Relevant bibliographies by topics / Recognition of difference

Academic literature on the topic 'Recognition of difference'

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Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Recognition of difference"

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Lash, Scott, and Mike Featherstone. "Recognition and Difference." Theory, Culture & Society 18, no. 2-3 (June 2001): 1–19. http://dx.doi.org/10.1177/02632760122051751.

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Jones, Peter. "Equality, Recognition and Difference." Critical Review of International Social and Political Philosophy 9, no. 1 (March 2006): 23–46. http://dx.doi.org/10.1080/13698230500475457.

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MIYACHI, Hideo, and Nobuyuki TANIGUCHI. "Recognition Difference between Visualization Methods." Journal of the Visualization Society of Japan 24, Supplement2 (2004): 97–100. http://dx.doi.org/10.3154/jvs.24.supplement2_97.

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Lewin, Catharina, and Agneta Herlitz. "Sex differences in face recognition—Women’s faces make the difference." Brain and Cognition 50, no. 1 (October 2002): 121–28. http://dx.doi.org/10.1016/s0278-2626(02)00016-7.

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Davies, Bronwyn, Elisabeth De Schauwer, Lien Claes, Katrien De Munck, Inge Van De Putte, and Meggie Verstichele. "Recognition and difference: a collective biography." International Journal of Qualitative Studies in Education 26, no. 6 (July 2013): 680–91. http://dx.doi.org/10.1080/09518398.2013.788757.

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Wang, Liangliang, Ruifeng Li, and Yajun Fang. "Power difference template for action recognition." Machine Vision and Applications 28, no. 5-6 (June 14, 2017): 463–73. http://dx.doi.org/10.1007/s00138-017-0848-0.

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Vincent, Kerry. "Responding to schoolgirl pregnancy: the recognition and non-recognition of difference." Improving Schools 12, no. 3 (November 2009): 225–36. http://dx.doi.org/10.1177/1365480209342648.

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Teenage mothers in the UK have been found to be at risk of early school leaving, low levels of educational achievement and low levels of post-compulsory educational participation. Current policy in the UK emphasizes the importance of education as a way of improving the life chances of those who become pregnant while young and, as part of that, schools are encouraged to support the educational inclusion of those who become pregnant while still of statutory school age. Drawing on repeat qualitative interviews conducted over a 15-month period, this article examines the educational experiences of a group of students in one local authority in England who became pregnant while still at school. Particular attention is paid to how different schools addressed the ‘dilemma of difference’ posed by teenage pregnancy and how school attitudes and practices enhanced or inhibited educational participation.
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Wilson, Richard H., Bette A. Civitelld, and Robert H. Margolish. "Influence of Interaural Level Differences on the Speech Recognition Masking Level Difference." International Journal of Audiology 24, no. 1 (January 1985): 15–24. http://dx.doi.org/10.3109/00206098509070093.

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Salthouse, Timothy A., and Karen L. Siedlecki. "An Individual Difference Analysis of False Recognition." American Journal of Psychology 120, no. 3 (October 1, 2007): 429. http://dx.doi.org/10.2307/20445413.

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Piao, Nanzhou, and Rae-Hong Park. "Face Recognition Using Dual Difference Regression Classification." IEEE Signal Processing Letters 22, no. 12 (December 2015): 2455–58. http://dx.doi.org/10.1109/lsp.2015.2492980.

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Dissertations / Theses on the topic "Recognition of difference"

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Vincent, Kerry. "Teenage pregnancy, motherhood and education : the recognition and non-recognition of difference." Thesis, University of Nottingham, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.523466.

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Matsumoto, Mutsumi Tara. "Making Koreans Japanese? Teachers' mis-recognition and non-recognition of cultural difference." Thesis, University of Bristol, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.492568.

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This thesis is concerned with the discourse of national identity (Japanese racial purity) and educational practice, which is mostly predicated as an unquestioned idea of a homogeneous Japanese nation. It aims to examine what lies behind the explicit assumption of the Japanese homogeneity, despite the fact that Japan has always been ethnoculturally diverse. In particular, this thesis investigates the case of Korean 'invisibility' in Japan.
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Corey, Vicka Rael. "The electrophysiological difference between nouns and verbs /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/9092.

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Street, Alice Naomi. "Diagnosing difference : medical agency and the politics of recognition in a Papua New Guinean hospital." Thesis, University of Cambridge, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.612449.

