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.     

速滑教法研究

依据教学大纲的要求,结合速滑教学规律以及技术特点,运用动作表象的建立,提高学生练习兴趣。结合学生在学习过程中表现的心理、生理特征,因人而宜,因材施教,采用“适应性”教学法可以满足不同冰上水平和能力的学生要求,使学生更好地掌握速滑技术动作,尽快地学会滑冰。     

电子商务平台用户在线评论比较研究

用户在线消费评论是电子商务平台客户评论系统的核心内容之一,也是潜在消费者网络购买决策的重要依据。本文运用内容分析和对应分析法对B2C电子商务平台用户评级和用户评论内容进行比较研究。结果表明,不同网站用户评论存在显著差异,用户评论受商品类别的影响和中美网站用户评论存在文化差异。研究结论对完善平台用户评论管理和营销管理具有重要的理论和实践价值。     

多团队系统协作机制的结构方程模型研究——以高新技术企业NPD多团队系统为例

以高新技术企业NPD多团队系统为研究对象,在对MTS理论进行梳理和对NPD团队间协作过程分析的基础上,提出了基于团队过程的NPD多团队系统协作模型。通过问卷调查与验证性因子分析对模型与数据拟合度进行了评价,分别构建了过渡过程协作和行动过程协作的结构方程模型,并考察了两个过程之间的路径影响关系。结果表明,模型拟合度良好,过渡过程协作对行动过程协作有正向影响。     

简论幸福和幸福原则

幸福是对人的一生具有重大意义的需要、欲望、目的得到实现的心理体验。幸福的三大原则是:意识正确,即人们对幸福的意识与幸福的客观本性相符;选择适当,即人们对幸福的选择与自己的才、力、命、德相一致;行动原则,即人们追求幸福的努力与修养自己的品德相结合。     

长善救失:大学办学理念的中国文化视角

正如现代大学诞生于西方一样,大学的办学理念也是西方一统天下。本文从中国传统文化的视角,探讨并比较了各自的大学办学理念,指出中国传统文化意义上的大学办学理念大致可以概括为五个主要方面:各美其美、和而不同、学术责任、与时俱进、止于至善。其中,“各美其美”是行动的价值观念,“和而不同”是行动的必要选择,“学术责任”是行动的制度约束,“与时俱进”是行动的管理标准,“止于至善”是行动的最终理想。最后,本文认为,包括中国在内的后发国家建设世界一流大学,可以也必须从包括中国优秀传统文化在内的一切优秀文化中吸取智慧与力量。     

图书馆网络期刊的两种编目方式及其选择

对图书馆网络期刊的两种编目方式集中编目与分散编目进行比较。根据网络期刊的内容和图书馆的具体情况,探讨如何在实际工作中选择这两种编目方式,并提出相关的建议。     

An evaluation of outcomes following the replacement of traditional histology laboratories with self‐study modules

Changes in medical school curricula often require educators to develop teaching strategies that decrease contact hours while maintaining effective pedagogical methods. When faced with this challenge, faculty at the University of Cincinnati College of Medicine converted the majority of in‐person histology laboratory sessions to self‐study modules that utilize multiple audiovisual modalities and a virtual microscope platform. Outcomes related to this shift were investigated through performance on in‐house examinations, results of the United States Medical Licensing Examination^® (USMLE^®) Step 1 Examination, and student feedback. Medical School College Admissions Test^® (MCAT^®) scores were used as a covariate when comparing in‐house examinations. Results revealed no significant change in performance on in‐house examinations when the content being assessed was controlled (F(2, 506) = 0.676, P = 0.51). A significant improvement in overall practical examination grade averages was associated with the self‐study modules (F(6, 1164) = 10.213, P < 0.01), but gradual changes in examination content may explain this finding. The histology and cell biology portion of USMLE Step 1 Examination remained consistent throughout the time period that was investigated. Student feedback regarding the self‐study modules was positive and suggested that features such as instructor narrated videos were an important component of the self‐study modules because they helped recreate the experience of in‐person laboratory sessions. Positive outcomes from the student perspective and no drop in examination performance suggests that utilizing self‐study modules for histology laboratory content may be an option for educators faced with the challenge of reducing contact hours without eliminating content. Anat Sci Educ 10: 276–285. © 2016 American Association of Anatomists.     

在线课程质量观和质量要素的质性研究--基于专家、实践者和学习者的视角

本文采用扎根理论研究方法,通过对学术专家、实践者和学习者三类相关群体的访谈,调查高等教育和继续教育在线课程相关人群关于在线课程的质量观与对质量构成的认识,探索在线课程质量框架与要素,以期为促进人们对在线课程质量的共识,为改进和优化现有在线课程质量标准提供参考。研究通过对20位受访者累计22万字访谈文本的编码分析,发现四种质量观--服务质量观、系统性质量观、目标性质量观和增值性质量观,并定义出设计开发与实施运行两大类的九个在线课程质量要素--课程目标、课程内容、学习过程、学习支持服务、学习评价、媒体与技术环境、实施效果、改进发展和社会影响。其中,课程目标、学习内容与实施效果被定义为核心要素。本文基于TF-IDF关键词统计方法对三类群体的在线课程质量观差异进行了分析,并结合已有远程教育质量观和在线课程质量标准相关成果对本研究发现和定义的在线课程质量观、质量框架和质量要素进行了讨论与反思。     

The Quality and Readability of English Wikipedia Anatomy Articles

Forty anatomy articles were sampled from English Wikipedia and assessed quantitatively and qualitatively. Quantitatively, each article’s edit history was analyzed by Wikipedia X-tools, references and media were counted manually, and two readability indices were used to evaluate article readability. This analysis revealed that each article was updated 8.3 ± 6.8 times per month, and referenced with 33.5 ± 24.3 sources, such as journal articles and textbooks. Each article contained on average 14.0 ± 7.6 media items. The readability indices including: (1) Flesch–Kincaid Grade Level Readability Test and (2) Flesch Reading Ease Readability Formula demonstrated that the articles had low readability and were more appropriate for college students and above. Qualitatively, the sampled articles were evaluated by experts using a modified DISCERN survey. According to the modified DISCERN, 13 articles (32.5%), 24 articles (60%), 3 articles (7.5%), were rated as “good,” “moderate,” and “poor,” respectively. There were positive correlations between the DISCERN score and the number of edits (r = 0.537), number of editors (r = 0.560), and article length (r = 0.536). Strengths reported by the panel included completeness and coverage in 11 articles (27.5%), anatomical details in 10 articles (25%), and clinical details in 5 articles (12.5%). The panel also noted areas which could be improved, such as providing missing information in 28 articles (70%), inaccuracies in 10 articles (25%), and lack or poor use of images in 17 articles (42.5%). In conclusion, this study revealed that many Wikipedia anatomy articles were difficult to read. Each article’s quality was dependent on edit frequency and article length. Learners and students should be cautious when using Wikipedia articles for anatomy education due to these limitations.