基于机器视觉的微片状物厚度检测

针对片状颗粒厚度检测的实际需求,结合机器视觉、图像处理和嵌入式技术,设计与实现了一套基于高性能ARM11的微片状颗粒厚度检测系统。该系统以QT和S3C6410为软硬件平台,提出了利用轮廓提取和最小矩形边界框相结合的方法计算片状颗粒厚度。结果表明,该检测系统具有处理速度快,测量精度高和成本低廉等优点,满足了对颗粒厚度测量的需求。     

径流式低水头大流量小水电站的坝型选择

本文以福生水电站设计的坝型选择为例,综合阐速了利用大中型水电站发电尾水,选择适合的坝型建低水头大流量小水电站具有可观的前景.     

《丑小鸭》教学电子书制作

借助电子杂志软件Iebook,尝试将二年级语文课《丑小鸭》制作成教学电子书形式进行教学,以期促进课程教学效果。     

浅谈师范院校计算机探究式教学

为了弥补师范院校计算机课堂教学工作中组织教学难度大、个别指导难度大、教学效果难保证、不能照顾所有需要帮助的学生的缺陷,我们在计算机课堂教学中采用探究式的教学.     

自适应均衡器的FPGA实现

在无线通信系统中,由于多径效应的干扰导致信号在传输过程中不可避免地产生码间干扰,因此必须在接收端增加均衡器,以消除码间干扰,提高传输质量。该自适应均衡器设计以FPGA为设计平台,使用自上而下的模块化的设计方法,利用StratixⅡ系列EP1C20F324C6芯片,采用横向滤波器结构,设计并行结构的8阶复数滤波器。最后在QuartusⅡ中进行仿真与综合,结果显示I、Q两路误差信号趋于零,从而实现自适应均衡,降低误码率。     

任务多变情况下技术团队隐性知识管理策略

很多以技术性活动为主的团队所执行的任务环境多变,无论是地形、气候或者是人员、设备的变化非常规问题地多发,会对其知识管理尤其是隐性知识管理带来一定影响。本文提出将承载着隐性知识的非结构化文档以数列集合的方式表达,能够便于管理和决策。     

将硬件引入“面向对象程序设计”课程实验教学

针对“面向对象程序设计”课程实验内容的设置容易使学生产生学之无用的思想及学后不会用的问题,结合电子信息专业培养特色,压缩了传统的、基本的实验内容,增加了应用性强的实验项目,并将硬件引入实验教学。实践表明,改进后的实验教学模式效果良好。     

浅谈政府公文交换系统的发展

在社会信息化的不断推进过程中,各级政府的办公自动化需求也在不断升级,公文交换系统多样化且技术更新加速,随着改革的深入和我国加入WTO,公文交换系统的建设已经成为当前我国信息化建设的首要任务.     

Supervised classification of share price trends

Share price trends can be recognized by using data clustering methods. However, the accuracy of these methods may be rather low. This paper presents a novel supervised classification scheme for the recognition and prediction of share price trends. We first produce a smooth time series using zero-phase filtering and singular spectrum analysis from the original share price data. We train pattern classifiers using the classification results of both original and filtered time series and then use these classifiers to predict the future share price trends. Experiment results obtained from both synthetic data and real share prices show that the proposed method is effective and outperforms the well-known K-means clustering algorithm.     

Cracking the walnut: Using a computer game to impact cognition,emotion, and behavior of highly aggressive fifth grade students

Three fifth grade highly aggressive students participated in a study examining effects of an aggression intervention game. Using single-subject multiple baseline research design, the effect of the game was measured across three domains: attribution of peer intent (cognitive), emotional response (affective) and behavior response (behavioral). The results indicate that, while there were observable individual differences, the game had an immediate impact on attribution of peer behavior across all participants, had a less predictable impact on reported behavioral reactions, and had no discernable impact on reported emotional response. Theoretical and practical implications of the study are discussed.