Showing papers on "Class (philosophy) published in 1997"

Linear object classes and image synthesis from a single example image

Abstract: The need to generate new views of a 3D object from a single real image arises in several fields, including graphics and object recognition. While the traditional approach relies on the use of 3D models, simpler techniques are applicable under restricted conditions. The approach exploits image transformations that are specific to the relevant object class, and learnable from example views of other "prototypical" objects of the same class. In this paper, we introduce such a technique by extending the notion of linear class proposed by the authors (1992). For linear object classes, it is shown that linear transformations can be learned exactly from a basis set of 2D prototypical views. We demonstrate the approach on artificial objects and then show preliminary evidence that the technique can effectively "rotate" high-resolution face images from a single 2D view.

A uniform framework for concept definitions in description logics

Abstract: Most modern formalisms used in Databases and Artificial Intelligence for describing an application domain are based on the notions of class (or concept) and relationship among classes. One interesting feature of such formalisms is the possibility of defining a class, i.e., providing a set of properties that precisely characterize the instances of the class. Many recent articles point out that there are several ways of assigning a meaning to a class definition containing some sort of recursion. In this paper, we argue that, instead of choosing a single style of semantics, we achieve better results by adopting a formalism that allows for different semantics to coexist. We demonstrate the feasibility of our argument, by presenting a knowledge representation formalism, the description logic µALCQ, with the above characteristics. In addition to the constructs for conjunction, disjunction, negation, quantifiers, and qualidied number restrictions, µALCQ includes special fixpoint constructs to express (suitably interpreted) recursive definitions. These constructs enable the usual frame-based descriptions to be combined with definitions of recursive data structures such as directed acyclic graphs, lists, streams, etc. We establish several properties of µALCQ, including the decidability and the computational complexity of reasoning, by formulating a correspondence with a particular modal logic of programs called the modal mu-calculus.

Generation of source code from classes and maintaining the comment that indicates the role of the class in the generated source code

Abstract: An apparatus for automatically generating an object-oriented language program which comprises a class definition storing unit, a parsing unit, a generation pattern description storing unit and a program generating unit. The class definition unit describes and stores the class definition. The parsing unit obtains structure information by parsing a class definition input from the class definition unit. The generation pattern description storing unit stores the generation pattern description for structuring the information obtained from the class definition. The program generating unit automatically generates a new object-oriented program from structure information of the parsing unit and the generation pattern. Additionally, both the structure information and the information possessed by a class included in a pattern description in a program to be generated, are verified. As a result, it can be verified whether or not the generated program includes a definition which conflicts with an existing program immediately after the generation of the program, without waiting for the compiling of the generated program.

Higher-order functional languages and intensional logic

Abstract: In this paper we demonstrate that a broad class of higher-order functional programs can be transformed into semantically equivalent multidimensional intensional programs that contain only nullary variable definitions. The proposed algorithm systematically eliminates user-defined functions from the source program, by appropriately introducing context manipulation (i.e. intensional) operators. The transformation takes place in M steps, where M is the order of the initial functional program. During each step the order of the program is reduced by one, and the final outcome of the algorithm is an M-dimensional intensional program of order zero. As the resulting intensional code can be executed in a purely tagged-dataflow way, the proposed approach offers a promising new technique for the implementation of higher-order functional languages.

Joining a plurality of type hierarchies in an object oriented programming language without inheriting from a base class and without modification to the type hiearchies

Abstract: A system and method using a computer for joining a plurality of hierarchies of types is described. Each type in each type hierarchy includes a template for objects. At least one reference class is defined as computer-readable instructions stored in a memory of a computer for defining a class and includes a discriminator which can refer to instances of at least one such type within one of the type hierarchies and including, for each type hierarchy, an initialization function which takes as an argument a reference to an instance of any of the types in the type hierarchy. The initialization function included for each type hierarchy is performed by loading the discriminator with the argument of the initialization function.

The existence of the global generalized solution of the system of equations describing suspension motion

Abstract: The paper deals with an initial boundary value problem for the system of equations describing suspension motion in the case of specular reflecting boundary of the domain. A definition of a global generalized solution of Hopf class is given and its existence proved.

