LEADER 03867nam 2200661 450 001 9910461762103321 005 20200520144314.0 010 $a1-4426-6472-X 024 7 $a10.3138/9781442664722 035 $a(CKB)2670000000181630 035 $a(OCoLC)779696027 035 $a(CaPaEBR)ebrary10512831 035 $a(SSID)ssj0000612236 035 $a(PQKBManifestationID)12235254 035 $a(PQKBTitleCode)TC0000612236 035 $a(PQKBWorkID)10673207 035 $a(PQKB)10363250 035 $a(CEL)436387 035 $a(CaBNVSL)slc00228265 035 $a(MiAaPQ)EBC4669704 035 $a(DE-B1597)513989 035 $a(OCoLC)1100452630 035 $a(DE-B1597)9781442664722 035 $a(Au-PeEL)EBL4669704 035 $a(CaPaEBR)ebr11256226 035 $a(OCoLC)958512032 035 $a(EXLCZ)992670000000181630 100 $a20160921h19931993 uy 0 101 0 $aeng 135 $aurcn||||||a|| 181 $ctxt 182 $cc 183 $acr 200 10$aLiving and learning with blind children $ea guide for parents and teachers of visually impaired children /$fFelicity Harrison and Mary Crow 210 1$aToronto, [Ontario] ;$aBuffalo, [New York] ;$aLondon, [England] :$cUniversity of Toronto Press,$d1993. 210 4$dİ1993 215 $a1 online resource (275 p.) 225 0 $aHeritage 311 $a0-8020-7700-5 311 $a0-8020-2826-8 320 $aIncludes bibliographical references and index. 327 $tFrontmatter -- $tContents -- $tAcknowledgments -- $tIntroduction -- $t1. Expectations and Attitudes -- $t2. The Early Years and Steps to Independence -- $t3. The Forty Points -- $t4. Functional Vision and Creating Visual Interest -- $t5. Practical Learning Experiences -- $t6. Action Songs and Chants -- $t7. Games and Crafts -- $t8. Walks and Story-telling -- $t9. Nursery School and Kindergarten -- $t10. Preventive and Remedial Measures -- $tBibliography -- $tIndex 330 $aBlind and visually impaired children experience the world in unique ways. To help them learn and develop, parents and teachers need to understand how such children relate to their environment. Felicity Harrison and Mary Crow, who have spent years working with blind children and their families, offer practical strategies for encouraging the blind child's development and interaction with his or her family and school community. The authors begin by discussing the reactions of parents when they learn their child is visually impaired, perhaps even multihandicapped. They go on to provide insights into what it means not to see well and techniques for encouraging the child to use whatever vision he or she may have. They suggest activities that parents or teachers can share with a blind child, from songs, games, and crafts to projects around the house and ways to enjoy a walk together. They discuss the nursery school experience and offer ideas on how to make it enjoyable and rewarding. A final chapter addresses preventive and remedial measures; it focuses on the nonvisual perspective and explains how to perceive things from the blind child's point of view. Parents and preschool teachers of visually impaired children will find this a welcome guide to coping with day-to-day challenges and enhancing the child's education and development. 606 $aBlind children 606 $aChildren with visual disabilities 608 $aElectronic books. 615 0$aBlind children. 615 0$aChildren with visual disabilities. 676 $a362.7841 700 $aHarrison$b Felicity$0920720 702 $aCrow$b Mary, $4aut$4http://id.loc.gov/vocabulary/relators/aut. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910461762103321 996 $aLiving and learning with blind children$92064945 997 $aUNINA LEADER 04838nam 2200697 450 001 9910131511803321 005 20230807221020.0 010 $a1-119-11311-3 010 $a1-119-04607-6 010 $a1-119-04608-4 035 $a(CKB)3710000000444123 035 $a(EBL)2090103 035 $a(SSID)ssj0001530509 035 $a(PQKBManifestationID)12589512 035 $a(PQKBTitleCode)TC0001530509 035 $a(PQKBWorkID)11532005 035 $a(PQKB)11593145 035 $a(PQKBManifestationID)16049246 035 $a(PQKB)24167324 035 $a(MiAaPQ)EBC4040762 035 $a(MiAaPQ)EBC2090103 035 $a(DLC) 2015030464 035 $a(Au-PeEL)EBL4040762 035 $a(CaPaEBR)ebr11113850 035 $a(CaONFJC)MIL812252 035 $a(OCoLC)915775227 035 $a(EXLCZ)993710000000444123 100 $a20151104h20152015 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aDiscrete wavelet transform $ea signal processing approach /$fD. Sundararajan 210 1$aHoboken, New Jersey :$cWiley,$d2015. 