Towards the Stream Analysis Model in Grid-based Zero-Latency Data Stream Warehouse
VGStudioMAX_30_en
V G Studio MAX 3.0VOLUME GRAPHICS THE ANSWERS ARE IN THE DATAVolume Graphics GmbH was founded in 1997 in Heidelberg, Germany, where its headquarters are to this day. The core business of the com-pany is the development and marketing of software products for the analysis and the visualization of industrial and scientific computed to-mography (CT) data. The main software solutions offered are V G Studio MAX and V G Studio. Both software products can be enhanced with various add-on modules. Since the beginnings of the use of computed tomography in industrial applications, Volume Graphics has influenced and pushed the boundaries of what has been thought possible within this ever growing market segment. Today, Volume Graphics is the lead-ing software provider world-wide in this field.In addition to its off-the-shelf products, Volume Graphics is a compe-tent partner for questions and application advancements in the area of industrial computed tomography. With our extensive know-how stem-ming from more than 15 years in the business we have become an esteemed partner offering custom solutions and consulting services for a wide range of applications.Industries & Markets:■Automotive industry■Aerospace industry■Consumer and household electronics industries■Life sciences /h ealthcare■Light alloy and injection molding industries■Universities, academic and industrial research institutes as well as museums■...The Volume Graphics product line for industrial and scientific com-puted tomography has grown to five software applications: V G Studio MAX , V G Studio , V G Metrology , V G InLine and my V G L .V G Studio MAX is the most comprehensive tool, enabling the user to analyze, measure, segment and compare voxel data sets.V G Studio is the inexpensive entry level product to the world-wide stan-dard of industrial and scientific voxel data processing and visualization. V G Studio can be upgraded to V G Studio MAX and can therefore ‘grow’ with the users’ requirements for advanced analysis tools.V G Metrology is the latest addition to the Volume Graphics product portfolio and has been designed as a stand-alone metrology applica-tion. It works directly on the extracted surface of your scanned parts and offers loss-free precision for applying measurement plans on files that require only a fraction of available disc space than conventional voxel data sets.V G InLine is a new analysis software solution that is especially geared towards the demands of at-line /i n-line inspection scenarios. V G InLine comprises all currently available analyses for complex metrology appli-cations, nominal /a ctual comparisons and material analyses. Wheth-er they are carried out on plastic or on lightweight /m oulded parts, V G InLine offers inspection reliability at production speed. Finally, my V G L is the 3D viewer that can be installed on any standard PC for presenting projects created using V G Studio MAX , V G Studio , V G Metrology and V G InLine . With my V G L a user can thus easily share analysis results with colleagues, partners and customers who have not licensed any other Volume Graphics software product.All of Volume Graphics’ software solutions have been developed with the user in mind and have proven their value in various industries and scientific fields.Thus V G Studio MAX and its sister products have revolutionized the way industrial CT /v oxel data is utilized: very large data sets can now be handled quickly and interactively. With its unique features and module options, V G Studio MAX allows large CT data sets to be processed within very few minutes. Even the largest data sets with more than 100 GB can be processed on off-the-shelf PC hardware.The basic version of V G Studio MAX and its functionalityV G Studio MAX already comes equipped with numerous clever featuresthat make working with CT data and presenting analysis results morecomfortable than ever before. We have taken a close look at what ourusers want to do with their data sets and have come up with variousways to help them get there as fast and easy as possible.Use Bookmarks to organize and disseminate your projectsAutomated inspections using V G Studio MAXFor users who need to examine entire series of parts according to predefined standard specifications, V G Studio MAX provides a large number of tools allowing even the most complex analysis tasks to be performed automatically.SEGMENTATION TOOLSENHANCED SURFACE DETERMINATIONREQUIRES COORDINATE MEASUREMENT MODULEV G Studio MAX comes with a set of powerful segmentation tools allow-ing data sets to be separated into several so-called ‘Regions of Inter-est’ (ROI) that usually consist of different components, materials, etc.Segmentation is the basis of many data analysis projects. It is therefore one of the most important features that helps users to solve their tasks. For example: you want to perform a porosity / i nclusion analysis on a molded part. It is likely that in this case you want to measure the local volume fraction of your pores and inclusions. Here, segmentation tools enable the user to form an ROI within which to run the analysis. All data analysis and visualization tools of V G Studio MAX can take advantage of the ROI concept.If you are used to pixel-based picture manipulation tools, the approach of V G Studio MAX to segmentation will be familiar: available segmen-tation tools include manual marquee and drawing-style tools as well as semi-automated tools (e. g., a so-called region grower). ROI refinement and smoothing tools, morphological operators and functions that utilize CAD models or their component structure to be used for segmentation will further support you in the segmentation of your part. V G Studio MAX comes with sub-voxel precise segmentation capabilities thus fur-ther increasing the precision of all data analysis tasks.With its high precision, local adaptive surface determination algorithm, V G Studio MAX is already considered to be the industry’s standard. Only Volume Graphics can draw back on more than 15 years of expe-rience which results in advanced algorithms that allow for measure-ments on CT data to be performed with a minimum of uncertainty. This has been confirmed by many users and laboratories worldwide. VG’s surface determination algorithm offers highest accuracy, which leads to better results especially in high-contrast, high-dynamic range CT data, e. g., data resulting from scans of multi-material assemblies. In combination with the enhanced Coordinate Measurement Module, V G Studio MAX has set a new reference mark for CT measurement accuracy.Surface determination Steps are caused due to voxel-based segmentationNo steps due to enhanced surface determination and sub-voxel precise segmentationNew Modules for V G Studio MAX 3.0Two new add-on modules will be available for the upcoming new version of V G Studio MAX . Both of these modules will help you determine quality characteristics by way of applying a suitable method of quantification. With both modules we continue on our path to open CT data analysis even further towards the world of simulation. Thus they are ideally suited for engineers and researchers, who require a more detailed insight into the internal structures of complex materials.Visualize, e. g., the edges and the cells of your foamor foam-like structure and calculate propertiesColor-coded visualization of transport phenomena, left: pressure, right: stream line viewV G Studio MAX has been supporting the import of CAD data for quite some time now. In the basic version of the software, the neutral ex-change formats STEP and IGES can be directly imported and used for nominal /a ctual comparisons, segmentation and other tasks. Two add-on modules now open V G Studio MAX even further towards the CAD world.CAD IMPORTThe new add-on module CAD Import allows you to load CATIA V5 and Creo / Pro /E NGINEER models. In addition, various other formats are available in beta status.