Math lingo vs. plain english : double entendre

Abstract: Once upon a time, when I was a teaching assistant, teaching a class of the kind mockingly called "Math for Poets," an obnoxious freshman said to me, "Zero isn't a number." I have forgotten my answer, but I remember finding her remark a shocking expression of profound ignorance. Years later, it dawned on me she was right! If I say "I own a number of calculus books" or "I have a number of friends at the Courant Institute," I don't mean zero books or zero friends. I don't even mean one book or one friend. I mean two or more. That's what "number" means in plain English. I read recently that the famous phenomenologist Edmund Husserl meant by "number" something greater or equal to 2. So did Plato. In mathematical talk, "number"has several meanings. None is the plain English meaning. The ordinary math teacher, like me back then, is so deeply embedded in math lingo that he/she doesn't notice the inconsistency. But the inconsistency can confuse students. I say "math lingo,"not language. It's a jargon, a semidialect of English (or some other natural language), not a complete language. You can't say " I have a headache" or "You bore me" in math lingo. In math lingo, a straight line is the simplest example of a curve. In plain English, quite otherwise: a straight line isn't a curve, and a curve isn't a straight line. In English, what we call a " line segment" is just a " line." What we call a " line" is "an infinite line." "Difference," "product," "factor," "prime" all have different meanings in plain English and in math lingo. I may ask a student, "If you subtract zero from zero, what's the difference?" While answering math-linguistically, "zero," she may be thinking, plain-Englishly, "That's right! Who cares? What's the difference?" In English, "adding" increases what you've got. In math lingo, it may increase it, decrease it or neither, depending on whether you happen to be adding something positive, negative or zero. Correspondingly, subtracting decreases. In math lingo, it may decrease or increase or neither. In English, "adding" and "subtracting" are opposite. In math lingo, they're opposite, and yet they're the same! For adding a number is the same as subtracting some other number (its negative). In English, "multiplying" means repeated adding. It makes things bigger. In math lingo, multiplying makes them bigger, smaller, or neither, depending on what you multiply with. Correspondingly, "divide" means cut into pieces, possibly equal pieces. In math lingo, "divide" is the same as "multiply," in the sense that dividing by a number other than zero is the same as multiplying by some other number (its reciprocal).

Function objects, function templates, and passage by behavior in C++

Abstract: Passing functions and function objects to general purpose routines is a powerful abstraction mechanism that should be taught in freshman computer science. In C++, a "function" can be defined directly by the user or by a library or can be defined indirectly via operator() as a member function of a class. It is not obvious how to treat these "functions" in a uniform manner. We will show how function templates in C++ provide an elegant and teachable mechanism for passing entities with functional behavior as arguments to other functions.

A learning method for an image analysis system for use in the analysis of an object as well as uses of the method

Abstract: In the teaching of an image analysis system, a video image of a reference object is captured. Several areas, each of which represents a class (22, 23), are marked on the video image, which is divided into pixels having their separate identification, such as colour. Once all classes have been formed, each class is given a colour which is assigned to all pixels in the class irrespective of identification. Pixels which may belong to more than one class, a so-called conflict class (24), and pixels which do not belong to any class, a so-called 0 class (25), are transferred to a residual class. Then the entire video image is processed in that the pixels which are not represented in the zero class (25) or the conflict class (24), are given a colour value from the class having a pixel identification which is closest to the pixel concerned. The principles of the invention may be applied in general in connection with analysis techniques where objects may be characterized by means of an N-dimensional set of parameters. This provides a method which can teach an image analysis system in a quick and safe manner for use e.g. in connection with analysis of cells/tissue, analysis of cuts of meat, metallurgical analyses and other similar fields.

Comment on “Spacetime information”

Abstract: A recent paper by Hartle [Phys. Rev. D 51, 1800 (1995)] proposes a definition of ``spacetime information'' \char22{} the information available about a quantum system's boundary conditions in the various sets of decohering histories it may display \char22{} and investigates its properties. We note here that Hartle's analysis contains errors which invalidate several of the conclusions. In particular, the proof that the proposed definition agrees with the standard definition for ordinary quantum mechanics is invalid, the evaluations of the spacetime information for time-neutral generalized quantum theories and for generalized quantum theories with nonunitary evolution are incorrect, and the argument that spacetime information is conserved on spacelike surfaces in these last theories is erroneous. We show, however, that the proposed definition does, in fact, agree with the standard definition for ordinary quantum mechanics. Hartle's definition relies on choosing, case by case, a class of fine-grained consistent sets of histories. We supply a possible general definition of a class of sets that includes all the sets considered in Hartle's paper and that generalizes to other cases.

Diverse Roads to Literacy: Examining the Literacy Learning of Six First Graders.

