基于特征融合的车牌汉字识别技术

本文提出一种新的基于特征融合的车牌汉字识别技术．该方法首先对字符图像进行奇异值分解,然后利用奇异值和奇异向量进行特征融合,得到既包含能量特性又包含几何特性的特征向量,并结合BP神经网络分类器,应用于车牌汉字识别。仿真模拟结果表明,该方法具有很好的识别率和较低的误识率。     

融合局部奇异值特性的人脸自动识别

针对仅在整幅人脸图像上进行奇异值分解无法得到人脸识别所需的足够信息的问题,提出了一种利用人脸图像的局部奇异值和灰色关联分析进行人脸识别的方法。该方法的关键是不在整幅人脸图像上进行,而是在人脸的不同区域进行奇异值分解以提取更丰富的信息和克服"小样本"效应。在识别阶段,对待识别人脸的特征向量,计算其对各人脸样本的隶属度,最后做出判断。该方法与传统方法在ORL人脸库上进行的对比实验结果,表明了该方法的优越性。     

基于计算机生成全息图及SVD—DWT的数字水印算法

提出一种基于奇异值分解和离散小波变换并应用计算机生成全息图作为水印图像的新算法．该算法结合了奇异值分解抗几何攻击能力强以及离散小波变换抗噪声、压缩等能力强的特点．实验表明,该算法能有效地抵抗旋转、平移、翻转和缩放等几何攻击,同时对滤波、加噪声、JPEG压缩、图像模糊、裁剪、锐化和对比度增强等常规攻击也有很强的鲁棒性．     

基于DCT-SVD的盲数字水印鲁棒提取算法

提出了一种新的基于DCT-SVD的数字水印算法．该算法将图像分块后,先进行离散余弦变换,再进行奇异值分解,根据数字图像进行奇异值分解后得到的奇异值序列是递减的序列这一特性来嵌入水印．提取水印时不需要原始图像,所以本水印方案是盲的．实验结果表明,该算法不仅对几何失真具有很强的抵抗能力,而且对添加噪声、滤波及JPEG压缩也具有良好的鲁棒性．     

一种基于矩阵奇异值分解和奇异值量化的数字水印算法

在图像矩阵的奇异值中嵌入隐秘信息,这样的嵌入算法鲁棒性很强,但嵌入的信息量却很有限.本算法是将图像矩阵分解为若干小的矩阵序列,使用将每个小矩阵的奇异值进行量化的方法嵌入隐秘信息,这样既增强了算法的鲁棒性,也提高了算法的信息隐藏量.实验结果表明该算法可行,并且可以抵抗多种攻击.     

基于高阶奇异值分解的多聚焦图像融合新方法

针对传统多聚焦图像融合方法不能有效度量图像中聚焦区域的问题,提出一种基于高阶奇异值分解的图像融合新方法。高阶奇异值分解可以精确提取图像纹理特征,并对源图像进行分解。充分考虑像素间的区域相关性,提取分解系数的空间频率、平均梯度和区域能量等区域特征,并提出一种新颖的基于区域特征的多活动测度融合策略,该策略可有效度量图像中的聚焦区域。实验结果表明,该融合方法能够更好地保留图像的边缘细节信息。     

颅骨图像的阈值分割算法研究

针对颅骨CT图像中灰度值范围变化较大的特点,阐述了两种图像的分割方法,一种是基于边缘信息的分割,一种是基于区域信息的图像分割,提出了在颅骨CT图像分割中采用基于区域的阈值分割算法,并通过软件编程实验证明了它具有算法简单、识别效果好、效率高的特点．     

基于奇异信号的钢桁-砼组合梁损伤识别

提出了一种基于挠度影响线奇异信号的损伤识别方法,利用静力作用下结构挠度影响线与刚度的关系,结合Hankel矩阵与奇异值分解的信号处理方法,建立了以各截面影响线奇异值为识别因子的损伤识别模型。编写了以Matlab为主控程序的损伤识别算法,同时完成了对一片装配式钢桁-砼组合梁进行多种损伤工况下的试验。结果表明:利用影响线奇异值作为损伤定性指标,结合其斜率变化率最大峰值位置与数值可有效识别组合梁损伤位置与程度。相比其他方法,该方法的损伤位置识别准确度高且抗噪性能强,损伤识别结果较为理想。     

