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<p> This is an introductory to intermediate level text on the science of image processing, which employs the Matlab programming language to illustrate some of the elementary, key concepts in modern image processing and pattern recognition. The approach taken is essentially practical and the book offers a framework within which the concepts can be understood by a series of well chosen examples, exercises and computer experiments, drawing on specific examples from within science, medicine and engineering. <p> Clearly divided into eleven distinct chapters, the book begins with a <i>fast-start</i> introduction to image processing  to enhance the accessibility of later topics. Subsequent chapters offer increasingly advanced discussion of topics involving more challenging concepts, with  the final chapter  looking at the application of automated image classification (with Matlab examples) . <p> Matlab is frequently used in the book as a tool for demonstrations, conducting experiments and for solving problems, as it is both ideally suited to this role and is widely available. Prior experience of Matlab is not required and those without access to Matlab can still benefit from the independent presentation of topics and numerous examples. <ul> <li> <div>Features a companion website <a href="http://www.wiley.com/go/solomon/fundamentals">www.wiley.com/go/solomon/fundamentals</a> containing a Matlab <a name="_GoBack"><i>fast-start</i></a> primer, further  exercises, examples, instructor resources and accessibility to all files corresponding to the examples and exercises within the book itself.<br> </div> <li> <div>Includes numerous examples, graded exercises and computer experiments to support both students and instructors alike.</div> </ul> <p>
From the INTRODUCTORY.
Measurement of the results of teaching is a widespread practice, but this measurement by itself is insufficient, because, while it tells how well a child is doing in arithmetic, reading, and other school subjects, it does not tell how well he can do. We need to know both things. Educational examinations tell us how much a child has accomplished; intelligence examinations tell us how much a child can accomplish. The difference between the two is the child's unused margin of ability. It is not difficult to measure this margin of questions are asked and, for the most part, answered orally. The examination contains many tests similar to those in the Binet-Simon Tests, such as repeating digits, detecting similarities, interpreting pictures, etc. The final score in the examination is expressed, as is that of the Binet-Simon Tests, as a mental age. The mental age by the Herring Revision of the Binet-Simon Tests has the same meaning and significance as the mental age by the Stanford Revision of the Binet-Simon Tests.
The examination consists of thirty-eight tests. Each test consists of a short series of elements. A score in the examination as a whole is the sum of the scores obtained for the separate tests.
DIRECTIONS FOR ADMINISTERING
It is indispensable to know and to master painstakingly and in detail the defined procedure, and to allow oneself no exceptions. For examiners who cannot trust their verbal memories, it is better to become very familiar with the words and then to read them to each subject.
Before beginning to use the examination, read it over with close attention; administer it to some friend; or better, to some child whose mental age is already known; then study further the detail of the procedure, instructions, and scoring; then administer the examination to another examinee; study the details again and repeat. Follow instructions exactly and do nothing not required. Never vary the wording. If a child does not understand, do not simplify or explain except as specified in the instructions. Everything that is said to the child is printed in black-face type. Although the words should be spoken by the examiner verbatim, they should not be read in an unnatural manner. The rate should be not far from three words per second.
Give no help to children during, before, or after an examination. Never allow children to become familiar with the tests except so far as this cannot be avoided in their use. Give the examination as if it were nothing unusual. Do not make any child feel that promotion or demotion may result. Win the confidence of each child. If the examination cannot be given under circumstances in which the child responds without restraint or embarrassment, postpone it. A knowledge of other general rules for using individual intelligence examinations may be readily acquired from Terman's Measurement of Intelligence.
This book, "A brief examination into the increase of the revenue, commerce, and navigation, of Great Britain Since the conclusion of the peace in 1783," by George Rose, is a replication of a book originally published before 1792. It has been restored by human beings, page by page, so that you may enjoy it in a form as close to the original as possible.
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