ERASING BLACK POINTS IN CHEETAH3D CODE

To make skeleton I use this code #include 'opencv2/imgproc/imgproc.hpp'Ĭv::Mat img = cv::imread('test4.png', 0) Ĭv::Mat skel(img.size(), CV_8UC1, cv::Scalar(0)) Ĭv::Mat sub_mat = Mat::ones(img.size(), img.type())*255 Ĭv::Mat element = cv::getStructuringElement(cv::MORPH_CROSS,Ĭv::dilate(eroded, temp, element) // temp = open(img)

I am new in opencv, so maybe it is simple problem. What I need is, to remove small/short lines and point to get smooth lines- see the picture. I have used algorithm to make a skeleton from the image. Wendy Lecker is a columnist for the Hearst Connecticut Media Group and is senior attorney at the Education Law Center.Is there any function or algorithm to remove points and small/short lines from the image.

As Ewing concludes, if we fail to consider history, community, race, power and identity when framing and investigating the problems facing our public schools, we will fail to find solutions that serve the best interests of children and communities. “Ghosts in the Schoolyard” illustrates how supposedly objective metrics officials use to judge a school’s quality and fate are far from neutral and fail to account for a host of considerations critical to the community affected. Closing schools (especially those named for prominent African-Americans).” In the rare instance where a school slated for closure, Dyett High School, was saved after a community-wide hunger strike, a student declared that “(w)e value our education more because of what people sacrificed.” As one student noted, “That’s how you get black history to go away. Ewing details some of the personalities behind the names of the closed schools - notable African-American professionals from the same community. The community mourned lost connections with teachers, staff, students, and something larger. Ewing demonstrates that the accompanying loss of relationships, identity and sense of history was just as devastating.

There is extensive evidence showing that the 2013 Chicago school closings diminished educational opportunities for the children whose schools closed. Despite local activism and federal intervention over the years, Chicago has done little to address school or residential segregation. Moreover, CPS consistently failed to invest in these segregated schools. Local officials refused to integrate schools, so these children attended predominately African-American neighborhood public schools. Consequently, Bronzeville had a dense concentration of children. Public housing policies favored families. The community turned this forcibly segregated neighborhood into a vibrant place - a hub for music and the arts. Wooed to the north by labor recruiters during the great migration, African-Americans were confined to one neighborhood, eventually dubbed Bronzeville, by violence, restrictive covenants and, later, housing policy. As Ewing notes, “the intentional disruption of the African-American family has been a primary tool of white supremacy.” In Chicago, this is not the first time African-American communities were torn apart by government policy. The analogy to a slave auction was not far-fetched. Parents, teachers and students described them as families that provided continuity and stability for the entire neighborhood. The schools, which had educated generations of the same families, were community institutions. Professor Ewing reviewed the testimony of the throngs of community members who came out to oppose gutting their schools. This plea was uttered by a Chicago public school principal at one of the public hearings in 2013. Because I’m like, begging you to keep my family together. From 2000 to 2015, CPS closed 125 neighborhood schools in communities of color, while opening 149 charter schools and selective admission public schools. CPS claimed it would send students to “better” schools, but the receiving schools had test scores just a few points above those slated for closure. When predominately white Chicago neighborhoods suffered large population declines, CPS never considered school closures there. The questionable standard used to determine “under-utilization” was large class size - 30 children per class. In 2013, Mayor Rahm Emmanuel’s administration closed 49 schools, on the pretext that the schools had low test scores and were “under-utilized.” The closures disproportionately affected African-American students in the intensely segregated district.

Erasing black points in cheetah3d