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1000 tulosta hakusanalla Peter K. Allen

Robotic Object Recognition Using Vision and Touch

Robotic Object Recognition Using Vision and Touch

Peter K. Allen

Kluwer Academic Publishers
1987
sidottu
CHAPTER 7: MATCHING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 7. 1 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 7. 2 Design of the matcher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 7. 3 Model instantiation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 7. 3. 1 Discrimination by size . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 7. 3. 2 Discrimination by gross shape . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 7. 3. 3 Feature attribute matching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 7. 3. 4 Surface attribute matching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 7. 3. 5 Classifying surfaces . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 7. 3. 6 Relational consistency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102 7. 3. 7 Ordering matches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . 102 7. 4 Verification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 7. 4. 1 Computing model-to-scene transformations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104 7. 4. 2 Matching feature frames . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104 7. 4. 3 Matching surface frames. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 7. 4. 4 Verification sensing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 7. 5 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108 CHAPTER 8: EXPERIMENTAL RESULTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 8. 1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 8. 2 Experiment 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110 8. 3 Experiment 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115 8. 4 Experiment 3 . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119 8. 5 Experiment 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126 8. 6 Experiment 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 8. 7 Experiment 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134 8. 8 Experiment 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138 8. 9 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140 CHAPTER 9: CONCLUSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145 9. 1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145 9. 2 Discovering 3-D structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145 9. 3 The multi-sensor approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146 9. 4 Limitations of the system . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147 9. 5 Future directions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148 REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151 - viii - APPENDIX: BICUBIC SPLINE SURFACES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157 1. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157 2. Parametric curves and surfaces. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157 3. Coons' patches. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159 3. 1 Linearly interpolated patches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159 3. 2 Hermite interpolation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161 3. 3 Curvature continuous patches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164 INDEX . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Vertaile hintoja
Robotic Object Recognition Using Vision and Touch

Robotic Object Recognition Using Vision and Touch

Peter K. Allen

Springer-Verlag New York Inc.
2011
nidottu
CHAPTER 7: MATCHING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 7. 1 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 7. 2 Design of the matcher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 7. 3 Model instantiation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 7. 3. 1 Discrimination by size . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 7. 3. 2 Discrimination by gross shape . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 7. 3. 3 Feature attribute matching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 7. 3. 4 Surface attribute matching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 7. 3. 5 Classifying surfaces . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 7. 3. 6 Relational consistency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102 7. 3. 7 Ordering matches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . 102 7. 4 Verification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 7. 4. 1 Computing model-to-scene transformations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104 7. 4. 2 Matching feature frames . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104 7. 4. 3 Matching surface frames. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 7. 4. 4 Verification sensing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 7. 5 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108 CHAPTER 8: EXPERIMENTAL RESULTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 8. 1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 8. 2 Experiment 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110 8. 3 Experiment 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115 8. 4 Experiment 3 . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119 8. 5 Experiment 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126 8. 6 Experiment 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 8. 7 Experiment 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134 8. 8 Experiment 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138 8. 9 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140 CHAPTER 9: CONCLUSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145 9. 1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145 9. 2 Discovering 3-D structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145 9. 3 The multi-sensor approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146 9. 4 Limitations of the system . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147 9. 5 Future directions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148 REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151 - viii - APPENDIX: BICUBIC SPLINE SURFACES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157 1. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157 2. Parametric curves and surfaces. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157 3. Coons' patches. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159 3. 1 Linearly interpolated patches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159 3. 2 Hermite interpolation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161 3. 3 Curvature continuous patches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164 INDEX . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Vertaile hintoja
A Process Evaluation of Primary Care Behavioral Health Integration in the Military Health System

A Process Evaluation of Primary Care Behavioral Health Integration in the Military Health System

Andrada Tomoaia-Cotisel; Nicole K Eberhart; Charles C Engel; Peter Mendel; Gabriela Alvarado; Nabeel Shariq Qureshi; Samuel D Allen

