基于Gabor核函数窗设置的图像识别

提出一种依据Gabor核函数窗的设置对红外图像进行识别,首先给出Gabor核函数窗的定义,分析核函数窗对红外图像识别卷积过程,给出了核函数窗的时窗和频窗,最后在对红外图像滤波识别时给出了最优核函数窗的计算方法。计算机仿真实验表明,只有在优化核函数窗设置设置情况下,才能取得了较好的识别结果。     

高职学院学生综合测评指标体系构建研究

构建学生综合测评管理平台,运用多元互动方式,学生自评互评与教师（辅导员）评价相结合的学生综合测评,保证了学生个人综合素质的发展,评价全学程相伴,促进了学生的教育和管理工作,激励学生完善自我、提高综合素质。     

Together I Can! Joint Attention Boosts 3- to 4-Year-Olds’ Performance in a Verbal False-Belief Test

Effects of joint attention were addressed on 3- to 4-year-olds’ performance in a verbal false-Belief Test (FBT), featuring the experimenter as co-watcher rather than narrator. In two experiments, children (N = 183) watched a filmed-FBT jointly with a test leader, disjointed from a test leader, or alone. Children attending jointly with a test leader were more likely to pass the FBT compared with normative data and to spontaneously recall information indicating false-belief understanding, suggesting that joint attention strengthens the plausibility of the FBT and renders plot-critical information more salient. In a third experiment (N = 59), results were replicated using a typical, image-based FBT. Overall findings highlight the profound impact of experimenter as social context in verbal FBTs, and link recall of specific story features to false-belief understanding.     

Impact of Contact With Grandparents on Children's and Adolescents’ Views on the Elderly

Stereotypes, prejudice, and discrimination against the elderly (ageism) may manifest themselves in children at an early age. However, the factors influencing this phenomenon are not well known. Using both explicit and open-ended questions, this study analyzed the influence of personal and familial parameters on the views of 1,151 seven- to sixteen-year-old Belgian children and adolescents on the elderly. Four factors were found to affect these views: gender (girls had slightly more positive views than boys), age (ageism was lowest in 10- to 12-year-old, reminiscent of other forms of stereotypes and cognitive developmental theories), grandparents’ health, and most importantly, quality of contact with grandparents (very good and good contacts correlated with more favorable feelings toward the elderly, especially in children with frequent contacts).     

Group Membership Influences More Social Identification Than Social Learning or Overimitation in Children

Group membership is a strong driver of everyday life in humans, influencing similarity judgments, trust choices, and learning processes. However, its ontogenetic development remains to be understood. This study investigated how group membership, age, sex, and identification with a team influenced 39- to 60-month-old children (N = 94) in a series of similarity, trust, and learning tasks. Group membership had the most influence on similarity and trust tasks, strongly biasing choices toward in-groups. In contrast, prior experience and identification with the team were the most important factors in the learning tasks. Finally, overimitation occurred most when the children's team, but not the opposite, displayed meaningless actions. Future work must investigate how these cognitive abilities combine during development to facilitate cultural processes.     

The Role of Desegregation and Teachers of Color in Discipline Disproportionality

The Urban Review - Scholars note the multitude of ways that the continual shifts in the racial composition of schools affect students, but fewer studies consider the implications of such shifts for...     

馆际互借在ALEPH中的应用实践

本文给出了馆际互借的概念,阐述了馆际互借的应用原理,并详细介绍了在本馆图书管理系统ALEPH500中馆际互借的解决方案。     

Pathways to Parental Engagement: Contributions of Parents,Teachers, and Schools in Cultural Context

Research Findings: This study examined correlates of parents’ reported school engagement in an ethnically diverse, rural sample (N = 346) of parents and teachers in kindergarten through Grade 2. Of particular interest were role expectations and family–school relationships in American Indian families, who historically have been marginalized by schools. In terms of role expectations, parents and teachers agreed that they should support each other’s roles, parents should have more responsibility than schools for teaching social skills, and families and schools should have shared responsibility for children’s academic success. Teachers had higher expectations than parents for parent engagement, which in turn was greater when parent–teacher communication was more frequent and the school climate was more welcoming. American Indian parents more strongly endorsed a separation of family and school roles and felt less welcomed at school; ethnicity moderated correlates of reported parent engagement. Practice or Policy: These findings have practical promise given that parent–teacher communication, school climate, and role expectations are more easily altered than are structural barriers that also may hinder parents’ involvement in supporting their children’s early education.