Wenyin Liu – författare

This book presents a systematic introduction to the latest developments in video text detection. Opening with a discussion of the underlying theory and a brief history of video text detection, the text proceeds to cover pre-processing and post-processing techniques, character segmentation and recognition, identification of non-English scripts, techniques for multi-modal analysis and performance evaluation. The detection of text from both natural video scenes and artificially inserted captions is examined. Various applications of the technology are also reviewed, from license plate recognition and road navigation assistance, to sports analysis and video advertising systems. Features: explains the fundamental theory in a succinct manner, supplemented with references for further reading; highlights practical techniques to help the reader understand and develop their own video text detection systems and applications; serves as an easy-to-navigate reference, presenting the material in self-contained chapters.

This book presents a systematic introduction to the latest developments in video text detection. Opening with a discussion of the underlying theory and a brief history of video text detection, the text proceeds to cover pre-processing and post-processing techniques, character segmentation and recognition, identification of non-English scripts, techniques for multi-modal analysis and performance evaluation. The detection of text from both natural video scenes and artificially inserted captions is examined. Various applications of the technology are also reviewed, from license plate recognition and road navigation assistance, to sports analysis and video advertising systems. Features: explains the fundamental theory in a succinct manner, supplemented with references for further reading; highlights practical techniques to help the reader understand and develop their own video text detection systems and applications; serves as an easy-to-navigate reference, presenting the material in self-contained chapters.

This book presents a systematic introduction to the latest developments in video text detection. Opening with a discussion of the underlying theory and a brief history of video text detection, the text proceeds to cover pre-processing and post-processing techniques, character segmentation and recognition, identification of non-English scripts, techniques for multi-modal analysis and performance evaluation. The detection of text from both natural video scenes and artificially inserted captions is examined. Various applications of the technology are also reviewed, from license plate recognition and road navigation assistance, to sports analysis and video advertising systems. Features: explains the fundamental theory in a succinct manner, supplemented with references for further reading; highlights practical techniques to help the reader understand and develop their own video text detection systems and applications; serves as an easy-to-navigate reference, presenting the material in self-contained chapters.

With the rapid development of Web-based learning and new concepts like virtual cla- rooms, virtual laboratories and virtual universities, many issues need to be addressed. On the technical side, there is a need for effective technology for deployment of W- based education.On the learning side, the cyber mode of learning is very different from classroom-based learning. How can instructional developmentcope with this new style of learning? On the management side, the establishment of the cyber university - poses very different requirements for the set-up. Does industry-university partnership provide a solution to addressing the technological and management issues? Why do we need to standardize e-learning and what can we do already? As with many other new developments, more research is needed to establish the concepts and best practice for Web-based learning. ICWL 2004, the 3rd International Conference on Web-Based Learning, was held at the Tsinghua University (Beijing, China) from August 8th to 11th, 2004, as a continued attempt to address many of the above-mentioned issues. Following the great successes of ICWL 2002 (Hong Kong) and ICWL 2003 (Australia), ICWL 2004 aimed at p- senting new progress in the technical, pedagogical, as well as management issues of Web-based learning. The conference featured a comprehensive program, including a tutorial session, a keynote talk, a main track for regular paper presentations, and an - dustrial track. We received 120 papers and accepted only 58 of them in the main track for both oral and poster presentations.

With the rapid development of Web-based learning and new concepts like virtual cla- rooms, virtual laboratories and virtual universities, many issues need to be addressed. On the technical side, there is a need for effective technology for deployment of W- based education.On the learning side, the cyber mode of learning is very different from classroom-based learning. How can instructional developmentcope with this new style of learning? On the management side, the establishment of the cyber university - poses very different requirements for the set-up. Does industry-university partnership provide a solution to addressing the technological and management issues? Why do we need to standardize e-learning and what can we do already? As with many other new developments, more research is needed to establish the concepts and best practice for Web-based learning. ICWL 2004, the 3rd International Conference on Web-Based Learning, was held at the Tsinghua University (Beijing, China) from August 8th to 11th, 2004, as a continued attempt to address many of the above-mentioned issues. Following the great successes of ICWL 2002 (Hong Kong) and ICWL 2003 (Australia), ICWL 2004 aimed at p- senting new progress in the technical, pedagogical, as well as management issues of Web-based learning. The conference featured a comprehensive program, including a tutorial session, a keynote talk, a main track for regular paper presentations, and an - dustrial track. We received 120 papers and accepted only 58 of them in the main track for both oral and poster presentations.