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Reid, Kyla Marguerite Doris. "Towards dialogue on recognition of indigenous difference : discourses of self-determination in democratic theory and indigenous scholarship." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/32190.

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This paper argues that conceptual dialogue regarding self-determination between democratic theorists and indigenous scholars is necessary before dialogue between the Canadian state and indigenous communities can be fruitful. This conceptual dialogue is impossible as long as democratic theorists and indigenous scholars essentialize each other's understandings of the self. Using Charles Taylor's theory of recognition, I argue that both democratic theorists and indigenous scholars present multiple ways of conceiving of self-determination and highlight the work of Dale Turner and Hannah Arendt as most productive for theoretical dialogue that may inform the more pragmatic dialogues between the Canadian state and indigenous communities.
Arts, Faculty of
Political Science, Department of
Graduate
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Cyrenne, De-Laine. "Developmental and sex differences in responses to novel objects : an exploration of animal models of sensation seeking behaviour." Thesis, University of St Andrews, 2012. http://hdl.handle.net/10023/2550.

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Human adolescents exhibit higher levels of sensation seeking behaviour than younger or older individuals, and sensation seeking is higher in males than females from adolescence onwards. Data suggest that changes in gonadal hormone levels during adolescence and differences in the dopamine neurotransmitter system are the bases for why some people exhibit sensation seeking behaviour while others do not. However, causal relationships between physiology and behaviour have been difficult to establish in humans. In order to explore the physiological influences on novelty-seeking behaviour, we looked at response to novelty in a laboratory rodent. This research examined responses to novelty in the conditioned place preference (CPP) task and the novel object recognition (NOR) task in Lister-hooded rats, and assessed the benefits and limitations of each methodology. While the CPP task was not found to provide a reliable measure of response to novelty, the NOR task was more successful. In order to understand the ontogeny of sex differences in novelty responses, both males and females were tested from adolescence through to adulthood. While no sex difference was found in adults in the NOR test, mid-adolescent males exhibited higher novelty preference behaviour than either younger or older males, or females at each stage of development. Since gonadal hormones levels rise during adolescence, a pharmacological agent (a gonadotrophin-releasing hormone antagonist) was used to suppress gonadal hormone levels from early adolescence before again examining responses on the NOR test at mid-adolescence. Gonadal hormone suppression from early adolescence onwards eliminated the sex difference in the NOR test at mid-adolescence by reducing the male response to novelty, while no difference was measured in the female animals. These findings suggest that gonadal hormones play a significant role in the development of response to novelty, especially in males, and the implications for our understanding of human sensation-seeking behaviour are discussed.
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Nelson, Elizabeth. "Investigating the Associations between Performance Outcomes on Tasks Indexing Featural, Configural and Holistic Face Processing and Their Correlations with Face Recognition Ability." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37917.

