Joint L1/Lp-regularized minimization in video recovery of remote sensing based on compressed sensing

L₁ regularization and L_p regularization are proposed for processing recovered images based on compressed sensing (CS). L₁ regularization can be solved as a convex optimization problem but is less sparse than L_p (0 < p < 1). L_p regularization is sparser than L₁ regularization but is more difficult to solve. This paper proposes joint L₁/L_p (0 < p < 1) regularization, which combines L_p regularization and L₁ regularization. This joint regularization is applied to recover video of remote sensing based on CS. Joint regularization is sparser than L₁ regularization but is as easy to solve as L₁ regularization. A linearized Bregman reweighted iteration algorithm is proposed to solve the joint L₁/L_p regularization problem. The performance and capabilities of the linearized Bregman algorithm and linearized Bregman reweighted algorithm for solving the joint L₁/L_p regularization model are analyzed and compared through numerical simulations.     

基于感知的右视点质量可分级编码算法

为了减少立体视频传输如此庞大的数据量，根据人眼的立体掩蔽效应，提出了基于感知的右视点质量可分级编码算法．该算法将宏块分为3类：平坦块、纹理块和边缘块，通过不同的量化步长使得右视点图像块的质量可分级．实验证明根据左视点的图像质量，右视点在人眼感知范围内码率减少25％～37％．该算法能在人眼主观察觉范围内很好地提高码率，进一步消除人眼立体视觉冗余．     

传感器驱动下双路视频采集与处理系统的实现

传统的视频采集使用连续录制的方式,一方面对存储需求较大,另一方面造成视频检索困难。针对这一问题,提出并实现了一种基于传感器驱动的视频采集和处理系统。系统以震动传感器和人体红外传感器作为触发器,实现对视频采集设备的驱动,并将获取的双路视频图像采用PIP技术进行处理。实验证明,这样做不仅能有针对性地获取视频信息,提高视频信息的可用性,而且可以扩大视频信息采集范围,节省存储空间。     

师范专业认证背景下无机化学课程教学改革探索*

以北京师范大学化学专业的无机化学课程改革为例,从教学内容、教学方法、课程考核等方面探讨无机化学课程优化和改革。明确教学目标,提升教学质量,达成化学(师范)专业的毕业要求,全面提升学生的思想政治素养、专业知识技能和教育情怀。     

基于手机录像实现莱顿弗罗斯特现象的观察*

莱顿弗罗斯特现象在化工领域具有重要的研究价值。为将该现象的实验引入到本科实验教学中,设计制作了基于手机录像功能的莱顿弗罗斯特现象观察装置,可研究表面温度、液滴种类、表面活性剂等因素对莱顿弗罗斯特现象的影响。该装置制作简便,成本低廉,使用方便,效果明显,有利于提高学生的学习积极性,加深学生对泡核沸腾和膜状沸腾等沸腾传热不同状态的理解。     

多维矢量矩阵变换域的运动矢量估计

为了实现对视频中运动目标的运动矢量估计,建立了多维矢量矩阵变换域运动估计系统,在变换域对运动视频中运动目标形成的多维能量集中平面进行研究。首先,介绍了多维矢量矩阵理论、变换理论以及运动目标在变换域形成能量集中平面的理论推导;然后,采用平面拟合的方法,求取运动矢量的大小;最后,分析对比了几种方法的效果和迭代速度。实验结果表明:多维矢量矩阵变换域的运动平面拟合方法估计的运动矢量精度达到10^-2 pixel,提供了一种变换域运动矢量估计的高精度方法。     

亮度优化立体视频视觉舒适度评价

结合立体视频帧左右视图的灰度图,采用鲁棒性算法与软剪刀算法相结合的"画笔"方案来提取立体视频帧的前景区域,合成视差图并提取水平视差,计算深度视差;根据主观评价结果建立视差深度-视觉舒适度模型,再结合亮度对视觉舒适度的评价模型进行优化,使模型的评分更接近人类视觉系统的评分;结合人类主观评价实验的结果,用逆向代入法求出模型的系数确定模型,最终实现基于人类视觉系统特性的对立体视频视觉舒适度的评价。实验结果表明:通过视觉舒适度模型计算得到的结果与人类主观评价结果之间的误差率不超过5%,其中大部分视频误差率不超过1%。说明评价模型更符合人类主观感知结果的立体视频视觉舒适度,模型评分更接近人类视觉系统特性的主观实验评分,这为立体视频舒适度的评价提供了参考。     

有机化学实验在线开放课程设计的探索与实践

针对以往有机化学实验教学中存在的问题及学生所反映的改进期望,在有机化学实验在线开放课程的开发中,充分利用在线课程与网络教育平台,制作了针对性的教学微视频课程和相应的课件,建立了一套完整的测试模式与题库。通过考测机制,促进和强化学生的实验课前预习。而学生在充分预习的基础上,实现实验预习–现象记录–实验报告完整规范化和一体化,相应提高了学习效率。同时,建立了一套相对客观的成绩评估体系并取得了积极的成果。     

How useful are closed captions for learning mathematics via online video?

Closed captioning of instructional videos is a topic that has not seen much discussion despite its importance for hearing-impaired students and recent legal ramifications if videos are not appropriately captioned. In particular, it is unclear what best practice in captioning videos should be to benefit all learners in disciplines such as mathematics with a reliance on the development of visual explanation while providing audio narration. In this paper, we report on a study undertaken at an Australian university, to investigate the perceived level of usefulness of captions and their automatic translations in a mathematics course. We discovered that students broadly agreed that captions are a useful learning feature: to allow flexibility of where and when a video is watched, but also to help understand speaker accents, and clarify explanations that are difficult to hear in the recording. Due to the high levels of use and perceived educational benefits of closed captions in online video but limited literature, there is a significant need for new research in this area. An urgent discussion is needed to explore how students engage with closed captions, how they may support learning, and to investigate implications on instructional design of mathematical videos.     

化学教育硕士研究生的科学本质观研究*——基于对科普微视频的分析

以构建的科学本质要素框架作为分析工具,研究学生经科普微视频分析所呈现的科学本质观。结果表明,学生无法全面、深入分析视频呈现的科学本质,反映了局限的科学本质观,而经过讨论与汇报能在一定程度上提升其科学本质观。据此,为化学教育硕士研究生的培养工作提出3点建议,即将科普微视频作为科学本质教育的素材,促进学生形成完整且深刻的科学本质观,发展学生准确抽提课程资源中的科学本质的能力。