*CAD IMPORT WITH PMIThe new add-on module CAD Import with PMI** packs even more functionality for cleverly reusing information included in CAD files. It has been especially developed for process optimization in quality con-trol and automatically translates and intelligently evaluates so-called PMI data. This ‘Product Manufacturing Information’ can be generated in many current CAD systems and provide additional part information (e. g., dimensioning, GD & T, layers, annotations, captions, etc.) with the CAD model – information that is of great use as long as it can be easily referenced to a CT data set.Views defined on the CAD model can be automatically converted into V G Studio MAX bookmarks for quick orientation even in complex mod-els. Utilizing the CAD Import with PMI module, you will be able to save a considerable amount of time in preparing your measurement plans and thus increase efficiency for your quality control.CAD IMPORT AND CAD IMPORT WITH PRODUCT MANUFACTURING INFORMATION (PMI)Intelligently import a measurement plan from your PMI data onto your CT scan* Supported CAD formats are: CATIA V5 (R4 to V5-6R2013), Creo (Elements/Pro5.0, Parametric 2.0). In beta status: CATIA V4 (up to 4.2.5), JT (up to 9.5), Pro/ENGINEER (up to Wildfire 5), Siemens PLM Software NX (Unigraphics V11.0 to NX8.5), Solid Edge (V19 – 20, ST – ST6), SolidWorks (up to 2014).** PMI import is supported for CATIA V5 and Creo. In beta status also for Pro/ENGINEER and Siemens PLM Software NX.Easily apply a conventional measurement plan to your voxel dataVariance [mm]0.500.300.10-0.10-0.30-0.50Wall thickness [mm]10.0008.2306.4504.6802.9101.140NOMINAL / A CTUAL COMPARISON MODULEWALL THICKNESS ANALYSIS MODULEREQUIRES COORDINATE MEASUREMENT MODULEThe Nominal / A ctual Comparison Module allows for a direct comparison of CT / v oxel data with CAD or other CT / v oxel data. Being able to directly compare the dimensions of a part within the software environment is much more efficient than any conventional method.Features:■Color-coded visualization of analysis results.■Analysis of the entire object or of user-defined ‘Regions of Interest’.■Geometric comparison directly on CT / v oxel data sets – no conver-sion into point clouds or into an STL model required. This avoids additional measurement uncertainty and loss of information.■Geometric comparison is possible on CAD data, mesh data (STL) and, of course, on voxel data (e. g., ‘good part’). ■Additional statistical evaluation features.■High performance reporting function with text and images for output in different formats (CSV, HTML, RTF, PDF, etc.) and for automated inspection.■Ability to tolerance the nominal / a ctual comparison with various parameters, e. g., deviation (minimum, maximum, cumulated).■Annotations for local probing.With the Wall Thickness Analysis Module, areas with insufficient or ex-cessive wall thickness or gap width can be automatically localized directly within the CT / v oxel data set.Features:■Color-coded visualization of analysis results.■Analysis of the entire object or of a user-defined ‘Region of Interest’.■Direct processing of CT / v oxel data – no conversion into point clouds or STL data required. ■No CAD model required.■Additional statistical evaluation features.■High performance reporting function with text and images for output in various formats (CSV, HTML, RTF, PDF, etc.) and for automated inspection.■Wall thickness analysis is, of course, possible on the voxel data but can now also be applied to CAD and mesh data (STL).■Ability to tolerance the wall thickness analysis with various parame-ters, e. g., thickness (minimum, maximum, mean, deviation).■Annotations for local probing.Note: If wall thickness analyses are to be evaluated with the highest possible precision and within a precisely defined coordinate system, the optional Coordinate Measurement Module is required.Compare your scanned object with its respective CAD data setGet color-coded results of deviations and local annotationsColor-coded results of a wall thickness analysisFind inclusions and run pre-machining tests, classify your findings in reports2D analysis according to P 201 /P 202 directly in the CT dataAnalyze fiber composites, color code different fiber orientations and see orientation results in a histogramFor highest performance needs, VG’s CT Reconstruction Modulenow comes with OpenCL multi GPU support.VOLUME GRAPHICS GMBHWieblinger Weg 92a | 69123 Heidelberg, Germany Phone: +49 6221 73920-60 | Fax +49 6221 73920-88sales@ | © 2014 Volume Graphics GmbH, VGL is a registered trademark of Volume Graphics GmbH, Germany. All company, product or service names mentioned in this brochure are used for identification purposes only and may be trademarks of their respective owners.V G . 0 3 4 -E N . v 0 3 _ B | 1 1 . 2 0 1 4Our additional services:■Support for customers in using our software products and for analyzing their CT data.■Standard training courses for beginners and advanced users, customized training, workshops and partner certification.■Consulting services in all aspects of industrial computed tomography.■Custom development projects: implementation of customer- specific requirements in the fields of visualization, analysis and processing of volumetric data.Visit our website to learn more about our support and training opportu-nities as well as custom software development and consulting services.。
(2021年整理)英美文学期末Summary4ofEnglishLiterature
(完整版)英美文学期末Summary4ofEnglishLiterature编辑整理:尊敬的读者朋友们:这里是精品文档编辑中心,本文档内容是由我和我的同事精心编辑整理后发布的,发布之前我们对文中内容进行仔细校对,但是难免会有疏漏的地方,但是任然希望((完整版)英美文学期末Summary4ofEnglishLiterature)的内容能够给您的工作和学习带来便利。
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(完整版)英美文学期末Summary4ofEnglishLiterature 编辑整理:张嬗雒老师尊敬的读者朋友们:这里是精品文档编辑中心,本文档内容是由我和我的同事精心编辑整理后发布到文库,发布之前我们对文中内容进行仔细校对,但是难免会有疏漏的地方,但是我们任然希望 (完整版)英美文学期末Summary4ofEnglishLiterature 这篇文档能够给您的工作和学习带来便利。
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Summary 4 of English Literature•Chapter Six The Modern PeriodBackground Information:•In the second half of the 19th century and the early decades of the 20th century, both natural and social sciences in Europe had enormously advanced。
小学上册第七次英语第五单元自测题