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Many important questions remain unanswered regarding how we recognize faces. Methodological inconsistencies have contributed to confusion regarding these questions, especially those surrounding three purported face processing mechanisms—featural, configural, and holistic—and the extent to which each play a role in face recognition. The work presented here aims to 1) empirically test the assumption that several face recognition tasks index the same underlying construct(s), and 2) contribute data to a number of ongoing debates concerning the reliability and validity of various methods for assessing integrative (i.e., holistic and/or configural) aspects of face processing. Experiment 1 tested the assumption that various tasks purporting to measure integrative face processing index the same construct(s). It is important to test this assumption because if these tasks are in fact measuring different things, then researchers should cease interpreting them as interchangeable measures. Using a within-subjects design (N = 223) we compared performance—as reflected by accuracy and reaction time measures, as well as two types of difference scores—across four of the most commonly used integrative face processing tasks: The Partial Composite Face Effect Task, the Face Inversion Effect Task, the Part Whole Effect Task, and the Configural/Featural Difference Detection Task. Analyses showed that within-task correlations were much stronger than those between-tasks. This suggests that the four conditions within each task are measuring something in common; In contrast, low correlations across tasks suggest that each is measuring something unique. This in turn suggests these tasks should not be seen as assessing the same integrative face-processing construct. Exploratory factor analyses corroborated the correlation data, finding that performance on most conditions loaded onto a single factor in unrotated solutions, but onto separate factors in direct oblimin-rotated solutions. In Experiment 2, we investigated the question of whether integrative face processing performance is related to face recognition ability. We did this by assessing the degree to which results from four widely-used integrative face processing tasks correlate with a measure of general face recognition ability, The Cambridge Face Memory Test (CFMT). The four integrative processing tasks used in this study only partly overlapped those from in Experiment 1. They were: The Complete Composite Face Effect Task, the Partial Composite Face Effect Task, the Part Whole Effect Task, and the Configural/Featural Difference Detection Task. As with Experiment 1, we used a within-subjects design (N = 260) and analyzed a variety of performance variables across these tasks. Analyses demonstrated low to moderate positive correlations between performance on the task conditions and performance on the CFMT. This suggests that the constructs the tasks reflect do contribute to face recognition ability to a modest degree. These analyses also replicated parts of Experiment 1, showing weak correlations between tasks. Also similar to Experiment 1, factor analyses generally revealed task conditions loading onto a common first factor in the unrotated factor matrix, but loading separately in the rotated factor solution. In addition to providing evidence regarding the nature of integrative face processing tasks, the data presented here speak to a number of other questions in this domain. For instance, they contribute to the debate regarding which kinds of difference scores (subtraction-based or regression-based) are more reliable, as well as the reliability of the various tasks used to investigate integrative face processing. In addition, the data inform the debate over whether the Complete or the Partial version of the Composite Face Effect Task is the superior measure of integrative face processing. In summary, the studies presented here indicate that the previous literature in face recognition needs to be interpreted with care, with an eye to differences in methodology and the problems of low measurement reliability. The various methods used to investigate integrative face processing are not assessing the same thing and cannot be taken as reflecting the same underlying construct.
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ESTEVES, PAMELA SUELLI DA MOTTA. "THE SCHOOL IS NOT AN EASY PLACE ... NOT EVEN!: BULLYING, NON-RECOGNITION OF DIFFERENCE AND THE BANALITY OF EVIL." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2015. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=25910@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
PROGRAMA DE EXCELENCIA ACADEMICA
A presente pesquisa, um estudo de natureza qualitativa acerca da violência escolar, teve como objetivo principal conhecer, interpretar e compreender as relações entre pares permeadas por práticas agressivas que atualmente são conceituadas como bullying. O estudo foi realizado em uma escola pública de ensino médio da rede estadual do Rio de janeiro. Buscamos investigar a percepção dos professores e dos estudantes acerca do bullying enquanto um tipo específico de violência escolar. A principal hipótese da pesquisa é que os altos índices de casos de bullying estão diretamente relacionados à dificuldade dos estudantes em reconhecer e conviver com as diferenças culturais e identitárias que são construídas e reconstruídas no ambiente escolar. Nessa perspectiva, para compreender a motivação que está por trás das práticas de agressão investigamos o bullying como uma intolerância em relação à diferença. Percebemos que a intolerância à diferença é insuficiente para explicar a gravidade das agressões e buscamos, além disso, investigar o bullying como um comportamento maliciosamente banal, que se origina da incapacidade de pensar e refletir sobre o significado e as consequências das ações. Tal incapacidade é resultante, entre outros fatores, de um projeto moderno de sociedade que não valoriza uma proposta educacional voltada para o pensamento e para reflexão. Considerando a intolerância e a banalidade como expressões motivadoras e explicadoras do bullying, utilizamos a Teoria do Reconhecimento de Charles Taylor e Axel Honneth e o conceito de Banalidade do Mal de Hannah Arendt para fundamentar nossa hipótese principal. Como procedimentos metodológicos, além de uma extensa revisão bibliográfica, foram realizadas observações do campo, aplicação de questionários e entrevistas semiestruturadas com 08 professores e 10 estudantes que se voluntariaram para a pesquisa. A pesquisa concluiu que os estudantes conhecem o bullying e são afetados por esse tipo de violência, mas não confiam na escola como instituição capaz de ajudá-los a enfrentar o problema. Os professores sabem identificar os casos de bullying, mas não se preocupam em compreender os motivos que levam a essa prática, quando muito se limitam a pensar em estratégias de enfrentamento. A gestão escolar nega a ocorrência do bullying e interpreta os conflitos e agressões entre pares como brincadeiras rotineiras do cotidiano escolar. A pesquisa apontou também que a problemática do bullying configura-se como um tema marginalizado e banalizado na escola.
This is a qualitative study on school violence. This research aimed at knowing, interpreting and comprehending the aggressive actions also known as bullying that happen among peers. This work took place at a public high school in the state of Rio de Janeiro. We intended to investigate the teachers and students perceptions concerning bullying as a type of school violence. Our hypothesis was that higher rates of bullying actions are related to the students difficulties at recognizing and dealing with cultural and identity difference that is built and rebuilt in the school environment. In order to comprehend the motives that were behind those aggressive actions, we investigated bullying as intolerance towards difference. We perceived that intolerance to difference is not enough to explain the severity of these aggressive acts. Thus, we investigated bulling as a maliciously trivial behavior. The source of this kind of behavior is a result of the inability to think and to reflect upon the meaning and the consequences of those aggressive acts. This inability is also a result of a modern society project that does not give the right value to an educational approach aimed at thinking and reflecting. We considered that intolerance and the banality of evil as expressions that motivate and explain bullying. We use the Theory of recognition by Charles Taylor and Axel Honnet and the concept of banality of evil by Hanna Arendt as a basis to our main hypothesis. As our methodological choices, we have had an extensive literature review, along with field observation, questionnaires and semistructured interviews with eight teachers and ten students who volunteered. As a conclusion to this work, we found that students know what bullying is, they know the practice and they are affected by this kind of violence, however they do not completely trust on their school asan institution that could be able to help them face the problem. Teachers know how to identify the bullying cases, but they do not mind comprehending the reasons that lead to those actions. At most, they think of some strategies in order to face the problem. The school management denies that bullying occurs and interprets these conflicts and aggressions as routineplays that normally take place at school. This research also pointed out that bullying is a sidelined and a trivialized theme at school.
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Mathias, José Ronaldo Alonso. "Diferença e identidade - sentidos em construção." Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/27/27153/tde-20052009-130249/.

