基于 GCN 的安卓恶意软件检测模型

函数调用图存在规模过大、无关信息过多等缺陷。为实现函数调用图的高效分析,对安卓恶意软件的恶意代码模式进行挖掘,提出一种基于图卷积神经网络（GCN）的敏感 API 调用模式,并设计相应的函数调用图精简方法,以及敏感 API 权重评价方法,有效降低了函数调用图规模,实现对敏感 API 调用模式的挖掘。检测模型综合了安卓恶意软件操作码特征、敏感权限特征、敏感函数调用频度特征,构建了基于多特征融合的安卓恶意软件检测系统,进一步提升了检测精度。数据集测试验证了 API 调用模式特征以及集成检测模型的有效性。     

以评估与建设为契机全面提高长春工业大学教学工作水平

本文简要回顾了高校本科教学工作水平评估的时代背景和发展历程,着重阐释了本科教学工作水平评估对长春工业大学发展建设的重要意义,并对本科教学工作水平评估与建设明确的提出了要求。     

基于数字属性和符号属性混合数据的网络异常入侵检测方法

1IntroductionIntrusion detection systems(IDS)can be catego-rizedinto two types bytheir detection algorithms:mis-use detection and anomaly detection.Misuse detectiondefines known attack signatures(using expert know-ledge),and tries to find the ones that ma…     

微核检测方法的比较研究

本文对小鼠骨髓微核检测方法进行了对比研究。结果证明,首先在选用材料方面,股骨比胸骨好;其次在收集骨髓细胞时,冲洗骨髓腔比用止血钳挤出骨髓液取材要好;再者在选用染色方法方面,用普通的Giemsa染色比用荧光染色观察起来方便,且效果也很好。经统计学分析,实验组和阴性对照组的微核发生率分别为（7.5±1.34）‰和（2.9±0.38）‰,两组间有极显著差异（P〈0.01）。     

浅谈教师心理健康

随着社会的发展，“心理健康”成为一种广为人们所接受的现代观念。近年来，学校中的健康问题开始倍受关注。心理健康不仅是教师素质的核心要素，而且也是教师整体素质提高和教育教学质量提高的基础与保障。因此，必须切实关注教师的心理健康问题。     

基础教育内涵发展均衡度评估指标构建及在渝西地区的实践*

本文基于我国统筹城乡教育发展大背景,结合重庆市城乡二元结构突出及统筹城乡教育建设实际案例,提出基于教育基尼系数建构基础教育内涵发展均衡度监测评估指标体系,并应用这些指标分析渝西某地区的教育发展均衡度。指出区域教育要想更有作为,必须以先进的理念为指导、以科学的方法为支撑,构建合理的基础教育内涵发展均衡度评估指标以促进教育均衡的良性发展。     

基于假设开发法的房地产拆迁评估思考

房地产拆迁是近年来最敏感的问题之一,拆迁补偿价格是否公平公正关系着被拆迁人的直接经济利益。采用假设开发法评估房地产拆迁补偿价格有利于保护拆迁人和被拆迁人的利益,维护社会稳定。     

基于形态学的微目标的图像分割

提出了一种适于高分辨率可见微目标图像的分割算法,首先通过形态学运算强化微目标区域,利用阈值化分割并提取这些感兴趣区域;然后运用小波多尺度算子检测这些区域的边缘;最后再次采用形态学运算以获取目标区域边缘.仿真结果表明该方法能有效地将图像中的具有特定结构的微目标区域分割开来.     

一种新型的闭环真空硅微陀螺仪(英文)

提出了一种新型的硅微陀螺仪闭环控制策略.所设计的硅微陀螺仪工作在10 Pa,采用金属壳CAN封装形式,驱动和检测两模态品质因素高达10000以上,且都采用了基于静电力反馈方法实现闭环.驱动模态采用单边驱动单边检测,尽量使线路简化;检测模态采用双重分解和重构闭环回路.测试结果表明:有用信号和正交信号实现很好的相位解耦,互不影响;在满量程4-300(°)/s、标度因素9.6 mV/((°)·S)的情况下,零偏稳定性已达到28(°)/h;非线性度达到400×10-6;仿真带宽大于100 Hz.这较以前设计的仅在空气下工作的硅微陀螺性能提高了近2个数量级.     

Organizing, Teaching, and Assessing for Student Success in Introductory College Physics

As part of a doctoral dissertation, Ben （2010） completed a study that extends to 462 pages. After a careful examination of this study and others that are in print, there seems to be a direct relationship between the decline in physics enrollment at the postsecondary level and the increase in the number of studies that have been carried out to determine why have we been off the mark in identifying the real problems that are contributing to the declining enrollment and the decreased student success in physics courses？ One problem is introductory physics books are generally written using a deductive approach, and because the teachers follow the organization of these books, they teach in a deductive, boring, and confusing way, and then, blame the students for being unprepared when they do not succeed. This approach distances the teachers--and physics--from the experience, knowledge, and initial interest of many beginning students. Another problem has been the absence of any alternative curriculum to the deductive one. In this paper, we describe a fully-developed alternative curriculum, really a detailed course design for Introductory College Physics I and II, each with its own text presented in the format of a three-ring binder, one for students and one for teachers which closely parallel one another. The course content is constructed to be both teacher and student friendly, so that a teacher can teach physics in an inductive, exciting, and clear manner. In addition, we describe and provide examples of the pedagogical and classroom management techniques that have proven extremely successful.