ABSTRACT Experimental Study of Virtual Machine Migration in Support of Reservation of Clust
虚拟现实在教育中的应用英语作文
虚拟现实在教育中的应用英语作文Title: The Role of Virtual Reality in EducationIn the ever-evolving landscape of education, technology has emerged as a powerful tool for enhancing learning experiences. One such transformative technology is virtual reality (VR), which has been gaining traction in recent years due to its ability to create immersive and interactive environments. This essay explores the potential applications of VR in education and how it can revolutionize the way we learn.Virtual reality technology allows users to enter a computer-generated environment that simulates real-world scenarios. This feature makes it an ideal tool for educational purposes, as it enables students to engage with complex concepts and situations in a more intuitive manner. For instance, medical students can use VR simulations to practice surgical procedures without the risk of harming real patients. Similarly, architecture students can explore and manipulate virtual buildings, gaining valuable insights into design principles.One of the most significant advantages of VR in education is its ability to provide personalized learning experiences. With VR,educators can create custom-tailored environments that cater to individual student needs and preferences. This level of personalization not only enhances student engagement but also promotes a deeper understanding of the subject matter. Students can interact with virtual objects, ask questions, and receive immediate feedback, which helps them retain information more effectively.Moreover, VR offers opportunities for collaborative learning that transcend geographical boundaries. Students from different parts of the world can come together in a virtual classroom, share ideas, and work on projects in real-time. This global collaboration fosters cultural exchange and prepares students for the interconnected world they will be entering after graduation.Another area where VR excels is in making abstract concepts tangible. In subjects like mathematics and physics, where theoretical concepts can be challenging to grasp, VR visualizations help students visualize and manipulate these concepts in a three-dimensional space. By doing so, they can develop a better intuitive understanding of the material, which leads to improved problem-solving skills.However, despite its numerous benefits, there are some challenges associated with integrating VR into education. Cost is a significant factor, as high-quality VR equipment and software can be expensive. Additionally, there may be concerns about the overreliance on technology, potentially leading to a lack of critical thinking skills if not used judiciously. It is essential for educators to strike a balance between traditional teaching methods and technological innovations like VR.In conclusion, virtual reality has immense potential to transform the way we approach education by providing immersive, interactive, and personalized learning experiences. While there are challenges to overcome, the benefits of using VR in education far outweigh the drawbacks. As technology continues to advance, it is likely that VR will become an integral part of our educational systems, shaping the future of learning for generations to come.。
专四阅读详解 2
星期2 TuesdayHappiness is nearly always a rebound from hard work.辛勤工作的报酬几乎总是幸福。
Beauty is a curious phenomenon, one of permeable, shifting boundaries. We may think we understand it, since we sense it effortlessly. In fact, it is a bundle of mysteries researchers are still uncovering.Consider the ancient proverb: beauty is in the eye of the beholder. Until about 30 years ago it seemed too obvious for scientists to bother with. When they finally tested it, their results startled them.On the one hand, the maxim is false. Facial beauty is the same throughout the world. In every tribe and culture, individuals will consider Marilyn Monroe, say, an attractive woman. It goes further. Males can identify good-looking men, and females charming women. Old and young, rich and poor, learned and ignorant, all agree on who is beautiful. So do people of every class and personality type.We don’t learn this response. We’re born with it. In one recent study, babies just 20 hours old recognized attractive faces and preferred them. So beauty is in our DNA. The eye of the beholder doesn’t matter.On the other hand, and this is where it gets interesting, the facial shell is just the foundation of beauty. We see the self in the face, every day, all the time, and we can’t distinguish the two.This blurring means that we gift the attractive with a large number of virtues. They seem more competent, likeable, happier, blessed with better lives and personalities. In one experiment, people predicted happier marriages and better jobs for them, and rated them lower on only one aspect: their caliber as parents. Another study found people consider them more amiable, happy, flexible, pleasure-seeking, serious, candid, outspoken, perceptive, confident, assertive, curious and active. They exert more control over their destiny, subjects felt, while the homely endure the world’s sudden change.It is calle d the “beautiful is good” stereotype, and it grants the attractive a parade of boons. Teachers consider them smarter and give them higher grades. Bosses promote them faster. In one tale in The Thousand and One Nights, a thief steals a coin-bag, and when the victim accuses him, people protest: “No, he’s such a handsome youth. He wouldn’t steal anything!” In fact, attractive people can shoplift with greater ease, since witnesses are less likely to report them. And when they do stand before the court, juries acquit them more readily and judges give them lighter penalties.1. The proverb “beauty is in the eye of beholder” means[A] that beauty can only be admitted when most people recognize it.[B] whether somebody is beautiful depends on the person who is looking.[C] that beauty can be measured according to the attractive eyes.[D] that beauty can be judged only by grown-ups.2. Which of the following can best substitute the word “caliber” in Para. 6?[A] Desire. [B] Curiosity. [C] Habit. [D] Competence.3. Which of the following is true about the beauty?[A] The beauty is more likely to shoplift.[B] The beauty inside is more important than facial beauty.[C] The beauty may still commit the same crime as the commons.[D] The beauty usually leads unpleasant life.4. The author’s attitude towards “beautiful is good” is[A] objective. [B] approving.[C] questioning. [D] critical.Text BIt’s Saturday afternoon and you would love to play a few rounds of golf, but fear that you might not get enough tee (高尔夫球座) time at the closest public links. Instead, you decide to go down to the athletic club a few blocks away. There, you enter a private room, press a button, and look at the large screen on the wall in front of you. The screen flickers, blinks, and presto(转眼间) — you are suddenly on one of the world’s great golf courses, perhaps St. Andrews in Scotland. You tee off on the plastic turf whacking your ball against the screen. A blurred copy of the ball slices or hooks down the fairway(平坦球道). Computers, infrared beams, and photo-optical detectors track the ball’s spin, speed, and direction. You are totally immersed in the three-dimensional computer generated world.Virtual reality is created by using display and control technology to surround its users with an artificial environment that mimics real life. Through the use of visual and sound effects, things that don’t exist can be made to appear to exist. Virtual realty allows users to manipulate objects on the screen so they can become full participants in the three-dimensional setting that envelops them.Already, virtual reality systems have many practical applications. Most notably, the technology is being used to make simulations of cars or buildings during the design phase, to provide instruction in technical subjects like engineering, and to introduce new surgical techniques. But this technology’s most advanced applications at the moment are in entertainment such as virtual reality golf and the virtual reality arcade game rooms sprouting up all over the world.The idea of using computers to render artificial but useful environments began as early as the 1960s, but the computer power needed to generate 3-D graphics was so costly that only government agencies such as U.S. national Aeronautics and Space Administration, along with a few university labs, could afford it. The field began to grow in the mid 1980s when Jaron Lanier coined the term “virtual reality” and founded VPI Research Inc., the first high-tech company dedicated to the virtual reality field. Since then companies world wide have come to recognize the technology’s commercial potential and have entered the market. In the U.S. for example, the aerospace giant Boeing has organized a company-wide steering committee to explore virtual reality’s potential applications.Current virtual reality research shows numerous potential applications of the interactive technology:EDUCATION: Educators say virtual reality can offer alternatives to the way students learn.Some educators, in fact, are already using virtual reality systems in the classroom. At Rensselaer Polytechnic Institute, architectural students move around in an animated image of the Parthenon, examining that noble structure’s roof and columns.DESIGN: Architects are expected to be the biggest users of virtual reality design applications. One experimental system now allows an architect to move through the design of a virtual hospital in a virtual wheelchair to test access to doors, hallways, light switches, and other design elements.MEDICINE: Virtual reality is giving scientists the ability to work surrounded by images of molecules and other objects that once required an electronic microscope study. Researchers predict that surgeons in training will be able to practice on electronic corpses while experienced surgeons will benefit from new techniques developed from virtual reality applications.“Virtual reality offers another window, but one that a scientist can climb through to interact directly with scientific abstractions,” says Howard Rheingold, author of Virtual Reality. “Virtual reality has the potential to become a microscope of the mind.”5. By citing the example of golf, the author intends to[A] indicate that people love to play golf on Saturday afternoon.[B] suggest that people go to athletic clubs to play golf.[C] show how people play golf on the three-dimensional world.[D] introduce the topic of virtual reality.6. People can fully participate in the three-dimensional world because virtual reality makes[A] things which don’t exist app ear to exist.[B] users fall into an illusion.[C] it possible to manipulate objects on the screen.[D] users surrounded by an artificial environment.7. Now the most advanced applications of virtual reality are in[A] design. [B] entertainment.[C] education. [D] surgery.8. Why did the field of virtual reality begin to develop only in the mid 1980s?[A] The computer equipment needed in this field was so expensive.[B] Computer technology just started to grow at that time.[C] The idea didn’t occur to people’s mind at an earlier time.[D] J aron Lanier coined the term “virtual reality” then.9. According to passage, which of the following is NOT true?[A] Jaron Lanier contributed much to the development of virtual reality.[B] Students can learn in a new way through the application of virtual reality in education.[C] Virtual reality is supposed to be applied most widely in car designing.[D] Scientists are able to work in an artificial environment through virtual reality applications.Text CThomas Hardy’s impulses as a writer, all of which he indulged in his novels, were numerous and divergent, and they did not always work together in harmony. Hardy was to some degree interested in exploring his characters’psychologies, though impelled less by curiosity than by sympathy. Occasionally he felt the impulse to comedy (in all its detached coldness) as well as the impulse to farce, but he was more often inclined to see tragedy and record it. He was also inclined to literary realism in several senses of that phrase. He wanted to describe ordinary human beings: he wanted to speculate on their dilemmas rationally (and, unfortunately, even schematically); andhe wanted to record precisely the material universe. Finally, he wanted to be more than a realist. He wanted to transcend what he considered to be triviality of solely recording things exactly and to express as well his awareness of the mysterious and the strange.In his novels these various impulses were sacrificed to each other often inevitably. As Hardy did not care in the way that novelists such as Flaubert or James cared, therefore he took paths of least resistance. Thus one impulse often surrendered to a fresher one and, unfortunately, instead of exacting a compromise, simply disappeared. A desire to throw over reality a light might give way abruptly to the desire on the part of what we might consider a novelist-scientist to record exactly and concretely the structure and texture of a flower. In this instance, the new impulse was at least an energetic one, and thus its indulgence did not result in a relaxed style. But on other occasions Hardy abandoned a perilous, risky and highly energizing impulse in favor of what was for him the fatally relaxing impulse to classify and schematize abstractly. When a relaxing impulse was indulged, the style —that sure index of an author’s literary worth —was certain to become verbose. Hardy’s weakness derived from his apparent inability to control the comings and goings of these divergent impulses and from his unwillingness to cultivate and sustain the energetic and risky ones. He submitted to the first one and then another, and the spirit blew where it listed; hence the unevenness of any of his novels. His most controlled novel, Under the Greenwood Tree, prominently exhibits two different but reconcilable impulses — a desire to be a realist-historian and a desire to be a psychologist of love — but the slight interlocking of plot are not enough to bind the two completely together. Thus even this book splits into two distinct parts.10. Thomas Hardy wanted to do all the following EXCEPT[A] explore his characters’ psycholog y.[B] describe ordinary human beings.[C] take pains to effect a compromise among various impulses.[D] express his awareness of the mysterious and the strange.11. According to the passage, a writer’s style is[A] a reliable means to measure his/her literary merit.[B] most apparent in those parts of his/her works that are not realistic.[C] problematic when he/she attempts to follow perilous or risky impulses.[D] shaped primarily by his/her desire to classify and schematize.12. Which of the following methods is NOT used by the author in analyzing Hardy’s novels?[A] Comparing Hardy with other famous novelists.[B] Analyzing the development of Hardy’s impulses.[C] Affirming Hardy’s success while pointing out imbalance in his novels.[D] Trying to prove Hardy is a total failure as a writer.13. What’s the author’s view on Hardy’s novel Under the Greenwood Tree?[A] It shows Hardy’s novelistic im pulses more successfully than his other novels.[B] It is Hardy’s most thorough investigation of the psychology of love.[C] It does not exhibit any harsh or risky impulse.[D] It reveals Hardy’s interest in the ordinary human beings.14. Which of the following is the most appropriate title?[A] Under the Greenwood Tree: Hardy’s Ambiguous Triumph.[B] The Real and the Strange: The Novelist’s Shifting Realms.[C] Energy versus Repose: The Role of Ordinary People in Hardy’s Fiction.[D] Hardy’s Novelistic Impulses: The Problem of Control.Text DTony Ronzone likes to boast that he knows a word or two in several foreign languages. He might be better off if he didn’t try to use them all at once. A few weeks ago, Ronzone, director of international scouting for the NBA champion Detroit Pistons, appeared at a basketball clinic in Mexico, where he attempted to teach a young Spanish-speaking prospect how best to position himself around the rim. “Demand the qiu!” Ronzone shouted. “Get your cerveza under the basket!” Qiu is Chinese for ball. Cerveza means beer in Spanish. Ronzone may have confused cerveza with cabeza, Spanish for head, though he admits, “I’m not sure I knew that.”The irony that the world’s best international basketball scout is also the world’s worst student of foreign languages is not lost on Ronzone’s peers. “He can’t speak any language at all,” laughs John Hammond, the Pistons’vice president of basketball operations. “Yet he travels to those obscure places and builds lasting relationships with all kinds of people. It’s amazing.” Adds Donn Nelson, the president of basketball operations for the Dallas Mavericks and one of Ronzone’s old friends: “Tony’s success is a tribute to his personality. He’s just —I guess the word is unembarrassable.”Most people think of scouting as the ability to recognize talent. This —it turns out —is relatively easy. Good basketball players are usually quite tall, quite fast and quite skillful at shooting a basketball. The difficult part in a world of 6 billion people is actually finding those who are tall, fast and coordinated, and the extremely difficult part is finding them before the competition does. Ronzone has conquered this problem despite his afflicted tongue by building a global network of coaches, journalists and friends who tip him off to the location of the world’s most gifted young players.In order to stay in touch with more than 400 people on five continents in a meaningful way, one has to have a certain natural enthusiasm. “An uptight guy would not succeed at this job,” says Pistons president Joe Dumars. “Tony will try every single food and drink. He’ll smile. He’ll laugh. He’s easy to like.” It’s true. When Ronzone arrives in a country — friendless and unannounced —his strategy for expanding his network frequently consists of walking up to people, saying hello and starting to talk about basketball in his train-wreck sentences. More often than not, they talk back.As a rule, Ronzone looks for the same things most scouts look for: hand skills, shooting and footwork. Unlike most scouts, though, he never takes notes while evaluating players and usually refrains from asking a coach questions until a third or fourth meeting. “The big reason is respect,” he says, “Some guys go to practices and they focus on one pla yer and scribble a bunch of notes; it comes off arrogant.”With so many people helping him find talent and keep secrets, Ronzone now spends as much time maintaining contacts as scouting players. Some of the favors he does are fairly minor. When an Israeli journalist he knows asks for an interview with a Pistons player, Ronzone sets it up instantly. “It’s easy for me to do,” he says, “and there are a couple of players over there I really like. This guy could help me find out their contact info, or at least g et me some good falafel.”15. The example of cerveza is to show that Ronzone[A] can speak Chinese well, but he knows little Spanish.