With the rapid development of Web-based learning, a new set of learning - vironments including virtual classrooms, virtual laboratories and virtual u- versities are being developed. These new learning environments, however, also introduce new problems that need to be addressed. On the technical side, there is a need for the deployment of e?ective technologies on Web-based education. On the learning side, the cyber mode of learning is very di?erent from tra- tional classroom-based learning. On the management side, the establishment of a cyber university imposes very di?erent requirements for the set up. ICWL 2005, the 4th International Conference on Web-Based Learning, was held in Hong Kong, China from July 31 to August 3, 2005, as a continued - tempttoaddressmanyoftheabove-mentionedissues.Followingthegreatsuccess of ICWL 2002 (Hong Kong, China), ICWL 2003 (Australia), and ICWL 2004 (China), ICWL 2005 aimed at presenting progresson the technical, pedagogical, as well as management issues of Web-based learning. The conference featured a comprehensive program, including a number of tutorials, two keynote talks, a main track containing regular as well as short paper presentations, and an application track. We received a total of 99 submissions from all over the world. The Program Committee selected 33 papers as regular papers for presentation in the main track, an acceptance rate of about 33%. Due to the high-quality submissions, the Committee decided to further accept 9 papers as short papers for presentation.

With the rapid development of Web-based learning, a new set of learning - vironments including virtual classrooms, virtual laboratories and virtual u- versities are being developed. These new learning environments, however, also introduce new problems that need to be addressed. On the technical side, there is a need for the deployment of e?ective technologies on Web-based education. On the learning side, the cyber mode of learning is very di?erent from tra- tional classroom-based learning. On the management side, the establishment of a cyber university imposes very di?erent requirements for the set up. ICWL 2005, the 4th International Conference on Web-Based Learning, was held in Hong Kong, China from July 31 to August 3, 2005, as a continued - tempttoaddressmanyoftheabove-mentionedissues.Followingthegreatsuccess of ICWL 2002 (Hong Kong, China), ICWL 2003 (Australia), and ICWL 2004 (China), ICWL 2005 aimed at presenting progresson the technical, pedagogical, as well as management issues of Web-based learning. The conference featured a comprehensive program, including a number of tutorials, two keynote talks, a main track containing regular as well as short paper presentations, and an application track. We received a total of 99 submissions from all over the world. The Program Committee selected 33 papers as regular papers for presentation in the main track, an acceptance rate of about 33%. Due to the high-quality submissions, the Committee decided to further accept 9 papers as short papers for presentation.

This book contains refereed and improved papers presented at the 6th IAPR Workshop on Graphics Recognition (GREC 2005). This year is the tenth anniversary of GREC, which was started in 1995 and has been held every 2 years: GREC 1995 in Penn State University, USA (LNCS Volume 1072, Springer, 1996); GREC 1997 in Nancy, France (LNCS Volume 1389, Springer, 1998); GREC 1999 in Jaipur, India (LNCS Volume 1941, Springer, 2000); GREC 2001 in Kingston, Canada (LNCS Volume 2390, Springer, 2002); and GREC 2003 in Barcelona, Spain (LNCS Volume 3088, Springer, 2004). GREC is the main event of IAPR TC-10 (the Technical Committee on Graphics Recognition within the International Association for Pattern Recognition) and provides an excellent opportunity for researchers and practitioners at all levels of experience to meet colleagues and to share new ideas and knowledge about graphics recognition methods. Graphics recognition is a particular field in the domain of document analysis, which combines pattern recognition and image processing techniques for the analysis of any kind of graphical information in documents from either paper or electronic formats. In its 10 year history, the graphics recognition community has extended its research topics from the analysis and understanding of graphic documents (including engineering drawings vectorization and recognition), to graphics-based information retrieval and symbol recognition, to new media analysis, and even stepped into research areas of other communities, e. g.