RAND
2021
nidottu
Behavioral health (BH) problems are common in the military. Research suggests that primary care?behavioral health (PCBH) integration can improve BH outcomes. The authors conducted a process evaluation of the PCBH program in the military health system to understand program implementation and inform quality improvement. Findings are in four key areas: staffing/capabilities, valued tasks, program stewardship, and fostering program awareness/support.
Vertaile hintoja
A Twenty-First Century U.S. Water Policy

A Twenty-First Century U.S. Water Policy

Juliet Christian-Smith; Peter H. Gleick; Heather Cooley; Lucy Allen; Amy Vanderwarker; Kate A. Berry; William K. Reilly

Oxford University Press Inc
2012
sidottu
As is becoming clearer and clearer, pressures on water resources in the United States are growing, with no foreseeable end in sight. Yet these pressures are not due to a national water scarcity. While the Southwest faces the problems of draught, a rising population, and over-allocation of resources, the Northeast and Northern Plains must deal with increasingly wet weather and flooding. The greatest challenges that the United States faces with regard to water are regional disparities in availability, a changing climate, worsening water quality, and, increasingly, controversies over management strategies and policies. While many countries have adopted federal approaches to water management, the United States has no cohesive national water policy. In fact, the oversight of current water policy is shared by over sixty different agencies,and the last national water assessment undertaken in the United States occurred over forty years ago. The lack of coordinated oversight not only renders national policymakers unable to make informed analyses of water quality standards and availability, it also results in large gaps of understanding regarding variability of water resources and how to most efficiently and effectively manage and preserve those resources. A Twenty-First Century U.S. Water Policy culls together independent analysis of freshwater availability; water usage in agriculture, municipalities, tribal settlements, and energy production; exisiting legal frameworks; environmental justice movements; and data on water quality and climate change. The result is a visionary proposal for a coherent and critically needed federal water policy.
Vertaile hintoja
Silent Women

Silent Women

Bryony Dixon; Karen Day; Aimee Dixon Anthony; Pieter Aquilia; Patricia Di Risio; Julie K. Allen; Melody Bridges; Francesca Stephens

Aurora Metro Books
2016
nidottu
Why have women such as Alice Guy-Blache, the creator of narrative cinema, been written out of film history? Why have so many women working behind the scenes in film been rendered invisible and silent for so long? Silent Women: Pioneers of Cinema explores the incredible contribution of women at the dawn of cinema when, surprisingly, more women were employed across the board in the film industry than they are now. It also looks at how women helped to shape the content, style of acting and development of the movie business in their roles as actors, writers, editors, cinematographers, directors and producers. In addition, we describe how women engaged with and influenced the development of cinema in their roles as audience, critics, fans, reviewers, journalists and the arbiters of morality in films. And finally, we ask when the current discrimination and male domination of the industry will give way to allow more women access to the top jobs. In addition to its historical focus on women working in film during the silent film era, the term silent also refers to the silencing and eradication of the enormous contribution that women have made to the development of the motion picture industry.
Vertaile hintoja
Mellan kunskap och fostran : en bok om syfte och mål med skolans undervisning om etik

Mellan kunskap och fostran : en bok om syfte och mål med skolans undervisning om etik

Olof Franck; Peder Thalén; Sara Irisdotter Aldenmyr; Fredrik Alvén; Karin K Flensner; Nils Hammarén; Annika Lilja; Bodil Liljefors Persson; Johan Liljestrand; Niclas Lindström; Malin Löfstedt; Jonas Svensson; Björn Westerström

