浅议VHDL语言在电子设计自动化中的应用

随着电子技术和计算机技术的迅速发展,电子设计也变得越来越复杂,并朝着自动化方向发展,且运用语言进行电子设计成为了一种趋势,有效地缩短了开发的周期及效率,其中VHDL语言就是电子设计中常用的一种语言。本文就VHDL语言在电子设计自动化中的应用进行了分析讨论。     

模型驱动下的Web应用系统自动生成

为了提高Web应用系统开发效率,提出了模型驱动下的Web应用系统自动生成方法。这种生成方法是以Me—taEdit＋作为元建模工具,首先创建Web应用系统元模型、定制DSL,进而建立Web应用系统领域模型,然后通过MetaEdit＋提供的生成器定义语言MERL,软件开发人员可以很方便地设计出Web应用系统所需的JSP生成器、Servlet生成器、Jayabeans生成器和数据库生成器,从Web应用系统图形模型直接生成整个Web应用系统。最后通过一个WebShopping实例详细介绍了模型驱动下的Web应用系统生成方法及生成过程。经测试,所生成的Web应用系统可以在Windows操作系统中的Web应用服务器上正确运行。     

基于Adams的摆杆输送机动力学仿真分析

采用Adams脚本语言建模,自动完成摆杆输送机整体系统的轨道、链条、摆杆和工件之间的装配约束和载荷边界条件的设定等.对某卡车白车身涂装过程进行动力学仿真分析,求得系统整体运行时所需的驱动力大小、链节间的相互作用力和进行静力学分析所需的载荷条件等,分析结果可指导摆杆输送机的整体设计.     

基于Java的匿名内部类分析与应用

内部类是Java中的一大特色,通过对Java中匿名内部类的创建机制和使用方法的探讨,分析匿名内部类中成员变量与成员方法的属性与规则,并给出匿名内部类的实际应用示例。     

编程思维训练通用模型研究与实现

程序设计类课程是培养学生逻辑编程能力的基本课程之一,但目前普遍反映出学生对此类课程的学习兴趣不浓,对程序设计与实现的逻辑思维混乱不清,学习效果较差。如何脱离编程语言本身,运用模拟现实生活的思维训练模型来形象地展示编程的原理与逻辑流程,以提高学生对程序设计的逻辑思维能力和学习效果是本文研究的重点。     

单片机混合编程的实现

介绍了单片机的发展,当前应用较多的主流单片机,并对单片机的混合编程实现进行分析与讲解。     

基于Transformer实现文本导向的图像编辑

为方便非专业用户修图,提出一种基于Transformer的图像编辑模型TMGAN,使用户可通过自然语言描述自动修改图像属性。TMGAN整体框架采用生成对抗网络,生成器采用Transformer编码器结构提取全局上下文信息,解决生成图像不够真实的问题;判别器包含基于Transformer的多尺度判别器和词级判别器两部分,给生成器细粒度的反馈,生成符合文本描述的目标图像且保留原始图像中与文本描述无关的内容。实验表明,此模型在CUB Bird数据集上,IS（inception score）、FID（Fréchet inception distance）以及MP（manipulation precision）度量指标分别达到了9.07、8.64和0.081。提出的TMGAN模型对比现有模型效果更好,生成图像既满足了给定文本的属性要求又具有高语义性。     

图像信息对句子语义理解与表示的有效性验证与分析

近年来,图像文本建模研究已经成为自然语言处理领域一个重要的研究方向.图像常被用于增强句子的语义理解与表示.然而也有研究人员对图像信息用于句子语义理解的必要性提出质疑,原因是文本本身就能够提供强有力的先验知识,帮助模型取得非常好的效果;甚至在不使用图像的条件下就能得出正确的答案.因此研究图像文本建模需要首先回答一个问题:图像是否有助于句子语义的理解与表示?为此,本文选择一个典型的不包含图像的自然语言语义理解任务:自然语言推理,并将图像信息引入到该任务中用于验证图像信息的有效性.由于自然语言推理任务是一个单一的自然语言任务,在数据标注过程中没有考虑图像信息,因此选择该任务能够更客观地分析出图像信息对句子语义理解与表示的影响.具体而言,本文提出一种通用的即插即用框架(general plug and play framework)用于图像信息的整合.基于该框架,本文选择目前最先进的五个自然语言推理模型,对比分析这些模型在使用图像信息前后的表现,以及使用不同图像处理模型与不同图像设置时的表现.最后,本文在一个大规模公开数据集上进行了大量实验,实验结果证实图像作为额外知识,确实有助于句子语义的理解与表示.此外,还证实了不同的图像处理模型和使用方法对整个模型的表现也会造成不同的影响.     

Language learners' digital literacies: Focus on students' information literacy and reading practices online

The widespread use of technology and the Internet have changed many of language learners' everyday practices, including literacies. While there have been many studies with the focus on language learners' digital literacies, few, however, have explored language learners' digital information literacy and online reading practices with the use of social bookmarking tools, especially in a community college setting. We address this gap by investigating community-college language learners' digital literacies when social bookmarking with the focus on digital information and online reading practices from an ecological perspective. In this qualitative multiple-case study, the focal participants were five English learners, students in an English as a Second Language writing course in a community college in the northeastern United States. Data collection included interviews, observations, and researchers' e-journals. Thorough within- and cross-case analysis of data shows that language learners searched for digital texts and evaluated them based on relevance, reliability, interest, language, and importance for them and their learning community in the social bookmarking tool. The participants struggled with the number of results in search engines, keywords, and evaluation of digital texts for relevance and reliability. We show the need for more instruction, support, and guidance of language learners' digital information literacy practices as well as the benefits of providing students with opportunities to read digital texts. Our suggestions for future research include investigating the role of multimodality and other factors that influence language learners' evaluation practices when they look for and read information online.     

Developing and evaluating language courseware

The paper sets out twenty proposals for the development and evaluation of Computer Assisted Language Learning (CALL) programs. These proposals emerge from special characteristics of language instruction and of the use of computers to assist in language instruction. We combine theoretically-based assumptions with empirical findings drawn from investigation of language courseware for Hebrew speakers in Israel. We first list four unique features of language instruction: (1) the object-language-meta-language distinction; (2) computer as written medium vs. language as primary spoken medium; (3) teaching of second language skills vs. linguistics; (4) the computer as an electronic tool vs. the computer as a cognitive entity simulating the speaker. We then show how these unique characteristics of language instruction (mother-tongue and foreign language) impose special proposals on language courseware. These proposals should be observed in the development of language courseware and in the evaluation of such programs. Clearly, these proposals integrate with general courseware proposals. Michal Ephratt (Ph.D., computational linguistics) completed post-doctoral studies at the University of Rochester. She has been on the staff of the Dept. of Hebrew Linguistics, University of Haifa, since 1988. Some of her publications include Root-Pattern Array: The Main Tool of Hebrew Word Formation (Hebrew University, 1985); and What's in a Joke? in Advances in Artificial Intelligence, Natural Language and Knowledge-based Systems (Springer-Verlag, 1990).This paper is based on work the author did as a consultant in the National Courseware Evaluation Department of the Ministry of Education. I wish to thank Esther Diamant, head of the department, for making the study possible.