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A atualidade do tema da diferença em comunicação e de sua relação com o de identidade é aqui tomado com objeto de estudo. Buscando referenciais conceituais e teóricos de diferentes áreas do conhecimento, bem como se servindo de exemplos e práticas empíricas ligadas ao tema, o trabalho destaca as condições de interligação entre diferença e identidade apontando sobretudo a dimensão de autonomia que os envolve. Propõe que a atualidade da temática reflete um contexto sócio-histórico onde a diferença e a identidade assumem significações renovadas também no campo da comunicação social.
The topicality of the theme of difference in the communication area and of its relation to the theme of identity is taken as an object of study in this work. By looking at conceptual and theoretical references from different knowledge areas, as well as making use of examples and empirical practices connected with the issue, the work highlights the interrelation between difference and identity, pointing especially to the autonomy dimension which involves them. It proposes that the topicality of the theme reflects a social-historical context in which difference and identity have taken renewed meanings also in the field of communication.
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Ganchorre, Athena Roldan. "Recognition and Respect for Difference: Science and Math Pre-service Teachers' Attributes that Underlie a Commitment to Teach in Under-resourced Schools." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/202743.

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This work revealed what is at the core of a particular group of prospective teachers that underlie their commitment to teach in under-resourced schools and districts. Prospective teachers committed to teaching in under-resourced schools have qualities or attributes of recognition and respect for students and families who come from low-income and culturally different backgrounds and experiences. These prospective teachers were able to recognize complex interactions that students and their families face at the individual, social and institutional level. They also sought ways to address their students' learning needs by drawing from students' experiences to make meaningful connections between home and school. To identify students' and families' lived experiences, cultural practices, and language as resources to draw from, are acts of recognition and respect towards students and their families who are, for many prospective teachers, different from themselves. Recognition and respect for difference are essential attributes that underlie a socially just and humanistic pedagogy which can positively impact the learning outcomes for students who are historically poorly served by our public schools. This work highlights a different view that prospective teachers from majority White European backgrounds have about social others. It also provides a new framework using social otherness as a lens to reveal prospective teachers' understandings and knowledge about students and families from low-income backgrounds.
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Books on the topic "Recognition of difference"

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Bound by recognition. Princeton, NJ: Princeton University Press, 2002.

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Like subjects, love objects: Essays on recognition and sexual difference. New Haven: Yale University Press, 1995.

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Falcioni, Jennifer P. A study of mnemonic strategies on recall and recognition: Does bizarreness make a difference? Sudbury, Ont: Laurentian University, 2005.

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Center, American Nurses Credentialing, ed. Magnet: The next generation : nurses making the difference. Silver Spring, Md: American Nurses Credentialing Center, 2011.

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Schoneville, Holger, and Vera Flocke. Differenz und Dialog: Anerkennung als Strategie der Konfliktbewältigung? Berlin: BWV, Berliner Wissenschafts-Verlag, 2011.

