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Titlebook: Structured Document Image Analysis; Henry S. Baird,Horst Bunke,Kazuhiko Yamamoto Book 1992 Springer-Verlag Berlin Heidelberg 1992 Computer

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书目名称Structured Document Image Analysis
编辑Henry S. Baird,Horst Bunke,Kazuhiko Yamamoto
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图书封面Titlebook: Structured Document Image Analysis;  Henry S. Baird,Horst Bunke,Kazuhiko Yamamoto Book 1992 Springer-Verlag Berlin Heidelberg 1992 Computer
描述Document image analysis is the automatic computerinterpretation of imagesof printed and handwrittendocuments, including text, drawings, maps, music scores,etc. Research in this field supports a rapidlygrowinginternational industry. This is the first book to offer abroad selection of state-of-the-art research papers,including authoritativecritical surveys of the literature,and parallel studies of the architectureof completehigh-performance printed-document reading systems. Auniquefeature is the extended section on music notation, anidealvehicle for international sharing of basic research. Also,thecollection includes important new work on line drawings,handwriting, character and symbol recognition, and basicmethodological issues. The IAPR 1990 Workshop on Syntacticand Structural Pattern Recognition is summarized,includingthe reports of its expert working groups, whose debatesprovide a fascinating perspective on the field.The book is anexcellent text for a first-year graduateseminar in document image analysis,and is likely to remaina standard reference in the field for years.
出版日期Book 1992
关键词Computersehen; Document reading; Music notation; Mustererkennung; Notenschrift; architecture; computer vis
版次1
doihttps://doi.org/10.1007/978-3-642-77281-8
isbn_softcover978-3-642-77283-2
isbn_ebook978-3-642-77281-8
copyrightSpringer-Verlag Berlin Heidelberg 1992
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George Nagying dominated by standardised assessments and globalisation influences. The contributors to this volume illustrate the complexities and global dimensions of educational quality that emerged in their research. Several chapters critique educational reforms employing assessments aligned to global stand
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lenge conventional assumptions about quality education as a singular undertaking dominated by standardised assessments and globalisation influences. The contributors to this volume illustrate the complexities and global dimensions of educational quality that emerged in their research. Several chapte
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