Studentlitteratur AB
2023
nidottu
Etik är ett kunskapsområde som främjar elevers kritiska tänkande, men också ett ramverk för fostran av eleverna till demokratiska medborgare. Etik är dock komplicerat och som lärare kan man hamna i situationer där elever uttrycker åsikter som klart strider mot skolans värdegrund. Boken vill ge lärare möjligheter att bättre förstå och hantera sin egen roll i detta spänningsfält. Boken lyfter fram vikten av intellektuell fostran som ett redskap för att motverka polarisering och kunskapsrelativism. Aktuell forskning inom det växande fältet ”kontroversiella frågor” ges stort utrymme i boken. Till exempel diskuteras antisemitism, hedersrelaterat våld och undervisning om kön och sexualitet, och författarna resonerar kring hur man som lärare i praktiken handskas med sådana, emotionellt laddade ämnen. Mellan kunskap och fostran vänder sig till blivande och redan verksamma lärare i samhällsorienterande ämnen, men tar också upp frågor om etik som alla lärare - oavsett ämne - kommer i kontakt med i skolvardagen. Den är också tänkt att fungera som kurslitteratur inom den utbildningsvetenskapliga kärnan (UVK) i lärarutbildningen.
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K.S. Aksakov, A Study in Ideas, Vol. III

K.S. Aksakov, A Study in Ideas, Vol. III

Peter K. Christoff

Princeton University Press
2014
pokkari
In this study the author singles out the ideas of K. S. Aksakov (1817-1860), philologist, poet, historian, and sometime dramatist, and places them in the broader current of nineteenth century Slavophilism. Originally published in 1982. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.
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K.S. Aksakov, A Study in Ideas, Vol. III

K.S. Aksakov, A Study in Ideas, Vol. III

Peter K. Christoff

Princeton University Press
2016
sidottu
In this study the author singles out the ideas of K. S. Aksakov (1817-1860), philologist, poet, historian, and sometime dramatist, and places them in the broader current of nineteenth century Slavophilism. Originally published in 1982. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.
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The Dandy

The Dandy

Peter K. Andersson

Oxford University Press
2025
sidottu
A history of the dandy from below, from Beau Brummell and Baudelaire to Bowie and Bolan... and beyond. The historical figure of the dandy has commonly been described as an upper-class gentleman, often exemplified by well-known men such as Beau Brummell, Charles Baudelaire, Oscar Wilde, and Max Beerbohm. But there is a broader history to be told about the dandy - one that incorporates unknown men from the lower strata of society. The Dandy: A People's History constitutes the first ever history of those dandies who emanated from the less privileged layers of the populace - the lowly clerks, shop assistants, domestic servants, and labourers who increasingly during the modern age have emerged as style-conscious men about town. Peter Andersson shows that dandyism is far from just an elite phenomenon represented by famous poets and artists. He shows how dandyism as a popular youth subculture grew into an influential cultural movement, from the days of Beau Brummell in the early 19th century to the age of mods in the 1960s. A series of fascinating in-depth studies of the wide variety of dandy subcultures that have surfaced around the world in the last two centuries tell the story of how the shaping of fashions and the image of men became increasingly democratized, with the arbiters of taste increasingly coming from the other end of the social spectrum. Along the way, we encounter such long-forgotten groups as the mashers, the knuts, the Paris gandins and the Berlin transgender dandies, alongside more well-known but unexplored figures like the zoot suiter, the teddy boy, and the New Romantic. Above all, this is a story of how fundamental aspects of modern culture such as fashion, style, and conduct have been shaped from below just as much as from above. It is a story that shows how the problematic business of young men trying to find an identity is an enduring phenomenon - and one sadly often accompanied by innocent victims along the way.
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Adolescence

Adolescence

Peter K Smith

Oxford University Press
2016
nidottu
Adolescence is a turbulent period to live through, and a time of importance and concern to parents, teachers, and social workers. Marking the transition from the world of childhood to adult life, the adolescent faces many challenges and opportunities, including forming their own identity, relating to often conflicting demands from parents and peers, and negotiating first romantic relationships. In this Very Short Introduction, Peter K. Smith provides an engaging and informative overview of what we know and what we are learning about adolescence. Including both a guide to the classical research that has informed our knowledge, as well as the results of the modern research into the contemporary adolescent experience, Smith examines a number of aspects of adolescence, including the cultural and historical context, the biological changes to the adolescent brain, and the controversies that adolescence brings. ABOUT THE SERIES: The Very Short Introductions series from Oxford University Press contains hundreds of titles in almost every subject area. These pocket-sized books are the perfect way to get ahead in a new subject quickly. Our expert authors combine facts, analysis, perspective, new ideas, and enthusiasm to make interesting and challenging topics highly readable.
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Pockets of Crime