小学上册英语第五单元自测题英语试题一、综合题(本题有100小题,每小题1分,共100分.每小题不选、错误,均不给分)1. A pulley can help lift heavy ______.2.The _____ (sun/cloud) is shining.3.My favorite game is ________ (捉迷藏) with my friends in the ________ (操场).4.What is the primary color of the ocean?A. BlueB. GreenC. BrownD. YellowA5.I help my sister with her ____.6. A _____ (植物研究合作) can lead to groundbreaking discoveries.7.I enjoy playing _____ (桌面游戏) with friends.8.In geography, __________ refers to the study of maps and locations. (制图)9.My dad enjoys going to the ____ (gym).10.The bumblebee makes _____.11.She has a ___ (happy/sad) expression.12.The Earth's surface is home to diverse ecosystems, including ______ and wetlands.13.The __________ (历史的回响) lingers in memory.14.The ancient Greeks held festivals to honor their _____.15.The ______ helps with the sense of touch.16.What is the capital of the Solomon Islands?A. HoniaraB. GizoC. MalaitaD. MakiraA Honiara17.What do we call the time of year when it rains the most?A. SummerB. SpringC. AutumnD. Winter18.The __________ (旅游业) boosts the local economy.19.She is _____ (coloring/drawing) a picture.20.The pelican's beak is designed to catch ______ (鱼).21.My favorite animal at the zoo is a _______ (大象).22.The ant is very ________________ (勤劳).23.What is the name of the famous statue in Rio de Janeiro?A. Christ the RedeemerB. Statue of LibertyC. DavidD. Venus de MiloA24.Iron reacts with oxygen to form _______.25.The _____ (train/bike) is coming.26.My sister loves to __________ (进行科学实验).27.Where do penguins live?A. DesertB. ForestC. ArcticD. AntarcticaD28. A __________ can lead to the extinction of species.29.The clock ticks ______ (loudly).30.What is the opposite of 'big'?A. LargeB. SmallC. HeavyD. LightB31.Fossils are often found in sedimentary ______ that formed over millions of years.32.The concept of climate adaptation focuses on preparing for the impacts of ______ change.33.I am inspired by __________ because he/she achieved so much. His/Her story motivates me to work hard and follow my dreams. I hope to be like him/her one day.34.I like to ______ my grandparents during holidays. (visit)35.My cousin loves to __________. (唱歌)36.I love to play ______ (乐器) like the guitar and piano. Music is a big part of my life.37.What is the biggest ocean in the world?A. AtlanticB. IndianC. ArcticD. Pacific38. A ______ is a type of chemical analysis.39.What is the name of the famous English playwright?A. Charles DickensB. George Bernard ShawC. William ShakespeareD. J.K. RowlingC40.The __________ (历史的交织) fosters collaboration.41. A ______ is a type of animal that can run very fast.42.What is the name of the popular series about a boy who attends a school for wizards?A. Harry PotterB. Percy JacksonC. NarniaD. Lord of the RingsA43.I have a ___ (big) imagination.44.I love spending time outdoors, especially at the __________.45. A turtle can live both in ______ (水) and on land.46.The boiling point of ethanol is ______ degrees Celsius.47.In the winter, I love to go __________. (滑雪)48.My dad enjoys helping me with ____.49.What is the largest planet in our solar system?A. EarthB. MarsC. JupiterD. Saturn50. A ____(sustainability partnership) works towards shared environmental goals.51. A ______ (植物园) is a great place to learn about different species.52.The capital of Pakistan is _______.53.I need to ________ my homework.54.What do we call the science of studying the Eart h’s physical features?A. GeologyB. GeographyC. CartographyD. OceanographyB55. A _______ reaction occurs when substances combine to form a new substance.56.What do we call the process of monitoring and managing natural resources?A. Resource managementB. ConservationC. SustainabilityD. PreservationA57. A __________ (元素周期表) helps classify elements based on their properties.58. A chemical bond formed by the transfer of electrons is called an ______ bond.59.I take _____ (照片) of my friends.60. A simple machine helps us do _______.61.The train is ______ (fast) and convenient.62.What do we use to write on paper?A. CrayonB. BrushC. SpoonD. Shoe63.The __________ (历史的传承机制) ensures continuity.64.Sound waves can be ______ by different materials.65.We are going to the ___. (fair) this weekend.66.She likes to eat ______ (pizza).67.I want to _____ (understand) plant biology.68.What do you call the study of living things?A. PhysicsB. ChemistryC. BiologyD. GeographyC69.What is the capital of Brazil?A. Rio de JaneiroB. BrasíliaC. São PauloD. Salvador70.They are playing _____ the park. (in)71.The _______ (The Civil Rights Movement) sought to end racial segregation and discrimination.72.Did you see the _______ (小变色龙) change colors?73.What do we call the study of plant life?A. BotanyB. ZoologyC. EcologyD. Agriculture74.The rainbow is _____ in the sky. (bright)75.What is the capital of Myanmar?A. NaypyidawB. YangonC. MandalayD. BaganA76. A walrus has long ________________ (象牙).posting can provide ______ (天然肥料) for gardens.78.I want to learn how to ________ (做蛋糕).79.What is the opposite of 'old'?A. AncientB. YoungC. AdultD. Elderly80.The chemical formula for sodium thiosulfate is ______.81.What is the largest mammal in the ocean?A. SharkB. DolphinC. WhaleD. OctopusC82.What do we call the process of converting light into energy in plants?A. RespirationB. PhotosynthesisC. DigestionD. Fermentation83.The chemical formula for ammonium nitrate is _______.84.The bear catches _____ in the stream.85._____ (城市花园) can help improve air quality.86.My sister is very ________.87.What do we call a place where you can buy books?A. LibraryB. BookstoreC. MarketD. SchoolB88.The concept of a multiverse suggests the existence of _______ universes.89.The tortoise can pull its head into its _________ (壳).90.What is the main source of energy for the Earth?A. MoonB. StarsC. SunD. WindC91.The __________ can show the effects of erosion and sedimentation.92.What do you call a place where animals are kept?A. ZooB. FarmC. BarnD. ForestA93.What do you call a group of stars?A. PlanetB. GalaxyC. Solar SystemD. ConstellationD94.The eagle's eyesight allows it to see ______ (远).95.What is the opposite of 'big'?A. LargeB. HugeC. SmallD. TallC96.The bear forages for food in the dense ____.97. A _______ is a mixture of two or more elements where the composition is uniform.98.What is the primary ingredient in pancakes?A. RiceB. FlourC. CornD. Oats99.Did you see a _______ (小蜈蚣) crawling on the ground?100.In which country is the Eiffel Tower located?A. ItalyB. GermanyC. FranceD. Spain。
飞鸟集最浪漫的十句话中英文
飞鸟集最浪漫的十句话中英文The 10 Most Romantic Sentences from GitanjaliRabindranath Tagore's Gitanjali is a collection of poems that have long been celebrated for their profound spiritual and emotional depth Amidst the many beautiful and moving verses contained within this work are a number of lines that stand out for their sheer romantic power and eloquence In this essay I will examine ten of the most romantically charged sentences from Gitanjali and explore what makes them so compelling and memorableThe first line that I would highlight is "Let all my songs gather together their diverse strains into a single current and flow to a sea of silence in one salutation to thee" This sentence beautifully captures the idea of the poet's various creative expressions converging into a harmonious whole that pays tribute to the divine This sentiment of unification and devotion has a deeply romantic quality as it speaks to the artist's desire to channel all of his inspiration and passion into a singular offeringAnother evocative line is "Where the mind is without fear and the head is held high" This simple yet powerful phrase evokes a sense of courage courage to face the world without trepidation and to hold one's head high with pride and dignity There is a romantic idealism in this call for fearlessness and self-assurance that resonates deeplyA third standout sentence is "Into that heaven of freedom my Father let my country awake" Here Tagore paints a vivid picture of a liberated and enlightened nation awakening into a state of spiritual and political freedom The use of the term "Father" to refer to the divine lends this line a filial tenderness and reverence that gives it a romantic qualityOne of the most