Academic literature on the topic 'Perfect writer (computer program)'
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Journal articles on the topic "Perfect writer (computer program)"
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Welberry, T. R., A. Lee, and K. Owen. "QUASI2D: a program written to demonstrate quasiperiodicity and phason fluctuation." Journal of Applied Crystallography 25, no. 5 (October 1, 1992): 648–52. http://dx.doi.org/10.1107/s0021889892004667.
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A program is described that demonstrates in two dimensions the concepts of quasiperiodic tiling and phason fluctuations. Tiling patterns having perfect fivefold or eightfold quasiperiodicity are displayed on the computer screen at any one of three chosen scales. These patterns are then progressively altered in real time by the application of phason flips to obtain disordered tiling patterns. Energy parameters may be specified to allow preference for different tile-pair combinations in the resulting distributions. In this way, with different combinations of the energies, distributions varying from pure random tiling to ones in which more ordered microdomains are to be seen may be obtained in real time via Monte Carlo simulation.
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Rofik, Abdur, and Sahid Sahid. "Structuring Tenses of English by Islamic Higher Education Students: A Case Study at Universitas Sains Alqur’an." International Journal for Educational and Vocational Studies 1, no. 1 (May 7, 2019): 25. http://dx.doi.org/10.29103/ijevs.v1i1.1391.
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The aims of this study are to reveal errors in structuring tenses and to find out errors of surface structures committed by Islamic Higher Education Students of Universitas Sains Alqur’an, Wonosobo. Subject of the study is 28 students of Islamic Relegion Education Study Program of Tarbiyah Sciences and Teacher Training Faculty of Universitas Sains Alqur’an, Wonosobo in the first semester of the 2018/2019 Academic Year. Data collecting was conducted through written work instruments. In analyzing the data, the writer reads the data sources, indentifies the errors, classifies them, and especially for tense errors, the writer adds the step of data analysis, namely calculating the errors to find the percentage. The results convey that with regard to tense aspects, the student errors involve simple present 13,54%, present progressive 30,2%, present perfect 28,64%, and present perfect progressive tense 27,6%. Then, with regard to surface structures, the factors of errors committed are omission, addition, misformation, and misordering.
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Tesauro, Gerald. "Neurogammon Wins Computer Olympiad." Neural Computation 1, no. 3 (September 1989): 321–23. http://dx.doi.org/10.1162/neco.1989.1.3.321.
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Neurogammon 1.0 is a backgammon program which uses multilayer neural networks to make move decisions and doubling decisions. The networks learned to play backgammon by backpropagation training on expert data sets. At the recently held First Computer Olympiad in London, Neurogammon won the backgammon competition with a perfect record of five wins and no losses, thereby becoming the first learning program ever to win a tournament.
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Jenkins, Marcia W. "Effect of a Computerized Individual Education Program (IEP) Writer on Time Savings and Quality." Journal of Special Education Technology 8, no. 3 (December 1986): 55–66. http://dx.doi.org/10.1177/016264348700800306.
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This study compared the amount of time 42 special education teachers in the state of Hawaii took to write handwritten and computer-generated Individual Education Programs (IEPS) after 12 hours of training on “IEP Writer,” a word processing method. The subjects were randomly divided into two groups. Group 1 wrote IEPs using their newly learned computer skills and Group 2 wrote IEPs by writing them out by hand. It was hypothesized that the computer method would take significantly less time and the quality of the computer-generated IEP would be significantly higher. Both hypotheses were compared by t-tests. Results showed: 1) The computer group took significantly less time to write their IEPs. 2) The quality of the computer generated IEP was significantly higher than the handwritten IEP.
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Juwita, Juwita, Agus Riadi, and Magpika Handayani. "THE STUDENTS’ PERCEPTION OF USING U-DICTIONARY IN LEARNING PRONUNCIATION AT STBA PONTIANAK." Jurnal Ilmiah Spectral 6, no. 1 (September 1, 2020): 041–51. http://dx.doi.org/10.47255/spectral.v6i1.46.