Pockets of Crime

Peter K. B. St. Jean

University of Chicago Press
2007
sidottu
Why, even in the same high-crime neighborhoods, do robbery, drug dealing, and assault occur much more frequently on some blocks than on others? One popular theory is that a weak sense of community among neighbors can create conditions more hospitable for criminals, and another proposes that neighborhood disorder - such as broken windows and boarded-up buildings - makes crime more likely. But in his innovative new study, Peter K. B. St. Jean argues that we cannot fully understand the impact of these factors without considering that, because urban space is unevenly developed, different kinds of crimes occur most often in locations that offer their perpetrators specific advantages. Drawing on Chicago Police Department statistics and extensive interviews with both law-abiding citizens and criminals in one of the city's highest-crime areas, St. Jean demonstrates that drug dealers and robbers, for example, are primarily attracted to locations with businesses like liquor stores, fast food restaurants, and check-cashing outlets. By accounting for these important factors of spatial positioning, he expands upon previous research to provide the most comprehensive explanation available of why crime occurs where it does.
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Pockets of Crime

Pockets of Crime

Peter K. B. St. Jean

University of Chicago Press
2007
nidottu
Why, even in the same high-crime neighborhoods, do robbery, drug dealing, and assault occur much more frequently on some blocks than on others? One popular theory is that a weak sense of community among neighbors can create conditions more hospitable for criminals, and another proposes that neighborhood disorder - such as broken windows and boarded-up buildings - makes crime more likely. But in his innovative new study, Peter K. B. St. Jean argues that we cannot fully understand the impact of these factors without considering that, because urban space is unevenly developed, different kinds of crimes occur most often in locations that offer their perpetrators specific advantages. Drawing on Chicago Police Department statistics and extensive interviews with both law-abiding citizens and criminals in one of the city's highest-crime areas, St. Jean demonstrates that drug dealers and robbers, for example, are primarily attracted to locations with businesses like liquor stores, fast food restaurants, and check-cashing outlets. By accounting for these important factors of spatial positioning, he expands upon previous research to provide the most comprehensive explanation available of why crime occurs where it does.
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Richard Adolf Zutt - sein Leben für Kunst Handwerk Arbeit

Richard Adolf Zutt - sein Leben für Kunst Handwerk Arbeit

Peter K Jakob

Lulu.com
2018
pokkari
Peter K. Jakob prSsentiert in dieser Dokumentation das Leben und Werk von Richard Adolf Zutt als KYnstler, Metall- und Keramik-Kunsthandwerker und als Lehrer fYr SchYler, Studenten, Laien und Arbeitslose. 1887 in Basel geboren, als Autodidakt in MYnchen und Florenz so erfolgreich, dass er als Professor an die Kunstgewerbeschule in Budapest berufen wurde. WShrend des Ersten Weltkrieges beteiligte er seine SchYler und Studentinnen u.a. an der Produktion von Medaillen zugunsten von WohltStigkeitsorganisationen. In den 1920er-Jahren wirkte er an der Neuen Schule in Hellerau (zusammen mit A. S. Neill) und leitete die Ostdeutschen WerkstStten in Neisse In Paris stellte er ein Projekt fYr ein riesiges Weltfriedenskreuz vor. Ab 1930 leitete er WerkstStten fYr Sltere Arbeitslose, und entwickelte die Aluminiumlegierung Razutal, die auch fYr das Luftschiff Zeppelin II verwendet worden sei. Bei der RYckreise von Ceylon in die Schweiz 1938 erlitt er einen plstzlichen Tod auf einem deutschen Schiff im Suezkanal.
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Introduction to the Laplace Transform

