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101.
针对ARPS算法中初始预测运动矢量不够精确并且ARPS算法针对不同宏块采用相同搜索策略的问题,在深入研究ARPS算法原理的基础上,提出一种基于自适应扁平搜索模板的新的快速运动估计算法.本文在算法的初始预测运动矢量、算法提前终止准则等方面提出了新的观点和方法,同时针对物体的不同运动趋势采用不同的搜索模板.实验证明,本文提出的改进算法在不影响图像编码效率的前提下较大地降低了计算复杂度. 相似文献
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为了避免全零DCT(离散余弦变换)系数进行变换与量化产生的冗余计算,从H.264中的DCT公式与量化原理出发,结合视频图像残差系数的分布规律,在分析现有算法存在的误判与漏判的基础上,提出了一种预先判断全零DCT系数块的方法。实验结果表明,与文献中的经典算法相比较,新提出的方法应用在中低比特率的视频序列中可以减少12%~37%的平均编码时间,平均压缩率提高了6%~10%。 相似文献
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从汽车主动安全方面进行研究,通过对车辆道路行驶时关键要素的危险状态识别,实现完善汽车主动安全性能.本设计采取自动控制方法,通过研究汽车防碰撞检测和预防以及偏离车道报警,为汽车安全系统提供信息支持,实现车辆主动避免碰撞危险,减少或避免交通事故发生,大大提高汽车行驶主动安全性.所设计汽车主动安全防撞系统主要包括激光防撞测距、激光车道检测、报警警示系统等. 相似文献
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Jordan Navarro Elsa Yousfi Jonathan Deniel Christophe Jallais Mercedes Bueno Alexandra Fort 《Ergonomics》2016,59(12):1553-1564
In the past, lane departure warnings (LDWs) were demonstrated to improve driving behaviours during lane departures but little is known about the effects of unreliable warnings. This experiment focused on the influence of false warnings alone or in combination with missed warnings and warning onset on assistance effectiveness and acceptance. Two assistance unreliability levels (33 and 17%) and two warning onsets (partial and full lane departure) were manipulated in order to investigate interaction. Results showed that assistance, regardless unreliability levels and warning onsets, improved driving behaviours during lane departure episodes and outside of these episodes by favouring better lane-keeping performances. Full lane departure and highly unreliable warnings, however, reduced assistance efficiency. Drivers’ assistance acceptance was better for the most reliable warnings and for the subsequent warnings. The data indicate that imperfect LDWs (false warnings or false and missed warnings) further improve driving behaviours compared to no assistance.
Practitioner Summary: This study revealed that imperfect lane departure warnings are able to significantly improve driving performances and that warning onset is a key element for assistance effectiveness and acceptance. The conclusion may be of particular interest for lane departure warning designers. 相似文献
106.
Due to severe drought events and disastrous impacts in recent decades, substantial efforts have been devoted recently to drought monitoring, prediction and risk analysis for aiding drought preparedness plans and mitigation measures. Providing an overview of these aspects of drought research, this study presents an integrated R package and illustrates a wide range of its applications for drought modeling and assessment based on univariate and multivariate drought indices for both operational and research purposes. The package also includes statistical prediction of drought in a probabilistic manner based on multiple drought indicators, which serves as a baseline for drought prediction. The univariate and multivariate drought risk analysis of drought properties and indices is also presented. Finally, potential extensions of this package are also discussed. The package is provided freely to public to aid drought early warning and management. 相似文献
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L. Plowman O. Stevenson J. McPake C. Stephen C. Adey 《Journal of Computer Assisted Learning》2011,27(4):361-371
Schemes that seek to ensure that children have access to technology at home have, so far, been aimed at children over the age of 8. However, there is likely to be an increasing policy interest in extending similar schemes to pre‐school children given widespread commitment to the value of early intervention in children's education and family life. We draw on three research studies conducted by the authors to discuss the range of technologies that children encounter at home, the different forms their learning takes and family support for learning. We use these findings to provide starting points for considering the implementation of similar schemes for pre‐school children and their parents in the future, identifying several questions to consider when developing policy on home access to technology for pre‐schoolers: which technologies are most appropriate? Will access to technology at home lead to increased use? What roles do parents play in supporting learning? Which forms of learning are most likely to be promoted? 相似文献
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