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Pattern Recognition and Computer Vision First Chinese Conference PRCV 2018 Guangzhou China November 23 26 2018 Proceedings Part IV Jian-Huang Lai
Pattern Recognition and Computer Vision First Chinese Conference PRCV 2018 Guangzhou China November 23 26 2018 Proceedings Part IV Jian-Huang Lai
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Jian-Huang Lai · Cheng-Lin Liu
Xilin Chen · Jie Zhou · Tieniu Tan
Nanning Zheng · Hongbin Zha (Eds.)
LNCS 11259
Pattern Recognition
and Computer Vision
First Chinese Conference, PRCV 2018
Guangzhou, China, November 23–26, 2018
Proceedings, Part IV
123
Lecture Notes in Computer Science 11259
Commenced Publication in 1973
Founding and Former Series Editors:
Gerhard Goos, Juris Hartmanis, and Jan van Leeuwen
Editorial Board
David Hutchison
Lancaster University, Lancaster, UK
Takeo Kanade
Carnegie Mellon University, Pittsburgh, PA, USA
Josef Kittler
University of Surrey, Guildford, UK
Jon M. Kleinberg
Cornell University, Ithaca, NY, USA
Friedemann Mattern
ETH Zurich, Zurich, Switzerland
John C. Mitchell
Stanford University, Stanford, CA, USA
Moni Naor
Weizmann Institute of Science, Rehovot, Israel
C. Pandu Rangan
Indian Institute of Technology Madras, Chennai, India
Bernhard Steffen
TU Dortmund University, Dortmund, Germany
Demetri Terzopoulos
University of California, Los Angeles, CA, USA
Doug Tygar
University of California, Berkeley, CA, USA
Gerhard Weikum
Max Planck Institute for Informatics, Saarbrücken, Germany
More information about this series at http://www.springer.com/series/7412
Jian-Huang Lai Cheng-Lin Liu
•
Pattern Recognition
and Computer Vision
First Chinese Conference, PRCV 2018
Guangzhou, China, November 23–26, 2018
Proceedings, Part IV
123
Editors
Jian-Huang Lai Tieniu Tan
Sun Yat-sen University Institute of Automation
Guangzhou, China Chinese Academy of Sciences
Beijing, China
Cheng-Lin Liu
Institute of Automation Nanning Zheng
Chinese Academy of Sciences Xi’an Jiaotong University
Beijing, China Xi’an, China
Xilin Chen Hongbin Zha
Institute of Computing Technology Peking University
Chinese Academy of Sciences Beijing, China
Beijing, China
Jie Zhou
Tsinghua University
Beijing, China
LNCS Sublibrary: SL6 – Image Processing, Computer Vision, Pattern Recognition, and Graphics
This Springer imprint is published by the registered company Springer Nature Switzerland AG
The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
Preface
Steering Chairs
Tieniu Tan Institute of Automation, Chinese Academy of Sciences, China
Hongbin Zha Peking University, China
Jie Zhou Tsinghua University, China
Xilin Chen Institute of Computing Technology, Chinese Academy
of Sciences, China
Cheng-Lin Liu Institute of Automation, Chinese Academy of Sciences, China
Long Quan Hong Kong University of Science and Technology,
SAR China
Yong Rui Lenovo Group
General Chairs
Tieniu Tan Institute of Automation, Chinese Academy of Sciences, China
Nanning Zheng Xi’an Jiaotong University, China
Hongbin Zha Peking University, China
Program Chairs
Jian-Huang Lai Sun Yat-sen University, China
Cheng-Lin Liu Institute of Automation, Chinese Academy of Sciences, China
Xilin Chen Institute of Computing Technology, Chinese Academy
of Sciences, China
Jie Zhou Tsinghua University, China
Organizing Chairs
Liang Wang Institute of Automation, Chinese Academy of Sciences, China
Wei-Shi Zheng Sun Yat-sen University, China
Publicity Chairs
Huimin Ma Tsinghua University, China
Jian Yu Beijing Jiaotong University, China
Xin Geng Southeast University, China
Publication Chairs
Zhouchen Lin Peking University, China
Zhenhua Guo Tsinghua University, China
Tutorial Chairs
Huchuan Lu Dalian University of Technology, China
Zhaoxiang Zhang Institute of Automation, Chinese Academy of Sciences, China
Workshop Chairs
Yao Zhao Beijing Jiaotong University, China
Yanning Zhang Northwestern Polytechnical University, China
Sponsorship Chairs
Tao Wang iQIYI Company, China
Jinfeng Yang Civil Aviation University of China, China
Liang Lin Sun Yat-sen University, China
Demo Chairs
Yunhong Wang Beihang University, China
Junyong Zhu Sun Yat-sen University, China
Competition Chairs
Xiaohua Xie Sun Yat-sen University, China
Jiwen Lu Tsinghua University, China
Website Chairs
Ming-Ming Cheng Nankai University, China
Changdong Wang Sun Yat-sen University, China
Finance Chairs
Huicheng Zheng Sun Yat-sen University, China
Ruiping Wang Institute of Computing Technology, Chinese Academy
of Sciences, China
Program Committee
Haizhou Ai Tsinghua University, China
Xiang Bai Huazhong University of Science and Technology, China
Organization IX
Remote Sensing
Experiment results show that our asymmetric two-stream networks can learn
more discriminative features without the large increase in network complexity,
and get the state-of-the-art. In the future, we plan to refine disparity data by
detection, to generate disparity better benefitting detection.