famous lines from Gitanjali is "Where the clear stream of reason has not lost its way into the dreary desert sand of dead habit" This metaphorical statement about the importance of maintaining an open and inquiring mind has an inherent romanticism in its celebration of intellectual vitality and growth The imagery of the clear stream and the desert sand creates a vivid visual that enhances the romantic appeal of the sentimentA fifth remarkable sentence is "Where the mind is led forward by thee into ever-widening thought and action" Here the poet articulates a vision of the divine guiding the human mind towards greater expansion and evolution both in terms of contemplation andpractical engagement This idea of divine inspiration propelling the individual towards a higher state of being has an undeniably romantic resonanceAnother striking line is "Where the world has not been broken up into fragments by narrow domestic walls" This critique of insular parochialism contains a romantic longing for a more interconnected and expansive worldview free from the constraints of rigid social structures The dream of a unified global community is a quintessentially romantic notionOne of the most poetic and evocative sentences in Gitanjali is "Where tireless striving stretches its arms towards perfection" This metaphorical depiction of the human spirit endlessly reaching towards an ideal state of being is suffused with a romantic idealism that is both inspiring and deeply movingThe eighth line that stands out for its romantic power is "Where the mind is without fear and the head is held high" This repetition of a previous passage serves to emphasize the centrality of this sentiment of courage and self-assurance to Tagore's romantic vision The reiteration gives the phrase an even more resonant and memorable qualityAnother profoundly romantic line is "Where words come out fromthe depth of truth" This simple yet profound statement about the importance of authentic and sincere self-expression has a romantic quality in its championing of honesty and emotional transparency as vital to the creative process and the human experienceFinally one of the most romantically charged sentences in Gitanjali is "Where the clear stream of reason has not lost its way into the dreary desert sand of dead habit" This eloquent metaphor about the need to maintain an open and inquiring mind is rich with romantic overtones in its celebration of intellectual vitality and growth The vivid imagery of the clear stream and the desert sand serves to heighten the romantic appeal of this sentimentIn conclusion the ten sentences from Gitanjali that I have highlighted demonstrate the remarkable romantic power and eloquence of Rabindranath Tagore's poetic genius Whether he is evoking a vision of spiritual and political freedom a call for fearless self-assurance or a championing of authentic self-expression Tagore's words possess a romantic intensity and beauty that have captivated readers for generations These lines stand as shining examples of the profound romantic artistry that suffuses Gitanjali as a whole。
仁爱版九年级英语上册unit 2综合能力测试含答案
九年级上册unit 2综合能力测试一、单项选择1.None of us ________ running, but we all like swimming.A.likesB.likedC.likingD.would like to2.Trees can stop the sand _____ towards the rich farmland in the south.A.movingB.to moveC.from movingD.moves3. If we continue to be their cry for help, things are sure to go from bad to worse.A. interested inB. pleased withC. close toD. deaf to4. He says he the Great Wall twice.A. has been inB. has been toC. has gone toD. has been for5.When I was walking in the street yesterday, I saw a UFO ________ over my head.A.flyingB.fliesC.flewD.to fly6. -There are several chemical factories pouring waste water into the stream.-They may cause .A. air pollutionB. water pollutionC. noise pollutionD. light pollution7.________ the environment is important for human beings.A.Take care ofB.Taking care ofC.Took care ofD.Take the care of8.There are five people in the room, but I know _____.A.both of themB. none of themC.all of themD.neither of them9. Many years ago, the air was fresh and the water was clean here. We could bees and hear birds .A. see; dance; singB. see; dancing; singingC. saw; dance; singD. saw; dancing; singing10. —Do the foreigners have any problems talking in English in our city?—I don’t think so. Now the young the old can speak some English.A. either; orB. not only; but alsoC. as; asD. neither; nor11. All sorts of pollutions around us are bad our health many ways.A. for; byB. for; inC. of; inD. of; by12. I can’t the noise outside. It’s nearly driving me mad.A. holdB. agreeC. getD. bear13. Rick has learned a lot about Chinese culture ______ he came to China.A. beforeB. whenC. untilD. since14.This washing machine is very easy to use. ________ can learn to use it in a very short time.A.SomebodyB.AnybodyC.NobodyD.Few people15. Water pollution influences the look of our city and even worse, it our health.A. does good toB. points toC. does harm toD. is helpful to16.The driver was badly hurt ________ of the traffic accident.A.at a resultB.in the resultC.with the resultD.as a result17. People in the Northwest have too many trees, so sandstorm is always coming in many parts of China in spring.A. cut offB. cut downC. cutting offD. cutting down18. We are supposed to ________ a solution to stop people from looking down at their mobile phones while driving cars.A. come up withB. come formC. come outD. come true19. It’s difficult for me after the 20-kilometer hiking.A. breathB. breatheC. to breathD. to breathe20. — Would you like to have ________?—No, thank you. I’ve had enough.A.anything moreB.something moreC.more anythingD.more something二、词汇运用(每空1分,共10分)1. There are s boys playing soccer on the playground.2. Don’t w even one drop of water, because the earth is very short of water.3. Humans have p their own environment themselves.4. Oh, what a m ! Environment has been totally destroyed by those factories.5. What a s ! Those beautiful flowers are dead because of the poisonous (有毒的)soil.6. Because of the bad air, I have a p in my throat all the time.7. Spitting in public is a kind of a behavior.8. Smoking is h to your health. Giving it up earlier is good for you.9. It’s so hot in Nanjing this summer that even many local people can’t b it.10. America p more cars this year than last year.11. Jane is in bad mood r .12. What’s the m of the word in Chinese?13. not able to hear anything or not able to hear very well.14. a set of words expressing a question, an order or a statement.15. to produce letters, books, newspapers, etc. on paper using a machine.16. The earth is one of the p in the solar system.17. His grandfather has high blood p .18. The government plans to c more jobs for young people.19. the red liquid (液体)that flows through the bodies of humans and animals.20. a kind of hard black mineral(矿物)that is found below the ground and used to produce energy.三、按要求完成句子1. 噪音污染也可能引起高血压。
模式识别与机器学习 复习资料 温雯 老师
温雯
一些需要提及的问题
温雯 广东工业大学 计算机学院 23
温雯
广东工业大学
计算机学院
21
温雯
广东工业大学
模式识别系统的复杂性 – An Example
“利用光学传感器采集信息,对 传送带上的鱼进行种类的自动 区分” Fish Classification: Sea Bass / Salmon
一个例子
将鲈鱼与三文鱼进行区分 问题归纳(抽象而言) • 模式识别系统 • 设计流程
Preprocessing involves:
广东工业大学 计算机学院 28
Overlap in the histograms is small compared to length feature 温雯 广东工业大学 计算机学院
27
温雯
判定边界
错误分类的代价
模型的复杂度
Generalization (推广能力)
Partition the feature space into two regions by finding the decision boundary (判定边界)that minimizes the error.