Abstract: ............................................................................................... ix CHAPTER 1: INTRODUCTION .................................................................. 1 Statement of the Problem ................................................................ 1 The Purpose of the Study ................................................................ 2 The Setting ...................................................................................... 3 The Teacher.......................................................................... 3 The School and Community .................................................. 6 The Classroom ..................................................................... 8 Significance of the Study ................................................................ 9 Research Questions ........................................................................ 10 CHAPTER 2: REVIEW OF THE LITERATURE ........................................... 11 Best Practices in First Grade Literacy Instruction .............................. 11 A Balanced Reading Program .............................................. 15 A Balanced Writing Program ................................................ 29 Curricular Integration ............................................................ 33 Social Interaction ................................................................. 34 Grouping ............................................................................... 35 Assessment .......................................................................... 36 Best Practices for At-Risk First Graders ........................................... 37 School Responses Related to Curriculum and Instruction __ 39 School Responses Related to Early Intervention ................... 43 Summary ....................................................................................... 48 CHAPTER 3: METHODOLOGY ................................................................. 50 Research Design ........................................................................... 50 Multiple Case Study .............................................................. 50 Qualitative Component ......................................................... 51 Pilot Study ........................................................................... 53 Selection of Participants ................................................................. 54 Data Collection ............................................................................... 56 Data Collection Techniques .................................................. 56 Data Analysis .................................................................................. 61 Constant Comparative Analysis............................................. 61 Cross-Case Analysis ............................................................ 62 Trustworthiness ............................................................................... 62 Credibility ............................................................................. 63

Component class, component and their definition language and operation language

Abstract: In this paper, component class and component concept are presented, the dif-ference and consistence between them and class and object are compared. In order todescribe component class and component standardly, component class definition languageand operation language are given.

Implementing Computer-Assisted Language Learning in an ESL Program Serving Adult Refugees From Vietnam: Findings From a Qualitative Case Study.

Abstract: This qualitative case study explored the implementation of computer-assisted language learning (CALL) in an ESL program serving adult refugees and immigrants from Vietnam. The case consisted of two sub­ cases: implementation of CALL in the beginners' class and implementation of CALL in the advanced beginners' class. The investigation, which lasted 46 weeks, was intense and holistic. The researcher was also the administrator of the refugee program. The research methodology used was largely qualitative in design, so that an emic understanding of how the innovation impacted the actors and brought about change in the learning environment could be constructed. Quantitative research methods were employed to clarify patterns in the data that had emerged during fieldwork. Three main areas of inquiry emerged during the research process, which can be grouped according to issues having to do with the following: implementing CALL; teaching with CALL; and learning with CALL. In each of these areas the main focus of inquiry became the perspective of one of the three groups of actors who composed the case, i.e. the administrator, the teachers, and the students, respectively. Major findings indicated that the implementation of the innovation required the administrator to assume new

Device for automatically generating source code related to record definition

Abstract: PROBLEM TO BE SOLVED: To remove restrictions on source code reuse to realize capsuling in an object oriented program by specifying an algorithm in a record definition related source code automatic generator. SOLUTION: A processing part 02 decomposes a record format 013 of input information 01 to field units and stores them in a table together with other input information. A record format is generated for each class based on stored table information. Record information 012 is set to a type of acquisition and setting methods to generate an acquisition method and a setting method of record data. Further, method information obtained by retrieving a file operation redefinition file is set to generate a file operation redefinition method. The generated source code is expanded in a generation position 016 (a class object definition part or an object definition part) of each class definition file 017, and an expanded class definition file 03 is outputted.

A Uniform Framework for Concept Definitions in Description Logics

Abstract: Most modern formalisms used in Databases and Artificial Intelligence for describing an application domain are based on the notions of class (or concept) and relationship among classes. One interesting feature of such formalisms is the possibility of defining a class, i.e., providing a set of properties that precisely characterize the instances of the class. Many recent articles point out that there are several ways of assigning a meaning to a class definition containing some sort of recursion. In this paper, we argue that, instead of choosing a single style of semantics, we achieve better results by adopting a formalism that allows for different semantics to coexist. We demonstrate the feasibility of our argument, by presenting a knowledge representation formalism, the description logic muALCQ, with the above characteristics. In addition to the constructs for conjunction, disjunction, negation, quantifiers, and qualified number restrictions, muALCQ includes special fixpoint constructs to express (suitably interpreted) recursive definitions. These constructs enable the usual frame-based descriptions to be combined with definitions of recursive data structures such as directed acyclic graphs, lists, streams, etc. We establish several properties of muALCQ, including the decidability and the computational complexity of reasoning, by formulating a correspondence with a particular modal logic of programs called the modal mu-calculus.

Associative definition system for object

Abstract: PROBLEM TO BE SOLVED: To facilitate the associative relating description between class an attribute by providing a relative defining function for the class, a relative defining function for the attribute, and a method automatic calling function SOLUTION: A temperature control system for a bath burner 1 is regarded as a system controlled to be and programmed in an object-oriented language A relative class is defined to generate the objects of a burner class and a sensor class as relative classes by the object generation of a bath burner class in initial start function definition and also generate the object of a controller class When set temperature of a console panel 5 is set by defining a relative attribute, the set temperature of a controller 4 varies to the same value at the same time Further, the alarm upper limit and lower limit temperatures of the controller 4 are set A correcting function is set and then a current temperature display is called when the current temperature of the console panel 5 varies, so that the varied temperature is displayed on a display panel