Introduction to the Laplace Transform

Peter K. F. Kuhfittig

Kluwer Academic/Plenum Publishers
1978
sidottu
The purpose of this book is to give an introduction to the Laplace transform on the undergraduate level. The material is drawn from notes for a course taught by the author at the Milwaukee School of Engineering. Based on classroom experience, an attempt has been made to (1) keep the proofs short, (2) introduce applications as soon as possible, (3) concentrate on problems that are difficult to handle by the older classical methods, and (4) emphasize periodic phenomena. To make it possible to offer the course early in the curriculum (after differential equations), no knowledge of complex variable theory is assumed. However, since a thorough study of Laplace. transforms requires at least the rudiments of this theory, Chapter 3 includes a brief sketch of complex variables, with many of the details presented in Appendix A. This plan permits an introduction of the complex inversion formula, followed by additional applications. The author has found that a course taught three hours a week for a quarter can be based on the material in Chapters 1, 2, and 5 and the first three sections of Chapter 7. If additional time is available (e.g., four quarter-hours or three semester-hours), the whole book can be covered easily. The author is indebted to the students at the Milwaukee School of Engineering for their many helpful comments and criticisms.
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Introduction to Brain Topography

Introduction to Brain Topography

Peter K.H. Wong

Kluwer Academic / Plenum Publishers
1991
sidottu
A text for newcomers to the field of brain electromagnetic topography, combining the necessary knowledge in the diverse areas of physical sciences, mathematics, neurophysiology, and anatomy. Topics include fundamentals of data acquisition, mapping, and post-processing; source modeling and analysis;
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SCM Studyguide

SCM Studyguide

Peter K. Stevenson

SCM Press
2017
nidottu
Peter Stevenson provides an introduction to the practice of preaching. It is designed for people from various church traditions, in the early stages of ministerial formation. Preaching is a complex and challenging business requiring a demanding mixture of skills. People listening to a sermon have the right to expect that a person who stands up to preach, can interpret the Bible competently, has a grasp of core Christian beliefs, and believes what they preach. They also expect someone who has the necessary range of communication skills to put the message across in an accessible way. Such a range of expectations presents daunting challenges to the most experienced preacher. Including practical exercises which could be used by individuals or by groups, this book is suitable for introductory courses in preaching or for modules which consider preaching within an overall focus upon leading public worship.
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An Introduction To Nineteenth-century Russian Slavophilism

An Introduction To Nineteenth-century Russian Slavophilism

Peter K. Christoff

Routledge
2019
sidottu
This work is the fourth volume of Peter Christoff’s study of nineteenth-century Russian Slavophilism, which grew out of vigorous and prolonged debates between the Slavophils and proponents of Slavophilism’s principal ideological rival, Westernism, in the mid-nineteenth century. As the names indicate, the Westerners looked to the West for the solution to Russia’s political, social, and economic problems. The Slavophils, well-to-do members of the Russian gentry who knew the West well, chose to look inward. Both Slavophils and Westerners favored emancipation of the Russian serfs, which was finally achieved in 1861. In this crucial reform, the Slavophils—Iu. F. Samarin in particular — played a leading role. Since the beginning of glasnost’ and perestroika, Slavophilism has been experiencing a revival in the Soviet Union expressed in a number of ways, including the announced republication of the works of A. S. Khomiakov and I. V. Kireevsky. The original Slavophil circle included these two senior Slavophils as well as K. S. Aksakov and Samarin (1819–1876). Samarin was the youngest and most active of the Moscow Slavophils. Endowed with an exceptional mind and character, he was fluent in several languages and attracted attention while still a young student at Moscow University. He played a leading role in the emancipation of the serfs and in other reforms, sometimes risking his own safety. He left more than eleven volumes of collected works and correspondence—the largest written legacy among the early Slavophils and an invaluable source for the study of Moscow Slavophilism as well as Samarin’s life and activities.
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