Optical Character Recognition (typography)
A v t u I h D U w K
一种新的人机交互系统 你,从中看到模式识别吗?
Vision
我在一幅画中英语作文稿高中
我在一幅画中英语作文稿高中I found myself standing in the middle of a vast, serene landscape. The sky above me was a breathtaking canvas of azure hues, dotted with wispy clouds that danced gracefully across the expanse. The ground beneath my feet was blanketed in a lush, verdant carpet of grass, its blades swaying gently in the soft breeze.As I took a moment to take in my surroundings, I noticed a small stream meandering through the landscape, its crystal-clear waters reflecting the beauty of the world around it. The banks of the stream were lined with towering trees, their branches reaching towards the heavens, their leaves rustling in a soothing melody.In the distance, I could see rolling hills, their peaks and valleys etched against the horizon. The sunlight filtered through the branches of the trees, casting a warm, golden glow over the entire scene. It was a picture of tranquility and serenity, a place where time seemed to stand still and the worries of the world faded away.As I continued to explore this enchanting landscape, I stumbledupon a small, wooden bridge that spanned the stream. I couldn't resist the urge to cross it, and as I did, I felt a sense of wonder and awe wash over me. The bridge seemed to be the gateway to a world of endless possibilities, a bridge that connected the physical realm to the realm of the imagination.As I stood in the middle of the bridge, gazing out over the serene waters, I couldn't help but wonder about the story behind this place. Who had created this masterpiece of nature, and what inspired them to bring it to life? Was it the work of a skilled artist, or the result of a lifetime of careful cultivation and nurturing?The more I pondered these questions, the more I became drawn into the world of the painting. I felt like I was no longer just an observer, but a participant in the story that was unfolding before me. The colors, the textures, the sounds – all of it seemed to come alive, as if the painting had been imbued with a life of its own.As I continued to explore the landscape, I discovered hidden pathways and secret alcoves, each one more captivating than the last.I wandered through lush meadows, climbed towering hills, and even stumbled upon a small, quaint village nestled in the heart of the valley.The more I immersed myself in this world, the more I felt a sense ofconnection to it. It was as if the painting had a way of drawing me in, of making me feel like I was a part of something greater than myself.I found myself lost in the details, marveling at the intricate brushstrokes and the subtle nuances of color that brought the scene to life.As I continued to explore, I began to notice the small, hidden details that made this painting so special. I saw the way the light filtered through the leaves of the trees, casting a warm, golden glow over the entire scene. I noticed the way the stream seemed to wind and twist, creating a sense of movement and flow that drew the eye ever deeper into the landscape.And as I stood there, lost in the beauty of this enchanting world, I couldn't help but feel a sense of wonder and awe. It was as if the painting had a way of transporting me to a different time and place, a world where the worries of the everyday faded away and all that mattered was the beauty that surrounded me.In that moment, I felt a deep connection to the artist who had created this masterpiece. I imagined the hours and days they had spent, meticulously crafting every detail, pouring their heart and soul into every brushstroke. And as I stood there, I felt a newfound appreciation for the power of art to transport us to other worlds, to open our eyes to the beauty that surrounds us, and to inspire us tosee the world in a new and different way.As I reluctantly turned to leave this enchanting world, I couldn't help but feel a sense of sadness. I knew that I would have to return to the real world, to the hustle and bustle of everyday life. But in that moment, I was grateful for the opportunity to have experienced this painting, to have been transported to a place of such beauty and serenity.And as I walked away, I couldn't help but feel a renewed sense of purpose and inspiration. I knew that the memory of this painting would stay with me, a constant reminder of the power of art to transform and inspire. And who knows, perhaps one day I would return to this world, to explore its hidden wonders and to immerse myself in its beauty once more.。
高考英语作文续写范文关于营救溺水者
高考英语作文续写范文关于营救溺水者全文共6篇示例,供读者参考篇1The Day I Became a HeroIt was a bright sunny day and school had just let out. My friends Michael, Jessica, and I were walking home together like we did every day after classes. We were chatting and laughing about the silly joke our math teacher Mr. Rodriguez told during the last period.As we approached the bridge over the stream in the park, Jessica said "Hey guys, look over there! Is that someone in the water?"We stopped talking and listened. Sure enough, we could hear faint calls for help coming from the direction of the stream. Michael cupped his hands around his mouth and yelled "Hello? Is someone there?"A panicked voice replied "Help! I'm drowning! Somebody please help me!"Without hesitating, I dropped my backpack and sprinted towards the stream bank. My friends were right behind me. When we reached the water's edge, we saw a young woman flailing her arms desperately, struggling to keep her head above the surface."What should we do?" Jessica cried, her eyes wide with fear.I scanned the area quickly. About twenty feet upstream, a large tree branch extended over the water. "There!" I shouted, pointing to the branch. "Michael, Jessica, you two climb out on that branch. I'll wait here and grab her if you can extend the branch far enough for me to reach her."They nodded and scrambled up the bank towards the tree. I watched nervously as the woman's cries grew weaker. The powerful current was sweeping her downstream towards me, but she looked like she was fading fast.Just as she drifted underneath the branch, Michael and Jessica were able to push it out as far as it could go. I laid down on my stomach at the very edge and reached out with both arms, straining my body as far as I could extend it."Keep going! You're almost there!" I yelled desperately.With a final burst of energy, the woman propelled herself forward in the current. Our fingertips brushed together for the briefest moment before finally grasping tightly. I dug my elbows and legs into the muddy bank, using every ounce of strength to pull her closer until I could grab her arms with both hands."I've got her! Pull us in!" I shouted to my friends.Slowly but surely, they were able to drag us both to the bank. The woman collapsed on her back, coughing up water and gasping for air. I patted her back gently, trying to help expel the water from her lungs.Once she was breathing more normally, she looked up at me with immense relief and gratitude. Tears were streaming down her face as she choked out the words, "Thank you...thank you for saving my life."I felt a huge wave of pride and joy wash over me in that moment. Here I was, just an 11-year-old kid, but I had risen to the occasion and actually saved someone's life! My friends and I had worked together flawlessly as a team to rescue this woman from what could have been a tragic end.In the days and weeks that followed, word of our heroic act spread quickly around the community. The local