基于残差分析的双彩色变量在地图制图中的应用

对相互关联的空间现象进行回归分析,在求出经验回归方程后,计算残差（估计误差）,将残差按间距量表分级,用双彩色变量在地图上表达估计误差偏离程度的空间分布。残差分布图反映了实际值与经验估计值的偏离程度和空间分布规律,可进一步用于残差成因的分析,为相关领域的决策判断提供依据。     

基于径向基神经网络观测器的故障诊断

神经网络的非线性映射特性、信息的分布存储、并行处理和全局优化能力,特别是其高度的自组织和自学习能力,使其成为故障诊断的一种有效方法,已在许多实际系统中得到了成功的应用.神经网络技术的出现,为故障诊断问题提供了一个新的解决途径,特别是对于在实际中难以建立数学模型的复杂系统,神经网络更显示了其独特的作用.应用神经网络进行故障诊断主要是应用神经网络产生的残差并进行残差分析以及用神经网络进行故障模式识别.     

DIAGNOSTIC CHECKING FOR TIME SERIES MODELS USING NONPARAMETRIC APPROACH

提出一种时间序列模型残差诊断捡验的非参数方法．基于残差与时间ｔ的最大相关系数ρ２＊，在零假设Ｈ０∶ρ２＊＝０下，用Ｂｏｏｔｓｔｒａｐ方法建立统计量ρ２＊的零分布。为计算ρ２＊，提出了一种与ＡＣＥ算法相似的ρ算法。有效性分析表明该方法比Ｌｊｕｎｇ－Ｂｏｘ检验更有效。同时还列出一计算机模拟结果和两个实例．     

SDSS类星体光谱[OI]λ5577?天光发射线特性研究

美国斯隆数字化巡天(SDSS)类星体光谱中存在明显的大气天光谱线,这对类星体光谱的分析尤其是吸收线的证认造成较大干扰.以SDSS DR10的光谱为样本,对光谱中的天光线进行研究,给出了[OI]λ5577?残差的分布.发现光谱[OI]λ5577?残差处于5572~5586?的范围内.这一结果为证认吸收线的工作提供参考,同时将有利于改进主成分分析减天光方法.     

改进的灰色GM(1,N)模型在经济中的预测与应用

论文就修正GM(1,N)预测模型的误差,提出了新方法.使用BP神经网络对预测模型的残差进行预测,得到的残差预测值对所建模型的预测值进行残差修正,以减少因子变量预测误差对行为变量预测的影响.实践表明这些改进模型可以有效地提高GM(1,N)模型的预测精度.     

含有不等式约束的回归问题中估计矩阵的性质

讨论了含有不等式约束回归问题的残差分析方法，对比无约束回归的残差分析，重点讨论了一种新的估计矩阵，并证明了这种矩阵的三个性质、     

非参数回归模型误差分布的相合核估计

对于非参数回归模型(1),文章基于回归函数核估计g_n(x)的残差e_(ni)=yi-g_n(xi),构造了误差分布密度的核估计f_n(x)=1/na_n sum from i=1 to n k,并在一定条件下建主了f_n(x)的一致强相合性及L_1—模收敛。     

使用不同频率域残差和K-SVD模型的图像消噪方法

图像消噪前后的残差信息包含图像的高频信息。为了提高消噪图像的质量,在轮廓波变换域内,根据噪声图像及其K-SVD消噪后不同频率子带图像的残差信息,对残差子图像块再次进行K-SVD消噪,并将其结果与消噪图像的子带图像进行融合,得到包含残差信息的消噪子带图像,最后通过轮廓波逆变换得到消噪图像。仿真实验结果证明了所提出的基于不同频率子带内残差信息和K-SVD的图像消噪方法优于轮廓波变换和K-SVD模型,具有较好的消噪性能。     

基于图像复杂度SAD计算的H.264全搜索快速算法

针对H．264标准获得高编码效率需以高复杂度算法和编码时间为代价、软硬件实现困难的问题,在传统的残差计算方法和PDE技术的基础上,提出了基于图像亮度变化复杂度的SAD无损残差计算方法。即把一个宏块划分为16个4×4的予块,根据这些子块的亮度复杂度的大小顺序依次计算子块的残差并累加到宏块的残差,直到累加值大于当前最小残差值或16个4×4的子块都计算完为止。实验表明,在图形信噪比几乎没变化的情况下,大幅度的减少了编码时间。     

基于深度残差网络与人脸关键点的表情识别

为解决表情识别任务中表情特征提取困难和单一的问题,提出一种结合深度残差网络与几何特征的表情识别分法.该方法对深度残差网络进行改进,使用连续小卷积代替大卷积,在各残差块中加入注意力机制,将相同的两个改进残差网络分别作为分支网络,各自提取表情特征,再通过加和平均进行聚合实现特征互补,得到全局特征.采用人脸关键点构建并计算人...     

