structuring and manipulating hand-drawn concept maps

Concept maps are an important tool to knowledge organization,representation, and sharing. Most current concept map tools do not provide full support for hand-drawn concept map creation and manipulation, largely due to the lack of methods to recognize hand-drawn concept maps. This paper proposes a structure recognition method. Our algorithm can extract node blocks and link blocks of a hand-drawn concept map by combining dynamic programming and graph partitioning and then build a concept-map structure by relating extracted nodes and links. We also introduce structure-based intelligent manipulation technique of hand-drawn concept maps. Evaluation shows that our method has high structure recognition accuracy in real time, and the intelligent manipulation technique is efficient and effective.

Urban functional structure characteristics and transformation in China

The paper analyzes urban functional structure characteristics of Chinese cities in 1996 using the Nelson method. The manufacturing employment percentage is much higher in metropolitan areas but is decreasing from 1989 to 1996. On the other hand, the weight of science, education, culture, hygiene, finance, insurance and real estate increases. The employment structure changes dramatically. Although the urbanization level of China is lower than that of the USA in 1955, the frequency distribution curve of urban functions is similar. The construction, transportation, commerce, finance, insurance, real estate, science, education, culture, hygiene and administration curves are normal. The mining employment converges on minor cities and the distribution is not normal. The urban function has changed with urban scale. The bigger the cities are, the smaller the manufacture, mining and construction employment weights, and the larger are the science, education, finance, insurance, real estate and administration weights. Commerce and transportation are distributed evenly and the difference is less. From the comparison in three zones of China, the employment percentage of manufacture, finance, insurance and real estate is higher in eastern coastal areas, while the employment percentage of science, education, administration is higher in western areas. (C) 2002 Elsevier Science Ltd. All rights reserved.

中学生焦虑与其影响因素的关系模型

Anxiety, which is one of common factors influencing mental health of secondary school students, whose occurrence, development, diagnosis, treatment and intervention have been studied in neurophysiology, behavior and cognition process. in the present study, the relationship between anxieties including trait anxiety and test anxiety and their influencing factors in secondary school students had been explored by exploratory analysis, confirmatory analysis and structure equation modeling. The following conclusions were drawn: (1) There were grade-characteristics in development of trait anxiety in secondary school students. Trait anxiety degree increased with grade. On the other hand, test anxiety showed no grade-characteristics. However, gender differences showed test anxiety in female was higher than in male. In a test, test anxiety increased with test coming and reached the maximum height before test and dropped to the minimum that night after test. (2) Influencing factor inventory on trait anxiety whose reliability and validity were good, has been developed, which was composed of 44 items including 8 factors were study pressure, bad influence of society, self-abased, dysadaptation, introversion, bad body, interrelationship, bad parents raising style etc, of which study pressure was the first reason for trait anxiety. (3) Influencing factor inventory on test anxiety, whose reliability and validity were good, has been developed, which was composed of 30 items including 5 factors. 5 factors were worry about bad school achievement, bad objective environment, intervention of emergency, self-abased, worry about consequence etc, of which study pressure played the most important role on test anxiety. (4) Personality and school pressure affected trait anxiety, while personality and school pressure were affected by environment. Furthermore, test anxiety was affected by worry, personality and, while worry and personality was influenced by spot circumstances. At last, both trait anxiety and test anxiety related with bad personality and bad school achievement.