复杂背景下运动目标检测与实时跟踪

为准确追踪复杂背景下视频序列待处理目标的位置,提出一种基于互相关信息和Mean Shift相结合的目标追踪算法。将待处理帧和背景帧图像从RGB空间转化为GRAY空间,利用背景剪除法获取待匹配帧的基准图像,对基准图像用快速傅里叶变换得到基准图象和模版图像的相关性,结合Mean Shift最终确定目标图像的位置。实验结果表明,该方法在遮挡、环境干扰等复杂情况下均能稳定有效地追踪目标。     

改进的生态系统服务价值模型及其在生态经济评价中的应用

为了提高生态系统服务价值核算模型的科学性和实用性,结合已有研究成果、基于突变理论和突变级数法对各类陆地生态系统的服务价值评价方法进行改进,在此基础上从总量和强度两个视角提出基于生态系统服务价值理论的绿色GDP核算与评价模型,以中国大陆省区为例对改进的生态系统服务价值模型进行实证分析。通过改进模型计算出我国耕地生态系统的服务价值转换因子为0.987 1,耕地、林地、草地、湿地、水域及未利用地生态系统的服务价值均衡因子分别为1.000 0、1.127 5、0.956 2、1.119 8、1.004 9和0.588 8;利用基于生态系统服务理论的绿色GDP核算与评价模型计算出2012年中国大陆省区的绿色GDP总值、绿色GDP净值及万元GDP资源消耗、万元GDP环境损失成本,准确体现了当前我国有关经济与社会发展的客观实际。结果表明,基于突变理论的生态系统服务价值模型以及有关绿色GDP核算与评价模型,对定量分析我国经济社会发展付出的资源与环境成本具有参考价值,模型方法科学合理、简便实用,具有一定可靠性和普遍适用性。     

Robust Gene Dys-Regulation in Alzheimer's Brains

<正>Recently,a team of researchers led by Prof.LEI Hongxing at the Beijing Institute of Genomics(BIG),CAS achieved a new breakthrough in their exploration into the pathogenic mechanism of the Alzheimer’s disease,a progressive neurodegenerative disorder occurring in old age.Treating and preventing Alzheimer’s disease(AD)requires better understanding of the disease’s     

大学体育＂层次递进＂教学的构建与应用

＂层次递进＂教学是在＂以人为本＂教育理念和＂健康第一＂的指导思想基础上建构的,把大学体育课程的教学分为基础课程、选项课程和竞技提高课程三个层次,采取递进式教学.本文通过对＂层次递进＂教学在大学体育教学中的构建、应用及对策等方面进行阐述,以期为大学体育教学改革实践提出合理的理论依据.     

我国商业银行效率的评估与分析——基于傅立叶变换成本函数的研究

选取我国14家主要商业银行2005年- 2009年的面板数据,估计了基于傅立叶变换的成本函数参数,并利用影子输入价格得到我国14家主要商业银行输入成本的配置参数之比.结合环境变量时我国银行业发展的影响,计算了我国14家主要商业银行2009年的技术效率,配置效率,综合效率及规模效率,进行比对分析,并为今后我国银行业的发展提出了相关建议.     

数学建模教学设计原则

对数学建模的教学原则进行几点说明。指出在数学建模的教学中 ,要以教师为主导 ,学生为主体 ,结合学生身心发展规律及已有知识水平 ,在掌握牢固基础知识的基础上 ,逐步渗透建模意识 ,培养他们“用数学”的观念 ,进而全方位地认识数学、体验数学的价值并尝试数学的创造     

Fourier变换解析函数一个定理的推广

在现有的Fourier分析理论中，有一些关于Fourier变换的解析函数的定理．本文对其中的一个定理做了推广，得到一个更广泛的结论．     

Effects of emotional intelligence and supportive text messages on academic outcomes in first-year undergraduates

An increase in the number of students entering higher education has intensified the need for targeted strategies to support a wider range of student requirements. Current research suggests that emotional intelligence (EI) may be associated with academic success, progression and retention in university students but the use of EI screening as a prospective measure of success requires further investigation. This study evaluates the utility of prospective EI screening to predict progression rates, mean grades, attendance and online engagement in a sample of first-year undergraduate students enrolled on the same degree programme (N = 358). A supportive text messaging intervention was employed during potentially stressful periods of the academic year with a subsection of participants (n = 60) who demonstrated low total EI scores relative to the cohort. Results showed no effects of EI classification on progression rates, mean grades, attendance or online engagement (all p > 0.418). Alternatively, the text messaging intervention was associated with significant improvements compared with a matched control group for progression rates (p = 0.027), mean grades (p = 0.026) and attendance (p = 0.007). The frequency of access to the virtual learning environment also tended to be higher in the intervention group compared with the control group (p = 0.059). In conclusion, this study did not identify any benefits of EI screening as a prospective indicator of student success but provides encouraging indications that a text messaging support intervention could help to improve progression rates, mean grades, attendance and online engagement in first-year undergraduate students. Further research is warranted to develop these proof-of-concept findings.     

Exploring pre-service primary teachers’ progression towards inquiry-based science learning

ABSTRACT

Background

An in-depth understanding of pre-service primary teachers’ progression towards teaching science through inquiry is critical for improving teacher education programmes and, ultimately, improving the quality of science teaching and learning in the classroom.     

A Probability Matching Approach to Further Education/Higher Education Transition in Scotland

As part of the impetus to increase and widen participation in the UK, and in Scotland in particular, there has been considerable effort put into creating links between Further Education Colleges (FECs) and Higher Education Institutions (HEIs). However, because no unique identifier is used to track students between the two sectors, little is known in quantitative terms of the nature of this progression. In this article using substantial datasets, and an approach known as Probability Matching, we are able to provide novel data on the proportions of Scottish domiciled former FEC students within Scottish HEIs, and are able to compare the characteristics of this subset of all students with the whole cohort within HE in a given year, 1999–2000.