[B] is not sure he knew that.[C] can’t speak foreign languages well.[D] feels ashamed of his poor Spanish.16. According to Donn Nelson, Ronzone[A] never feels self-conscious.[B] is over-talkative.[C] is a boastful person.[D] likes traveling and meeting people.17. The hardest thing for a basketball scout is that[A] he must build a global network of coaches, journalists and friends.[B] he has to have the ability to recognize talent.[C] he must travel all over the world to look for the promising young players.[D] he has to find the gifted young players before they are found by other scouts .18. Ronzone is different from most basketball scouts in that[A] he is not a good foreign language learner.[B] he keeps in touch with many coaches all over the world.[C] he likes talking with people about basketball.[D] he makes a point of respecting players.19. Which of the following statements is NOT true?[A] An unsociable person is not suitable for Ronzone’s job.[B] When Ronzone talks with strangers about basketball, they often talk back.[C] Ronzone is so busy that he hardly has time to help his friends.[D] With the help of Ronzone, the Israeli journalist interviewed the Pistons player.20. What’s the author’s attitude towards Ronzone?[A] Critical. [B] Praiseful.语境词汇Text A1. maxim n.格言，座右铭2. gift sb with sth. 赋予某人某物，向某人赠送某物3. caliber n.才干；口径4. candid a.坦白的，率直的5. homely a.相貌平平的，平常的；使人感到舒适的6. a parade of boons 一系列的恩泽Text B1. tee time 开球的时间2. flicker v.闪动，闪烁3. presto int.转眼间4. tee off 开球5. turf n.草皮vt.用草皮覆盖；扔掉；赶走6. slice v.打削球，打斜切球；可切成薄片7. virtual reality 虚拟现实8. mimic v.模仿；戏弄，嘲弄a.模仿的，假装的9. simulation n.模拟，仿真10. arcade game 电子游戏11. sprout v.迅速出现；发芽n.新芽12. interactive technology 交互技术Text C1. indulge v.纵容；沉迷于2. divergent a.分开的，叉开的；有分歧的，不同的3. to some degree 在一定程度上4. farce n.笑剧，闹剧5. transcend v.超出，超越(经验、信念、描写能力等)的范围；胜过，优于6. triviality n.琐事7. compromise n.妥协，折中方法8. perilous a.危险的9. verbose a.冗长的，啰唆的10. reconcilable a.可调和的Text D1. better off 情况更好2. scout n.物色人才者；童子军；侦察员3. rim n.篮圈；(圆形物的)边缘v.给…装边框4. tribute n.颂词，称赞；贡品5. tip off 给…警告或暗示6. more often than not 多半，通常7. refrain from 忍住，节制8. come off 表现；结果；发生，举行9. contact info 联系信息，联系方式10. falafel n.沙拉三明治难句突破Text A1. On the other hand, and this is where it gets interesting, the facial shell is just the foundation of beauty.【分析】并列复合句。
虚拟现实对教育和学习的影响英语作文
虚拟现实对教育和学习的影响英语作文Virtual Reality's Impact on Education and LearningThe rapid advancements in technology have revolutionized various aspects of our lives, and the education sector is no exception. One of the most significant technological innovations that has gained significant traction in recent years is virtual reality (VR). Virtual reality has the potential to transform the way we approach education and learning, offering a more immersive and engaging experience for students.The integration of virtual reality into the educational landscape has the ability to enhance the learning process in numerous ways. Firstly, VR can provide students with a more interactive and hands-on learning experience. Traditional classroom settings often rely on passive methods of instruction, such as lectures and textbook-based learning. However, with VR, students can actively engage with the subject matter, exploring and interacting with virtual environments that simulate real-world scenarios. This allows them to apply their knowledge and skills in a more practical and meaningful way, leading to a deeper understanding and retention of the material.Moreover, virtual reality can facilitate the exploration of complex concepts and ideas that may be difficult to visualize or comprehend through traditional teaching methods. For instance, in the field of science, students can delve into the intricate workings of the human body, the structure of atoms, or the dynamics of natural phenomena, all within a virtual environment. This level of immersion and interactivity can help students better grasp abstract concepts, leading to enhanced comprehension and improved learning outcomes.Another significant advantage of virtual reality in education is its ability to provide personalized and adaptive learning experiences. VR systems can be designed to cater to the individual needs and learning styles of students, offering customized content and activities that align with their strengths, weaknesses, and preferences. This personalized approach can lead to increased engagement, motivation, and ultimately, more effective learning.Furthermore, virtual reality can open up new opportunities for distance and remote learning. With the recent global pandemic, the need for effective online and virtual learning solutions has become more pressing than ever. VR can bridge the gap between physical classrooms and remote learning environments, allowing students to participate in interactive and collaborative learning experiences from the comfort of their own homes. This not only enhances theaccessibility of education but also fosters a sense of community and social interaction among students, even in a virtual setting.The integration of virtual reality in education also has the potential to enhance the development of essential skills, such as problem-solving, critical thinking, and creativity. By immersing students in simulated scenarios, VR can challenge them to make decisions, analyze information, and come up with innovative solutions. This can translate to the development of transferable skills that are highly valued in the modern workforce.However, the adoption of virtual reality in education is not without its challenges. Implementing VR technology in schools and educational institutions requires significant financial investment, as well as the necessary infrastructure and technical support. Additionally, there are concerns about the potential for VR to lead to physical and cognitive side effects, such as motion sickness, eye strain, and cognitive overload. Educators and policymakers must carefully consider these factors and develop strategies to mitigate the potential risks while maximizing the benefits of VR in the educational setting.Despite these challenges, the potential benefits of virtual reality in education are undeniable. As technology continues to evolve and become more accessible, the integration of VR in the classroom islikely to become more widespread. Educators, policymakers, and educational institutions must work collaboratively to explore the full potential of this technology and develop effective strategies for its implementation, ensuring that students can reap the benefits of this innovative approach to learning.In conclusion, virtual reality has the power to revolutionize the education and learning landscape. By providing immersive, interactive, and personalized learning experiences, VR can enhance student engagement, improve comprehension, and foster the development of essential skills. As we navigate the rapidly changing technological landscape, it is crucial that we embrace the opportunities presented by virtual reality and harness its potential to transform the way we educate and empower the next generation of learners.。
基于虚拟现实的教育教学模式研究(英文中文双语版优质文档)
基于虚拟现实的教育教学模式研究（英文中文双语版优质文档）Virtual reality technology is an emerging technology, and its application scenarios are becoming more and more extensive, one of which is the application in the field of education and teaching. Virtual reality technology can provide a new experience and method for education and teaching, so as to improve students' learning interest and effect. This article will discuss the education and teaching mode based on virtual reality, focusing on its application scenarios, advantages and challenges, and put forward the direction and suggestions for future development.1. Application Scenarios of Virtual Reality in Education and TeachingVirtual reality technology has a wide range of application scenarios in education and teaching, and can be used for student learning, training and evaluation. The following three aspects will be discussed respectively:1. Student LearningVirtual reality technology can provide students with a more realistic learning experience. For example, in biology, chemistry and other subjects, students can observe and simulate the experimental process through virtual reality technology, so as to better understand the experimental principle and operation method. In the subject of history, students can enter historical scenes through virtual reality technology, understand historical events and cultural background, and improve learning interest and effect.In addition, virtual reality technology can also provide students with a more convenient way of learning. For example, in language learning, students can enter a virtual language environment through virtual reality technology and conduct dialogue exercises with virtual characters, thereby improving their language expression ability. In art disciplines, students can learn artistic skills such as painting and sculpture through virtual reality technology, without being limited by time, place and tools.2. TrainingVirtual reality technology can provide a more realistic training environment for vocational training. For example, in medical training, students can use virtual reality technology to perform surgical simulation exercises to improve surgical skills and ability to deal with emergencies. In industrial training, students can perform mechanical operation simulation exercises through virtual reality technology to improve operating skills and safety awareness.In addition, virtual reality technology can also provide a training environment for employees in dangerous industries. For example, in petroleum, mining, construction and other industries, virtual reality technology can be used to conduct dangerous operation simulation exercises to improve employees' safety awareness and operational capabilities and reduce the possibility of accidents. sex.3. EvaluationVirtual reality technology can provide a more objective way for students to assess their learning. For example, in driving training, students can carry out driving simulation exercises through virtual reality technology, and teachers can evaluate students' driving skills more objectively by evaluating their driving behavior and reactions. In physical education, students can use virtual reality technology to perform sports simulation exercises, and teachers can evaluate students' sports posture and performance more objectively to evaluate students' sports levels.2. Advantages of the education and teaching mode based on virtual reality1. Improve interest in learningrealistic learning experience, thereby improving students' interest in learning. Through virtual reality technology, students can understand the content of the subject more intuitively, stimulate their interest in learning, and thus participate in learning more actively.2. Improve learning effectVirtual reality technology can provide students with a more effective way of learning, thereby improving the learning effect. Through virtual reality technology, students can have a deeper understanding of subject content and better master subject knowledge and skills.3. Improve the learning experiencecomfortable learning environment, thereby enhancing the learning experience. Through virtual reality technology, students can learn without being limited by time, place and tools, freely explore subject content, and enjoy the learning process.4. Lower education costsVirtual reality technology can provide a more economical way for education and teaching, thereby reducing the cost of education. Through virtual reality technology, students do not need to go to the field to study or practice, thus avoiding the cost of field study or practice.3. Challenges of the education and teaching model based on virtual reality1. Lack of technical maturityVirtual reality technology is still in the early stages of development, and the technology is not mature enough, so there are technical difficulties and challenges. For example, hardware devices and software applications of virtual reality technology need to be continuously improved and updated to provide a better learning experience.2. Requires significant resources and commitmentThe education and teaching mode based on virtual reality requires a lot of resources and investment, including hardware equipment, software development, labor costs, etc. These costs may exceed the budget of some educational institutions, limiting the promotion and application of virtual reality technology.3. The evaluation of learning effect needs further researchVirtual reality technology has great potential to improve learning outcomes, but further research and evaluation is still needed. For example, how to combine virtual reality technology with traditional education and teaching methods to achieve better learning effects requires more in-depth research and practice.4. Need to improve the strength of teachers and the acceptance of studentsThe education and teaching mode based on virtual reality needs to have corresponding teachers and students' acceptance in order to achieve good educational effects. Some educational institutions need to improve teachers' skills and literacy to better apply virtual reality technology for teaching; at the same time, students also need to gradually adapt to virtual reality technology and make full use of the learning resources and tools it provides.虚拟现实技术是一种新兴的技术，其应用场景越来越广泛，其中之一就是在教育教学领域中的应用。
英语作文-艺术表演场馆的虚拟现实技术应用
英语作文-艺术表演场馆的虚拟现实技术应用Virtual Reality (VR) technology has revolutionized various sectors, and its application in performing arts venues is no exception. This cutting-edge technology enhances the audience's experience by immersing them in a virtual environment where they can interact with performances in unprecedented ways.One of the most compelling applications of VR in art venues is its ability to transport audiences into different worlds and scenarios. Imagine attending a theater performance where instead of being confined to your seat, you can don a VR headset and find yourself amidst the actors on stage or exploring the set from various angles. This immersive experience breaks down the traditional barriers between the audience and the performance, fostering a deeper engagement with the artistic content.Furthermore, VR enables art venues to expand their reach beyond physical limitations. Through live-streaming VR experiences, performances can be broadcasted globally, allowing audiences from different parts of the world to participate in real-time. This not only increases the accessibility of the arts but also promotes cultural exchange on a global scale.In addition to enhancing the audience experience, VR technology offers significant benefits to performers and creators. Rehearsals can be conducted virtually, allowing actors and directors to experiment with different staging concepts and visual effects without the need for physical props or sets. This flexibility not only saves time and resources but also encourages innovation in artistic expression.Moreover, VR opens up new possibilities for collaborative projects among artists and technologists. By combining artistic vision with technical expertise, interdisciplinary teams can create interactive experiences that blur the lines between performance, visual art, and digital media. For example, dance performances can be enhanced with interactive visuals that respond to the dancers' movements, creating a dynamic and immersive spectacle.From a business perspective, integrating VR into art venues can attract a tech-savvy audience and differentiate the venue in a competitive market. By offering unique and innovative experiences, venues can increase ticket sales and attract sponsors interested in supporting cutting-edge cultural initiatives.Despite these advancements, challenges remain, such as the cost of VR equipment and the need for technical expertise to create high-quality virtual experiences. However, as technology continues to evolve and become more affordable, these barriers are expected to diminish, making VR an increasingly viable option for art venues looking to innovate and engage audiences in new and exciting ways.In conclusion, the application of VR technology in art performance venues represents a paradigm shift in how audiences experience and interact with the arts. By leveraging VR's immersive capabilities, venues can create transformative experiences that inspire creativity, foster cultural exchange, and redefine the boundaries of traditional performance art. As VR technology continues to evolve, its potential to reshape the future of the performing arts remains limitless, promising a new era of innovation and accessibility for artists and audiences alike.。