基于PCA和SVM的人脸识别系统研究

本文采用了图像的KGB特征进行人脸识别。所用的是ORL头像数据库．先对其进行图像预处理来增强图像特征．然后采用PCA方法将其降维,取出其主特征信息．用这个主特征向量空间进行SVM训练得到支持向量机模型．识别的时候先将要识别的头像进行相同的预处理．之后映射到样本空间再进行识别．同时使用了SVM的默认多分类．也采用了一种基于二叉树方法的多分类．并比较其异同．     

基于HSI色彩的血细胞图像的分割算法实现

图像分割是图像处理和计算机视觉中基本而关键的技术之一，分割质量高低直接影响图像的后续分析处理．利用染色后的血细胞图像的HSI色彩信息对其进行阈值分割，并对分割后的二值图像中的孔洞进行填充优化，基本解决了此类图像目标分割困难的问题，取得了较好的分割效果，有利于细胞识别。     

扩展我们的教育质量观：重新发现教育目的

高等教育机构对质量保证日益增加的重视以及初等和中等教育中评估学习成就的重要机构的出现,是教育领域中具有重要发展意义的代表性现象。全民教育(EFA)这一全球性运动表明,人们不仅意识到了世界各地的人们都有受教育的权利,而且承诺将教育扩展到世界各地。本文表明的是,尽管我们取得了重大进展,不容忽视的是挑战依然存在。笔者认为,目前在世界各地兴起的质量保证制度中关于质量构成的理解嵌入了个人主义概念。据此,笔者指出这是远远不够的,其他能够阐释我们作为个体、作为民族以及作为国家身份的更具概括性的概念需要被引入,这样才能获得关于质量的更广泛的观点。     

高职英语专业学生语用失误分析

该文对96名高职英语专业学生的一篇作文进行了分析,发现绝大多数作文中存在着语用失误,其中既包括语用语言失误,又包括社交语用失误。针对这一现象,文章提出了几点教学启示。     

Teaching science in fifth grade: Instructional goals that support conceptual change

How one teacher in a fifth-grade classroom (student ages 10–11) facilitated learning as conceptual change is the subject of this research. The teacher presented her students with seven learning goals that she believed would allow students to engage in conceptual change learning. Student outcomes as a result of this teacher's instruction included significant changes in the ability of students to engage in conversations that are characterized as metaconceptual and metacognitive. These changes are attributed to instructional activities of the teacher that established her learning goals. Characteristics of the learning environment created by this teacher are presented and an analysis of the instructional activities she presented to students are used to answer the following question: How did the learning goals presented by this teacher support students as they engaged in learning as conceptual change? The implications of this study for teachers in different contexts are discussed. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 1091–1101, 1998     

Gender and high school chemistry: student perceptions on achievement in a selective setting

This paper reports on research undertaken in a middle-class Australian school. The focus of the research was on the relationship between gender and students’ engagement with high school chemistry. Achievement data from many OECD countries suggest that middle-class girls are achieving equally as well as, if not better than, boys in many subjects. This has led to claims that the ‘girls and science’ agenda is no longer necessary, and indeed may have been detrimental to boys’ achievements in science subjects. The data collected from students at this site indicate that at this school this agenda is far from a completed one. These data indicate that whilst girls’ achievement levels are comparable with those of the boys, for many students chemistry is still perceived as a masculine subject. Hence, the girls in the chemistry classrooms at this school construct themselves, and are constructed, as outsiders in the subject.     