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Gender, heterosexuality, and youth violence: The struggle for recognition. Lanham, Md: Rowman & Littlefield Publishers, 2012.

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Kärtner, Joscha. The development of mirror self-recognition in different sociocultural contexts. Boston, Mass: Wiley-Blackwell, 2012.

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Chaudhuri, Arindam, Krupa Mandaviya, Pratixa Badelia, and Soumya K Ghosh. Optical Character Recognition Systems for Different Languages with Soft Computing. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50252-6.

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Matthews, Eve. On the basis of visual clues, is the recognition of the differences between individuals possible for autistic adults? Birmingham: University of Birmingham, 1994.

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Gender perspectives on vocabulary in foreign and second languages. Basingstoke [England]: Palgrave Macmillan, 2010.

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Book chapters on the topic "Recognition of difference"

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Laitinen, Arto, and Onni Hirvonen. "Recognition, Identity, and Difference." In Handbuch Anerkennung, 1–10. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-19561-8_68-2.

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Modood, Tariq. "Difference, ‘Multi’ and Equality." In The Plural States of Recognition, 152–71. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230285569_9.

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Hsiao, Kun-An, and Pei-Ling Hsieh. "Age Difference in Recognition of Emoticons." In Lecture Notes in Computer Science, 394–403. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07863-2_38.

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Anwar, Shamama. "Automatic Text Recognition Using Difference Ratio." In Smart Computing and Informatics, 691–99. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5544-7_68.

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Hines, Sally. "From Recognition to a Politics of Difference." In Gender Diversity, Recognition and Citizenship, 107–24. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137318879_8.

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Thill, Cate. "Listening with Recognition for Social Justice." In Ethical Responsiveness and the Politics of Difference, 57–73. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93958-2_4.

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Rak, Marko, Tim König, Johannes Steffen, Dirk Joachim Lehmann, and Klaus-Dietz Tönnies. "Density Difference Detection with Application to Exploratory Visualization." In Pattern Recognition: Applications and Methods, 17–34. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-27677-9_2.

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Baker, Brendan, Robbie Vogt, Mitchell McLaren, and Sridha Sridharan. "Scatter Difference NAP for SVM Speaker Recognition." In Advances in Biometrics, 464–73. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-01793-3_48.

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Lai, Chih-Chin, Chih-Hung Wu, Shing-Tai Pan, Shie-Jue Lee, and Bor-Haur Lin. "Gender Recognition Using Local Block Difference Pattern." In Advances in Intelligent Information Hiding and Multimedia Signal Processing, 45–52. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-50212-0_6.

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Gao, Jinyan, Yulan Guo, Zaiping Lin, and Wei An. "Infrared Small Target Detection Using Multiscale Gray and Variance Difference." In Pattern Recognition and Computer Vision, 53–64. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-03341-5_5.

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Conference papers on the topic "Recognition of difference"

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Zhao, Yihuan, and Zulin Wang. "Detecting moving objects by background difference and frame-difference." In International Symposium on Multispectral Image Processing and Pattern Recognition, edited by Tianxu Zhang, Carl A. Nardell, Duane D. Smith, and Hangqing Lu. SPIE, 2007. http://dx.doi.org/10.1117/12.746469.

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Denes, Louis J., Milton S. Gottlieb, Boris Kaminsky, and Peter Metes. "AOTF polarization difference imaging." In The 27th AIPR Workshop: Advances in Computer-Assisted Recognition, edited by Robert J. Mericsko. SPIE, 1999. http://dx.doi.org/10.1117/12.339812.

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Ng, Joe Yue-Hei, and Larry S. Davis. "Temporal Difference Networks for Video Action Recognition." In 2018 IEEE Winter Conference on Applications of Computer Vision (WACV). IEEE, 2018. http://dx.doi.org/10.1109/wacv.2018.00176.

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Lee, Chun-Chieh, Chi-Hung Chuang, Jun-Wei Hsieh, Ming-Xuan Wu, and Kuo-Chin Fan. "Frame difference history image for gait recognition." In 2011 International Conference on Machine Learning and Cybernetics (ICMLC). IEEE, 2011. http://dx.doi.org/10.1109/icmlc.2011.6017007.

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Yang, Jun, Xiaojuan Wu, and Zhang Peng. "Gait Recognition Based on Difference Motion Slice." In 2006 8th international Conference on Signal Processing. IEEE, 2006. http://dx.doi.org/10.1109/icosp.2006.345931.