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This study aims at identifying the perception of students in using U-Dictionary in learning pronunciation. Speaking is one of the most challenging abilities to develop foreign language learners such as Indonesian and one of the components of speaking is pronunciation. People often find a problem with pronunciation when they speak, read, or listen to English words. In the digital era, people can learn anything from the internet platform, such as using online learning through apps at smartphones. This study is qualitative research and the writer describe the students’ perception in using U dictionary in learning pronunciation. The writers did an observation to English study program students from the fourth semester who are eligible for this research. There were 30 students participated as respondents and all of them were interviewed in order to have true information. The result shows that most of the students think that as English study program students, learning pronunciation is important, and they perceived that the “perfect English pronunciation feature” in U-Dictionary is practical to overcome difficulties in learning pronunciation in a fun way
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Lightfoot, Geoff, and Simon Lilley. "Writing Utopia." Sociological Review 50, no. 1_suppl (May 2002): 155–68. http://dx.doi.org/10.1111/j.1467-954x.2002.tb03583.x.
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Did you know that the first Matrix was designed to be a perfect human world? Where none suffered, where everyone would be happy. It was a disaster. No one would accept the program. Entire crops were lost. Some believed we lacked the programming language to describe your perfect world. But I believe that, as a species, human beings define their reality through suffering and misery. The perfect world was a dream that your primitive cerebrum kept trying to wake up from. (AGENT SMITH, computer simulacrum: Wachowski & Wachowski, 1999)1
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NING, QI, VINCENT VAN DONGEN, and GUANG R. GAO. "AUTOMATIC DATA AND COMPUTATION DECOMPOSITION FOR DISTRIBUTED-MEMORY MACHINES." Parallel Processing Letters 05, no. 04 (December 1995): 539–50. http://dx.doi.org/10.1142/s0129626495000485.
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In this paper, we develop an automatic compile-time computation and data decomposition technique for distributed-memory machines. Our method handles complex programs containing perfect and non-perfect loop nests with or without loop-carried dependences. Applying our algorithms, a program will be divided into collections (called clusters) of loop nests, such that data redistributions are allowed only between the clusters. Within each cluster of loop nests, decomposition and data locality constraints are formulated as a system of homogeneous linear equations which is solved by polynomial time algorithms. Our algorithm can selectively relax data locality constraints within a cluster to achieve a balance between parallelism and data locality. Such relaxations are guided by exploiting the hierarchical program nesting structures from outer to inner nesting levels to keep the communications at a outer-most level possible.
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Mairson, Harry G. "The effect of table expansion on the program complexity of perfect hash functions." BIT 32, no. 3 (September 1992): 430–40. http://dx.doi.org/10.1007/bf02074879.
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Ginsberg, M. L. "GIB: Imperfect Information in a Computationally Challenging Game." Journal of Artificial Intelligence Research 14 (June 1, 2001): 303–58. http://dx.doi.org/10.1613/jair.820.
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This paper investigates the problems arising in the construction of a program to play the game of contract bridge. These problems include both the difficulty of solving the game's perfect information variant, and techniques needed to address the fact that bridge is not, in fact, a perfect information game. GIB, the program being described, involves five separate technical advances: partition search, the practical application of Monte Carlo techniques to realistic problems, a focus on achievable sets to solve problems inherent in the Monte Carlo approach, an extension of alpha-beta pruning from total orders to arbitrary distributive lattices, and the use of squeaky wheel optimization to find approximately optimal solutions to cardplay problems. GIB is currently believed to be of approximately expert caliber, and is currently the strongest computer bridge program in the world.
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Velikovsky, J. T. "Introducing the Robo–Raconteur Artificial Writer Or." International Journal of Art, Culture and Design Technologies 6, no. 2 (July 2017): 28–54. http://dx.doi.org/10.4018/ijacdt.2017070103.
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This article invites readers to participate in a survey on computational creativity. It asks: (a) Can computers be creative? and (b) Can algorithmic computational creativity teach us about human creativity? The standard definition of creativity is adopted. The article is in two parts. Part One introduces a new interactive artificial–writer computer program, an Excel workbook containing six functional sub–modules, namely: 1) A Top 20 RoI Movie Pitch Combiner; 2) A Bottom 20 RoI Movie Pitch Element Combiner; 3) A Random Movie Pitcher; 4) A Movie Pitch Selector which judges, scores, and ranks generated pitches in evolutionary survival tournaments; 5) An Ironic Character Generator; and finally, 6) A Random Transmedia Story Universe Pitch Generator. Readers are invited to play–test The Robo–Raconteur and complete a short (5–minute) online survey: Was the artificial writer creative? Part Two explains the Evolutionary Systems Theory of Creativity that underpins the software.