‘The perfect pupil’: changing aims and changing measures of success in school RE

In England and Wales, religious education (RE) in non-faith schools has gradually changed from Christian education to the study of many religions and philosophies. However, the core values of RE have continued to be related to concerns about social cohesion and the building of shared values. The article briefly discusses changes in RE since 1944 and then considers attitudes to RE among a group of year 11 pupils (age 15–16) in one large multicultural comprehensive school, collected through questionnaires and group discussions. The subject name had been changed from RE to Religious Studies (RS) in 2004. The focus here is on pupils’ ideas of ‘the perfect RS pupil’; used as a means to access their understandings of the subject’s aims and their teachers’ expectations. The most popular responses were that the ideal pupil would be knowledgeable about religions and be tolerant and empathetic. This is in accord with the current social and political agenda for RE but lays it open to criticism that tolerance becomes an end in itself encouraging indifference to religions rather than a critical, evaluative perspective.     

Growing in Humanity: On Vulnerability,Capacitation, and Encounter in Religious Education: A Christian Practical Theological Approach

This article focuses on how the conversation on vulnerability between theologies of disability and religious education (RE) promotes encounter between pupils of different abilities. I argue that talking about the gift of vulnerability in RE can help pupils of different abilities perceive each other as full human beings. Indeed, RE can empower students regardless of their abilities, if it builds on their vulnerability to promote their ability to act. In order to achieve this I suggest a “capacitating” reading of biblical narratives in RE to counter able-bodied beliefs about normalcy and “perfection.”     

美法日研究型课程设置之比较及对我国的启示

美、法、日等国家的研究型教育取得了长足发展，实践表明研究型课程设置在课程目标、内容、学习活动方式、评价等方面别具特色。研究型课程的设置方式与传统课程不同，它将课程目标设计与过程设计紧密结合起来，充分尊重学生的兴趣爱好、经验和能力的差异。由学生设定其研究目标。进入课堂的资源更加丰富且内容具有开放性。学生变被动接受知识为主动探索。强化了其成就感。美、法、日的研究型课程教学设计有不同特点，美国是将研究型课程与常规课程混在一起开设，而法国和日本则侧重于单独开设。这与它们各自教育的发展背景有关系。它启示我国在发展研究型课程中要充分考虑本国的教育发展史。不能盲目地效仿国外。     

AGREED SYLLABI AND UN-AGREED VALUES: RELIGIOUS EDUCATION AND MISSED OPPORTUNITIES FOR FOSTERING SOCIAL COHESION

ABSTRACT:  Religious education (RE) has often found itself at the centre of debates about education's role in promoting social cohesion in contemporary multi-religious societies. The paper considers RE's relationship to religious plurality within the broader context of politics of curriculum and debates on pluralism. Drawing upon the recent works on the history of religion and using the teaching of the histories and cultures of Muslims in RE as a case study, it argues that RE has yet to fulfill its potential in this regard. The paper examines reasons for this and recommends alternative approaches to content which may help RE rise to the challenges posed above.     

Corresponding values and colonising discourses: situating ‘Hindu children’ and their values in relation to hegemonic Norwegian discourses about religious education☆

This article discusses the relationship between values expressed by ‘Hindu children’ in Norway and hegemonic ‘Norwegian values’. The discussion is based on interviews with children from the Indian Punjabi and the Sri Lankan Tamil traditions and on observations in religious education (RE) lessons. The children emphasise the culture of their parents’ country of origin. When asked what the most significant part of their identity was, being Indian and Tamil turned out to be very important to the children. They also value other religions and talk about the divine in ways that are different from traditional Norwegian conceptions and attitudes, expressing tolerance, respect and openness towards other traditions. This article discusses how ‘Hindu values’ relate to ‘Norwegian discourses’ about RE, exploring the ways the children’s values both correspond to and differ from the values we find in hegemonic Norwegian discourses. Will the children have to adapt to hegemonic discourses in RE, or is it possible to learn from and integrate their values?     

Discussing terrorism: a pupil-inspired guide to UK counter-terrorism policy implementation in religious education classrooms in England

My research into pupils’ perceptions of terrorism and current UK counter-terrorism policy highlights the need for more detailed and accurate discussions about the implementation of the educational aims, in particular those laid out by the Prevent Strategy. Religious education (RE) in England is affected by these aims, specifically the challenging of terrorist ideologies and improving community cohesion, but many RE teachers feel ill-equipped in dealing with the issues that might arise from terrorism discussions. Therefore, I suggest that clarification could help alleviate some of the teacher’s concerns and help provide routes by which critical RE teaching and learning can take place.     

Students’ Perceptions of Religion and Science,and How They Relate: the Effects of a Classroom Intervention

Abstract

In England, both Religious Education (RE) and science are mandatory parts of the school curriculum throughout the 5-16 age range. Nevertheless, there remain concerns that, as in many countries, students do not have a good understanding about the scope of each subject nor about how the two subjects relate. This article reports on a study that involved an intervention of six lessons in RE and six in science that were intended to help 13-15?year-old students develop a better appreciation for the relationship(s) between science and religion and a less reductionist understanding of biology. Our focus here is on the understandings that students have about the relationship between science and religion. The intervention was successful in improving the understandings of almost half of the students interviewed, but in these interviews we still found many instances where students showed misunderstandings of the nature of both religious and scientific knowledge. We argue that RE needs to attend to questions regarding the nature of knowledge if students are to develop better understandings of the scope of religions and how they arrive at their knowledge claims.