newspaperinterviewed us and ran a front page story celebrating the brave actions of three elementary school kids. We even received a special commendation and "Citizens Award" from the town mayor at a school assembly.While I was extremely proud of myself, what made me feel best of all was the look on my parents' faces when they heard what I had done. The beaming smiles, the hugs, the tears of joy - that's something I'll never forget. Knowing that my quick thinking and courage made them so proud means more to me than any award or news story ever could.From that day on, I've tried to apply the lessons I learned from this experience to everything I do in life. Stay calm under pressure, think critically about the best way to approach a problem, work together with others as a team, and above all - have the courage and tenacity to take action and see it through to the end, even when things seem hopeless. If you put your mind, heart and soul into facing a challenge head on, there's no obstacle too big to overcome.Looking backOn know, that split-second decision to spring into action without hesating totally changed my life's trajectory. Who could have guessed that a seemingly篇2One sunny afternoon, I was playing at the park with my friends. We were having so much fun chasing each other around and climbing on the jungle gym. Suddenly, we heard a loud splash coming from the lake nearby."What was that?" asked Tommy, looking worried.We all stopped and listened carefully. Then we heard someone calling for help! It sounded like a kid's voice. Without thinking twice, I ran towards the lake with my friends right behind me.When we got there, we saw a boy thrashing around in the water, trying desperately to keep his head above the surface. He looked really scared and kept gulping down water."Help! I can't swim! Somebody help me!" he cried out.My heart was pounding like crazy. I knew we had to do something fast before the boy drowned. Tim, who's the oldest out of all of us, tried throwing a long stick towards the boy, but it wasn't long enough to reach him."We need to find something else!" he shouted over the splashing sounds.I looked around frantically and spotted a long garden hose coiled up near the lake's edge. I grabbed it and quickly unraveled it as far as it could go. Holding one end tightly, I tossed the other end towards the boy."Grab on to this! We'll pull you in!" I yelled.The boy's arms flailed wildly as he tried to grab the hose. After a few tries, he finally got a firm grip on it. We all grabbed the other end and started pulling with all our might. Slowly but surely, the boy inched closer to the shore."Don't let go! You're almost there!" Tommy cheered him on.With one last big tug, we managed to drag the boy safely onto the grass. He collapsed onto the ground, coughing and sputtering up water. We patted his back to help him breathe easier."You're okay now, don't worry," I said, trying to sound calm even though my legs were shaking.Once the boy had caught his breath, he looked up at us with wide, grateful eyes."Th-thank you so much for saving me," he stammered between gasps. "I thought I was gonna drown for sure."We all smiled, relieved that everything had turned out alright in the end. Just then, we heard shouting coming from the park entrance. It was the boy's parents, who had been frantically searching for him. They rushed over, faces etched with worry, and pulled their son into a tight embrace when they saw he was safe."Oh thank goodness you're alright! We were so scared!" his mom cried, planting kisses all over his wet hair.The boy's dad looked at us gratefully. "You kids are heroes! I don't know what we would've done if you hadn't been there to rescue our son."We shyly shrugged it off, suddenly feeling a little bashful with all the praise. Tim spoke up for all of us."We're just glad we were able to help in time. It was pretty scary there for a bit!"The boy's parents insisted on treating us all to ice cream to show their gratitude. As we walked back to the park entrance, licking our sweet, drippy cones, I felt an overwhelming sense of pride. We may have just been a bunch of kids playing at the park, but on that day, we had truly become heroes.From that moment on, I realized that bravery and quick thinking can happen at any age. You don't have to be a grownup to save someone's life – you just have to be willing to act when someone needs your help, no matter how small you are. That day at the lake taught me a lesson I'll never forget.篇3The Day I Became a HeroHi! My name is Timmy and I'm 8 years old. I love playing soccer, reading comics, and going on adventures with my best friend Jake. One sunny Saturday, Jake and I decided to go explore the creek near my house. We had been there lots of times before, but we never got tired of looking for cool rocks, catching little fish and tadpoles, and just being outdoors.That particular day started out pretty normal. We packed a little snack and our nets to catch critters. Jake's mom drove us to the creek and we scrambled down the little trail to the water's edge. The creek wasn't too deep, maybe only came up to our knees in the middle. We spent a while scooping up minnows and looking under rocks for crawdads.Then we noticed a young deer drinking from the creek just upstream from where we were playing. We got really quiet andslowly made our way a little closer to get a better look. The deer's head shot up and it spotted us. With a couple of bounds, it leapt across the creek and disappeared into the woods on the other side."Aww man, it's gone!" Jake said, bummed that we had scared it off."Yeah, but did you see how it just jumped right across the creek like that? That was awesome!" I replied.Jake got a sort of mischievous look on his face. "You know (I)bet we could jump across too. The creek isn't that wide there."I knew my mom would definitely not approve of us trying to jump the creek. But Jake was already backing up to get a running start. Part of me wanted to stop him, but the other part of me really wanted to see if he could actually make it across.Jake took a few steps then broke into a sprint towards the creek bank. He launched himself into the air...but didn't quite make it all the way across. He landed right in the middle of the creek with a huge splash!"Jake! Are you okay?" I shouted, running to the edge of the water. He surfaced and pushed his sopping wet hair out of his face."Y-yeah, I'm alright. The water's just really cold!" He was shivering and his teeth were chattering.I reached out my net, thinking maybe I could pull him to the bank. But the current was pretty strong from the rain we had gotten earlier in the week. Jake couldn't grab onto the net and stayed stuck in the middle of the creek.That's when I heard a woman's frantic voice coming from behind me. "Oh my god! Hello?! Is everything okay over there?"I turned around and saw a lady frantically running down the path towards the creek, phone in hand. She must have heard the loud splash and Jake calling out."M-my friend fell in the water and he can't get out!" I yelled back, starting to panic a little myself. The lady got to the bank and saw Jake struggling against the current."Don't worry, I called 911. Just stay calm and don't go in after him!" she instructed. "Help is on the way!"I was so relieved that someone was here to help, but also really scared for Jake who looked miserable shivering in the freezing creek water. I wished there was something I could do. The kind lady kept talking to Jake to keep him