基于深度学习的人体肋骨骨折智能检测技术

目的将人工智能中的深度学习技术应用到人体肋骨骨折识别,实现人体肋骨骨折智能检测,提高法医肋骨骨折诊断效率。方法采集3143例人体胸部X线数字影像(2602例用于训练,541例用于测试),标注肋骨骨折特征点,通过多层网络堆叠,分层、分级主动学习原始数据高度抽象的特征表述,并将此特征反馈至检测器进行骨折检测,输出骨折位置及相应置信度。结果基于深度学习的人体肋骨骨折检测准确率在90%以上。结论基于深度学习的人体肋骨骨折检测准确率较高,可用于辅助法医进行肋骨骨折识别诊断、检验鉴定等,本研究可为人体其他部位骨骼损伤智能检测提供参考。     

建构主义学习理论在英语教学中的应用

建构主义学习理论为英语教师提供了很好的借鉴作用。它强调学生的主体地位和教师的指导作用,注重学习情境的真实性、学习的协作性和对意义建构的独立性。这种理论指导下的教学方法——支架式教学、抛锚式教学和随机进入教学,对英语教学有很好的启示作用。     

“90后”大学生学习策略的实证研究

“90后”大学生的学习策略有以下特征：时间管理和自我测试能力比较弱,且其学习策略在性别、家庭所在地、是否网民、“触网”时间长短几方面都存在显著性差异。因此,应当注重培养“90后”大学生的时间管理能力和自我测试意识,激发他们正确的学习动机,提高他们加工处理信息的能力及思辨能力,引导他们正确使用网络。     

通过高等教育"第二课堂"开展社会主义法治理念教育的模式分析

社会主义法治理念教育如何在高校开展是一项重大课题,而如何通过第二课堂展开教育活动则是一项探索,本文提出应该以多种多样的第二课堂活动为载体,紧紧抓住法治理念教育的实质,把社会主义法治理念教育和高校课外活动结合起来,履行高校培养具有社会主义法治理念的高素质大学生的使命。     

Intellectual and developmental disabilities and Ontario’s forensic inpatient system: a population-based cohort study

Individuals with intellectual and developmental disabilities (IDD) in forensic inpatient beds are both complex and understudied. Previous studies have been limited and largely based on smaller clinical samples. We used data from a population-based cohort of Ontario adults with IDD (H-CARDD cohort, n?=?66,000) to describe their prevalence in forensic inpatient beds during 2005–2015 and compare their demographic and clinical profiles with non-IDD forensic patients. Results show that forensic patients with IDD and without IDD have similar profiles, with the exception that patients with IDD are more likely to have a psychiatric disorder and to be younger, rural, and have high or very high morbidity. Strong support was found for disproportionate admission: individuals with IDD are 12.2% of forensic inpatients but only 0.8% of the general population (d?=?1.57). Support for disproportionate utilization was less dramatic and mixed. Little difference was found in terms of the per cent of longer-stay (treatment) admissions or multiple forensic admissions; however, patients with IDD did have longer number of bed days over 10 years (averaging 220.6 days more, d?=?0.28). A better understanding of the barriers to discharge for individuals with IDD will support implementation of appropriate pathways out of the hospital.     

Leveraging virtual machine introspection with memory forensics to detect and characterize unknown malware using machine learning techniques at hypervisor