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Huang, Rong-Guo, Sang-Hyeon Jin, Jung-Hyun Kim, and Kwang-Seok Hong. "Flower image recognition using difference image entropy." In the 7th International Conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1821748.1821868.

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"HUMAN GAIT RECOGNITION USING DIFFERENCE BETWEEN FRAMES." In International Conference on Computer Vision Theory and Applications. SciTePress - Science and and Technology Publications, 2009. http://dx.doi.org/10.5220/0001793003270332.

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Suto, Jozsef, Stefan Oniga, Claudiu Lung, and Ioan Orha. "Recognition rate difference between real-time and offline human activity recognition." In 2017 International Conference on Internet of Things for the Global Community (IoTGC). IEEE, 2017. http://dx.doi.org/10.1109/iotgc.2017.8008967.

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Luo, Haibo, Zelin Shi, Deqiang Li, and Zhande Yan. "Difference-templates based target tracking method." In International Symposium on Multispectral Image Processing and Pattern Recognition, edited by Tianxu Zhang, Carl A. Nardell, Duane D. Smith, and Hangqing Lu. SPIE, 2007. http://dx.doi.org/10.1117/12.747087.

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Guo, Xingchen, and Yibiao Yu. "Replay attack detection by channel frequency response difference enhancement." In Fourth International Workshop on Pattern Recognition, edited by Zhenxiang Chen, Xudong Jiang, and Guojian Chen. SPIE, 2019. http://dx.doi.org/10.1117/12.2540965.

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Reports on the topic "Recognition of difference"

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Card, David, Stefano DellaVigna, Patricia Funk, and Nagore Iriberri. Gender Differences in Peer Recognition by Economists. Cambridge, MA: National Bureau of Economic Research, June 2021. http://dx.doi.org/10.3386/w28942.

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Maurer, Uwe, Asim Smailagic, Daniel P. Siewiorek, and Michael Deisher. Activity Recognition and Monitoring Using Multiple Sensors on Different Body Positions. Fort Belvoir, VA: Defense Technical Information Center, April 2006. http://dx.doi.org/10.21236/ada534437.

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Kawai, Mayumi, Shin Kato, Naoko Minobe, and Sadayuki Tsugawa. Driver-Adaptive Display for Car Navigation Systems Based on Individual Driver Differences in Route Recognition and Map Preference. Warrendale, PA: SAE International, September 2005. http://dx.doi.org/10.4271/2005-08-0457.

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Rodriguez, Simon, Autumn Toney, and Melissa Flagg. Patent Landscape for Computer Vision: United States and China. Center for Security and Emerging Technology, September 2020. http://dx.doi.org/10.51593/20200054.

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China’s surge in artificial intelligence development has been fueled, in large part, by advances in computer vision, the AI subdomain that makes powerful facial recognition technologies possible. This data brief compares U.S. and Chinese computer vision patent data to illustrate the different approaches each country takes to AI development.
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Solovyanenko, N. I. LEGAL REGULATION OF THE USE OF ELECTRONIC SIGNATURES IN ELECTRONIC COMMERCE. DOI CODE, 2021. http://dx.doi.org/10.18411/0131-5226-2021-70002.

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The article is devoted to the legal problems of using documents signed with electronic signatures in electronic commerce. The article considers the different legal regime of electronic documents depending on the type of electronic signature. Legal features of a qualified electronic signature are analyzed. The legal status of a certification service provider and its legal functions in e-commerce are examined. The conclusion is made about the recognition of electronic documents as a priority method of legal interaction in the field of electronic commerce and the complication of the legal construction of an electronic signature.
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Greenhill, Lucy, Christopher Leakey, and Daniela Diz. Second Workshop report: Mobilising the science community in progessing towards a sustainable and inclusive ocean economy. Scottish Universities Insight Institute, July 2021. http://dx.doi.org/10.15664/10023.23693.