calm and reassured us the paramedics were coming as fast as they could.After what felt like forever, I heard sirens in the distance getting closer. An ambulance and a fire truck pulled up near the path down to the creek. Paramedics and firefighters came scrambling down the path with rope, nets, and safety gear."Okay young man, we're going to get you out of there! Just hold on a little longer!" one of the firefighters called out to Jake. They laid out a safety line and a couple of them put on bright red dry suits and lifejackets. The firefighters stepped into the creek upstream from Jake to avoid getting pushed down by the current.The paramedics got a big net ready to catch Jake in case the firefighters couldn't quite reach him. With the safety line tied around them, the firefighters carefully made their way into the deeper middle of the creek. One of them was finally able to grab Jake's arm and they started pulling him along with the current towards the bank where the other rescuers were waiting with the net.When Jake got close enough, four paramedics grabbed the edges of the net and scooped him up out of the frigid water. They rushed him over to a warm blanket and started checking him over while the firefighters climbed back out of the creek.I ran over, so relieved that Jake was finally safe. The paramedics insisted that he go to the hospital just in case he got hypothermia from the cold water. Jake's mom and dad arrived shortly after and rode in the ambulance with him. Once Jake was taken care of, his parents thanked me, the lady who called 911, and all the rescue workers for helping their son.Later that night, Jake's mom texted my mom to let us know that Jake was doing fine after getting warmed up and checked out at the hospital. She said the doctor told Jake he was really lucky someone saw him fall in and that help arrived so quickly.I felt like such a mix of emotions after my wild adventure that day. I was scared thinking about how hurt Jake could have gotten stuck in that creek. But I was also proud that I kept my cool and got help for my friend when he needed it. The lady who called 911 and all the rescuers were so brave and really came through in a scary situation.From that day on, Jake and I had a new appreciation for listening to rules about water safety. We realized that playing around rivers and creeks could actually be dangerous, even if they don't look too big or scary. We weren't ready to try any more stunts like jumping across the water!I also understood how important it is to get help quickly if someone is in trouble like that. I'm just an 8-year-old kid, but by finding that nice lady and letting the professionals take over, I may have actually helped save my best friend's life. Not bad for a regular afternoon adventure! Maybe I'll grow up to be a real life superhero rescuer someday.篇4It was a sunny Saturday afternoon, and I was at the lake with my family. We had just finished eating our picnic lunch, and my little brother Timmy wanted to skip rocks on the water. Mom and Dad said it was okay as long as we stayed close to the shore.Timmy and I walked down to the edge of the lake. The water looked so clear and inviting. I picked up a smooth, flat rock and threw it across the surface. It skipped four times before sinking. "Your turn, Timmy!" I said, handing him a rock.Timmy took the rock and flung it as hard as he could. But instead of skipping, it made a big splash right in the middle of the lake. Timmy laughed and clapped his hands. But then, something caught my eye – a small dog was swimming towards the spot where Timmy's rock had landed!The dog must have been playing too close to the water's edge and fallen in. It was paddling furiously, but the current seemed to be pulling it away from the shore. Without thinking, I kicked off my sandals and waded into the lake."Honey, be careful!" Mom called out from the picnic blanket. The water was cool and refreshing at first, but it quickly became deeper, lapping at my shoulders. I'm a strong swimmer from my lessons at the pool, but I could tell the lake's currents were much stronger than I was used to.Still, I had to try and save that poor little dog. It was barely keeping its head above water now. With powerful strokes, I surged forward until I was just a few feet away. "Easy, boy," I said, treading water. "I've got you."The dog looked at me with wide, terrified eyes. It must have been so scared! Carefully, I stretched out my arm and grabbed the scruff of the dog's neck. Holding him close, I turned around and started swimming back towards the shore with my free arm.But the current was even stronger than I realized. It tugged and pulled at my legs, making it hard to swim straight. My arms and legs were getting tired quickly from fighting against the water's flow. Timmy and Mom were yelling something, but Icouldn't make out what they were saying over the sound of the waves and my own labored breathing.Just when I thought I couldn't keep going any longer, a pair of strong arms wrapped around my chest from behind. "I've got you both!" a deep voice called into my ear. It was Dad!With Dad's help, we made it back to the shallow water. I collapsed onto my hands and knees, gasping for air. The little dog shook himself off and scampered over to Timmy, who was petting him gleefully, unaware of the danger it had just been in."You were so brave," Mom said, wrapping a towel around my shoulders and giving me a big hug. "But you know you're not supposed to go into water that deep without an adult around."I nodded, still catching my breath. "I know, Mom. But I had to help the doggy!"Dad ruffled my wet hair affectionately. "You're a real little hero, kiddo. Now let's get dried off and head home before any more rescue missions come up!"As we packed up our things, I looked back at the lake, its surface sparkling peacefully in the sun. I would never forget the day I saved that little dog – and the day my own dad saved me. Even though the water had been scary at first, I had faced myfear to do what was right. Maybe when I grew up, I could be a lifeguard or coastguard and rescue people full time! For now, I would just cherish the memory of my first taste of heroism.篇5It was a hot summer day and I was playing by the pool with my friends. We were splashing around and having a great time when suddenly I heard a loud commotion. I looked over and saw a young boy struggling to keep his head above the water. He was flailing his arms and crying out for help. My heart started pounding in my chest.Without a second thought, I jumped into the deep end of the pool and swam as fast as I could towards the boy. The water felt cool against my skin as I propelled myself forward with powerful strokes. I could hear my friends screaming from the side of the pool but I tuned them out and focused on reaching the boy.As I got closer, I could see the sheer terror on his face. His eyes were wide with fear and he looked completely exhausted from trying to stay afloat. I stretched out my arm and grabbed onto his wrist, pulling him towards me. "Don't worry, I've gotyou!" I shouted over the sounds of the water splashing around us.The boy clung to me tightly, his small body trembling against mine. I wrapped my arm around his chest to keep his head above the water and used my legs to kick us both towards the side of the pool. It was harder swimming with the extra weight, but I wasn't going to give up. I could feel my lungs burning for air but I kept going until I could reach out and grab the pool's