光催化降解废气过程中紫外辐射照度模拟和优化

为在光催化设计中合理布置紫外灯,减少光在传输过程中的损失,概括总结径向辐射模型、多点源叠加近似辐射模型和离散坐标辐射模型等3种经典的紫外辐射物理模型;基于离散坐标辐射模型模拟某公司生产的光催化氧化废气处理装置的紫外辐射照度;通过调整灯管布置距离改变光强分布,并拟合光催化单元和光催化网表面的平均紫外辐射照度随灯管布置距离变化曲线.结果表明,距离参数在55～65 mm时,该光催化反应装置的光能利用率较好;紫外灯的合理布置可有效提高光能利用率.     

基于FR的远程考试身份认证系统研究

在远程教育考试系统中,如何实时有效地验证考生身份非常重要。本文提出一种基于FR(Face Recognition)的远程考试身份验证系统,首先利用肤色信息检测人脸图像,经过预处理后提取特征点,然后通过与报名库中人脸图像进行几何特征比对,从而完成考生的身份验证。实验表明该系统具有较好的识别率,能有效地识别出考生信息。     

一种改进的进化树构建算法

邻接法是最有效的距离建树法的一种,但邻接法的聚类过程总是选择距离最近的进行聚类,容易忽略一些更为合理的拓扑结构,这是邻接法准确性不够理想的一个重要原因。为了提高邻接法的准确性,本文结合最大似然法提出一种改进的进化树构建算法。该算法在邻接法基础上,结合最大似然法搜索最优的拓扑结构,通过模拟实验将改进算法与邻接法等进化树构建算法进行比较,实验结果表明,改进算法的准确性明显优于邻接法。     

两种方法对泰莱盆地河流水质评价的分析

采用加权欧式距离法和模糊综合评价法对泰莱盆地地表水体环境质量进行评价的结果表明,全区地表水以Ⅱ和Ⅲ类为主;东部河流水质稍差,牟汶河和柴汶河的上游水质超过Ⅳ类;西部的大汶河和汇河水质要好于东部地区河流,水质以Ⅱ类和Ⅲ类为主。加权欧式距离法在给出评价断面水质级别的同时给出评价断面对于某一水质标准的贴近度以及水质的变化趋势,评价结果显示的信息相对真实多元,在水质评价中的表现要优于模糊综合评价法。     

基于深度神经网络的高位滑坡范围预测

以贵州尖山营滑坡为工程背景,通过对深度学习的总结与分析,建立多层感知器模型以对该滑坡危险区范围进行非线性预测研究。通过对深度神经网络算法的优化,构建64-128-32-1四层多层感知器模型,并以滑坡最大高差、滑坡体积、滑源区坡度、坡脚坡度、地层倾角作为输入量,以滑坡最大水平运动距离作为输出量对该模型进行训练,实现影响因素与运动距离的非线性映射。根据对贵州省尖山营滑坡调查和研究,尖山营滑坡区域面积约648 700 m2,体积约1 200万 m3,属于特大型滑坡。依据最优模型对该滑坡进行滑距预测,滑坡平面直线距离1 769 m区域内为危险区域。     

Concurrent reading while writing revisited

A modification is proposed to Peterson's construction of 1-writern-reader multivalued atomic shared variableusingn+2 multivalued safe variables and some boolean atomic variables. The resulting construction is elegant and is simpler than the original one. K. Vidyasankar received B.E. (Elec. Engg.) from Thiagarajar College of Engineering, Madurai, M. Tech. from I.I.T. Kanpur, India, and Ph.D. in Computer Science from University of Waterloo, Canada. He is now an Associate Professor in Computer Science at Memorial University of Newfoundland, Canada. His research interests include concurrency control and recovery in database systems, concurrency in interprocess communication, design and analysis of algorithms, and graph theory.A prelininary version of this paper, under the title Improving Peterson's Construction of 1-Writern-Reader Multivalued Atomic Register, appears in the Proc. 26th Annual Allerton Conference on Communication, Control, and Computing, University of Illinois at Urbana Champaign, September 1988, pp 693–700     

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.     

Promoting the integration of technology in teaching: An analysis of the factors that increase the intention to use technologies among Italian teachers

Background: The rapid spread of COVID-19 forced many countries to adopt severe containment measures, transferring all didactic activities into virtual environments. However, the integration of technology in teaching may present difficulties, especially in some countries, such as Italy. Objectives: The present study analyzed how the two main factors of the Technology Acceptance Model (TAM), namely perceived usefulness and perceived ease of use, combined with online teaching self-efficacy, were associated with the intention to use technology to teach. We posited a moderated moderation model in which perceived usefulness represented the main predictor, with self-efficacy and perceived ease of use as moderators of intention to use technology to teach. Method: The model was tested through multiple regressions, using the PROCESS macro on SPSS 26 with a sample of 178 upper secondary school teachers in Italy. Results and conclusions: Regressions showed that each variable significantly predicted the intention to use technology. In addition, a moderation effect of self-efficacy on the perceived usefulness of using technology was found for medium and high-level of perceived ease of use of technology. Implications: The present study provides targeted implications for distance education policy and practice to promote its adoption (or the blended modality) in Italian upper schools.     

Combining teacher-Led and technology-assisted instruction to improve phoneme blending to read words for elementary students with disabilities

Technology-assisted instruction has potential for helping students improve their reading skills. In the current studies, PowerPoint software was used to supplement teacher-led reading instruction for elementary-aged students with disabilities who struggled with phoneme blending to read words. The effectiveness of the intervention was assessed using two multiple probe design studies across sets of words based on an onset-rime (word family) strategy. In Study 1, teacher-led instruction was paired with technology-assisted instruction for all intervention sessions for three students in first and second grade. In Study 2, teacher-led instruction occurred between baseline and technology-assisted intervention sessions for three students in third and fourth grade. During the initial instruction sessions, participants recorded their own voices onto PowerPoint slides so that their technology-assisted instruction included self-modelling. Results of both studies indicated that technology-assisted instruction can be effective for helping students learn how to blend phonemes to read words; however, performance varied and there were limitations in each study that should be addressed in future research. Relevant implications for classroom instruction are emphasized.     

视觉测量中多光学靶点亮度自适应控制

提出了一种面向大视场高精度视觉测量的多红外目标靶点（红外LED）亮度自适应控制方法。以微控制器PIC16F873A和LED驱动芯片MAX6964作为核心器件,设计了可满足大空间范围内靶点亮度控制需求的多目标靶点控制驱动器。为了使LED在近距测量时的调节精度和远近距离测量时的发光亮度都能满足要求,根据MAX6964输出特点设计了PWM信号输出电路,并采用推挽电路驱动LED。实验证明,目标靶点在CCD相机上成像光斑稳定一致。