This book contains refereed and improved papers presented at the 6th IAPR Workshop on Graphics Recognition (GREC 2005). This year is the tenth anniversary of GREC, which was started in 1995 and has been held every 2 years: GREC 1995 in Penn State University, USA (LNCS Volume 1072, Springer, 1996); GREC 1997 in Nancy, France (LNCS Volume 1389, Springer, 1998); GREC 1999 in Jaipur, India (LNCS Volume 1941, Springer, 2000); GREC 2001 in Kingston, Canada (LNCS Volume 2390, Springer, 2002); and GREC 2003 in Barcelona, Spain (LNCS Volume 3088, Springer, 2004). GREC is the main event of IAPR TC-10 (the Technical Committee on Graphics Recognition within the International Association for Pattern Recognition) and provides an excellent opportunity for researchers and practitioners at all levels of experience to meet colleagues and to share new ideas and knowledge about graphics recognition methods. Graphics recognition is a particular field in the domain of document analysis, which combines pattern recognition and image processing techniques for the analysis of any kind of graphical information in documents from either paper or electronic formats. In its 10 year history, the graphics recognition community has extended its research topics from the analysis and understanding of graphic documents (including engineering drawings vectorization and recognition), to graphics-based information retrieval and symbol recognition, to new media analysis, and even stepped into research areas of other communities, e. g.

Web-based learning has attracted ongoing attention for its rapid development in recent years. It introduces not just global and distributed, but virtual learning environments to the students. To the educators, it creates a lot of opportunities, and at the same time challenges. Special learning tools/systems, learning resource management, and personalized learning materials, etc. , are the hot research topics at present. After four successful previous annual conferences, ICWL 2002 in Hong Kong, ICWL 2003 in Australia, ICWL 2004 in China, and ICWL 2005 in Hong Kong, the Fifth International Conference on Web-Based Learning (ICWL 2006) was held in Penang, Malaysia during July 19-21, 2006. ICWL 2006 was a continued attempt to address many of the above-mentioned issues. The conference program was organized in a single-track 3-day workshop. It included a tutorial, a keynote talk, and oral/poster paper presentations in several sessions dedicated to specific topics. Session topics included “Personalization in E-Learning,” “Designs, Model and Framework of E-Learning Systems,” “Implementations and Evaluations of E-Learning Systems,” “Tools in E-Learning,” and “Learning Resource Deployment, Organization and Management. ” We received a total of 99 submissions from all over the world. The Program Committee selected 34 papers as regular papers for presentation, an acceptance rate of about 34. 3%. Due to the high-quality submissions, the committee decided to further invite nine papers for poster presentations. Finally, 32 papers (including the keynote speech) were selected for this post-conference proceedings.

Web-based learning has attracted ongoing attention for its rapid development in recent years. It introduces not just global and distributed, but virtual learning environments to the students. To the educators, it creates a lot of opportunities, and at the same time challenges. Special learning tools/systems, learning resource management, and personalized learning materials, etc. , are the hot research topics at present. After four successful previous annual conferences, ICWL 2002 in Hong Kong, ICWL 2003 in Australia, ICWL 2004 in China, and ICWL 2005 in Hong Kong, the Fifth International Conference on Web-Based Learning (ICWL 2006) was held in Penang, Malaysia during July 19-21, 2006. ICWL 2006 was a continued attempt to address many of the above-mentioned issues. The conference program was organized in a single-track 3-day workshop. It included a tutorial, a keynote talk, and oral/poster paper presentations in several sessions dedicated to specific topics. Session topics included “Personalization in E-Learning,” “Designs, Model and Framework of E-Learning Systems,” “Implementations and Evaluations of E-Learning Systems,” “Tools in E-Learning,” and “Learning Resource Deployment, Organization and Management. ” We received a total of 99 submissions from all over the world. The Program Committee selected 34 papers as regular papers for presentation, an acceptance rate of about 34. 3%. Due to the high-quality submissions, the committee decided to further invite nine papers for poster presentations. Finally, 32 papers (including the keynote speech) were selected for this post-conference proceedings.

