research base for effective practice. With federal, state, and local governments investing heavily in educational practices intended to foster the development of character in pre-K-12 grade students, it is imperative that theorists, curriculum developers, educators, teachers, and researchers know if character education achieves its goals, and if so what it achieves and how. Toward this end, a review of existing research was conducted to answer these three questions. Thirty-three effective programs were identified and the 64 empirical studies plus 5 meta-analyses and literature reviews of those programs were examined to identify the most common effects of such educational interventions and the most common shared practices of those programs. Character education can work when implemented with fidelity and broadly, and has a very robust impact. Effective character education tends to include: professional development; student interactive pedagogical strategies; an explicit focus on character/ethics; direct training of social and emotional competencies; modeling of character; aligned classroom/behavior management strategies; and community service and/ or service learning. Finally, suggestions are offered for future research based on what is and is not currently known about effective practice in character education.