虚拟筛选技术及其应用
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3. 虚拟筛选在药物设计中的应用举例 ——用一个虚拟筛选药物研发门户网获得一种新型的登革热病毒蛋
白酶抑制剂
Received: September 2, 2014
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1.2 虚拟筛选技术的定义
虚拟筛选（virtual screening, VS)是计算机辅助药物设计方法的延伸和推广 ，针对重要疾病特定靶标生物大分子的三维结构或定量构效关系(QSAR) 模型，从现有小分子数据库中，搜寻与靶标生物大分子结合或符合QSAR
模型的化合物，进行实验筛选研究。
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能量和空间匹配
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第四步:命中化合物的后处理 最后一步是命中化合物的后处理 通过计算分子的类药性质ADME/T (吸收、器 官分布、体内代谢、排泄 和毒性)性质的估算，排除那些不具有类药性质的分 子。可以利用一些经验规则如“五规则” 等，快速排除那些不适合进一步药 物开发的分子。
，并评价其与受体的结合活性，从而筛选出有潜力的配体小分子。
• LBVS是根据现有药物（配体）的结构、理化性质与活性关系(SAR)的分析，建立定量构效 关系(QSAR)或药效基团模型，预测筛选新化合物的活性。
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1.4 虚拟筛选技术的数据库
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1.5 虚拟筛选技术的优势
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1.3 虚拟筛选技术的分类
分类
基于受体生物大分 子结构的虚拟筛选
（SBVS）
基于配体小分子的 虚拟筛选（LBVS
文献翻译—虚拟实验教学
附录AVirtual experimental teachingWith the computer, the continuous development of network technology, network virtual laboratory to be more and more applications.virtual laboratory of modern educational technology distance education the rapid rise of the modern educational technology into the virtual experiment experimental teaching.Application of virtual experiment to change the traditional mode of education and teaching and learning approach makes revolutionary change took place.At present, for the experimental teaching of computer software, rich virtual experiment, together with the Universities computer and network resources for the creation of virtual experiments to provide the necessary basic conditions.Through the network of virtual labs, through computer simulation in the network a number of experimental phenomena, it is not only to improve the effectiveness of experimental teaching, and more importantly, the lack of experimental conditions on some of the students, through the network to feel the same experimental phenomena observed, students in different places and even co-operation and carry out such experiments.The characteristics of virtual laboratory network is in the WEB virtual experiment to create a visual environment, a visualization of each of these objects on behalf of an experimental object.Through mouse clicks and drag and drop operation, users can conduct virtual experiments.Network virtual experiment is based on the realization of multi-media computer technology and network technology.Whether students or teachers, are free and without hesitation to operate at any time to enter the virtual laboratory apparatus, to carry out various experiments.Experimental curriculum reform and teaching conditions for the provision of distance education and technical support.Many at home and abroad to engage in laboratory work in practice, the researchers also proposed the concept of such: Digital Lab, MBL (Micro-computer Based Lab), although these terms are not uniform, but they practice at different levels from a virtual experiment Room.One of the Indiana State University chemical laboratory of the MBL laboratory chemistry experiments to open new classes to help with the computer do something with computer acquisition and analysis of experimental data, using computer experiments show that in the relevant online Experimental guidance material.University of Illinois at Chicago, the number of the laboratory of organic chemistry lab full use of network resources, the Internet has provided a series of experimental teaching guide: online experimental materials; experimental teaching timetable; experimental evaluation of methods, forms, time; virtual experiments; related to teaching Links and other resources.They also experiment with computer teaching educational administration.Carolina State University LAAP (Learn Anytime Anywhere Physics) using Java technology to build Web-based virtual physics laboratory to explore, mainly in the following modules: Java Applet based virtual laboratory equipment and laboratoryfacilities; related An experimental course module; experimental study and the results of the evaluation module; collaborative learning module.Virtual Laboratory biggest advantage is low cost, high efficiency.Because "software is the instrument," and this could be the lack of funds resulting from the experimental or high-grade, high-priced equipment can not be opened by the lack of physical experiments, but also will not lead to a result of improper use caused by such factors as poor management of equipment damage, missing components and so on.At the same time, virtual experiments can not simulate the laboratory equipment, but also can be exempted from the restrictions of time and space to easily carry out such experiments.In addition, the virtual laboratory should also have some basic features: the coherence and reality (or an extension of reality), highly interactive, real-time feedback.Network architecture of Virtual Laboratory Virtual Laboratory should be a set of virtual experiment management system for teaching, laboratory teaching guidance systems, network simulation and so on into a powerful operating system online.Interlinkages between the various parts of each other, only with relative independence.The development of a virtual environment, the realization of experimental simulation is a virtual laboratory should be the core of the building.Java technology is a widely used Java web programming language, it is a new computing concept.First of all, as a programming language, it is simple, is not dependent on the structure of the machine with portability, security, and provides a mechanism for concurrency, high performance.Secondly, to maximize the use of its network, Java applets for (applet) can be run on the network without restrictions on CPU and the environment.In addition, Java also provides a rich class library, so that process designers can easily build their own systems, this point for building a virtual laboratory system is also very crucial.ActiveX Controls ActiveX technology allows different software components on the network can operate with each other.ActiveX use of Microsoft's Component Object technology enables local and network components can be components of the communication, the development of the use of ActiveX Another advantage is that it is code reuse, that is to say in a virtual laboratory development process, an experimental device which can be the environment in a number of experiments re-use, this is particularly important in the process of sustainable development.This technology enables a large project can be divided into small components, it is equivalent to the complexity of the project as a simple component, was completed after each component can be integrated into the final project.ActiveX components can be developed a lot of environment in which to develop the most efficient and most easy is Visual Basic.VRML technology is VRML Virtual Reality Modeling Language (Virtual Reality Modeling Language) the short title.It is described in a virtual environment of a standard scene, but also the Internet to achieve the key technologies of virtual reality.The basic feature of VRML, including distributed, interactive, platform-independent, three-dimensional, multi-media integration, life-like nature, was a "second-generation WEB", has been more and more people paying attentionto.International Organization for Standardization in January 1998 officially approved as international standards.VRML is a modeling language, its basic goal is to establish a three-dimensional Internet, interactive multimedia, in other words, it is used to describe the three-dimensional objects and their behavior, you can build a virtual realm.With the Internet using VRML interactive virtual reality has the following advantages: rich media manifestations, the role of the visual work of management, to improve the collaborative environment of the user interface, enhanced interactive collaborative environment.Can be seen that the VRML into the development of online virtual laboratory process, can enhance performance and user acceptance, but also work together to achieve a better virtual environment.ASP technology ASP (Active Server Pages, Dynamic server-side page), including in the Internet Information Server 3.0 and above versions, to provide a server-side scripting environment for the generation and implementation of dynamic and efficient web server applications.ASP pages not only dynamic, it is today a large number of Web applications is one of the ways to make, which is responsible for the entire Web application control part.ASP provides a total of five built-in objects for users to call, that is, Re? Juan quest object (to obtain user information), Response object (to send information to the user), Server object (the server to provide access methods, properties), Application object (with in a variety of users to share information between multiple pages) and the Session object (for individual users to share information between multiple pages).Virtual laboratory network development process should pay attention to several issues of the development of computer software technology to today, for the development of virtual laboratory provides great convenience.At present, the development of the necessary system software or tools to support object-oriented programming.They have the support of event-driven news cycle of programming and multimedia skills.In the development process should pay attention to the following questions: Event trigger timing, the actual operation of them after a button press does not immediately reflect the need to delay response to the external interface of the input signal or other information from time to time is often triggered or random trigger events, if the random trigger events are available for a certain period of time the random number to replace the fixed time.Interlocking relationship between events or dynamic order can be stored in a database table is described, modify convenience.iven the appropriate conditions, control, data tables automatically, so that an independent data and programs.Analog voice, to achieve the realistic experiment, in addition to the physical simulation of the console scene, but also simulation of their experimental sounds in the environment, such as the whistle sound, the sound button pressed, the internal mechanical action, such as sound.In this way can help students in the laboratory are immersive feeling, to fully participate in the study.Simulation results of the table a variety of movements, control the movements of each table will trigger a certain event.These events in the physical devices bymechanical, electronic circuits, such as to complete, and now to the relationship between mechanical and electronic logic using computer software.Fault generator, in practical work in addition to equipment operation under normal circumstances, there are a variety of unforeseen circumstances, such as the failure of some equipment.At this point, the request in a virtual simulation system can also handle failures, instrument signals and do not show the case of natural disasters and so on, that is, to increase the difficulty of the experiment, the actual operation to strengthen the capacity of students.Conclusion virtual experiment in teaching experiments have broad applications, development prospects, with the popularity of virtual experiments, and its advantages will be more and more people are aware of.But for the virtual experiment really promote the use of technology, the key is to change the concept, first of all, the concept of change in teachers, in addition to the spirit of innovation and capacity, there should be a scientific concept of investment, construction and development in the laboratory, the full consider the investment returns and building a modern laboratory.Second, we must cultivate a high-quality experimental team, continually update their knowledge to enhance learning, importance of information collection, processing, application, understand the latest technology, and promote the development of experimental teaching.附录B虚拟实验教学随着计算机、网络技术的不断发展，网络虚拟实验室得到越来越多的应用。
岩石破裂过程声发射动态显示虚拟现实实验教学系统
文章编号：1007-757X（2020）07-0004-04岩石破裂过程声发射动态显示虚拟现实实验教学系统张春明，杨天鸿（东北大学资源与土木工程学院，辽宁沈阳110006）摘要：利用虚拟现实技术将单轴压缩实验采集的应力应变实验数据和声发射系统采集的声发射信息，与岩石试件的三维模型和岩石破裂面的宏观信息全部集成到同一虚拟场景中，不但可以为学生提供观察各种实验数据的一种可视化手段，而且可以对岩石破裂过程中的声发射事件进行形象直观的动态模拟显示。
这将有助于加深学生对岩石破裂实验的理解，对岩石力学课程的教与学具有非常重要的意义。
关键词：岩石力学；声发射；岩石破裂；动态模拟；虚拟现实中图分类号：TP311文献标志码：AVR Experimental Teaching System for Dynamic Demonstration ofAcoustic Emission in Rock Failure ProcessZHANG Chunming,YANG Tianhong(School of Resources and Civil Engineering,Northeastern University,Shenyang,Liaoning110006,China) Abstract:By way of the virtual reality technology,the stress and strain experimental data collected from the uni-axial compression experiment and the acoustic emission information collected by the acoustic emission system are integrated into a virtual scene together with the three-dimensional model of rock specimen and affiliated surface information.It provides students with a visual means to observe various experimental data and implement a dynamic simulation of acoustic emission events during rock failure.It can help students deepen their understanding of rock failure experiments and is of great significance to the teaching and learning of rock mechanics.Key words:rock mechanics&acoustic emission；rock failure；dynamic simulation；virtual reality0引言本文依次介绍了岩石破裂实验的物理实验过程和数值模拟过程。
英语专业优秀大创项目案例
英语专业优秀大创项目案例IntroductionIn recent years, English majors in universities around the world have been encouraged to participate in research and innovation projects. These projects, commonly referred to as "大创" (Da Chuang) in Chinese, aim to cultivate students' abilities in research, critical thinking, and practical applications of their knowledge. This article presents a case study of an outstanding big innovation project carried out by English majors, showcasing their innovative ideas, research methods, and the impact of their project on the field of English studies.Case Study: Improving English Vocabulary Learning with Virtual Reality Technology1. BackgroundEnglish vocabulary acquisition has always been a challenging task for language learners. To address this issue, a group of English majors from a university in China embarked on a big innovation project that aimed to explore the potential of virtual reality (VR) technology in enhancing English vocabulary learning.2. Project GoalsThe project had three main objectives:a. Design and develop a virtual reality vocabulary learning platform.b. Conduct empirical research to evaluate the effectiveness of VR in vocabulary acquisition.c. Provide recommendations for future integration of VR technology in language learning.3. MethodologyThe project adopted a mixed-methods approach, combining quantitative and qualitative research methods. The team carried out the following steps:3.1 Survey and Needs AssessmentThe team conducted a survey to collect data on students' attitudes towards English vocabulary learning and their interest in using VR technology for language learning purposes. This needs assessment helped to guide the design and development of the VR platform.3.2 VR Platform DevelopmentBased on the data collected, the team designed and developed a user-friendly VR platform that simulated real-life scenarios for vocabulary practice. The platform incorporated interactive games, virtual flashcards, and immersive environments to engage learners in vocabulary acquisition.3.3 Experimental StudyTo evaluate the effectiveness of the VR platform, the team conducted a controlled experiment with a group of English learners. The participants were divided into two groups: the experimental group, which used the VR platform, and the control group, which used traditional vocabulary learningmethods. Pre-and post-tests were administered to assess vocabulary gains in both groups.3.4 Data AnalysisThe team analyzed the collected data using statistical software and qualitative coding techniques. The effectiveness of the VR platform was measured by comparing the pre-and post-test scores between the experimental and control groups.4. Results and FindingsThe results of the study demonstrated that the use of VR technology significantly enhanced English vocabulary acquisition. The experimental group, which utilized the VR platform, showed a higher level of vocabulary retention and faster vocabulary recall compared to the control group. Moreover, participants reported increased motivation, engagement, and enjoyment in the vocabulary learning process.5. Implications and Future DirectionsThis big innovation project has significant implications for the field of English studies and language education. It highlights the potential of VR technology in revolutionizing language learning by providing immersive and interactive experiences. The findings suggest that integrating virtual reality into vocabulary instruction can enhance students' motivation, engagement, and ultimately improve their language proficiency.Based on the success of this project, further research can be conducted to explore the applicability of VR technology in other language skills, such as listening, speaking, and writing. Additionally, the project team recommendsthe development of more user-friendly and accessible VR platforms to ensure wider adoption and utilization in classrooms.ConclusionEnglish majors' participation in big innovation projects contributes to the advancement of English studies and provides opportunities for students to apply their knowledge in innovative ways. This case study showcased how a group of English majors utilized virtual reality technology to enhance English vocabulary learning. The project not only yielded positive results but also opened new possibilities for improving language education. Through such initiatives, English majors can develop research skills, critical thinking abilities, and contribute to the development of the field.。