210 4$dİ2015 215 $a1 online resource (340 p.) 300 $aDescription based upon print version of record. 311 $a1-119-04606-8 320 $aIncludes bibliographical references and index. 327 $aCover; Title Page; Copyright; Contents; Preface; List of Abbreviations; Chapter 1 Introduction; 1.1 The Organization of This Book; Chapter 2 Signals; 2.1 Signal Classifications; 2.1.1 Periodic and Aperiodic Signals; 2.1.2 Even and Odd Signals; 2.1.3 Energy Signals; 2.1.4 Causal and Noncausal Signals; 2.2 Basic Signals; 2.2.1 Unit-Impulse Signal; 2.2.2 Unit-Step Signal; 2.2.3 The Sinusoid; 2.3 The Sampling Theorem and the Aliasing Effect; 2.4 Signal Operations; 2.4.1 Time Shifting; 2.4.2 Time Reversal; 2.4.3 Time Scaling; 2.5 Summary; Exercises; Chapter 3 Convolution and Correlation 327 $a3.1 Convolution 3.1.1 The Linear Convolution; 3.1.2 Properties of Convolution; 3.1.3 The Periodic Convolution; 3.1.4 The Border Problem; 3.1.5 Convolution in the DWT; 3.2 Correlation; 3.2.1 The Linear Correlation; 3.2.2 Correlation and Fourier Analysis; 3.2.3 Correlation in the DWT; 3.3 Summary; Exercises; Chapter 4 Fourier Analysis of Discrete Signals; 4.1 Transform Analysis; 4.2 The Discrete Fourier Transform; 4.2.1 Parseval's Theorem; 4.3 The Discrete-Time Fourier Transform; 4.3.1 Convolution; 4.3.2 Convolution in the DWT; 4.3.3 Correlation; 4.3.4 Correlation in the DWT 327 $a4.3.5 Time Expansion 4.3.6 Sampling Theorem; 4.3.7 Parseval's Theorem; 4.4 Approximation of the DTFT; 4.5 The Fourier Transform; 4.6 Summary; Exercises; Chapter 5 The z-Transform; 5.1 The z-Transform; 5.2 Properties of the z-Transform; 5.2.1 Linearity; 5.2.2 Time Shift of a Sequence; 5.2.3 Convolution; 5.3 Summary; Exercises; Chapter 6 Finite Impulse Response Filters; 6.1 Characterization; 6.1.1 Ideal Lowpass Filters; 6.1.2 Ideal Highpass Filters; 6.1.3 Ideal Bandpass Filters; 6.2 Linear Phase Response; 6.2.1 Even-Symmetric FIR Filters with Odd Number of Coefficients 327 $a6.2.2 Even-Symmetric FIR Filters with Even Number of Coefficients 6.3 Summary; Exercises; Chapter 7 Multirate Digital Signal Processing; 7.1 Decimation; 7.1.1 Downsampling in the Frequency-Domain; 7.1.2 Downsampling Followed by Filtering; 7.2 Interpolation; 7.2.1 Upsampling in the Frequency-Domain; 7.2.2 Filtering Followed by Upsampling; 7.3 Two-Channel Filter Bank; 7.3.1 Perfect Reconstruction Conditions; 7.4 Polyphase Form of the Two-Channel Filter Bank; 7.4.1 Decimation; 7.4.2 Interpolation; 7.4.3 Polyphase Form of the Filter Bank; 7.5 Summary; Exercises 327 $aChapter 8 The Haar Discrete Wavelet Transform 8.1 Introduction; 8.1.1 Signal Representation; 8.1.2 The Wavelet Transform Concept; 8.1.3 Fourier and Wavelet Transform Analyses; 8.1.4 Time-Frequency Domain; 8.2 The Haar Discrete Wavelet Transform; 8.2.1 The Haar DWT and the 2-Point DFT; 8.2.2 The Haar Transform Matrix; 8.3 The Time-Frequency Plane; 8.4 Wavelets from the Filter Coefficients; 8.4.1 Two Scale Relations; 8.5 The 2-D Haar Discrete Wavelet Transform; 8.6 Discontinuity Detection; 8.7 Summary; Exercises; Chapter 9 Orthogonal Filter Banks; 9.1 Haar Filter; 9.2 Daubechies Filter 327 $a9.3 Orthogonality Conditions 606 $aWavelets (Mathematics) 606 $aSignal processing 606 $aGeometric tomography 615 0$aWavelets (Mathematics) 615 0$aSignal processing. 615 0$aGeometric tomography. 676 $a515/.2433 700 $aSundararajan$b D.$0909958 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910131511803321 996 $aDiscrete wavelet transform$92051661 997 $aUNINA