Books on the topic "Perfect writer (computer program)"
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Giacobbe, Renner Adrienne, ed. Learn Apple Writer IIe the easy way. Englewood Cliffs, N.J: Prentice-Hall, 1985.
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(Firm), Dynamic Pathways. Success, Inc: The powerful business plan writer : user's guide. Newport Beach, CA: Dynamic Pathways, 1991.
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Segal, Arthur M. Business writing using word processing: Apple Writer edition. New York: Wiley, 1987.
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McClelland, Trish. Creating the perfect database using DBMASTER. Glenview, Ill: Scott, Foresman, 1985.
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McClelland, Trish. Creating the perfect database using DB MASTER. Glenview, Ill: Scott, Foresman, 1985.
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Julie, Terberg, ed. Perfect medical presentations: Creating effective PowerPoint presentations for the healthcare professional. Edinburgh: Churchill Livingstone, 2004.
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Photoshop compositing secrets: Unlocking the key to perfect selections & amazing photoshop effects for totally realistic composites. [Berkeley, Calif.?]: Peachpit Press, 2012.
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Segal, Arthur M. Business writing using word processing: IBM WordStar edition. New York: Wiley, 1987.
Find full textBook chapters on the topic "Perfect writer (computer program)"
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Blum, Manuel. "Program error detection/correction: Turning PAC learning into Perfect learning." In Lecture Notes in Computer Science, 1. Berlin, Heidelberg: Springer Berlin Heidelberg, 1997. http://dx.doi.org/10.1007/3-540-63577-7_31.
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Smith, Gary. "Symbols Without Context." In The AI Delusion. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198824305.003.0005.
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Humans have invaluable real-world knowledge because we have accumulated a lifetime of experiences that help us recognize, understand, and anticipate. Computers do not have real-world experiences to guide them, so they must rely on statistical patterns in their digital data base—which may be helpful, but is certainly fallible. We use emotions as well as logic to construct concepts that help us understand what we see and hear. When we see a dog, we may visualize other dogs, think about the similarities and differences between dogs and cats, or expect the dog to chase after a cat we see nearby. We may remember a childhood pet or recall past encounters with dogs. Remembering that dogs are friendly and loyal, we might smile and want to pet the dog or throw a stick for the dog to fetch. Remembering once being scared by an aggressive dog, we might pull back to a safe distance. A computer does none of this. For a computer, there is no meaningful difference between dog, tiger, and XyB3c, other than the fact that they use different symbols. A computer can count the number of times the word dog is used in a story and retrieve facts about dogs (such as how many legs they have), but computers do not understand words the way humans do, and will not respond to the word dog the way humans do. The lack of real world knowledge is often revealed in software that attempts to interpret words and images. Language translation software programs are designed to convert sentences written or spoken in one language into equivalent sentences in another language. In the 1950s, a Georgetown–IBM team demonstrated the machine translation of 60 sentences from Russian to English using a 250-word vocabulary and six grammatical rules. The lead scientist predicted that, with a larger vocabulary and more rules, translation programs would be perfected in three to five years. Little did he know! He had far too much faith in computers. It has now been more than 60 years and, while translation software is impressive, it is far from perfect. The stumbling blocks are instructive. Humans translate passages by thinking about the content—what the author means—and then expressing that content in another language.
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Venis, Linda. "E-Mentoring the Individual Writer within a Global Creative Community." In Cases on Online Tutoring, Mentoring, and Educational Services, 98–116. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch008.
