In this study, we utilized a convolutional neural network (CNN) trained on microscopic images encompassing the SARS-CoV-2 virus, the protozoan parasite “plasmodium falciparum” (causing of malaria in humans), the bacterium “vibrio cholerae” (which produces the cholera disease) and non-infected samples (healthy persons) to effectively classify and predict epidemics. The findings showed promising results in both classification and prediction tasks. We quantitatively compared the obtained results by using CNN with those attained employing the support vector machine. Notably, the accuracy in prediction reached 97.5% when using convolutional neural network algorithms.

This article attempts to use public sphere theory as a starting point to compare the behavior of the British government in protecting the interests of British business in China in the 19th century with the Chinese government’s neglect of the interests of Chinese business in the Philippines. Mill’s method of finding identities will be used. This article uses the Shanghai Branch of the China Association and the Philippine Chinese Charitable Association Inc. as representatives of civil business groups in the UK and China. For the UK, due to the public sphere of competition with the central government within the UK, civil business groups must consult with relevant civil business groups when implementing any economic foreign policy. This process promotes consensus between the British government and society to promotes the British government’s determination to maintain British business in China. However, for China, due to the absence of a public sphere where the central government interacts with society, even though Chinese civil business groups have huge interests overseas, the state and society have always been unable to form a positive interaction. At the same time, this situation also results in Chinese business in the Philippines having to rely on their abilities to maintain their local interests.

The promulgation of the Curriculum Standards for ordinary high School (2017 edition, 2020 revision) has effectively promoted the reform of high school mathematics classroom. In order to cope with the change of textbook content in the new curriculum reform, it has become one of the important tasks for high school mathematics teachers to implement teaching activities better and sort out and analyze the differences between the old and new textbooks. This paper analyzes the differences between old and new textbooks from the three dimensions of system structure, course content and example exercises, and gives some reasonable teaching suggestions. Among them, the new textbook uses 2019 "Ordinary High School Textbook" person-taught A version of Compulsory Mathematics 1, and the old textbook uses 2004 "Ordinary High School Mathematics Curriculum Standard Experimental Textbook" person-taught A version of compulsory Mathematics 4. In general, the adjustment of the new teaching materials is more in line with the cognitive characteristics of students, pay attention to the penetration of mathematical culture and pay attention to the development of students' mathematical core literacy.