虚拟实验,中学教学,生物,文献
Available online at WCES-2010Student’s voices on Science teaching and learning based on VirtualInstrumentations. An international comparative viewC ăt ălin-Cosmin Glava a *, Adina-Elena Glava aa Babe ú-Bolyai University, Faculty of Psychology and Sciences of Education, 7 Sindicatelor street, 400029, Cluj-Napoca, RomaniaReceived October 21, 2009; revised December 30, 2009; accepted January 12, 2010AbstractThe paper “Students’ voices on Science teaching and learning based on Virtual Instrumentations. An international comparative view ” describes results of an empirical study made at the level of different European schools, which offered students in Science lessons the occasion to reflect on the impact of virtual experiments and tools for their learning, motivation and disposition towards this study field. Our research intention was to identify the variables of a virtual instrumentation based Science lesson that makes it effective and attractive for students. Views of students are analyzed in relation with the socio-cultural and educational values that vary in different countries.© 2010 Elsevier Ltd. All rights reserved.Keywords: Virtual instrumentation; virtual experiments; science education.1. Problem StatementThe present paper is based on a large empirical study made at the level of schools in five different European educational systems (Spanish, Romanian, Polish, Greek and Finish), initiated within the European Comenius project named Virtual Community Collaborating Space for Science Education (VccSSe), a project developed with the financial help of European Commission that had as a main goal the analysis of the effective possibilities of using the virtual instrumentation tools in Science teaching and learning.The study offered students in Science lessons the occasion to reflect on the impact of virtual experiments and tools for their learning, motivation, on the aspects they liked and on those which did not like in the Science classes based on virtual applications. A comparative analysis of findings is also offered, in relation with the socio-cultural and educational values that vary in different countries. The anchors used in the processing of the data collected from students are partially extracted from a previous thorough analysis of the Science curriculum in the different previously mentioned European countries. Given the balanced distribution of the involved countries across Europe and different European communities (former communist countries, Northern and Southern European countries * Catalin-Cosmin Glava. Tel.: +4-0745-141157; fax: +4-0264-590559E-mail address : catalinglava@staff.ubbcluj.roProcedia Social and Behavioral Sciences 2 (2010) 2594–2598Ca˘ta˘lin-Cosmin Glava and Adina-Elena Glava / Procedia Social and Behavioral Sciences 2 (2010) 2594–2598 2595 Western European countries) we trust that the data presented here can be regarded as relevant for the European Science teaching and learning in general.The field of Science education comprises across European curriculum contents related to the following school subjects: Mathematics, Physics, Chemistry, Biology and Geology. In a limited number of cases, such as the case of Spain, Science area includes transversal, integrated school subjects like science, technology and society, a subject aimed to study the social aspect of the science and their impact in the past, in the present, and in the future in our society. All these subjects are included in lower and upper secondary curriculum with different number of teaching hours at different levels.Science curriculum offer vary in different European educational systems in terms of:- Contents structure and degree of contents integration- Types of competences targeted and trained- Recommended teaching methodologies- Types of learning experiences to be organizedAt the same time European Science curriculum registers a continuing reform that organizes in the present around the series of trends. Thus learning is regarded in curricular documents as an individual and common process of building knowledge and skills. The effective learning must be situational and open new possibilities for participating in social activity. Consequently, it must be focused on competences: ability to sustain abstract reasoning; the development of systems-based thinking, as opposed to a partial and fragmented understanding of phenomena; creativity, curiosity, the ability to think of multiple alternatives to solve a given scientific problem; in other words, the development of diverging thinking. The curriculum is focused on the ability to work in teams, the willingness to seek and accept criticism, and the development of critical thinking. As a result, teaching needs to be focus on evaluating the reliability and importance of knowledge. Instructional mmethodology must support active learning. The different countries Science curriculum commonly mentions a set of similar active methods: problem based learning (mentioned by all countries), project based learning (3 countries), cooperative learning (2 countries), integration of special needs and individual learning habits (2 countries), extending the learning environment towards social factors such as museums, laboratories, medical centers (mentioned by Spain). The tools that foster active participation mentioned are computers, media technology, data networks, and interactive board.Given this continuously changing educational landscape, the use of virtual instrumentation tools can offer solutions for some of the challenges of Science training. Virtual instrumentation tools can offer new, innovative educational means with potential for supporting the effective teaching.2. Purpose of StudyOur research intention was to identify the variables of a virtual instrumentation based Science lesson that make it effective and attractive for students. Thus we designed and developed an exploratory study that was occasioned by a number of research actions developed by the partnership of the above mentioned project. Within the VccSSe project, teacher trainers of the five involved countries developed a set of training materials that illustrate the educational use of the following virtual instrumentation software: Cabri Geometry II, Crocodile Clips, Geogebra and Labview.Consequently, a large number of teachers of Mathematics, Physics, Chemistry and integrated sciences that teach in lower and upper secondary schools were trained in the partnership institutions. As a result of the course, a number of 218 didactic products were designed each of them including a virtual application of different type (demonstration, experiment or exercise) associated with a science lesson plan. Following the classroom implementation of these teaching tools, the students were questioned regarding the impression these lessons created on them. The present study discusses students’ answers, aiming on identifying their specificity in relation with students’ country of origin and their socio – economical and educational background.3. MethodsA large number of lower and upper secondary schools students engaged in Science lessons organized around virtual experiments was questioned regarding the aspects they appreciated and aspects they did not like in this type of lesson. Students’ views were synthesized according to the opportunities they see for learning through Virtual2596Ca˘ta˘lin-Cosmin Glava and Adina-Elena Glava / Procedia Social and Behavioral Sciences 2 (2010) 2594–2598 experiments, the factors that motivate them to attend these lessons and the improvements they see as possible for these type of lessons.The survey was based on a five items questionnaire that included both open and multiple answers questions. A number of 2798 students were involved in the lessons designed during the courses carried on. Consequently, they had the opportunity to reflect on the impact of virtual experiments and tools for their learning, motivation, on the aspects they liked and on those which did not like in the Science classes based on virtual applications. After the questionnaire protocols were collected we accessed directly the questionnaires obtained from Romanian students. Due to the limitations in information processing given by the fact that all the other questionnaires were expressed in national languages of the project partnership countries, we accessed the reports that the partners other then Romanian provided. They were structured as a quantitative detailed report on the multiple answers questions and a synthetic report of answers to the open questions.Quantitative and qualitative analysis of the data collected was made in order of offer a comprehensive, comparative image of the students’ attitude towards Science lessons organized around virtual experiments, demonstrations and explanations.4. Findings and ResultsA considerable number of students expressed their preference for the use of computers in their classrooms as suitable to their culture and era in contrary to the use of paper and pencil.In their own words “The lesson became easier than in the paper and blackboard environment; when using computers, low grade students understood the lesson’ (Greek student)or ‘The application conducts activities at your own pace and that happens at the time you choose and safely’ (Finish student). Some students also expressed their preference for group working that is implied by the interactive use of virtual experiments, or, more general, for the work atmosphere created by the presence and use of computers.Students’ answers prove that they associate the use of computer and specialized software with modern, contemporary teaching. They are generally motivated for this teaching approach and their general computer skills help them make good use of software applications’ learning tools.A great number of students appreciate the opportunity of interacting with the virtual experimental space. Specifically they mentioned the following tools for manipulation of the learning environment: drawing, manipulation of variables, experimenting and understanding of abstract concepts, by integrated a large number of concrete examples and contextualized situations.Students reported that they were attracted by the possibility to draw colorful shapes using the tools of the software application, particularly in case of Cabri Geometry II and Geogebra. In fact, this possibility helped them become interested and focused during the specific lesson and to experiment with otherwise complicated to draw complex figures. They found easier to carry on specific learning and exercising tasks such as drawing geometrical figures more precisely, accurate measuring of the geometrical components.The respondents were impressed by the possibility of dynamic experimentation with geometrical shapes (with Cabri Geometry, by using the ‘drag mode’ operation) or with changing variables involved (in case of Crocodile Clips, LabVIEW or Geogebra). Students realized that, using this operation, they have the ability for easy and fast creation of multi-forms of shapes and situations, while at the same time conserving their properties. They came to understand the dynamic transformation of shapes as motion of shapes and to deducing the determination relationships between components of an experimental situation. In fact, students came to see dragging or changing variables as a dynamic (fast and easy) transformation of geometrical shapes or spaces and the correspondent measurements: ‘we can observe and study many forms of the same geometrical construction simultaneously’ (Greek student); ‘you can change the data of the experiment as you feel’ (Spanish student).An important number of students also expressed that they could acquire better and understand faster and easier the concepts in the case of dynamically experimenting in a safe mode with physical, chemical or geometrical spaces. Students expressed that ‘Some difficult topics for the typical paper and blackboard environment became more easy and understandable by the use of technology’ (Greek student). Other students also commented that ‘we became active and quickly understood the topics in question’ (Greek student), or that ‘It is easier to understand the concepts and experiments with the computer helps us a lot’ (Spanish student), ‘Helped me to better use my imagination for understanding and exploring Physics concepts’ (Romanian student), ‘It is easy to explore the effects, the influences,Ca˘ta˘lin-Cosmin Glava and Adina-Elena Glava / Procedia Social and Behavioral Sciences 2 (2010) 2594–2598 2597 the changes and effects’ (Finish student), ‘Manipulating the aircraft: capacitors, diodes, transformers. Not only do you see represented on the board and in the book and you have to imagine that happening’ (Spanish student), ‘easier than learning by reading a book’ (Finish student).An important number of students referred to the support in learning given by the intuitive aspect of the virtual learning environment. Students expressed that everything was helpful when they used VT&E. Specifically; they realized that the use of visual images was very helpful for them to easily understand the concepts in question. In addition, they expressed that the tools provided by the software helped them to easily use rules or theory, to automatically perform some specific geometrical or physical constructions (‘from the library of tools’) and measurements as well as automatic tabulation of numerical data. Finally, some students emphasized the diversity of tools provided as helpful to construct, elaborate or observe a plethora of demonstrations, problems of experiments.Some students expressed their answers with the reference of the feelings and attitudes that the virtual instruments based lessons provide. The lessons made them feel pleasant, focused, interested and active. The aspect of novelty that these lessons include must be regarded as a motivational factor here. Yet, even in the case of repetitive lessons that use virtual experiments the motivation is preserved, through the novelty of the various virtual environments that may be created.A large number of general comments were also offered. Students characterized the way of teaching by using of Cabri in their school practices as: ‘It is audacious and modern to school practices’, ‘it is good, visual, interesting and special’ (Greek student), ‘attractive through various colours and shapes one may create’ (Romanian student) ‘this method of teaching is fast, interesting, direct, effective, easy to use and easy to understand’( Greek student), ‘you may perform difficult chemistry experiments safely and cheaply’ (Romanian student). Some of the students have seen the experiment as a regular activity in the classroom and not as a very new thing (in case of Spanish students). Contact with VI is thus, as natural as with any other technological item. A great number of students felt more involved in lessons, with consequences in improved intrinsic motivation (mentioned by Polish students).A minority of the students experienced some difficulties in using and learning to use the software. They noted that drawing or manipulation of variables was time consuming. They alos remarked that in some cases there was no help from the teacher during the use of the software and its complexity and difference from traditional means and instruments made it hard to learn how to use. A few students also commented that the conditions under which the experiments where carried out were less than satisfactory, namely, there were too many students for the computers available (case of Greek, Romanian, Polish and some of Spanish students), it was dark or noisy in the room (Romanian and Spanish students); the experiments were not very well organized in terms of facilities (Greek and Finish students) or lesson management (Polish students). Different students mentioned the fact that the time of computer use was not enough or that the classes were too short. Very few students expressed the precise preference for the traditional exploration of science concepts.Without exception in all groups of students the majority appreciated that the virtual experiments helped them to understand the science concepts and expressed their wish for more lessons of this type in a regular (over 75% of respondents) or occasional manner (10 to 25% of students).Many of the students remarked that they would like to participate in more lessons where virtual tools and experiments will be used, in their daily lives. If possible, they