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Across the Blue Economy, science must play a fundamental role in moving us away from business as usual to a more sustainable pathway. It provides evidence to inform policy by understanding baselines, trends and tipping points, as well as the multiple and interacting effects of human activities and policy interventions. Measuring progress depends on strong evidence and requires the design of a monitoring framework based on well-defined objectives and indicators, informed by the diverse disciplines required to inform progress on cross-cutting policy objectives such as the Just Transition. The differences between the scientific and policy processes are stark and affect interaction between them, including, among other factors, the time pressures of governmental decision-making, and the lack of support and reward in academia for policy engagement. To enable improved integration, the diverse nature of the science / policy interface is important to recognise – improved communication between scientists and policy professionals within government is important, as well as interaction with the wider academic community through secondments and other mechanisms. Skills in working across boundaries are valuable, requiring training and professional recognition. We also discussed the science needs across the themes of the Just Transition, Sustainable Seafood, Nature-based Solutions and the Circular Economy, where we considered: • What research and knowledge can help us manage synergies and trade-offs? • Where is innovation needed to promote synergies? • What type of indicators, data and evidence are needed to measure progress? The insights developed through dialogue among participants on these themes are outlined in Section 4 of this report.
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Dalglish, Chris, and Sarah Tarlow, eds. Modern Scotland: Archaeology, the Modern past and the Modern present. Society of Antiquaries of Scotland, September 2012. http://dx.doi.org/10.9750/scarf.09.2012.163.

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The main recommendations of the panel report can be summarised under five key headings:  HUMANITY The Panel recommends recognition that research in this field should be geared towards the development of critical understandings of self and society in the modern world. Archaeological research into the modern past should be ambitious in seeking to contribute to understanding of the major social, economic and environmental developments through which the modern world came into being. Modern-world archaeology can add significantly to knowledge of Scotland’s historical relationships with the rest of the British Isles, Europe and the wider world. Archaeology offers a new perspective on what it has meant to be a modern person and a member of modern society, inhabiting a modern world.  MATERIALITY The Panel recommends approaches to research which focus on the materiality of the recent past (i.e. the character of relationships between people and their material world). Archaeology’s contribution to understandings of the modern world lies in its ability to situate, humanise and contextualise broader historical developments. Archaeological research can provide new insights into the modern past by investigating historical trends not as abstract phenomena but as changes to real lives, affecting different localities in different ways. Archaeology can take a long-term perspective on major modern developments, researching their ‘prehistory’ (which often extends back into the Middle Ages) and their material legacy in the present. Archaeology can humanise and contextualise long-term processes and global connections by working outwards from individual life stories, developing biographies of individual artefacts and buildings and evidencing the reciprocity of people, things, places and landscapes. The modern person and modern social relationships were formed in and through material environments and, to understand modern humanity, it is crucial that we understand humanity’s material relationships in the modern world.  PERSPECTIVE The Panel recommends the development, realisation and promotion of work which takes a critical perspective on the present from a deeper understanding of the recent past. Research into the modern past provides a critical perspective on the present, uncovering the origins of our current ways of life and of relating to each other and to the world around us. It is important that this relevance is acknowledged, understood, developed and mobilised to connect past, present and future. The material approach of archaeology can enhance understanding, challenge assumptions and develop new and alternative histories. Modern Scotland: Archaeology, the Modern past and the Modern present vi Archaeology can evidence varied experience of social, environmental and economic change in the past. It can consider questions of local distinctiveness and global homogeneity in complex and nuanced ways. It can reveal the hidden histories of those whose ways of life diverged from the historical mainstream. Archaeology can challenge simplistic, essentialist understandings of the recent Scottish past, providing insights into the historical character and interaction of Scottish, British and other identities and ideologies.  COLLABORATION The Panel recommends the development of integrated and collaborative research practices. Perhaps above all other periods of the past, the modern past is a field of enquiry where there is great potential benefit in collaboration between different specialist sectors within archaeology, between different disciplines, between Scottish-based researchers and researchers elsewhere in the world and between professionals and the public. The Panel advocates the development of new ways of working involving integrated and collaborative investigation of the modern past. Extending beyond previous modes of inter-disciplinary practice, these new approaches should involve active engagement between different interests developing collaborative responses to common questions and problems.  REFLECTION The Panel recommends that a reflexive approach is taken to the archaeology of the modern past, requiring research into the nature of academic, professional and public engagements with the modern past and the development of new reflexive modes of practice. Archaeology investigates the past but it does so from its position in the present. Research should develop a greater understanding of modern-period archaeology as a scholarly pursuit and social practice in the present. Research should provide insights into the ways in which the modern past is presented and represented in particular contexts. Work is required to better evidence popular understandings of and engagements with the modern past and to understand the politics of the recent past, particularly its material aspect. Research should seek to advance knowledge and understanding of the moral and ethical viewpoints held by professionals and members of the public in relation to the archaeology of the recent past. There is a need to critically review public engagement practices in modern-world archaeology and develop new modes of public-professional collaboration and to generate practices through which archaeology can make positive interventions in the world. And there is a need to embed processes of ethical reflection and beneficial action into archaeological practice relating to the modern past.
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Saville, Alan, and Caroline Wickham-Jones, eds. Palaeolithic and Mesolithic Scotland : Scottish Archaeological Research Framework Panel Report. Society for Antiquaries of Scotland, June 2012. http://dx.doi.org/10.9750/scarf.06.2012.163.