The Virtual Machine Introspection (VMI) has emerged as a fine-grained, out-of-VM security solution that detects malware by introspecting and reconstructing the volatile memory state of the live guest Operating System (OS). Specifically, it functions by the Virtual Machine Monitor (VMM), or hypervisor. The reconstructed semantic details obtained by the VMI are available in a combination of benign and malicious states at the hypervisor. In order to distinguish between these two states, the existing out-of-VM security solutions require extensive manual analysis. In this paper, we propose an advanced VMM-based, guest-assisted Automated Internal-and-External (A-IntExt) introspection system by leveraging VMI, Memory Forensics Analysis (MFA), and machine learning techniques at the hypervisor. Further, we use the VMI-based technique to introspect digital artifacts of the live guest OS to obtain a semantic view of the processes details. We implemented an Intelligent Cross View Analyzer (ICVA) and implanted it into our proposed A-IntExt system, which examines the data supplied by the VMI to detect hidden, dead, and dubious processes, while also predicting early symptoms of malware execution on the introspected guest OS in a timely manner. Machine learning techniques are used to analyze the executables that are mined and extracted using MFA-based techniques and ascertain the malicious executables. The practicality of the A-IntExt system is evaluated by executing large real-world malware and benign executables onto the live guest OSs. The evaluation results achieved 99.55% accuracy and 0.004 False Positive Rate (FPR) on the 10-fold cross-validation to detect unknown malware on the generated dataset. Additionally, the proposed system was validated against other benchmarked malware datasets and the A-IntExt system outperforms the detection of real-world malware at the VMM with performance exceeding 6.3%.     

Animation and multiple-choice questions as a formative feedback tool for legal education

Two-dimensional animation when combined with multiple-choice questions affords an interesting and innovative formative feedback tool for engaging law students in problem-based learning. This article investigates methods for making animation a more accessible medium for legal academics. The article also describes, evaluates and reflects upon the results of a focus group and a survey of online law student perceptions on the combined use of animation and multiple-choice questions as a formative feedback tool. Ethical issues involving delinquent and guilty clients were used as the context in which to describe an animation workflow and explore student attitudes to animation. A website was created within which animations created by academics were included to provide feedback to scaffold student understanding of legal ethics. Students viewed the animations as a very positive learning experience, in the sense of making the lesson more interesting to learn, assisting them to learn and help visualise the ethical problems. Student comments highlighted design features which, when refined, may improve the quality of both the animations and the student experience in studying law using animation.     

Teaching Students How to Fail: Simulations as Tools of Explanation

Instead of always teaching students how to succeed—as is the norm in higher education—it might also be useful to teach them about failure. Understanding failure (that is, why actors fail to reach common objectives in inter-group settings) gives students deeper insight into how to resolve global problems, and the conditions under which success can be achieved. This enhances student awareness of complexity in world affairs, including the nature of inter-group relations. Simulations are a good way to teach students about the possibility of failure, and how to learn from it, because they allow students to go through the learning process on their own. In this article I discuss how a simulation I ran on Middle Eastern politics can be used as an example of how to instruct students about failure as much as about success.     

Negotiating Classroom Process: Lessons from Adult Learning

Learning by doing is standard fare in negotiation courses across disciplines, and techniques such as learning contracts, self-reflective essays, and small-group work are commonly used. In addition, teachers must resist the temptation to "teach the canon" without regard to the needs, interests, and concerns of the students in the room. Learner-centered education requires that teachers build from the beliefs and preconceptions that students bring to the classroom, including their cultural beliefs and norms about conflict resolution, some of which may be at odds with the North American canon. A discussion-based approach to teaching not only engages students more actively in the learning process but also models many of the skills negotiation teachers seek to develop in their student-negotiators.     

Culture and Negotiation: The Pedagogical Dispute Regarding Cross-Cultural Simulations

This article examines one especially challenging aspect of active-learning international studies courses—the use of cross-cultural simulations. What is the significance of culture for negotiation? What difficulties might cross-cultural negotiations pose, and how might negotiators work with cultural differences to achieve successful outcomes? Is it possible to model the effects of cultures on negotiators in a classroom role-play? What are the advantages to using cross-cultural simulations, and what difficulties do they entail? How might an instructor make best use of materials that focus on cultural issues and their effect on negotiation? When teaching students of different cultures by active-learning methods, what ought an instructor to bear in mind? What cross-cultural simulations are available, and what readings might be assigned to accompany them?