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This chapter presents a case study of how the UCLA Extension Writers’ Program, which is America’s largest continuing education provider of online creative writing and screenwriting courses and services, offers individualized feedback and mentoring to 1,000’s of aspiring and practicing writers worldwide. Writing creatively is singularly private and can be isolating; the Writers’ Program’s 220 annually-offered online courses in fiction writing, memoir, personal essay, children’s literature, playwriting, poetry, publishing, feature film writing, and television writing provide access to in-depth instructor/student, student/student, and student/advisor relationships designed to help meet individual writing goals. Writing education is particularly well-suited for online delivery because writers write: students submit their work in writing; the teacher and fellow students give their feedback in writing. For students, the act of learning to write online reinforces their accountability to create in a disciplined way and allows time to absorb and respond to critiques with reflection. For teachers, e-mentoring requires unusual rigor and preciseness in order to give thoughtful feedback on each piece of creative work, and the 80 professional writers who teach the Writers’ Program online courses employ a range of pedagogical strategies to do so. In addition, the Writers’ Program provides personalized guidance and advice on writing online through its student advisors as well as an array of services, including one-on-one manuscript and script consultations; feature film mentorships for which students sign up monthly and receive “on demand” guidance on their projects; and a first-of-its-kind course limited to six advanced students in which they hold virtual internships at production companies and studios as script readers. The chapter begins with an overview of UCLA Extension and the Writers’ Program’s history, mission, products, services, and managerial structure, and then describes the origins and current status of the Writers’ Program’s online curriculum and educational services. The ways in which writing education comprises a near-perfect match for a virtual delivery system are explored, followed by a discussion of what makes Writers’ Program’s products and services uniquely suited to deliver e-mentoring for a global, mostly post-baccalaureate student body who puts a high premium on results and quality of interaction. The chapter next outlines how clear expectations, course design, lectures and critiquing guidelines ensure successful response to creative work (instructor/student and student/peers), and then focuses on “best practices” techniques and strategies that online Writers’ Program instructors use to shape and deliver critiques, including a common critiquing vocabulary and methodology, use of technological tools to provide sustained, personalized feedback, and ways to cultivate the individual writer’s sense of place in the global literary and entertainment communities. The chapter concludes by addressing technological, pedagogical, and economic challenges and future directions of e-mentoring aspiring creative writers and screenwriters.
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Jensen, Sisse Siggaard, and Simon B. Heilesen. "Time, Place and Identity in Project Work on the Net." In Computer-Supported Collaborative Learning in Higher Education, 51–69. IGI Global, 2005. http://dx.doi.org/10.4018/978-1-59140-408-8.ch003.
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This chapter identifies some of the fundamental conditions and factors that affect collaborative project work on the Net. Understanding them is fundamental to developing key qualities in Net-based collaborative learning such as confidence, reliability, and trust. We argue that: (1) Collaboration and social interaction develop in continuous oscillations between abstract and meaningful frames of reference as to time and place. (2) Such oscillations condition the creation of a double identity of writer and author modes in social interaction. (3) Collaborative work creates an ever-increasing complexity of interwoven texts that we have to develop strategies for organizing. (4) One such important strategy is the negotiation of roles among the participants. Having established this theoretical framework, we discuss how to deal with these conditions in an actual Net-based learning environment, the Master of Computer-Mediated Communication program at Roskilde University, Denmark.
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Burks, Arthur W. "An Early Graduate Program in Computers and Communications." In Perspectives on Adaptation in Natural and Artificial Systems. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195162929.003.0010.
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This is the story of how, in 1957, John Holland, a graduate student in mathematics; Gordon Peterson, a professor of speech; the present writer, a professor of philosophy; and several other Michigan faculty started a graduate program in Computers and Communications—with John our first Ph.D. and, I believe, the world's first doctorate in this now-burgeoning field. This program was to become the Department of Computer and Communication Sciences in the College of Literature, Science, and the Arts about ten years later. It had arisen also from a research group at Michigan on logic and computers that I had established in 1949 at the request of the Burroughs Adding Machine Company. When I first met John in 1956, he was a graduate of MIT in electrical engineering, and one of the few people in the world who had worked with the relatively new electronic computers. He had used the Whirlwind I computer at MIT [33], which was a process-control variant of the Institute for Advanced Study (IAS) Computer [27]. He had also studied the 1946 Moore School Lectures on the design of electronic computers, edited by George Patterson [58]. He had then gone to IBM and helped program its first electronic computer, the IBM 701, the first commercial version of the IAS Computer. While a graduate student in mathematics at Michigan, John was also doing military work at the Willow Run Research Laboratories to support himself. And 1 had been invited to the Laboratories by a former student of mine, Dr. Jesse Wright, to consult with a small research group of which John was a member. It was this meeting that led to the University's graduate program and then the College's full-fledged department. The Logic of Computers Group, out of which this program arose, in part, then continued with John as co-director, though each of us did his own research. This anomaly of a teacher of philosophy meeting an accomplished electrical engineer in the new and very small field of electronic computers needs some explanation, one to be found in the story of the invention of the programmable electronic computer. For the first three programmable electronic computers (the manually programmed ENIAC and the automatically programmed EDVAC and Institute for Advanced Study Computer) and their successors constituted both the instrumentation and the subject matter of our new Graduate Program in Computers and Communications.