References
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3. Chen, X., Ma, H., Wan, J., Li, B., Xia, T.: Multi-view 3D object detection network
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Asymmetric Two-Stream Networks 15
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teacher who feels in her heart a love for every boy and girl, a love that
desires to do the best for them, to build and strengthen their
characters, can not be superficial. It has been said elsewhere, that
whatever increases the confidence of pupils in the teacher lessens the
necessity of outer control, and whatever lessens the confidence
increases the necessity of outer control. This is an important fact and
the teacher cannot too thoroughly study it. It is the teacher who loses
patience with the boy, when he shows the first signs of waywardness,
who fails to attain the ideal in school-room control, who
consequently loses the boy’s confidence, thereby increasing the
difficulty of control. Such a boy, if he is a natural leader, will form a
clique of his own and place himself at its head. He and his clan will
see to it that mischief does not languish in that school. The teacher
wonders why the boy regards her good admonitions so lightly. He
would regard and heed them, if she had not lost his confidence.
What, then, shall the teacher do to regain and keep the faith and
loyalty of every pupil?
No better plan can be given for the primary grades than to tell the
actual experience of one teacher of forty-five boys and girls. Among
these were bad boys, who quarreled, fought, used bad language and
did other things that could not be tolerated in a wellordered school.
One was an only child; she controlled her parents and insisted on
similar privileges in the school-room. By no means were the pupils
well behaved. The teacher studied her problem. In the first week of
school, she bore many annoyances, but she found out who were
leaders and just how annoying the pupils could be, and also what
they were capable of doing. She knew the actual condition of the
room and had laid her plans to win. On the second morning she
entered her room bright and cheery. Before the bell rang she copied a
pleasing and easy little song on the blackboard. As soon as the bell
rang and her pupils were in their seats she told them a very
interesting story, standing as she did so. Her manner was pleasing
and she held the attention of her pupils throughout the story. When
it was finished she turned to the song and said, “Children, let us read
over this song together.” At once she started to read. Many of the
children did not read, but that did not deter her, she read on. When
through, she asked them to read it again with her. This time more
read. At the conclusion, she faced the school and said, “How fine that
was! Do read it again for me!” This time every pupil read because she
had approved their reading and showed pleasure and interest in
what they did. Then she asked them to help her sing. None sang with
her, but that did not daunt her. A second time she sang. A few of the
pupils sang with her, and when through, she exclaimed, “I really did
not know you could sing so well! Why, we must sing often!” She had
won every boy and girl. In fact, they did not know themselves that
they could sing so well. Again they sang. This time every voice
helped. True there were a dozen discords. But what did this teacher
care for discords. They were not evils. It was confidence she was
planting and nurturing. From the song she turned to the work of the
day, but casually she dropped this remark: “I know this will be a
pleasant day. You all look just as though you would do your best.”
Through the day the teacher kept up that spirit of cheerfulness.
She approved and complimented the crude efforts of each one. There
was noise. There were annoyances, but she overlooked them as best
she could. She was working for a larger end. Later, when she found
her plans did not win all of her pupils, she took up each case of the
few remaining wayward ones and disposed of it by individual
treatment.
This teacher planned an autumn outing for her pupils. One bright
afternoon, when the sun silvered the country side, and softened the
red, yellow and golden tints in the forest, she took her flock to the
woods. There were nuts to gather, wild grapes to pick, asters and
goldenrod to gather and garlands of autumn tinted leaves to weave.
Toward evening, she assembled the children about her in a pretty
spot in the woods, and all ate together.
Often she allowed the children to have little play parties at which
she was the leader. She knew no end of “full-of-fun” games; her
pupils never failed to have a good time. She took them out skating.
They had snowballing bouts. Even when she wanted her room
cleaned and redecorated, she invited her pupils to join her in the task
and as they worked away, she wisely directed their efforts.
The teacher who is tactful can think of a hundred and one things to
do to please and win her pupils.
All such affairs must be given to the pupils as expressions of the
teacher’s good will. There must be that attitude toward the pupils
that indicates to them the teacher’s love for them and her interest
and consideration for them. Among such fortunate pupils there will
be no hostile ringleaders. All will readily accede to the teacher’s
wishes, because she lives with them and for them. Such a teacher
keeps her pupils busy with those things that they enjoy doing; they
have no time to think of other things, than what the teacher plans for
them.
The teacher who follows this course will be the “ringleader.” She,
too, will be the one whom the pupils unconsciously will imitate and
follow.
CONSTRUCTIVE TREATMENT
COMMENTS
CONSTRUCTIVE TREATMENT
COMMENTS
Such situations as faced Mr. Frank in the oil town are growing less
common as time passes; in frontier towns they occurred frequently.
Sometimes they occur still; and blessed is that school whose teacher,
in such a crisis, possesses quick wits, a knowledge of psychology, and
dauntless courage.
Mr. Frank did well to check the pupils as he did, when once the
school had reached the state of insubordination indicated in the story
above, but he was very seriously at fault in allowing the school to
reach that stage. His arbitrary handling of the situation undoubtedly
was a victory, but it was the kind of victory which assuredly would
breed contempt and resentment and plotting to “get even” with the
man who had tricked the pupils into an extra half day of study.
In depriving the pupils of what they regarded as a great privilege
he should have had a substitute plan which would have eased
somewhat the disappointment of the pupils. In this plan he should
have retained his rightful place as leader and thus by coöperating
heartily in the pleasure of the pupils, should have fully demonstrated
to them that he desired only their welfare.
So regulating a school as to prevent a crisis is a higher type of
administrative ability than allowing crises to come, and then meeting
them with drastic measures, even though they seemed successful.
Occasionally it happens, even in good schools, that a student
commits an act so serious as to justify his being turned over to the
juvenile or other court. In such a case the principal may sometimes
find it to his advantage to coöperate with the court in trying to
reclaim an unusually bad and daring boy.
CONSTRUCTIVE TREATMENT