would like this method to be used in all subjects and a variety of science topics, with more attractive and diverse layouts. A very few number of students mentioned that they would like to have the possibility of extending their exploration of Science knowledge through virtual applications software at home. This would imply the creation at the level of school of a library of experiments which may be accessed at will by all the students.5. ConclusionsWe appreciate that the project offered the occasion of experimenting with new and innovative pedagogical tools for optimizing the teaching and learning of Science subjects, topics that usually put problems to ordinary students. Apart from a motivational force and a more interactive learning atmosphere, the use of virtual tools and experiments in the classroom helps imagining abstract processes, brings concepts into applicative, concrete concepts, favor cooperation, manipulation of reality and formulation of conclusions through own cognitive efforts.Generalizing from students’ opinions presented here, we can deduce a set of criteria for effective design of virtual experiments and tools Science lessons. These learning situations should be formative for both students and teachers,2598Ca˘ta˘lin-Cosmin Glava and Adina-Elena Glava / Procedia Social and Behavioral Sciences 2 (2010) 2594–2598by improving students' understanding of science contents and their learning motivation, by supporting their correct application of knowledge. At the same time virtual experiments and tools based effective lessons have the potential to increase teachers’ science didactics awareness, improve teachers’ understanding regarding students' learning and motivation and challenges teacher to improve his teaching behaviour.AcknowledgementsWe would like to thank to all the partners of the “VccSSe – Virtual Community Collaborating Space for Science Education” Project for their hard and intensive work on the designing of the original version of the Training Modules and Training Materials and on collecting the field data that served the construction of the present paper.This work represents a valorisation of the outcomes obtained within the European project 128989–CP–1–2006–1–RO–COMENIUS–C21, financed by European CommissionReferencesGlava, A.E., & Glava, C.C. (2009). Best Practices in Design and Delivery of School Learning Situations Based on Virtual Instrumentation Experiments in Science Education.Research, Reflections and Innovations in Integrating ICT in Education. Proceedings of the Fifth International Conference on Multimedia & ICT’s in Education vol. 2, (pp. 699 – 704). Lisbon, Portugal.Glava, C.C., Glava, A.E. & Bocos, M. (2009). Formative Potential of Virtual Instrumentation Learning Tools for Lower Secondary School Students Acquisition of Abstract Concepts in Science Education. Research, Reflections and Innovations in Integrating ICT in Education.Proceedings of the Fifth International Conference on Multimedia & ICT’s in Education vol. 2, (pp. 744 – 749). Lisbon, Portugal. Kordaki, M. (2003). The effect of tools of a computer microworld on students’ strategies regarding the concept of conservation of area.Educational Studies in Mathematics, 52, (pp. 177-209).Kordaki, M. (2009). Challenging Multiple Perspectives within E-learning Contexts: A Scenario-Based Approach for the Design of Learning Activities. Research, Reflections and Innovations in Integrating ICT in Education. Proceedings of the Fifth International Conference on Multimedia & ICT’s in Education vol. 1, (pp. 191 – 195). Lisbon, Portugal.。
虚拟与增强现实互动旅游系统的设计与实现——以非物质文化遗产南音为例
软件工程 SOFTWARE ENGINEERING 第24卷第5期2021年5月V ol.24 No.5May 2021文章编号：2096-1472(2021)-05-47-04DOI:10.19644/ki.issn2096-1472.2021.05.012虚拟与增强现实互动旅游系统的设计与实现——以非物质文化遗产南音为例陈均亮1,4,5，王荣海2,4,5，陈柏言3(1.泉州师范学院资环(旅游)学院，福建 泉州 362000；2.泉州师范学院数学与计算机科学学院，福建 泉州 362000；3.集美大学轮机工程学院，福建 厦门 361021；4.福建省大数据管理新技术与知识工程重点实验室，福建 泉州 362000；5.智能计算与信息处理福建省高等学校重点实验室，福建 泉州 362000)****************;*************;****************摘 要：虚拟与增强现实技术越来越多地应用于互动旅游中，而文化遗产已经成为互动旅游的重要元素。
本文以非物质文化遗产南音为例，在分析研究南音传承、发展与传播现状的基础上，提出了南音虚拟与增强现实互动旅游系统的设计思路。
使用虚拟现实开发引擎Unity 3D及增强现实开发工具包Vuforia SDK，结合LBS(基于位置的服务)技术，实现了南音互动旅游系统。
实验表明，该系统增加了海丝非遗文化南音观赏者的沉浸感、交互性、体验感和参与感，同时满足了广大受众在体验海丝非遗文化时进行偶遇和社交等心理需求，为海丝文化遗产的传承和发展提供了新的思路和有益的借鉴。
关键词：南音；非物质文化遗产；互动旅游；虚拟现实；增强现实中图分类号：TP391.9 文献标识码：ADesign and Implementation of Virtual and Augmented Reality Interactive Tourism System—A Case Study of Nanyin Intangible Cultural HeritageCHEN Junliang 1,4,5, WANG Ronghai 2,4,5, CHEN Baiyan 3(1.Tourism College of Quanzhou Normal University , Quanzhou 362000, China ;2.Faculty of Mathematics and Computer Science , Quanzhou Normal University , Quanzhou 362000, China ;3.School of Marine Engineering , Jimei University , Xiamen 361021, China ;4.Fujian Provincial Key Laboratory of Data Intensive Computing , Quanzhou 362000, China ;5.Key Laboratory of Intelligent Computing and Information Processing , Fujian Province University , Quanzhou 362000, China )****************;*************;****************Abstract: Virtual reality (VR) and augmented reality (AR) technologies are increasingly used in interactive tourism where cultural heritage has become an important element. Taking Nanyin intangible cultural heritage as an example, this paper proposes a design framework of Nanyin's VR and AR interactive tourism system, based on the analysis and research of Nanyin's inheritance, development and dissemination. Nanyin interactive tourism system is realized by using virtual reality development engine Unity 3D and augmented reality development kit Vuforia SDK (Software Development Kit), combined with LBS (Location-based Services) technology. Experiments show that the proposed system increases viewers’ feelings of immersion, interactivity, experience and participation of Nanyin intangible cultural heritage along Maritime Silk Road. At the same time, it meets their psychological needs of meeting each other and having social interactions when they are experiencing intangible cultural heritage along Maritime Silk Road. It also provides new ideas and solution for inheriting and developing intangible cultural heritage along Maritime Silk Road.Keywords: Nanyin; intangible cultural heritage; interactive tourism; virtual reality; augmented reality1 引言(Introduction)虚拟现实(Virtual Reality, VR)技术的快速发展为VR旅游内容的广泛消费提供了机遇[1]，这使得VR及相关的增强现实(Augmented Reality, AR)技术在旅游行业中的研究与应用基金项目：福建省科技计划对外合作项目(2018I0015).48 软件工程 2021年5月成为一个热点。
小论文(SCI科技文)Results写作常用句型(入门)
Results一、表示不同组之间比较存在显著性差异的句型和句式1 、…is higher/lower/increase/decrease…in/by/with or after the administration of A than/compared with B；2、Significantly increased/decreased…was observed in A compared with B。
3、Significant differences in…were observed/witnessed between A and B；4、Enhanced/Decreased…in response to A/B was observed…;5、A showed significant/better effect on…than/compared with B;6、A significantly decreased/increase/improve…二、表示不同组之间存在某种趋势，可以使用如下的句型或句式：1、A similar trend was observed in…;2、A compared toC additionally trended to…；3、…tend to…in A compared with B；4、A tendency towards higher/lower…was seen in…三、用来表示组之间结果相似或者差异性不显著的句型和句式：1、No impact of A/B/(A and B)on…was demonstrated in the presented experiment；2、No effect on…occurred with or after the administration of A/B/(A and B)；3、No difference in…was observed/witnessed between A and B；4、There was no difference in…；5、…in A and B did not differ；6、…was not significantly altered by …treatment…；7、…was simila in all (between) groups and ranged from…to…。
新工科背景下基于虚拟仿真技术的地方高校交通工程专业实验教学平台建设
DOI：10.16661/ki.1672-3791.2202-5042-1055新工科背景下基于虚拟仿真技术的地方高校交通工程专业实验教学平台建设李超邬鑫贾建林高利平(内蒙古工业大学土木工程学院内蒙古呼和浩特010051)摘要：虚拟仿真技术下实验教学是新工科建设的重要组成部分，也是主动应对工科创新发展的重要举措。
内蒙古工业大学土木工程学院积极探索应用虚拟仿真技术进行实验教学，平台建设从交通工程专业理论学习与实践教学融合的角度出发，制定交通信号智能控制系统、交通规划与仿真以及车路协同虚拟仿真实验教学内容，以现代信息技术为依托，实现开放与共享的实验资源，并以实验课程教学为切入点，让学生们自主学习的积极性得到提高，培养学生们解决实际问题的能力并积累工程实践经验，适应现代交通工程、交通运输工程创新人才的培养，同时为新工科建设背景下虚拟仿真系统建设提供参考。
关键词：新工科虚拟仿真技术交通工程专业实验教学中图分类号：G642文献标识码：A文章编号：1672-3791(2022)06(b)-0164-04 Construction of Experimental Teaching Platform of TrafficEngineering in Local Colleges and Universities Basedon Virtual Simulation Technology under theBackground of New EngineeringLI Chao WU Xin JIA Jianlin GAO Liping(School of Civil Engineering,Inner Mongolia University of Technology,Hohhot,Inner Mongolia AutonomousRegion,010051China)Abstract:Experimental teaching under virtual simulation technology is an important part of the construction of new engineering,and also an important measure to actively respond to the development of engineering innovation.School of Civil Engineering of Inner Mongolia University of Technology actively explores the application of virtual simulation technology for experimental teaching.From the perspective of the integration of theoretical learning and practical teaching of traffic engineering,the platform will develop the teaching contents of intelligent traffic signal control system,traffic planning and simulation,and vehicle road collaborative virtual simulation experiment.Relying on modern information technology,it will realize open and shared experimental resources,and take the experimen‐tal course teaching as the starting point to improve the students'enthusiasm for independent learning,cultivate stu‐dents'ability to solve practical problems and accumulate engineering practice experience,adapt to the training of innovative talents in modern traffic engineering and transportation engineering,and provide reference for the con‐struction of virtual simulation system under the background of new engineering construction.Key Words:New engineering;Virtual simulation technology;Traffic Engineering major;Experimental teaching基金项目：教育部高教司2018年第二批产学合作协同育人项目（新工科建设项目）；内蒙古工业大学教改重点项目（项目编号：20201007）。
英语作文-艺术表演场馆的虚拟现实技术应用与创新
英语作文-艺术表演场馆的虚拟现实技术应用与创新Art performance venues have always been places where people can enjoy various forms of artistic expression. With the advancement of technology, virtual reality (VR) has been increasingly applied in these venues to enhance the audience's experience and bring innovation to the art performances.One of the most significant applications of VR technology in art performance venues is the creation of immersive experiences for the audience. By wearing VR headsets, audience members can be transported to virtual worlds where they can interact with the performers and the environment in ways that were previously impossible. This immersive experience allows the audience to feel like they are part of the performance, creating a deeper connection with the art form.Furthermore, VR technology can also be used to enhance the visual and audio aspects of art performances. For example, VR can be used to create stunning visual effects that complement the performers' movements and actions. Additionally, VR technology can be used to create spatial audio experiences, where sounds are projected in a way that mimics real-life environments, adding a new dimension to the audience's sensory experience.Another innovative application of VR technology in art performance venues is the use of virtual sets and backgrounds. Instead of using traditional physical sets, performers can now use VR technology to create dynamic and customizable backgrounds for their performances. This allows for greater flexibility and creativity in staging performances, as well as the ability to transport the audience to different locations and settings without the need for elaborate set changes.In addition to enhancing the audience's experience, VR technology can also benefit performers and artists by providing new tools for creation and expression. For example, VR can be used as a tool for choreographers to visualize and plan dance routines, or formusicians to experiment with different sounds and compositions in a virtual environment. This can lead to new forms of artistic expression and collaboration, pushing the boundaries of traditional art forms.Overall, the application of VR technology in art performance venues has the potential to revolutionize the way we experience and appreciate art. By creating immersive experiences, enhancing visual and audio aspects, and providing new tools for creation, VR technology can bring a new level of innovation and excitement to art performances. As technology continues to advance, we can expect to see even more creative and groundbreaking uses of VR in the art world, shaping the future of art and entertainment.。
虚拟现实技术英文毕业论文
虚拟现实技术英文毕业论文Title: Virtual Reality Technology: An Exploration of its Applications and PotentialAbstract:This research paper aims to explore the various applications and potential of virtual reality (VR) technology. With the rapid advancement of technology, VR has emerged as a revolutionary tool with wide-ranging applications across various industries. This paper will provide an overview of VR technology, its components, and working principle. Additionally, it will discuss its applications in areas such as healthcare, entertainment, education, and training. Furthermore, this paper will present the potential challenges and future prospects of VR technology. The analysis of these aspects will enable us to better understand the impact of VR technology and its potential to reshape our world.Introduction:Virtual reality (VR) technology has gained significant attention and popularity in recent years. VR involves the use of immersive digital environmentsthat mimic the real world or create entirely new experiences. It allows users to interact with these virtual environments in real time, enhancing their sensory experience and creating a sense of presence. This technology has evolved from being a niche tool to a mainstream medium and is now being utilized across various industries.Components and Working Principle of VR Technology:VR technology typically consists of three main components: a virtual environment, a user interface, and tracking systems. The virtual environment is created using computer graphics or a combination of real-world images and computer-generated elements. The user interface includes devices such as head-mounted displays (HMDs), handheld controllers, and data gloves, which enable users to navigate and interact with the virtual environment. Tracking systems are used to capture the user's movements and translate them into the virtual world, providing a seamless and immersive experience.Applications of VR Technology:1. Healthcare: VR technology is being applied in healthcare for purposes such as pain management,rehabilitation, and surgical training. It allows patients to be immersed in virtual environments that distract them from pain or provide therapeutic experiences. VR rehabilitation exercises can help patients recover from physical injuries or disabilities. Surgical training simulations enable surgeons to practice intricate procedures in a safe and controlled environment.2. Entertainment: VR has revolutionized the entertainment industry by providing immersive gaming experiences and virtual tours. VR gaming allows users to engage in interactive gameplay that transcends traditional screen-based formats. Virtual tours allow users to explore historical sites, travel destinations, and museums from the comfort of their homes.3. Education: VR technology is transforming the way education is delivered. It enables students to visualize complex concepts and immersive themselves in virtual environments that enhance learning. For example, students can explore historical events, visit ancient civilizations, or conduct scientific experiments virtually.4. Training: VR is being used for training purposes in industries such as aviation, military, andmanufacturing. It provides a safe and cost-effective way to simulate real-life scenarios and practice critical skills. For example, pilots can undergo flight simulations in virtual environments, soldiers can receive combat training, and technicians can practice complex procedures.Challenges and Future Prospects:Despite the numerous advantages of VR technology, it also faces challenges such as high costs, technical limitations, and potential health risks. The high cost of VR equipment, limited availability of content, and technical requirements pose barriers to widespread adoption. Additionally, some users may experience motion sickness or disorientation when using VR extensively.However, the future prospects of VR technology are promising. Advancements in hardware and software are making VR more affordable and accessible to a wider audience. The potential applications of VR in fields such as remote work, telemedicine, and social interactions are immense. As the technology continues to evolve, VR has the potential to become an integral part of our everyday lives.Conclusion:Virtual reality technology has the potential to revolutionize numerous industries and reshape the way we perceive and interact with the world. Its applications in healthcare, entertainment, education, and training are already making a significant impact. While there are challenges to overcome, such as cost and technical limitations, the future prospects of VR technology are bright. As the technology becomes more accessible and affordable, we can expect to witness its widespread adoption and integration into various aspects of our lives.。
关于科技生活的英语作文200字