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Dasgupta, Subrata. "Language Games." In It Began with Babbage. Oxford University Press, 2014. http://dx.doi.org/10.1093/oso/9780199309412.003.0017.
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It must have been entirely coincidental that two remarkable linguistic movements both occurred during the mid 1950s—one in the realm of natural language, the other in the domain of the artificial; the one brought about largely by a young linguist named Noam Chomsky (1928–), the other initiated by a new breed of scientists whom we may call language designers; the one affecting linguistics so strongly that it would be deemed a scientific revolution, the other creating a class of abstract artifacts called programming languages and also enlarging quite dramatically the emerging paradigm that would later be called computer science. As we will see, these two linguistic movements intersected in a curious sort of way. In particular, we will see how an aspect of Chomskyan linguistics influenced computer scientists far more profoundly than it influenced linguists. But first things first: concerning the nature of the class of abstract artifacts called programming languages. There is no doubt that those who were embroiled in the design of the earliest programmable computers also meditated on a certain goal: to make the task of programming a computer as natural as possible from the human point of view. Stepping back a century, we recall that Ada, Countess of Lovelace specified the computation of Bernoulli numbers in an abstract notation far removed from the gears, levers, ratchets, and cams of the Analytical Engine (see Chapter 2, Section VIII ). We have seen in the works of Herman Goldstine and John von Neumann in the United States, and David Wheeler in England that, even as the first stored-program computers were coming into being, eff orts were being made to achieve the goal just mentioned. Indeed, a more precise statement of this goal was in evidence: to compose computer programs in a more abstract form than in the machine’s “native” language. The challenge here was twofold: to describe the program (or algorithm) in such a language that other humans could comprehend, without knowing much about the computer for which the program was written—in other words, a language that allowed communication between the writer of the program and other (human) readers—and also to communicate the program to the machine in such fashion that the latter could execute the program with minimal human intervention.
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Juola, Patrick. "Authorship Attribution and the Digital Humanities Curriculum." In Literary Education and Digital Learning, 1–21. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-932-8.ch001.
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Although authorship attribution is simply the determination of who wrote a document by analysis of its content, it is a long-standing problem both in the humanities and in computational text analysis. While traditional methods involve identifying key aspects of style through close reading, new developments in computational science permit a more objective approach through the statistical analysis of superficial characteristics such as vocabulary and word choice. If a writer can be shown (statistically) to have a particular stylistic quirk (‘stylome’) that appears broadly across his or her writing, then other writings also displaying that quirk are good candidates to also be by that author. The present chapter describes some of the statistical techniques used to make such judgments, and describes one particular computer program (JGAAP) that is freely available for this purpose. This type of analysis is capable of determining authorship with relatively high accuracy The potential creates some significant implications for authorship questions across the humanities curriculum, as well as broader impacts in the world outside the academy. In light of these implications, I argue for the inclusion of more mathematics into the humanities curriculum.
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Heim, Michael. "Virtual Realism." In Virtual Realism. Oxford University Press, 1998. http://dx.doi.org/10.1093/oso/9780195104264.003.0007.
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His words hovered in my mind for months, then boomeranged with painful irony. What he said over lunch held the future in a horrible way that neither of us could grasp at the time. His words foreshadowed a tragedy that would injure him and implicate our schizophrenic culture. At the time, the prophetic words were innocent of the shadowy terrorist the FBI calls “the Unabomber.” Lunch was at a Sheraton Hotel on the second day of a national conference on virtual reality held in Washington, D.C., December 1-2, 1992. I had organized the conference for the Education Foundation of the Data Processing Management Association, and Professor David Gelernter was the keynote speaker. I had been looking forward to talking with him, and lunch seemed a perfect opportunity. The Yale computer scientist had invented the Linda programming language and had also written eloquently about the human side of computing. I knew him not only as a writer but also as a friendly reader of my books. I looked forward to an exchange of ideas. Our conversation moved from pleasantries to questions about how to humanize the computer. Several of David Gelernter’s sentences imprinted themselves on my memory and later played back to me in ways I could not—would not—have imagined: “We are on a social collision course,” he warned. “One portion of our population is building computer systems—the software cathedrals of this era — while another portion grows increasingly alienated from computers. This situation holds the greatest danger of a cultural collision.” Here was a premonition about the cyberspace backlash. Seven months later, on June 24, 1993, David Gelernter opened a mail package on the fifth floor of the Watson computer science building at Yale, and the package blew up in his face. The office was in flames, and David barely escaped. He staggered to the campus clinic, arriving just in time to save his life. The permanent injuries he suffered from the mail bomb included a partially blinded right eye, damage in one ear, and a maimed right hand.