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Why research Palaeolithic and Mesolithic Scotland? Palaeolithic and Mesolithic archaeology sheds light on the first colonisation and subsequent early inhabitation of Scotland. It is a growing and exciting field where increasing Scottish evidence has been given wider significance in the context of European prehistory. It extends over a long period, which saw great changes, including substantial environmental transformations, and the impact of, and societal response to, climate change. The period as a whole provides the foundation for the human occupation of Scotland and is crucial for understanding prehistoric society, both for Scotland and across North-West Europe. Within the Palaeolithic and Mesolithic periods there are considerable opportunities for pioneering research. Individual projects can still have a substantial impact and there remain opportunities for pioneering discoveries including cemeteries, domestic and other structures, stratified sites, and for exploring the huge evidential potential of water-logged and underwater sites. Palaeolithic and Mesolithic archaeology also stimulates and draws upon exciting multi-disciplinary collaborations. Panel Task and Remit The panel remit was to review critically the current state of knowledge and consider promising areas of future research into the earliest prehistory of Scotland. This was undertaken with a view to improved understanding of all aspects of the colonization and inhabitation of the country by peoples practising a wholly hunter-fisher-gatherer way of life prior to the advent of farming. In so doing, it was recognised as particularly important that both environmental data (including vegetation, fauna, sea level, and landscape work) and cultural change during this period be evaluated. The resultant report, outlines the different areas of research in which archaeologists interested in early prehistory work, and highlights the research topics to which they aspire. The report is structured by theme: history of investigation; reconstruction of the environment; the nature of the archaeological record; methodologies for recreating the past; and finally, the lifestyles of past people – the latter representing both a statement of current knowledge and the ultimate aim for archaeologists; the goal of all the former sections. The document is reinforced by material on-line which provides further detail and resources. The Palaeolithic and Mesolithic panel report of ScARF is intended as a resource to be utilised, built upon, and kept updated, hopefully by those it has helped inspire and inform as well as those who follow in their footsteps. Future Research The main recommendations of the panel report can be summarized under four key headings:  Visibility: Due to the considerable length of time over which sites were formed, and the predominant mobility of the population, early prehistoric remains are to be found right across the landscape, although they often survive as ephemeral traces and in low densities. Therefore, all archaeological work should take into account the expectation of Palaeolithic and Mesolithic ScARF Panel Report iv encountering early prehistoric remains. This applies equally to both commercial and research archaeology, and to amateur activity which often makes the initial discovery. This should not be seen as an obstacle, but as a benefit, and not finding such remains should be cause for question. There is no doubt that important evidence of these periods remains unrecognised in private, public, and commercial collections and there is a strong need for backlog evaluation, proper curation and analysis. The inadequate representation of Palaeolithic and Mesolithic information in existing national and local databases must be addressed.  Collaboration: Multi-disciplinary, collaborative, and cross- sector approaches must be encouraged – site prospection, prediction, recognition, and contextualisation are key areas to this end. Reconstructing past environments and their chronological frameworks, and exploring submerged and buried landscapes offer existing examples of fruitful, cross-disciplinary work. Palaeolithic and Mesolithic archaeology has an important place within Quaternary science and the potential for deeply buried remains means that geoarchaeology should have a prominent role.  Innovation: Research-led projects are currently making a substantial impact across all aspects of Palaeolithic and Mesolithic archaeology; a funding policy that acknowledges risk and promotes the innovation that these periods demand should be encouraged. The exploration of lesser known areas, work on different types of site, new approaches to artefacts, and the application of novel methodologies should all be promoted when engaging with the challenges of early prehistory.  Tackling the ‘big questions’: Archaeologists should engage with the big questions of earliest prehistory in Scotland, including the colonisation of new land, how lifestyles in past societies were organized, the effects of and the responses to environmental change, and the transitions to new modes of life. This should be done through a holistic view of the available data, encompassing all the complexities of interpretation and developing competing and testable models. Scottish data can be used to address many of the currently topical research topics in archaeology, and will provide a springboard to a better understanding of early prehistoric life in Scotland and beyond.
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