关于科技生活的英语作文1Technology has undoubtedly revolutionized our daily lives in countless ways. Smartphones, for instance, have transformed the manner in which we communicate. Gone are the days when we relied solely on landlines or written letters. With just a few taps on a smartphone screen, we can instantly connect with friends, family, and colleagues around the world, sharing photos, videos, and thoughts in real-time. This convenience has not only strengthened personal relationships but also enhanced business productivity.Another remarkable change is brought by online shopping. It has completely reshaped our consumption patterns. No longer do we need to spend hours visiting multiple stores to find the desired products. Instead, we can browse through a vast array of items from the comfort of our homes, compare prices, read reviews, and make purchases with just a click. This not only saves time but also offers more choices and often better deals.However, while technology has brought about numerous benefits, it also poses certain challenges. For example, excessive reliance on digital devices may lead to reduced face-to-face interaction and potential addiction. But overall, it is undeniable that technology has become an integral part of our lives, continuously shaping and improving the way welive, work, and play.2Technology has profoundly transformed the landscape of education in numerous ways. Online education platforms, for instance, have emerged as a revolutionary force. They offer an extensive array of learning resources that were previously unimaginable. Students can access courses from top-notch educators around the world, expanding their knowledge horizons beyond the confines of traditional classrooms. Moreover, virtual laboratories have significantly enhanced the effectiveness of experimental teaching. In these virtual spaces, students can conduct experiments repeatedly without the constraints of time and materials, allowing them to deepen their understanding of complex scientific concepts.However, the influence of technology in education is not without challenges. The overreliance on digital tools might lead to a lack of face-to-face interaction and social skills development among students. Also, the quality and credibility of online resources can vary greatly, demanding students to possess critical thinking skills to sift through the vast amount of information.In conclusion, while technology has brought about remarkable changes and opportunities in education, it is crucial for us to utilize it wisely and address the associated challenges. Only in this way can we truly leverage the power of technology to create a more effective and enrichingeducational environment for students.3Technology has revolutionized our lives in countless ways, and its impact on healthcare is truly remarkable. In the field of medicine, technology has brought about significant improvements and changes that have saved countless lives and enhanced the quality of medical services.One of the most notable advancements is telemedicine. With the development of communication technologies, patients can now receive expert diagnoses and consultations from the comfort of their own homes. This has been a game-changer, especially for those living in remote areas or with limited mobility. For instance, a patient suffering from a rare disease in a rural town can connect with a leading specialist in a major city via video call and receive accurate and timely advice.Intelligent medical devices have also played a crucial role. These devices, equipped with advanced sensors and algorithms, have greatly enhanced the accuracy of disease diagnosis. Take modern MRI machines as an example. They can detect minute abnormalities in the body that might have gone unnoticed in the past, allowing for earlier intervention and better treatment outcomes.In conclusion, technology has become an indispensable part of modern healthcare. It has not only made medical services more accessible and efficient but also given hope to countless patients. As we continue toembrace technological innovations, we can look forward to even more breakthroughs that will further improve the health and well-being of humanity.4Technology has brought revolutionary changes to our transportation. Take the popularity of electric vehicles for instance. They have significantly reduced environmental pollution. Previously, traditional fuel-powered cars emitted large amounts of harmful gases, contributing to air pollution and climate change. But now, with the wide use of electric vehicles, we are seeing a decrease in the negative impact on the environment.Another remarkable innovation is the development of autonomous driving technology. This has greatly enhanced driving safety. Human drivers can sometimes be prone to errors such as distraction, fatigue, or even impaired judgment. Autonomous driving systems, on the other hand, use advanced sensors and algorithms to make precise decisions and react instantly to potential hazards on the road. This not only reduces the risk of accidents but also makes our journey more reliable and secure.In conclusion, technology has truly transformed the way we travel. It has not only made our transportation more environmentally friendly but also safer. We should continue to embrace and support technological advancements to create a better future for our transportation system and theworld as a whole.5In today's world, technology has brought about a revolutionary impact on our social patterns. Social media, for instance, has enabled us to stay in touch with friends from all over the globe. It allows us to share our joys and sorrows, exchange ideas and experiences instantaneously, regardless of geographical distances. We can easily keep abreast of each other's lives through posts, pictures and videos.Another remarkable example is virtual reality technology, which has created an entirely new social experience. It offers a platform where people can interact in a virtual environment that feels incredibly real. We can have virtual gatherings, explore virtual worlds together, and even conduct business meetings in a more immersive and engaging way.However, while technology has enhanced our social connections, it has also brought some challenges. The over-reliance on digital communication might lead to a decrease in face-to-face interactions, resulting in a loss of genuine emotional connection. Also, the constant exposure to online socializing might cause information overload and stress.In conclusion, technology has undoubtedly transformed our social patterns. We should embrace its benefits while being aware of its potential drawbacks, and strive to strike a balance to ensure a healthy and meaningful social life.。
The Future of Virtual Reality in Education
The Future of Virtual Reality in Education Virtual reality is a technology that has been gaining momentum in recent years. It has been used in various industries, including entertainment, healthcare, and education. In this article, we will discuss the future of virtual reality in education.Virtual reality has the potential to revolutionize the way students learn. It provides an immersive and interactive experience that can help students understand complex concepts better. For example, students can explore historical sites, visit different countries, and even travel back in time to witness historic events. This type of experiential learning can make learning more engaging and memorable.Virtual reality can also simulate dangerous or challenging situations that would be difficult or impossible to recreate in real life. For example, medical students can practice surgery in a virtual environment, allowing them to make mistakes without any real consequences. This type of training can help students develop the skills and confidence they need to succeed in their chosen profession.One of the biggest advantages of virtual reality is that it can be used to personalize learning. Each student can have a unique learning experience tailored to their individual needs. For example, a student who struggles with math can use virtual reality to visualize mathematical concepts in a way that makes sense to them. This type of personalized learning can help students overcome their weaknesses and reach their full potential.Virtual reality can also be used to create a more inclusive learning environment. For example, students with disabilities can use virtual reality to participate in activities that would be difficult or impossible for them in real life. This can help them feel more included and engaged in the learning process.Despite the many advantages of virtual reality in education, there are also some challenges that need to be addressed. One of the biggest challenges is the cost of implementing virtual reality technology in schools. Virtual reality equipment can be expensive, and many schools may not have the budget to invest in this technology. However,as the technology becomes more mainstream, the cost is likely to come down, making it more accessible to schools.Another challenge is the need for specialized training for teachers. Teachers will need to be trained on how to use virtual reality technology effectively in the classroom. This can be time-consuming and expensive, but it is essential for ensuring that virtual reality is used to its full potential.In conclusion, virtual reality has the potential to revolutionize the way students learn. It provides an immersive and interactive experience that can help students understand complex concepts better. Virtual reality can also simulate dangerous or challenging situations, personalize learning, and create a more inclusive learning environment. However, there are also challenges that need to be addressed, including the cost of implementing virtual reality technology and the need for specialized training for teachers. With the right investment and support, virtual reality has the potential to transform education and prepare students for the challenges of the future.。
现代企业商务运营虚拟仿真实验教学中心的建设与实践
实验技术与管理第31卷第11期2014年11月．I．．S．．．．．S．．．．N．．．．．．．．．．1．．．0．．．．．0．．．．2．．．．--．．．．．．．．4．．．．9．．．．5——6CNll—2034／T Experi ment al T e c h n o l o g y a n d Manag em ent V01．31N o．11N O V．2014特约专栏——国家级经管类虚拟仿真实验教学中心建设编者按：根据《教育信息化十年发展规划(2011—2020年)》的要求，2013年8月，教育部印发了《关于开展国家级虚拟仿真实验教学中心建设工作的通知》(教高司函[2013194号)，正式启动了国家级虚拟仿真实验教学中心建设工作，得到了全国高校的积极响应。
经过申报、评审、公示等程序后，教育部颁发了教高厅函[2014]6号文，批准了100个国家级虚拟仿真实验教学中心。
这批中心按学科大类分：理工类70个，农林医学类14 个，人文社科类16个。
在人文社科类中有经管类中心8个。
经管类各中心在建设中，本着“虚实结合，能实不虚”的原则，努力创设高度仿真的虚拟实验场景和实验对象，加强对学生的综合训练，取得了丰硕的成果。
本期《特约专栏》刊登了哈尔滨商业大学实践教学管理中心主任张莉教授、南开大学经济虚拟仿真实验教学中心主任张伯玮教授、北京工商大学文科实践中心主任郭馨梅教授和福州大学经济与管理实验教学中心副主任郑双老师等的文章，介绍了他们的成功经验，供广大读者借鉴、参考。
现代企业商务运营虚拟仿真实验教学中心的建设与实践张莉，张刘成，王凤霞(哈尔滨商业大学实践教学管理中心，黑龙江哈尔滨150076)摘要：介绍现代企业商务运营虚拟仿真实验教学中心建设的概况，以全面提高学生创新精神和实践能力为宗旨，搭建由实验教学资源平台、教学管理平台和网络信息平台组成的教学资源平台，构建由现代企业商务运营生态环境虚拟仿真模块、现代企业商务运营管理虚拟仿真模块和现代企业商务运营综合实践虚拟仿真模块组成的教学资源内容，让学生身临其境地进行岗前实习，认知并熟悉现代商业社会内外部组织、不同职业岗位的工作内容和特性，在学n川二㈠H¨U—●■尸．L 生掌握基本业务流程和方法的基础上，通过系统训练提升学生从事经营管理所需的综合执行能力、综合决策能力，培养学生的协作意识、团队精神，提升学生综合实践能力和创新创业能力。
虚拟现实技术虚拟校园毕业论文中英文资料对照外文翻译文献综述
虚拟现实技术虚拟校园毕业论文中英文资料对照外文翻译文献综述虚拟现实技术虚拟校园中英文资料对照外文翻译文献综述外文原文Virtualizing a Campus: A SEEU Case Study ABSTRACTCreating a presentation for the web that drastically differs from standard ones is still a challenge and represents a milestone for many research groups. Virtual university campuses together with virtual learning represent one of these challenges, because it fuses in-place learning with Virtual Learning or education.In this paper we present the in house development of the Virtual Campus for South East European University，the design methodologies，implementation experience，results and possibilities. KeywordsVirtual Campus，Virtual Education，3-D Modeling1 .INTRODUCTIONVirtual Worlds are environments that tend to look like the physical world and they create a sense of a place where a user can communicate, navigate, and do various things according to its navigation preferences. Virtual worlds have traditionally been developed as games, but lately as virtual campuses, museums or libraries. The virtual campus is an educational community that focuses on increasing student access to quality services. A SEEU virtual campus has been developed in the Computer Science and Technologies Department at the SEEU and it is based on the concept of virtual worlds. Few universities [5] offer a 3-D Modeling of physical facilities. Instead most of them are simple web sites, offering information and services in traditional way (virtual education) [2，4，9]. Enriching the web with graphic possibilities rather than using the traditional approach, has been the milestone since from its very beginning. Crafting a web that will be able to present 3-D models in different ways is still a challenge. The new trends in 3- Modeling and web, emerged with new concepts and technologies concerning offering better services to customers. This new trend did not overpass universities as well. Educators and students from various research areas run to explore,present and collaborate their ideas in 3D.In this paper we present a design methodology and implementation of a virtual campus that allows students to virtually move around the 3-Dimensional world, as well as interact with it. The objectives of the SEEU Virtual Campus actually aim to contribute to the modernization agenda of universities, trying to give relatively new approach by putting users in a virtual 3-D environment and trying to provide him with the necessary information. Approaches not found in [2, 4, 9] . Other approaches like Second life [8] use a complete new infrastructure and different protocols (secondlife protocol) that makes it impossible for usage by ordinary web users without installing new software and protocols that second life demands.The main goal of the SEEU virtual campus is to create a 3-D virtual world based on an existent infrastructure and protocols that web provides, making it this way more usable and accessible. The client that SEEU Virtual campus uses is light weight, easy to install and built upon existent web protocols (http).The rest of this paper is organized as follows: In section 1, a brief introduction and main goal of virtual campus is presented. In Section 2, In section 3, the experience of the project team during implementation is presented . Section 4 presents the results and outcomes of the Virtual Campus with several possibilities and directions for enriching it with new features and section 5 concludes this paper.2. DESIGN METHODOLOGYWe generally understand virtual worlds as a collection of digital media units. People are familiar with hypertext, digital images, digital audio and video, and 3D modeling as presentation tools. The design materials of virtual architecture emerge and take effect during different design processes [1]. The stages of the design of our Virtual Campus are grouped into three categories: metaphorical design, analogical design, and implementation.Metaphorical Design: Through the use of metaphor, we express the concepts in one domain in terms of another domain. Until now, known metaphors are: Giant Brain, Information Superhighway and Multiple Metaphors [1]. Designing a Virtual Campus falls in the group of Multiple Metaphors together with Digital Library, Electronic Mail and Electronic Marketplace. Using this metaphor, all of these subgroups allows users to interact with the virtual environment.Analogical Design: It deals with using the current design in order to create new insights and possibilities for further enhancements and adaptation for a new design [1]. In this stage, the physical architecture of SEEU has been adopted to satisfy the needs of virtual architecture. First step was providing the 2-D map of the University upon which the 3-D model will be built. Second step of this stage was incorporating the map into our chosen software.Implementation: The software solution was developed using Google SketchUp [3] and different design materials listed below.2.1 Design MaterialsThe types of digital media relevant to virtual architecture include: text, digital images, framed basedanimation, 3D Modeling [7].Text: using text is very important because it affects the users of the virtual world. At our University, official languages are Albanian, Macedonian and English; for that reason all used texts are written in the three languages mentioned above.Digital Images: Here we refer to digital images as raster or bitmapped images, represented in computer memory as an array of discrete bits of information where each bit specifies color and intensity [6]. Digital images are used to represent the environment out of the Campus in order to give a more real look to the Virtual one that we have designed.Framed-based animation: An animated picture is a sequence of images that are displayed in a fixed order. The frames may be produced by sampling with a movie or video camera [12]. A movie file of the Virtual Campus has been created which is used in different presentations held in our University. 