title: Extracting text from PostScript

authors: Nevill-Manning, Craig G.

subjects: computer science

abstract: We show how to extract plain text from PostScript files. A textual scan is inadequate because PostScript interpreters can generate characters on the page that do not appear in the source file. Furthermore, word and line breaks are implicit in the graphical rendition, and must be inferred from the positioning of word fragments. We present a robust technique for extracting text and recognizing words and paragraphs. The method uses a standard PostScript interpreter but redefines several PostScript operators, and simple heuristics are employed to locate word and line breaks. The scheme has been used to create a full-text index, and plain-text versions, of 40,000 technical reports (34 Gbyte of PostScript). Other text-extraction systems are reviewed: none offer the same combination of robustness and simplicity.

text: Extracting text from PostScript We show how to extract plain text from PostScript files. A textual scan is inadequate because PostScript interpreters can generate characters on the page that do not appear in the source file. Furthermore, word and line breaks are implicit in the graphical rendition, and must be inferred from the positioning of word fragments. We present a robust technique for extracting text and recognizing words and paragraphs. The method uses a standard PostScript interpreter but redefines several PostScript operators, and simple heuristics are employed to locate word and line breaks. The scheme has been used to create a full-text index, and plain-text versions, of 40,000 technical reports (34 Gbyte of PostScript). Other text-extraction systems are reviewed: none offer the same combination of robustness and simplicity.

year: 1997-04

title: Remaking the Connections: Marxism and the French Regulation School

authors: Neilson, David

subjects: overdetermination

abstract: The current Robert Boyer-led French Regulation School (FRS) characterizes the contemporary era as a diversity of national capitalisms. Boyer’s new approach displaces the original FRS focus on “models of development.” This article rallies against the current direction and re-engages the FRS’s earlier mid-range Marxist-influenced account of capitalist development. In particular, key concepts of “regulation” and “model of development” are reworked in the context of a revised account of the Fordist model of development. These concepts are then adapted to work up an outline of the “neoliberal model of development.”

text: Remaking the Connections: Marxism and the French Regulation School The current Robert Boyer-led French Regulation School (FRS) characterizes the contemporary era as a diversity of national capitalisms. Boyer’s new approach displaces the original FRS focus on “models of development.” This article rallies against the current direction and re-engages the FRS’s earlier mid-range Marxist-influenced account of capitalist development. In particular, key concepts of “regulation” and “model of development” are reworked in the context of a revised account of the Fordist model of development. These concepts are then adapted to work up an outline of the “neoliberal model of development.”

year: 2011

title: Secular schools, spirituality and Maori values

authors: Fraser, Deborah

abstract: New Zealand has had free, state, secular education since 1877, but just what is meant by secularism is changing. Since the 1980s the growth of Maori education initiatives has mushroomed and these place emphasis on Maori values and beliefs, including spirituality. In addition, in 1999 a definition and statement on spirituality appeared in the health and physical education national curriculum document. This statement referred to values, beliefs, meaning and purpose. It also incorporated a Maori model of well‐being which places the spiritual alongside other dimensions of humanity. This article explores the concept of spirituality in secular schooling in New Zealand. Some influences from Maori culture are explored with particular reference to values, ethical decision‐making and spirituality. Interviews with Maori teachers highlight how moral decisions often reflect spiritual beliefs and practices. It is argued that schooling has a moral obligation to reflect indigenous values if understanding, respect and cultural identity are to be promoted and cherished. It is also suggested that spirituality challenges what we have traditionally considered as learning at school.

text: Secular schools, spirituality and Maori values New Zealand has had free, state, secular education since 1877, but just what is meant by secularism is changing. Since the 1980s the growth of Maori education initiatives has mushroomed and these place emphasis on Maori values and beliefs, including spirituality. In addition, in 1999 a definition and statement on spirituality appeared in the health and physical education national curriculum document. This statement referred to values, beliefs, meaning and purpose. It also incorporated a Maori model of well‐being which places the spiritual alongside other dimensions of humanity. This article explores the concept of spirituality in secular schooling in New Zealand. Some influences from Maori culture are explored with particular reference to values, ethical decision‐making and spirituality. Interviews with Maori teachers highlight how moral decisions often reflect spiritual beliefs and practices. It is argued that schooling has a moral obligation to reflect indigenous values if understanding, respect and cultural identity are to be promoted and cherished. It is also suggested that spirituality challenges what we have traditionally considered as learning at school.

year: 2004