A system has been developed to automatically recognize handwritten letters by means of a data base composed of structural features rather than the more common technique of physical matching. Each letter is first separated and then concatenated into the handwritten word itself. The data base associated with each letter is encoded as a binary matrix representing basic invariant structural features. Recognizing procedures, both parallel and sequential, determine the relational height of each letter and the word itself and the height and width of each letter. Extracted features, such as continuity, loops, ovals and circles, openness and bowls are searched for and analyzed. Initially, the procedure is parallel, but then a sequential search of extra features, determined by the results obtained, is conducted to arrive at the final decision. The system permits context-free recognition of individual letters, thus allowing use of the system in a wide range of applications, such as in the detection of abbreviations. In addition, the resource and execution times of the system are modest so that it can be implemented on a wide range of computing equipment. Testing the system then for recognizing the six letters—a, b, e, h, i, and l—indicated an overall accuracy of 93% which was competitive with results obtained by human readers.
article Free Access Share on A computer science educational software exchange Author: Norman Sondak Worcester Polytechnic Institute Worcester Polytechnic InstituteView Profile Authors Info & Claims ACM SIGCSE BulletinVolume 10Issue 1February 1978 pp 74–78https://doi.org/10.1145/990654.990582Online:01 February 1978Publication History 0citation106DownloadsMetricsTotal Citations0Total Downloads106Last 12 Months2Last 6 weeks1 Get Citation AlertsNew Citation Alert added!This alert has been successfully added and will be sent to:You will be notified whenever a record that you have chosen has been cited.To manage your alert preferences, click on the button below.Manage my Alerts New Citation Alert!Please log in to your account Save to BinderSave to BinderCreate a New BinderNameCancelCreateExport CitationPublisher SiteeReaderPDF
Information Systems is one of the most dynamic and important professions of the 80's. There are a number of colleges and universities that offer baccalaureate degrees in this field. However, because of Information Systems' dynamic nature, many of these programs are now out of date. In this paper a modern, comprehensive curriculum leading to a baccalaureate degree in Information Systems is presented. This curriculum was developed in response to the needs of the student population and the requirements of industry. The curriculum was designed by first identifying career paths followed by students that graduate with an Information Systems degree from San Diego State University and then analyzing the areas of knowledge required. In addition, an effort was made to anticipate the future directions of the field of information systems in terms of need and technology. Relying on this study, plus feedback from graduates and employers, five major paths were determined. They were Applications Programming, Systems Analysis, Information Systems Management, Automated Administrative Systems, and Graduate Bound (students who would directly pursue further graduate study). To serve these related, but varied, areas, a common core of courses, as well as specific courses for each track, were developed. These core and specialty area courses are described.
Information Systems is a rapidly growing, fully recognized profession which will continue to expand. Currently, the need for people with a solid foundation in information systems far exceeds the supply; this is well documented in a number of recent articles. For an information systems degree program to remain viable, however, it must be reevaluated periodically to ensure that the course offerings are both current with respect to the available technology, and of real value to the student who will be applying his acquired skills and knowledge in industry, government, or university. One topic area of information systems which has been, largely, ignored until recently is data communications. This field has been recognized as a valuable tool to our students; therefore, it has been included as one of the core requirements for our undergraduates. This course stresses the management information systems aspects of data communications. The pedagogical objectives of the course are that the student be able to analyze, design, implement, and evaluate data communications applications in a business system environment. The structure and content of such a data communications course is presented. Sufficient detail is given so that similar courses can be adapted to fit into a computer science curriculum, with slight changes in emphasis, or incorporated directly into an existing information systems program.
Since the concept of the Information Center was developed at IBM Canada in 1976, it has often raised as many questions as it answered. As originally conceived, the Information Center was to provide training, support, and data access to selected members of the user community so that they could develop idiosyncratic applications or produce new one-time reports. The goal was to reduce the programming load on an under-staffed data processing department by cutting demands for program development.
This paper presents elements of the computer graphics environment including information on: Lotus 1-2-3; Apple Macintosh; Desktop Publishing; Object-Oriented Programming; and Microsoft's Windows 3. A brief scenario illustrates the use of the minimization principle in presenting a new product to a group of international financiers. A taxonomy of four basic classes of graphics applications contains: (1) Analytical Graphics--the largest and most important use of computer graphics in business and science including tables, charts, and graphs; (2) Presentation Graphics--used to support a premise or argument, more colorful, text-oriented and elegant than analytical graphic devices; (3) Illustrative Graphics--designed to clarify an idea or concept, instructional and informational, portrays objects realistically; and (4) Story Graphics--used to make the entire presentation with no text or documentation, flexibility is key. The application of the minimization principle and the taxonomy of graphics to graphic design is used in order to improve information transfer in international settings; increase the focus of presentations; and achieve language independence in presentations. (Contains 18 references.) (ALF) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ***********************************************************************
There has been a great demand for scientists and engineers to become thoroughly acquainted with the application of digital computers to their discipline areas. As a result, engineering and science majors have been interested in complimenting their programs with a minor in Computer Science. Traditionally, minor programs required a specific number of thematically related courses in the minor discipline. However, this traditional approach does not necessarily fulfill the real demands of the students involved in Computer Science. A suggested minor program is presented with a review of experiences.
The role of the computer in engineering practice is ever increasing. The computer performs such tasks as: simple calculations; on line data recording and synthesis; acting as a control unit providing feedback; statistical analysis of large data sets; information retrieval and storage; and the simulation of large complex systems.
Since the publication of "Curriculum '68", that landmark report has been subject to numerous discussions, enlargements, and criticisms. An updated version of this work is currently under preparation. Some of the more significant criticisms which were directed at the original report concern the lack of attention to the physical aspects of computer science, the limited consideration of data processing as a profession, and the absence of courses in the area of computers and their impact on society. The computer science graduate and undergraduate programs at Worcester Polytechnic Institute were developed and implemented over the same time frame as "Curriculum '68". While the departmental computer science academic program was developing, Worcester Polytechnic Institute itself was simultaneously engaged in an exciting and unique experiment in undergraduate science and engineering education entitled the WPI Plan.