3D Modeling: 3D models are the basic resources for producing 3D animation. If the frames of an animated picture are captured by generating a sequence of projected and rendered views from a 3D model, then it will produce 3D animation. Therefore, 3D animation is the postproduction of 3D models. Different 3D animation results can be achieved based on a same 3D model by changing animation methods or camera views and paths [12]. A camera is placed at the front door of the Virtual University which helps the users to walk around the Campus as a visualized place.2.2 User's EvaluationIn the design of the Virtual Campus we have involved users on every stage of SEEU virtual campus implementation. We have identified three main stages of implementation where user's feedback was valuable. These stages can be summarized as follows.2.2.1 Preliminary Research StageThe first stage is defined as preliminary research stage where we analyze and choose the software and its essential features, collect books and other needed resources like digital camera, campus map, building wall textures etc. As project team we decided to use Google SketchUp because, comparing to other technologies it characterized itself with simplicity, efficiency and scalability.2.2.2 Testing StageThe second stage is defined as testing stage of the first draft. This draft was presented to 60 students who are taking the Computer Graphic course. The questions raised were:How do you evaluate the overall look of SEEU Virtual Campus?How easy do you find the navigation within VC?Are you satisfied with the navigation speed?Does 3-D modeling reflects realistically our university campus?This observation indicated that:They like to walk around their visualized universityThey prefer a more sophisticated texture rather than simple coloring the walls of the buildings They prefer a better speed performanceThey would like to see their Virtual University on the Internet2.2.3 Finalization and Presentation StageThe third stage is defined as finalization stage. At this stage we had the final design which waspresented to a broader audience. The feedback from audience and users indicated that: They liked the general look of the virtual campusThey prefer to use the virtual campus during the University marketing campaignDetails enhancement was recommended3.IMPLEMENTATIONThe design of The Virtual Campus is originally based on the virtual world concept. Understanding the realization of a project, words are abstract ones, if they are not realized in work. This part, has been dealing with description of the steps for implementing the campus itself.The first needed thing was to know about the exact margins of the overall campus. The discussion was done with the responsible university staff, which gave us the sketch of the content that we planned to realize. After this, the mapping could be started.3.1 MappingThe mapping, defined the general parameters that came from the sketch. The mapping has been done in two dimensional environments. At this point, the size of the fields was defined, in base of the wideness and distance of every object from one – another. It started with the landscape, after that with the roads, and finally to be finishedwith objend them.3.2 Object extrusionOnce the mapping was completed, the definition of wireframe objects, by raising them in a certain axes was performed. This process is known as object extrusion which creates fully scaled 3D objects.3.3 Surface Definitions and Hidden Surface RemovalWireframe object as shown on figure 2 are suitable only for modeling, but not for general presentation. The next stage is defining the sides of surfaces as well as hiding surfaces that are not visible. A technique which is widely knows as hidden surface removal. With this technique objects gain depth relative to each other.3.4 Texture MappingThe last part of the implementation, surely the most eye – valuable, was texture mapping. The main goal was to make as much as appropriate color definition to the object, and the environment with the colors they really have. Some of these color definition can be landscape's grassy texture and vegetation, roads and parking lots, as well as object walls and roofs. Others like, street lights or benches were just for assistance (See Figure 4 in the following section).4.RESULTS AND POSSIBILITIESThe final stage of implementation represents a fully modeled and proportionally scaled virtual SEE University campus. By proportionally scaled models is meant that the sizes of the building are scaled down in accordance with their real proportions in order to give a real 3-D look and feel. Figure 4. shows the completed model of SEEU Virtual Campus.The virtual campus offers a certain degree of interaction for users in the sense that it can walk through the campus as well as in every object there is additional information concerning its name and purpose.Having in mind that the main purpose of the SEEU Virtual Campus was creating a 3D educationalenvironment for the web. This 3D environment was effectively used for university promotion done in several directions such as:Posting the model in Google Earth system, provided by Google Inc. [11] This stage has already been completed.Creating a VRML or X3D model of SEEU Virtual Campus that will be presented in the official site of SEE University. In the mentioned site users will have the possibility to navigate the campus from their VRML enabled web browsers.Creating animated presentations and video files for commercial and marketing purposes.One video presentation has been already done by using and XML based multimedia language such as SMIL[12]. The above mentioned SMIL presentation represents a two minutes guidelines of the main objects in the Virtual Campus with the possibility of multiple repletions. This makes it suitable for silent background presentations or possibly for commercial spots.5.CONCLUSION AND FUTURE WORKThe 3-D models on the web are becoming more prevalent from day to day. In this paper we presented one approach for modeling an online virtual campus dedicated for promoting a university. Possibilities for developing newer versions with richer features always exists. We envision the further development of the virtual campus project in the following directions:Increasing interaction in the virtualized campus by adding links with media files like audio or video. This can be done by incorporating the so called interaction points. The interaction points are specific regions in the virtual 3-D world that have specific purpose and include a specific resource (like audio, video or some other resources)Exploring the possibilities of X3D which is an XML based version of VRML and at the same time an XML standard for creating and manipulating Virtual Worlds.Considering the possibility for building a complete 3-D based web site with all the features that a normal web site provides like: links, pictures and many other information.Modeling 3-D environments is very interesting and appealing from a user point of view because they offer richer and different environments than ordinary web. In this paper we presented such an environment used for promoting a university and creating more usable and attractive web based presentations. The other developing aspects and possibilities mentioned above are subject for further research and implementations.6。
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Experimental Study of Virtual Machine Migration in Support of Reservation of Cluster ResourcesMing Zhao Renato J. FigueiredoAdvanced Computing and Information Systems Laboratory (ACIS) Electrical and Computer Engineering, University of Florida{ming, renato}@ABSTRACTVirtual Machines are becoming increasingly valuable to resource consolidation and management, providing efficient and secure resource containers, along with desired application execution environments. This paper focuses on the VM-based resource reservation problem, that is, the reservations of CPU, memory and network resources for individual VM instances, as well as for VM clusters. In particular, it considers the scenario where one or several physical servers need to be vacated to start a cluster of VMs for dedicated execution of parallel jobs. VMs provide a primitive for transparently vacating workloads through migration; however, the process of migrating several VMs can be timeconsuming and needs to be estimated. To achieve this goal, this paper seeks to provide a model that can characterize the VM migration process and predict its performance, based on a comprehensive experimental analysis. The results show that, given a certain VM’s migration time, it is feasible to predict the time for a VM with other configurations, as well as the time for migrating a number of VMs. The paper also shows that migration of VMs in parallel results in shorter aggregate migration times, but with higher per-VM migration latencies. Experimental results also quantify the benefits of buffering the state of migrated VMs in main memory without committing to hard disks.This paper focuses on the VM-based resource reservation, that is, the reservations of CPU, memory and network resources for individual VM instances, as well as for VM clusters. The fundamental goal is to enable an application to request the creation of virtual machines and clusters based on high-level specifications of both the VMs’ environments and its desired QoS. This scenario has been motivated by the need encountered by scientists in the brain-machine interface domain [5]. Their applications are time-sensitive during their execution, but need only be active during the execution of an experiment (e.g. a trial with an animal, or a training/testing run). Allocating dedicated resources in this scenario can lead to resource inefficiencies; VMs here allow time-sharing of resources at a coarse granularity and can lead to better resource utilization. Hence, it is desirable to reserve cluster resources for creating a set of VMs to run these tasks. To implement such policy, all hosted VMs from the cluster to be reserved need to be vacating - through suspension, or if other resources are available, through migration. This preparation should be done in time to meet the reserved schedule, but cannot be too early and waste the resources that are useful to serve other tasks. In order to make efficient resource reservation, this VM-based approach need take into account the overhead, which requires an accurate cost estimation for both the migration of the existing VMs, and the instantiation and configuration of the scheduled new VMs. In addition, the overhead on the applications running inside of the migrated VMs should also be considered. Previous work has shown that the VM creation’s overhead can be small and accountable [8][13], which can be leveraged in this cost estimation. However, there is no extensive study on the cost associated with migration of multiple VMs with the goal of vacating a resource. Addressing to this problem, this paper seeks to provide a model that can characterize the VM migration process and predict its performance, based on a comprehensive experimental analysis. A series of experiments were conducted to measure and model the different phases for migrating a number of running VMs from one physical host to another. The results show that, given a certain VM’s migration time, it is feasible to predict the time for a VM with other configurations, as well as the time for migrating a number of VMs. The impact of a VM’s migration on its application is also studied in this paper, which shows that it takes longer for the application to recover than the actual VM migration time. Finally, different migration strategies are compared and the results show that parallel migration is faster for migrating1. INTRODUCTIONWith the rapid growth of computational power on compute servers, and the fast maturing of x86 virtualization technologies, Virtual Machines (VM) have become increasingly important to supporting efficient and flexible resource provisioning. Modern virtual machine technologies (e.g. [14][15][2]) allow a single physical server to be carved into multiple virtual resource containers, each delivering a powerful, secure, and isolated execution environment for applications. In addition to providing access to resources, such environments can be customized to encapsulate the entire software and hardware platform needed by the applications and support their seamless deployments. The management of these VM-based resource containers, e.g. lifecycle management and resource allocation, can be conducted through the interfaces provided by the virtualization platforms. This allows the VMs to be scheduled as processes in typical operating systems, and QoS-aware schedulers, similar to those available in operating systems, can be employed to allow the VMs to time- and space-share resources, and in the meantime provide QoS guarantees for the applications running inside of the VMs.P1VM1 VM2 VM3VM1 VM2 VM9 VM6’ VM9’P1P1 VM VM VM VMVM4 VM5 VM6 VM7 VM8 VM9VM Scheduler4) Migrate existing VMs 5) Create VMs for new jobs 3) Reserve resourcesVM SchedulerP1Virtual Resource ManagerP2P3P2VM1 VM2 VM3P2VM1 VM2 VM3 VM VM4 VM5VMVMVM4 VM5VM1’VM5’1) Request resources for job submissions Job Manager 2) Admission control 6) Return resource handlersVM VMP3VM VMP3VM6 VM7 VM8 VM9P3VM VM6 VM7 VM VM8 VM9VM Scheduler(a)P2(b)(I) P1 is shared by VMs running various workloads(II) P1 is reserved by migrating the existing VMs to P2 and P3(III) P1 is dedicated to the VMs created for a parallel applicationFigure 1: VM-based resource reservation. It consists of two levels of resource management which cooperate to serve resource reservation. As shown in (a), the virtual resource manager decides to vacate physical cluster P1 in order to start a set of new VMs to satisfy the resource request from the job manager. It coordinates with the VM schedulers to migrate the VMs (V1-V9) from physical cluster P1 to P2 and P3. After the new VMs are started, their resource handles are returned to the job manager for job submissions. The change of resource allocation on the clusters during this reservation process is also illustrated in (b). multiple VMs, but it has more interference to the performance of the applications on the migrated VMs. The rest of this paper is organized as follows: Section 2 describes the background of VM-based resource reservation; Section 3 presents the experimental analysis of VM migration; Section 4 discusses the related work, and Section 5 concludes the paper. If there are resources available for the requested quantity and schedule, it then proceeds and interacts with the VM schedulers to make the resource reservation on the selected physical hosts (3). The VM schedulers then migrate the existing VMs as needed (4) and create new VMs for the scheduled jobs accordingly (5). After the reservation is completed, one or several resource handlers (e.g. IPs and accounts of the allocated VMs) are returned to the client (6), and they are valid for job submissions when the scheduled time arrives. On the other hand, a request is rejected if the virtual resource manager determines that the available resources are not sufficient to satisfy the request. The virtual resource manger also supports the request of preparing a desired software environment on the reserved resources. Such an environment includes the operating system, applications, and libraries that are necessary for the job executions. For instance, a dedicated VMPlant service [8] can be leveraged by the virtual resource manager to provide this support. This service enables the automated VM creation and customization, using a graph-based model to define VM configuration actions, and providing instant VM creations based on cloning from a set of typical VM images.2. VM-BASED RESOURCE RESERVATIONFigure 1 illustrates the architecture for VM-based resource reservation. It consists of two levels of resource management, which cooperate to serve resource requests, received from, e.g. a job manager that schedules job submissions.2.1 Virtual Resource ManagerThe virtual resource manager provides a centralized management for the virtualized resources that are distributed across the physical hosts. It exposes an abstract interface to the resource clients and serves their resource requests. The clients do not need to know the details of the resource provisioning, and in fact, they can be even unaware of that the resources are virtualized. They only need to specify the types and quantities of resources that are necessary for the scheduled jobs, e.g. the amount of CPU cycles, memory space, storage capability and network bandwidth. To make an advance resource reservation, a time schedule can also be associated with the desired resource usage in the request. (Because a VM-based resource container incurs additional overhead from the virtualization, a resource controller that can correctly estimate the resource usage for a given job’s VM is necessary for making the resource requests. However, this is not the focus of this paper, and previous work [17] can be leveraged to provide this functionality.) Upon receiving such a resource request (1), the virtual resource manager first performs the admission control based on the current resource allocation and reservation state of the physical hosts (2).2.2 Virtual Machine SchedulerA VM scheduler is on every physical server to manage the VMs that are hosted on it. It runs side by side with the VM monitor, and leverages the interface provided by the VM software to control the configurations and lifecycles of the VMs. Such an interface can be the scripting API provided for VMware Server, the web service interface for VMware Infrastructure, and the command-line interface for managing Xen. The VM schedulers provide a unified interface for resource reservation, which allows the virtual resource manager to make resource reservations without knowing their underlying control mechanisms that can be very different and specific to the VM software deployed on their physical hosts. The virtual resource manager only needs to specify the quantity and schedule of the necessary resources, and the VM schedulers are responsible tocarry out the resource reservation and VM creations using the mechanisms provided by the VM software.the experiments are also applicable if more physical resources are available for VMs with larger memory sizes. The VMs are installed with Ubuntu 7 with kernel 2.6.20. The VMs’ virtual disks share the same read-only image, which is stored on a storage server and accessed