This book contains refereed and improved papers presented at the 8th IAPR Workshop on Graphics Recognition (GREC 2009), held in La Rochelle, France, July 22–23, 2009. The GREC workshops provide an excellent opportunity for researchersand practitionersat all levels of experience to meet colleaguesand to share new ideas and knowledge about graphics recognition methods. Graphics recognition is a sub?eld of document image analysis that deals with graphical entities in engineering drawings, sketches, maps, architectural plans, musical scores, mathematical notation, tables, diagrams, etc. GREC 2009 continued the tradition of past workshops held in the Penn State University, USA (GREC 1995, LNCS Volume 1072, Springer Verlag, 1996); Nancy, France (GREC 1997, LNCS Volume 1389, Springer Verlag, 1998); Jaipur, India (GREC 1999, LNCS Volume 1941, Springer Verlag, 2000); Kingston, Canada (GREC 2001, LNCS Volume 2390, Springer Verlag, 2002); Barcelona, Spain (GREC 2003, LNCS Volume 3088, Springer Verlag, 2004); Hong Kong, China (GREC 2005, LNCS Volume 3926, Springer Verlag, 2006); and (GREC 2007, LNCS Volume 5046, Springer Verlag, 2008). The programof GREC 2009 was organized in a single-track 2-day workshop. It comprised several sessions dedicated to speci?c topics. For each session, there was an invited presentation describing the state of the art and stating the open questions for the session’s topic, followed by a number of short presentations thatcontributedbyproposingsolutionstosomeofthequestionsorbypresenting results ofthe speaker’swork. Eachsessionwas then concludedby a paneldisc- sion.

This book contains refereed and improved papers presented at the 8th IAPR Workshop on Graphics Recognition (GREC 2009), held in La Rochelle, France, July 22–23, 2009. The GREC workshops provide an excellent opportunity for researchersand practitionersat all levels of experience to meet colleaguesand to share new ideas and knowledge about graphics recognition methods. Graphics recognition is a sub?eld of document image analysis that deals with graphical entities in engineering drawings, sketches, maps, architectural plans, musical scores, mathematical notation, tables, diagrams, etc. GREC 2009 continued the tradition of past workshops held in the Penn State University, USA (GREC 1995, LNCS Volume 1072, Springer Verlag, 1996); Nancy, France (GREC 1997, LNCS Volume 1389, Springer Verlag, 1998); Jaipur, India (GREC 1999, LNCS Volume 1941, Springer Verlag, 2000); Kingston, Canada (GREC 2001, LNCS Volume 2390, Springer Verlag, 2002); Barcelona, Spain (GREC 2003, LNCS Volume 3088, Springer Verlag, 2004); Hong Kong, China (GREC 2005, LNCS Volume 3926, Springer Verlag, 2006); and (GREC 2007, LNCS Volume 5046, Springer Verlag, 2008). The programof GREC 2009 was organized in a single-track 2-day workshop. It comprised several sessions dedicated to speci?c topics. For each session, there was an invited presentation describing the state of the art and stating the open questions for the session’s topic, followed by a number of short presentations thatcontributedbyproposingsolutionstosomeofthequestionsorbypresenting results ofthe speaker’swork. Eachsessionwas then concludedby a paneldisc- sion.