纹理谱直方图与潜在语义标引在图像检索中的应用

提出一种新的描述局域像素灰度变化的纹理谱方法,并将该方法抽取出的纹理谱直方图特征用于图像检索。实验表明该特征计算简单,检索结果较好,是一种适于图像检索的底层特征。同时将应用于文本检索领域的潜在语义标引方法用于图像检索,并提出了一种计算近似矩阵秩的方法。实验结果显示使用该方法可以分析图像中存在的隐含语义结构,并提高检索效率。     

荧光光谱学中的表面活性剂

综述近年来在表面活性剂中荧光光谱学的发展,以及表面活性剂对荧光物质的增溶、增敏机理。展望了今后表面活性剂应用于荧光光谱研究的发展方向。     

平谱射电类星体3C 454.3射电谱指数的演化研究

从各类文献和资料中搜集到平谱射电类星体3C 454.3在射电22GHz和37GHz波段25年来的观测数据。我对这两个波段的时间和流强进行了处理和分析,得到了相应的谱指数,并分析讨论了流强和时间,谱指数和时间,谱指数和流强之间的关系,发现它们之间存在着一定的相关性。     

李娜法网夺冠原因探索

采用录像观察法和逻辑分析法等研究方法,从制度因素、训练学因素和心理因素3个角度对李娜法网夺冠的原因进行探究.结果表明与2010年澳网时相比,李娜的技术更加全面,战术运用更为合理,体能更加充沛,心态更加稳定.在未来的训练比赛中李娜需进一步打破传统的思维束缚,更好地融入职业化网坛.     

An efficient method of addressing ectopic beats: new insight into data preprocessing of heart rate variability analysis

Heart rate variability (HRV) analysis is affected by ectopic beats. An efficient method was proposed to deal with the ectopic beats. The method was based on trend correlation of the heart timing signal. Predictor of R-R interval (RRI) value at ectopic beat time was constructed by the weight calculation and the slope estimation of preceding normal RRI. The type of ectopic beat was detected and replaced by the predictor of RRI. The performance of the simulated signal after ectopic correction was tested by the standard value using power spectrum density (PSD) estimation, whereas the results of clinical data with ectopic beats were compared with the adjacent ectopic-free data. The result showed the frequency indexes after ectopy corrected had less error than other methods with the test of simulated signal and clinical data. It indicated our method could improve the PSD estimation in HRV analysis. The method had advantages of high accuracy and real time properties to recover the sinus node modulation.     

论中国少数民族服饰中蕴含的图腾文化

针对我国少数民族服饰中的图腾文化,介绍了图腾文化的源流,论述了图腾在服饰上的物态化体现及常见的物态化手段,分析了服饰图腾的缤纷化特征,以及在不同民族和相同民族的不同支系两个层面上的含义,并以动物图腾中常见的老虎、公牛、神鹰、犬、蛇和青蛙为例,归纳了常见共用图腾纹样及其共有民族,总结出服饰图腾纹样的广谱化特征。     

TiO2掺杂 Na2 CO3／Al2 O3吸收剂在流化床中的 CO2捕集特性

由于 Na2 CO3／Al2 O3吸收剂的活性成分 Na2 CO3与 CO2反应活性较低,选用 TiO2作为掺杂剂,采用浸渍法将其添加到 Na2 CO3／Al2 O3吸收剂中进行改性,研制一种新型具有高反应活性的钠基固体吸收剂。利用小型流化床反应器进行了14次循环脱碳／再生试验,并对吸收剂进行了 XRD 和氮吸附表征。结果表明：掺杂 TiO2后,吸收剂与 CO2的反应速率加快,特别是在碳酸化反应的前10 min 内;反应前后除 TiO2外无其他含 Ti 化合物生成;碳酸化反应产物为 NaHCO3和 Na5 H3（CO3）4;14次循环反应后吸收剂仍保持稳定的微观结构。采用 XPS 和 FTIR 分析了 TiO2对 Na2 CO3／Al2 O3吸收剂脱碳特性的改性机理。     

Do labels matter? Analysis of teachers' self-efficacy towards the autism spectrum disorder depending on the diagnostic label used (ASD or Asperger's)

Changes in the classification of autism and Asperger's syndrome led to changes in social perception of ASD. Since last criteria, studies indicate higher levels of stigma towards ASD than towards Asperger's. These prejudices are barriers to inclusive education. Thus, it is relevant (1) to evaluate pre-service teachers' self-efficacy towards the label of ASD; (2) to evaluate pre-service teachers' self-efficacy towards the label of Asperger's and (3) to compare those results to analyse whether the use of different diagnostic labels brings about different levels of self-efficacy. One hundred and eighty-six primary education pre-service teachers participated in the current study. Two adaptations of the Autism Self-Efficacy Scale for Teachers (ASSET) were used: a version with the label of ‘ASD’ (n = 96) and another for ‘Asperger's’ (n = 90). The scores obtained by the group asked about ASD were high according to the ASSET score range, while the scores obtained by the group asked about Asperger's were medium. After comparing the results, participants asked about the label ASD showed higher levels of self-efficacy than participants asked about Asperger's. These results could be a consequence of the consolidation of the ASD diagnosis among society and the higher presence of children with ASD in schools and cultural products, among other factors.     

Supporting emotion regulation in individuals with ASD,ADHD and bipolar disorder through trauma-informed instruction and self-regulation strategies

Since the beginning of the COVID-19 pandemic, students have endured drastic changes in educational routines. Such disruptions can be especially challenging for students who struggle with executive functioning, self-regulation and emotion regulation, such as students with autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD) and bipolar disorder. Using a framework of trauma-informed instruction, the authors supported classroom teachers in implementing sensory spaces for students with ASD, ADHD and bipolar disorder. The project included professional development and funding for teachers to develop, procure and offer sensory tools and strategies to assist students in recognising and managing emotions. The authors collected data on the effectiveness of the sensory supports, combining teacher surveys and student behaviour data. Results indicated increased teacher knowledge on trauma-informed instruction and use of sensory supports to promote executive functioning and self-regulation and decreased target behaviours in students based on structured observation and anecdotal teacher feedback.