through NFS (version 3 [3]). Changes to the virtual disks from the VM executions are stored in the form of redo log files. The running VMs’ memory states are also mapped to files, and when they are suspended, these files capture their memory snapshots. In the absence of an efficient shared storage system in our setup, for performance reasons these disk redo logs and memory state files are stored on the local file system (EXT3 in the ordered mode) of the hosts. The VM migration process considered in this paper entails of three phases, “suspend”, “copy” and “resume”. In the suspend phase, the VM is suspended on the origin host, and its memory is captured to the memory state file. In the copy phase, the VM’s configuration, memory state and disk redo files are transferred to the destination host through FTP. In the resume phase, the VM restores its memory state from the snapshot and then resumes its execution. The default background memory restoration used by VMware is disabled so that an exact measurement of the resume phase can be obtained. This migration strategy is not based on VMotion [18] or other migration mechanisms provided by VMware. It is analyzed since the primary goal is to vacate multiple VMs from a resource in a timely fashion rather than minimize the downtime per VM. All the experiments were repeated for more than 50 runs, and their results are reported in the following subsections with both average values and standard deviations. Because the system time inside of VMs can be imprecise, the system time from a separate physical server was used for timekeeping during the experiments.2.3 VM Migration Based Resource ReservationVM-based resource reservation needs to take into account the overhead associated with this approach, and an accurate cost estimation is important for the virtual resource manager to provide correct admission control and make efficient resource reservation. Specifically, the requested resources must be prepared in time to satisfy the requested schedule, but they should not be allocated too early and waste the resources that can potentially serve other tasks. The costs from VM-based resource reservation include both the overhead for migrating existing VMs and making the resources available for the new jobs, and the time needed to create and configure the desired environment with VMs. Previous work has shown that the later can be small and accountable [8][13], so this paper focuses on modeling the cost associated with the VM migrations. In particular, we consider the problem of allowing a cluster resource to be reserved for a parallel application with real-time constraints. The motivation is drawn from brain-machine interface (BMI) experiments where a cluster is used to execute several computational models in parallel during a closed-loop experiment which involves data acquisition (from sensors in an implanted animal), processing, visualization and robot actuation [5]. The goal is to support parallel processing using dedicated resources when such an experiment takes place, while also allowing a cluster resource to be utilized by other workloads when such experiments are not taking place. To support the above scenario, the virtual resource manager needs to vacate a cluster for the parallel application, and move all the existing VMs, which are running various other workloads, to other hosts (Figure 1(b)). It thus needs to make efficient reservations for resources on both the hosts being dedicated for the task, and the hosts where the VMs are migrated to. The migrations of these VMs can take a considerable amount of time, and may cause a certain amount of performance degradation on the jobs that are running on these migrated VMs. Hence, the virtual resource manager must consider these factors when it makes the reservation decision. In order to achieve this, a clear understanding of the VM migration process is necessary, and a model is also desirable for estimating the migration cost based on the configurations and running states of the migrated VMs. In the following section, an extensive experimental analysis is conducted towards these goals.3.2 Migrating a Single VMThe first group of experiments studies the three migration phases for a single VM, and analyzes its migration time with different VM configurations.3.2.1 Experiments with Different Memory SizesSince a VM’s memory state file is often the major part of the data that need be transferred during the migration process, this experiment considers VMs with different memory sizes to investigate the impact of size on migration times. The experimental results (Figure 2) show that the time needed for the suspend and resume phases are relatively stable, and only increases slightly as the memory size increases, because more memory pages need be processed during these two phases. On the other hand, the copy time quickly grows and dominates the migration time for larger memory sizes. In order to find out the relationship between the time needed for the copy phase and the size of the VM memory, regression methods are used to model it. Based on the data from this experiment, a polynomial function can best characterize this relationship, as illustrated by the diamond-shaped points and the solid line in Figure 3. The reason for a nonlinear model is that when the memory size is relatively small, the speed of the copy phase is limited by the network bandwidth (Gigabit/s); however,3. EXPERIMENTAL ANALYSIS3.1 SetupTo help the decision of VM-based resource reservation, a series of experiments were conducted to model and analyze the process of migrating a number of running VMs from one host to another. The studies reported in this paper focus on the VMware Server (1.0.3) based VM monitor. The VMs are hosted on a cluster of physical servers. Each physical node has two dual-core 2.33GHz Xeon processors and 4GB of memory, runs Fedora Core 6 with kernel 2.6.22, and is connected with Gigabit Ethernet. Due to the limitation of the physical nodes, the VM memory size considered in these experiments is up to 1GB. However, the findings from22 20 18 16 14 time (s) 12 10 8 128MB 256MB 384MB 512MB 640MB 768MB 896MB 1024MB22 20 18 16 14 time (s)Using disk12 10 8Using RAMFS66442200 suspend copy resume0200400600 Size (MB)80010001200Figure 2: The time needed for the three phases of migrating a single VM with different memory sizes. A local disk on the destination host was used to store the migrated VM states.22 20 18 16 14 time (s) 12 10 8 6 4 2 0 suspend copy resume 128MB 256MB 384MB 512MB 640MB 768MB 896MB 1024MBFigure 3: Using regression methods to model the relationship between the time needed for the copy phase and the size of the VM memory.22 20 18 16 14 time (s) 12 10 8 6 4 2 0 suspend resume baseline 256MB 512MB 768MB 1024MBFigure 4: The time needed for the three phases of migrating a single VM with different memory sizes. A RAMFS on the destination host was used to store the migrated VM states. for greater memory sizes, a large amount of dirty pages are buffered in memory during the copy phase, and the kernel forces to flush these data in foreground, which then throttles the copy phase by the throughput of the disk (around 50MB/s). Because the kernel I/O scheduling policy decides when and how to flush the data, this model is dependent on the parameters used by the kernel. To isolate the impact of the disk I/O on the migration process, we have also conducted an experiment using a RAM-based file system (RAMFS) on the destination host to store the state of the migrated VM. (RAMFS can also be set up on the source host to reduce disk I/Os in the suspend phase.) The results from this setup also represent the cases where other mechanisms, e.g. direct memory-to-memory copy, are available to avoid this problem. Since the VM’s memory state is not backed by stable storage, a viable recovery scheme is necessary for the VM in case of a crash. Figure 4 shows the time needed for the migration phases when RAMFS is used, and the dashed line in Figure 3 models the copy phase (round-shaped points) using regression methods. It is evident that a linear function can very well characterize this relationship between the copy time and the VM memory size. The above two models demonstrate that, given a VM’s migration time for a particular memory size, it is feasible to predict the time for migrating a VM with other memory sizes. In addition, this analysis is also applicable if the size of other VM states, e.g. the disk redo files, need be considered.Figure 5: The time needed for the suspend and resume phases of migrating a VM with different amounts of continuously modified memory.3.2.2 Experiments with Memory-intensive WorkloadsThe above results also show that the time needed for both suspend and resume phases are small. The resume phase is typically very fast since after the copy phase is done, the VM’s memory state is already buffered in memory (assuming the destination host has enough memory for the migrated VM), and thus the resuming does not require additional disk reads. The suspend time is also usually short, because the running VM’s memory is frequently synchronized with its memory state file, and the suspend phase does not involve many disk writes either. If a considerable amount of memory pages need be synchronized when the VM is suspended, this phase will take longer. To study the impact of this factor, a program which continuously touches a given amount of memory was intentionally started in a VM that was under migration (with a memory size of 1.1GB). Its resume and suspend phases, with different amounts of modified memory, is compared to the baseline performance when this program is not used (Figure 5). (The time for the copy phase is not affected by the workloads of the migrated VMs, since FTP need transfer the same amount data across network no mater whether the memory state files are sparse or not.) The results show that the resume phase is indeed fast and stable, but the suspending time increases nearly proportionally with respect to the size of the modified memory. Note that typical applications do not possess such a bad12 single VM two VMs four VMs eight VMs12 single VM two VMs four VMs eight VMs101088time (s) 6time (s)suspend copy resume total6442200 suspend copy resume total-2Figure 6: The per-VM migration time when different numbers of VMs, each with a 256MB memory, were migrated in sequence. A local disk on the destination host is used to store the migrated VM states.14 single VM 12 10 time (s) 8 6 4 2 0 suspend copy resume total two VMs four VMsFigure 7: The per-VM migration time when different numbers of VMs, each with a 256MB memory, were migrated in sequence. A RAMFS on the destination host was used to store the migrated VM states.14 single VM 12 10 time (s) 8 6 4 2 0 suspend copy resume total two VMs four VMsFigure 8: The per-VM migration time when different numbers of VMs, each with a 512MB memory, were migrated in sequence. A local disk on the destination host was used to store the migrated VM states. behavior, and the suspend phase is generally fast as also confirmed by the following experiments. The results from using this “rogue” program give an upper bound on the resuming time based on this worst-case scenario.Figure 9: The per-VM migration time when different numbers of VMs, each with a 512MB memory, were migrated in sequence. A RAMFS on the destination host was used to store the migrated VM states. CPU is in the I/O wait state, and this write “hog” blocks all the following migration processes for a considerable period of time. Figure 7 shows the results from using the RAMFS on the destination host to store the copied VM states, which prove again that such a setup can effectively solve the above problem, and the migration time becomes very consistent regardless of the number of migrated VMs. Figure 8 and Figure 9 show the time for migrating a sequence of larger VMs, each with 512MB memory, using the local disk and the RAMFS, respectively. The results confirm that the former setup causes increase in the resume time and its variance, while the later one helps to make the migration process stable and predictable. Therefore, this RAMFS setup was used for all the following experiments. Memory space on the physical host may be a concern for using RAMFS to store the VM states. However, a RAMFS’ size is dynamically adjusted, growing or shrinking as needed by the data, and it does not necessarily consume extra memory, since the memory pages used by a VM’s state files on the RAMFS can be shared with the VM’s memory. Moreover, after the migration is completed, the VM’s states can still be backed up on local disks when a snapshot need be taken on persistent storage.3.3 Migrating a Sequence of VMsThe second group of experiments investigates the process of migrating a sequence of VMs, and study whether it is feasible to predict the total migration time based on the time for a single VM.3.3.1 Experiments with Different Number of VMsIn this experiment, different numbers of VMs are migrated consecutively, each with a memory size of 256MB. Figure 6 plots the per-VM’s migration time, when the local disk on the destination host is used to store the copied VM states. The results show that the suspend and copy phase are not affected by the number of VMs, but the resume phase becomes slower as more VMs are migrated, and its variance also increases significantly. This is also because of the aforementioned flushing of dirty data from copying a VM’s state files. It not only throttles this VM’s migration, but also interferes with the following VMs’ migrations because of the uncompleted writes. This situation aggravates as more VMs are migrated in sequence. In the worst case, the entire1818Performance degradation16 14 Migration delay (s) 12 10 8 6 4VM migration time16 14 Iteration Time (s) 12 10 8 6 4 VM1 VM2 VM3 VM42200VM1 VM2 VM3 VM4Time (s)Figure 10: The migration time and performance degradation when four VMs were migrated in sequence, each with 512MB memory and a CPU-intensive benchmark running inside.32 30 28 26 24 22 20 18 16 14 12 10 8 6 4 2 0 VM1Figure 11: The performance of a CPU-intensive benchmark running inside of four VMs that were under migration.32 30 28 26 24 22 20 18 16 14 12 10 8 6 4 2 0Performance degradationVM migration timeMigration delay (s)VM1 VM2 VM3 VM4Iteration time (s)VM2VM3VM4Time (s)Figure 12: The migration time and performance degradation when four VMs were migrated in sequence, each with 512MB memory and a memory-intensive benchmark running inside.Figure 13: The performance of a memory-intensive benchmark running inside of four VMs that were under migration. The second workload uses a memory-intensive program that is similar to the one used in Section 3.2.2. It runs iteratively, where during each iteration it modifies almost the entire VM’s memory once, and then sleeps 1 second. The average iteration time is 1.75 second, with a standard deviation of 0.06 second. With this program running inside the VMs, their migration time and the program’s performance degradation are plotted in Figure 12. Because two iterations of the program were affected by the migration, the performance degradation is the sum of these two iterations’ time, minus twice of the regular iteration time. The results show that the performance degradation experienced by the program is longer than the VM migration time by around 5 seconds. The migration has a greater impact on this program than the previous CPU-intensive workload, which infers that it is a more memory-intensive process. Figure 13 illustrates one sample of the performance data reported by the program during the migration process. It is noticeable that the first VM’s migration takes more time than the other ones. This is because suspending the VMs for this memory-intensive program involves a considerable amount of disk writes, and the first VM’s migration has an additional start-up overhead from initiating the I/Os. The last workload considers typical web applications by using Apache (version 2.24) based web servers on the four VMs to serve HTTP requests. The HTTP clients were based on httperf [10], which issued requests with a constant rate (100 connections3.3.2 Experiments with Different WorkloadsTo further study the interference between the workloads running inside of the VMs and the migration process, several different types of workloads were used to load four VMs, each with 512MB of memory, and their sequential migrations are analyzed in this subsection. We have considered two representative cases of workloads in this study: CPU-intensive and memory-intensive. A comprehensive analysis using a larger set of benchmarks is subject of future work. The first one is a CPU-intensive workload, which is adapted from the Freebench’s Distray benchmark [19]. It runs iteratively, where each iteration takes exactly 2 seconds and consumes 100% of CPU when executed on the VMs. This benchmark was started on each of the four VMs, which thus fully utilized all the CPUs available on their physical host. Their migration time as well the benchmark’s performance degradation is shown in Figure 10. The performance degradation is defined as the runtime of the iteration being affected by the migration, minus the regular iteration time. The results show that the performance degradation time is longer than the VM migration time by about 2 seconds, which means that it takes additional time for the benchmark to recover to its full performance after the its VM is migrated. Figure 11 illustrates one sample of the performance data collected from the benchmark during the migration process.。