解读摄影的本体语言

摄影本体语言是其传递视觉信息的方式,融入照相机、镜头以及成像系统最前沿的科学技术。摄影本体语言包含摄影的纪实性、瞬间性、时间与空间的拓展、镜头透视关系变化、清晰与模糊的运用等。这些视觉语言是最具摄影性质的语言,也是摄影区分其他平面艺术的要素和本质。而构图、用光、影调和色彩的表现是摄影与绘画相互交融的造型语言,是摄影视觉表达的技术与技巧。摄影本体语言和造型语言相互交融,创造影像视觉表达与表现的价值。     

飞行数据可视化技术研究

针对航空器事故调查和不安全事件分析的结果及改进的需要,研究基于FDR/QAR/DAR/CVR的数据可视化技术。提出基于飞行仪表布局语言(FILL)的仪表模型构建与驱动的技术方案,解决FDR/QAR/DAR记录数据的导入与修正处理、不同分辨率三维地形的生成与显示以及飞行数据与驾驶舱话音同步播放等问题。实践证明,利用数据可视化技术所构建的包括飞机、航迹、仪表、地形、跑道、航图等元素的三维图形飞行环境集成再现了飞行过程,为事故调查和事件分析提供了科学有效的辅助分析工具。     

东西方文化分别对汉、英语语言的影响

文化是一个社会全部物质文明和精神文明的总和，是具有较强民族性的东西。一方面，语言既是文化的一部分，又是文化的载体；另一方面，文化对语言的发展又起着重要的制约作用。东西方文化在哲学观念、历史背景、生活环境、生活习俗等方面的不同分别影响着汉语和英语的形成、发展及应用，并使得它们在长期的使用中逐渐形成自己的特色。     

基于IRML网络模型的LNG卸料系统故障传播分析

为研究陆地LNG卸料系统的物理设备、信息网络及人员操作的依赖关系和信息层、人员层对设备层故障传播的影响,基于面向基础设施弹性建模语言(Infrastructure Resilience-Oriented Modelling Language,IRML),从单层网络静态风险分析和多层依赖网络的动态传播2个方面,提出LNG...     

基于BERT的灾害三元组信息抽取优化研究

为从网络媒体文本中快速、准确提取灾害三元组信息,利用自然语言处理(NLP)技术,研究灾害三元组信息抽取应用及其算法优化。通过双向编码器表示(BERT)预训练语言模型,应用于地质灾害三元组信息提取的实例中,针对模型由于底层多头注意力(MHA)机制会导致“低秩瓶颈”问题,对此,通过增大模型key-size对其进行优化。结果表明：所提方法能够显著提升从新闻报道等文本中提取地质灾害种类、发生地点、发生时间等关键信息的容错率及精准率;可得到对地质等灾害空间分布情况和趋势的分析,进而为预案编制、应急资源优化配置、区域监测预警等灾害应急管理工作提供科学分析和决策信息支持。     

英语视听说一体化教学模式的实践

本文从第二语言习得规律的角度出发,通过课堂教学实践,阐述了视听说一体化的教学模式在课堂 教学实践中的可行性。     

The role of automated feedback in training and retaining biological recorders for citizen science

The rapid rise of citizen science, with lay people forming often extensive biodiversity sensor networks, is seen as a solution to the mismatch between data demand and supply while simultaneously engaging citizens with environmental topics. However, citizen science recording schemes require careful consideration of how to motivate, train, and retain volunteers. We evaluated a novel computing science framework that allowed for the automated generation of feedback to citizen scientists using natural language generation (NLG) technology. We worked with a photo‐based citizen science program in which users also volunteer species identification aided by an online key. Feedback is provided after photo (and identification) submission and is aimed to improve volunteer species identification skills and to enhance volunteer experience and retention. To assess the utility of NLG feedback, we conducted two experiments with novices to assess short‐term (single session) and longer‐term (5 sessions in 2 months) learning, respectively. Participants identified a specimen in a series of photos. One group received only the correct answer after each identification, and the other group received the correct answer and NLG feedback explaining reasons for misidentification and highlighting key features that facilitate correct identification. We then developed an identification training tool with NLG feedback as part of the citizen science program BeeWatch and analyzed learning by users. Finally, we implemented NLG feedback in the live program and evaluated this by randomly allocating all BeeWatch users to treatment groups that received different types of feedback upon identification submission. After 6 months separate surveys were sent out to assess whether views on the citizen science program and its feedback differed among the groups. Identification accuracy and retention of novices were higher for those who received automated feedback than for those who received only confirmation of the correct identification without explanation. The value of NLG feedback in the live program, captured through questionnaires and evaluation of the online photo‐based training tool, likewise showed that the automated generation of informative feedback fostered learning and volunteer engagement and thus paves the way for productive and long‐lived citizen science projects.     

基于犹豫直觉模糊集-TOPSIS的危险品多式联运风险评估

为了对危险品的多式联运系统风险进行评估,首先在"人、机、管、环"4M理论的基础上,将多式联运中"转运"这一特殊流程考虑进去,以"人、机、管、环、转运"这5个因素作为决策问题中的属性;其次,采用犹豫直觉模糊语言集为决策者的初始决策矩阵赋值,并利用均值-标准差的汉明距离来衡量两个犹豫直觉模糊语言数之间的距离;然后,以危险品多式联运系统中的风险为标准,采用基于犹豫直觉模糊语言集的TOPSIS方法进行不同方案的决策。最后,以磷酸在宜昌-衢州之间的运输为案例,对4种常用运输方案进行风险评估,以综合评价指数进行对比。结果表明,在先水路后铁路、先水路后公路、先公路后铁路、先铁路后公路4种方案中,从宜昌到衢州之间先公路后铁路的运输方式所得综合评价值最高,应选择方案3。     

以学生为中心的外语教学中教师的新角色

以学生为中心的外语教学模式不再是以老师为中心开展教学活动.学习者的地位有所改变,然而与此同时,教师也被赋予了一个新的角色.本文引用语言学的理论对教师在这一全新的外语教学模式中的新角色作了阐述,探讨要适应这一角色所应具备的素质.