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Keats, Jonathon. "Lifehacker." In Virtual Words. Oxford University Press, 2010. http://dx.doi.org/10.1093/oso/9780195398540.003.0025.
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At the Massachusetts Institute of Technology in the 1950s, some of the brightest students seldom attended classes. Instead they loitered around the Tech Model Railroad Club. The most brilliant were tapped to join the Signals and Power Committee, which rigged ever more elaborate systems of programmable track switches using nothing more sophisticated than telephone relays. Taking pride in their ad hoc wiring, which ignored all conventions of electrical engineering, they referred to themselves as hackers. Nothing was impossible for them; nothing was off limits. When MIT acquired its first computer in 1956, they infiltrated the control room, where they coerced the electronics to do tricks unintended by the manufacturer, using sine and cosine routines to code the first digital computer game. As computers became more common, so did hacking. To program home computers in the 1970s no longer required the imaginative genius of the MIT Signals and Power Committee, and by the 1980s self-professed hackers ranged from professional software developers to adolescent cyberpunks. The latter proved considerably more interesting to the public, riveted by their ability to torment corporations and governments from their bedrooms. “A hacker—computer jargon for an electronic eavesdropper who by-passes computer security systems—yesterday penetrated a confidential British Telecom message system being demonstrated live on BBC-TV,” reported the Daily Telegraph in a typical news story of 1983, the year that War Games hit the big screen. Old-school Signals and Power hackers fought valiantly against this linguistic turn, insisting that the young punks were crackers rather than hackers, but the media ignored the distinction, leading most new-school professionals to head off confusion by blandly presenting themselves as computer scientists or software engineers or information technology specialists. Aside from the occasional insider reference—ITs who troubleshoot security systems were sometimes known as “white-hat” hackers— the criminal connotation seemed permanent. Then in 2004 a Silicon Valley technology writer named Danny O’Brien gave a forty-five-minute lecture at the O’Reilly Emerging Technology Conference titled “Life Hacks: Tech Secrets of Overprolific Alpha Geeks.” Within a year technophiles worldwide, from computer scientists to iPhone addicts, were striving to become hackers again.
Conference papers on the topic "Perfect writer (computer program)"
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Ming, Mao, and Cheng Ruiting. "Computer Simulation Program of Dynamic Analysis for Planetary Transmission." In ASME 1992 Design Technical Conferences. American Society of Mechanical Engineers, 1992. http://dx.doi.org/10.1115/detc1992-0045.
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Abstract Based on the angular velocity transformation matrix, the paper develops the differential motion equation BKTJBKdωIK/dt=BKTM for a planetary transmission, which is a linearly constrained system. Although the degrees-of-freedom of the system is varying during shift process, the angular velocity transformation matrix BK, whose entries are constans, is only related to engaged clutches and BK can be easily derived from a constant matrix BF by linear transformation. Based on this theory, a computer simulation program of dynamic analysis of a planetary transmission is written, which provides a perfect means for analysis of dynamic behaviour of a transmission at any shifting transients. As an illustration, that of an Allison-WT transmission from 3rd speed to 4th speed is simulated.
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Aoyama, Hideki, Ryo Haginoya, and Umezawa. "Virtual Studio System and Facial Emotion-Expression." In ASME 2007 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2007. http://dx.doi.org/10.1115/detc2007-35023.
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Directors of TV programs, commercial programs, etc. usually convey their intentions to actors and production staffs using storyboards. However, it is difficult to perfectly and strictly convey director’s intentions to them since storyboards indicate only moment images of scenes. Directors then need much time to convey their intentions. In order to solve such problems, a system to automatically generate animation storyboards: moving images, have been developed in this study. The system is called “Virtual Studio System”. The system analyzes a scenario written by a director in natural language and automatically creates moving images. The system enables one to easily change the result: moving images, by changing the scenario in natural language. In addition, a method to make facial expressions of characters in the virtual system has been developed. With this system, anyone can easily make and edit animation storyboards representing a scenario.