Promoting creativity in PhD supervision: Tensions and dilemmas

In this paper we argue that the processes of collaborative creativity are just as important within the sociocultural context of PhD supervisory practice, as they are in other organizational and educational settings. In order to test this claim a series of interviews with supervisors and students were undertaken to uncover the pedagogic processes used to encourage and support creativity within supervision sessions. The findings from this small-scale study suggest that whilst the more formal instruction and monitoring processes that lead to the acquisition of transferrable research skills are both usefully and necessary aspects of doctoral training, the more open-ended and creative developments required at this level of study should be given equal weight. There needs to be space, time and encouragement for the types of interactions identified here (e.g. informal reflection, relationship building with peers and supervisor, playful exploration and risk taking) as well as mandatory skills development.     

Toward Adaptability: Where to from Here?

In this article, the collection of articles in this issue are synthesized to discuss conceptualizations of adaptive teaching as a means to foster spaces for adaptive teaching in today's complex educational system. Themes that exist across this collection of articles include adaptive teachers as constructivists, adaptive teachers as knowledgeable professionals, adaptive teachers as reflective educators, and contexts that support teacher adaptations. These themes are discussed with implications for teachers, teacher educators, administrators, and other educational stakeholders. Finally, the discussion shifts its focus to discuss future directions.     

Introducing a collaborative technology strategy for higher education students: Recommendations and the way forward

The area of group work and group based technology research is of value in that group and team work skills are seen as important to both industry and education. However, research also shows that there are major issues that have to be considered when introducing group work to organisations. These issues which include cultural, social, technological and educational are considered within this research. The purpose of this research was to gain a deeper understanding of the attitudes of university students to group work and group based technology. Group work and group based technologies were also considered in an industry setting as this was seen as an important pre-requisite to the study of student group work. The outcome of this paper is, based on the findings of the author’s research, and proposes a set of conclusions and recommendations for the introduction of group work and group based technology into the Higher Education environment. To this end it is important to recount the research process that led to the production of these recommendations. In order to further this research a substantial literature review was undertaken as was an industry survey and a student based case study.     

Gendered barriers to educational opportunities: resettlement of Sudanese refugees in Australia

This paper argues that whilst equitable educational pathways are integrated into educational policy discourses in Australia, there are significant gendered barriers to educational participation among members of the Sudanese refugee groups. The specific conditions of forced migration reinforce disadvantage and further limit opportunities. Cultural factors play a key role in this, as the data from this study demonstrate. Participants in this study are Sudanese refugees who arrived in Australia as part of the humanitarian programme. The paper draws upon interviews and focus group data that were collected for a larger study on the broader issue of resettlement of Sudanese refugees in Australia. This paper argues that women from refugee backgrounds are particularly at risk and face cultural and linguistic barriers in accessing educational opportunities.     

The state,markets and higher education reform in Botswana

Market forces are being introduced in public spheres such as higher education and public health, which hitherto were closed to such forces. Ironically, it is the state that is responsible for this process of marketisation. Some see this state action as leading to a growing influence of the state in public policy while others see an attenuation of its role. Critiquing this market–state incompatibility thesis from a geo-spatial perspective on globalisation, this paper calls for an articulation of state–market relations that emphasises their interpenetration. Using Botswana as a case study, the paper argues that although on-going tertiary education reforms in the country are characterised by the state's promotion of market forces this does not mean that the state is retreating, leaving the sub-sector to the vagaries of the market. Contrarily, the state is employing marketisation to reform the sub-sector so that it is responsive to labour and skills demands of an economy aspiring to be knowledge-based.     

二千年误解的消解——对古典隐喻理论的再认识

亚里士多德和莱考夫是隐喻研究中最有影响的代表人物。一般认为他们各自的理论是相互对立的，其实这是一种误解。从认知科学的角度出发，对两种隐喻理论进行比较研究，则会发现亚里士多德的隐喻观和莱考夫的隐喻观在本质上是一致的，认知是两种隐喻理论的共同基石。亚里士多德关注的主要是语言表达过程中隐喻的修辞效果，而隐喻也是以认知为基础的。因此，隐喻既是认知的，也是语言的。