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Sharifi, Hamid. "Finite Element-Boundary Element Mesh Generation Technique for Fluid Structure Problems." In ASME 2010 3rd Joint US-European Fluids Engineering Summer Meeting collocated with 8th International Conference on Nanochannels, Microchannels, and Minichannels. ASMEDC, 2010. http://dx.doi.org/10.1115/fedsm-icnmm2010-30951.
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In this article an approach for fully automatic mesh generation for two dimensional fluid structure problems that respect the integrity of the geometrical boundaries is presented. This approach is based on the modified Quadtree method. First, interior quadrants of the solid structure are created as the original Quadtree method. Boundary quadrants of the solid structure are created between the boundary curves and the interior quadrants using a simple projection algorithm. As a result, the problem of cut quadrants of the original modified Quadtree method is eliminated here. Boundary elements of the fluid region are created on the boundary curves using calculated projection points. The use of closed non uniform composite B-spline curves, for a unified representation of boundaries curves, simplifies the projection algorithm. On the other hand using this type of boundaries representation reduces geometrical incompatibilities of the generated mesh and produces a perfect compatibility between boundary elements and finite elements. This method can be extended to problems of three dimensional mesh generation and eliminate all cases of cut octants. An object-oriented prototype program in C++ has been written and application example is presented in this paper. Several algorithms of this method are suitable for an implementation on parallel computers.
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Beg, Azam, Manzoor Ahmed Khan, and Maqsood Sandhu. "SPREADSHEETS AND LATEX – A PERFECT UNION FOR THE CREATION OF TESTBANKS FOR ONLINE ASSESSMENT." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end010.
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The current COVID-19 pandemic forced an instant shift in teaching from the traditional classrooms to an online format. While it was relatively easy to switch the teaching to online mode, the assessment process presents bigger challenges. Specifically, the assessment quality is compromised because during an online test, most students are able to seek help from their fellow test-takers as well as from different online sources. One way of discouraging the students’ tendency to share the answers among themselves is to inform them they will be given different questions than their peers. In this paper, we propose to use spreadsheets to create test questions in Latex format, thus making it easy to present each student with a ‘unique’ question-set during a test. The uniqueness of the testbank questions comes from randomly generated variable values in numerical questions. The spreadsheet also produces the answers to the questions to help automate the grading process. Such testbanks are suitable not only for normally sized courses, but also for the larger massive open online courses. We have successfully used such testbanks for multiple courses in our university’s Computer Engineering program. Originally, we had used the testbanks for in-class assessment. After the classes shifted online, we ported the testbanks to our learning management system to enable online assessment.
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Broc, Daniel, Jérome Cardolaccia, and Laurent Martin. "Physical and Numerical Methods for the Dynamic Behavior of the Fast Reactor Cores." In ASME 2014 Pressure Vessels and Piping Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/pvp2014-28918.
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In the frame of the GEN IV Forum and of the ASTRID Project, a program is in progress in the CEA (France) for the development and the validation of numerical tools for the simulation of the dynamic mechanical behavior of the Fast Reactor cores, with both experimental and numerical parts. The cores are constituted of Fuel Assemblies (of FA) and Neutronic Shields (or NS) immersed in the primary coolant (sodium), which circulates inside the Fluid Assemblies. The FA and the NS are slender structures, which may be considered as beams, form a mechanical point of view. The dynamic behavior of this system has to be understood, for design and safety studies. Two main movements have to be considered: global horizontal movements under a seismic excitation, and opening of the core. The dynamic behavior of the core is strongly influenced by contacts between the beams and by the sodium. The contacts between the beams limit the relative displacements. The fluid leads to complex interactions between the structures in the whole core. The paper presents the physical and numerical methods and tools used to describe and simulate the phenomena. A key point is the Fluid Structure Interaction (or FSI): the interactions between the beams and the liquid sodium. The fluid movement is assumed to be described by the equations of a perfect fluid. Simple and efficient homogenization methods may be used to reduce the size of the problem. These methods are integrated in a general computer code, CAST3M developed at the CEA Saclay. This computer code allows to take into account the impacts between the beams. Some applications are presented.
Reports on the topic "Perfect writer (computer program)"
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Etelaeniemi, V., P. Suortti, and W. Thomlinson. REFLECT: A computer program for the x-ray reflectivity of bent perfect crystals. Office of Scientific and Technical Information (OSTI), September 1989. http://dx.doi.org/10.2172/5480497.
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