edge.My friends rushed over and helped pull the boy and I out of the water. We collapsed onto the concrete, gasping for air. The boy looked up at me with his big, brown eyes full of gratitude. "Thank you for saving me," he whispered, his voice shaking. I simply nodded, too out of breath to speak.After we caught our breath, the boy told us his name was Alex and that he didn't know how to swim. He had wandered over to the deep end thinking the water was shallow and before he knew it, he was in over his head (literally!). I felt terrible that he had almost drowned just from being in the wrong place at the wrong time.The lifeguards rushed over to make sure Alex was okay. They reminded him never to go near the deep end unless he was astrong swimmer and had an adult with him. Alex's parents arrived a few minutes later, frantic and relieved to see their son was safe. They thanked me over and over for rescuing their boy. I was just happy I had been there to help.After the crazy excitement died down, my friends and I got out of the pool, dried off, and went to the snack bar for some well-deserved ice cream. As I ate my double-scoop chocolate cone, I couldn't stop replaying what had happened in my mind. I had seen someone in terrible danger and sprang into action without even thinking about it. I was really proud of myself for staying brave and focused when it counted.From that day on, I felt more confident in my abilities - not just my swimming skills but my courage and quick thinking under pressure too. If I could rescue someone from drowning, maybe I was capable of doing other heroic things? I made a promise to myself to always keep an eye out for anyone who needed help, whether they were in physical danger or just needed a friend. The world could use more kindness and people watching out for each other.When I got home that evening, I told my parents everything that happened at the pool. They were shocked but gave me a big hug and said how proud they were of me. My little brother mademe recount the whole story about five times because he thought it was so cool that I was a real-life hero, just like Superman or Spider-Man.At bedtime, I looked out my bedroom window at the moon and stars twinkling in the night sky. I felt grateful to be alive and have the chance to do good in this world. Maybe rescuing Alex from drowning was just the first of many heroic acts in my life? Only time would tell. But I vowed from then on to always keep my eyes open, be brave when it mattered most, and use whatever power I had to help those in need. The world could definitely use more heroes.篇6It was a sunny day at the lake and me and my friends were playing by the water. We were having so much fun skipping rocks and splashing around in the shallow area. My friend Billy was being a bit of a daredevil though, going further and further out into the deeper water even though none of us could really swim that well yet.I remember yelling "Billy, be careful! You're going too far out!" But he just laughed and kept going. That's when it happened. One second Billy was standing in the water up to hischest, the next second he had disappeared under the surface with a big splash!At first I thought he was just messing around, but then I saw the look of sheer terror on his face as he came thrashing back up, gasping for air and flailing his arms around wildly. "HELP! HELP ME! I CAN'T SWIM!" he screamed in panic.My heart felt like it stopped for a moment. Billy was drowning right in front of our eyes! The other kids saw what was happening too and we all started screaming "SOMEBODY HELP! BILLY'S DROWNING!"Thankfully, there were some adults having a picnic nearby who heard our cries for help. This huge guy, who looked like a football player, came running over from his picnic blanket. Without even stopping for a second, he ran straight into the water, clothes and all, and started swimming out towards Billy with huge, powerful strokes.By this time, Billy's head had gone back under the water and he wasn't coming back up. I was scared to death that we were too late. But just when I thought all hope was lost, the big guy reached the spot where Billy went under, took a huge breath, and dove straight down.It felt like an eternity, but finally the guy came bursting back up out of the water...and there was Billy, sputtering and coughing up water in the guy's arms! The stranger quickly turned and started swimming back to shore with Billy.When they got close enough that the water was onlywaist-deep, some other adults who had come running over helped pull Billy up onto the sand. He was shivering and crying, but alive! The adults started patting him on the back to help get the water out of his lungs while we kids just stood there in shocked silence, tears streaming down our faces.An ambulance came and took Billy to the hospital just to get checked out, but he ended up being okay, just really shaken up. That poor guy who rescued him was a hero though! I'll never forget the image of him bravely diving down into the deep water without any hesitation to save my friend's life.From that day on, I told myself that I was going to learn how to swim really well, and maybe even become a lifeguard someday. You never know when someone might need rescuing, and I wanted to be prepared to help if I ever saw something like that again. I started taking swimming lessons right away and practiced as hard as I could.A few years later, I actually did get a chance to put my new swimming skills to the test in a way. My kid brother and I were at the pool, and I noticed a little girl, probably about 5 years old, who didn't have a parent anywhere around her. She must have wandered away from her family or got separated somehow. Anyway, she just walked right off the side and into the deep end! She couldn't swim at all and immediately started going under and flailing around in a panic, just like Billy had done.Without even thinking, I just leapt off the side into the pool and swam over to her as fast as I could. I grabbed her around the chest from behind to keep her head above water, then pulled her over to the side and lifted her up onto the deck. She was sobbing and choking a bit on the water she had swallowed, but she was going to be okay thanks to my quick response.The lifeguards came running over just after that and got the little girl safely reunited with her frantic parents who had just arrived looking for her. They thanked me over and over for saving their daughter's life! I tried to shrug it off, saying "It was no big deal, I was just glad I could help." But in that moment, I felt like a total hero, just like the guy who had rescued Billy. It was one of the proudest moments of my life so far.After an experience like that, you can bet I'm never going to stop swimming and keeping my skills sharp. You just never know when you might need to jump into action and pull someone out of harm's way. I really believe that knowing how to swim isn't just a fun activity, it's a crucial skill that can mean the difference between life and death in an emergency. If you can swim, you might just get the chance。
基于随机森林与粒子群算法的隧道掘进机操作参数地质类型自适应决策
第 54 卷第 4 期2023 年 4 月中南大学学报(自然科学版)Journal of Central South University (Science and Technology)V ol.54 No.4Apr. 2023基于随机森林与粒子群算法的隧道掘进机操作参数地质类型自适应决策刘明阳,陶建峰,覃程锦,余宏淦,刘成良(上海交通大学 机械与动力工程学院,上海,200240)摘要:考虑到隧道掘进机的性能对地质条件比较敏感且其操作依赖于司机经验,提出基于随机森林和粒子群算法的隧道掘进机操作参数地质条件自适应决策方法。
利用随机森林(RF)分别建立地质类型、操作参数与推进速度、刀盘转矩的映射关系模型;结合映射关系模型,构建以盾构机推进速度最大为目标,以刀盘转速、螺旋输送机转速、总推力、土仓压力4个操作参数为控制变量的优化方程;利用粒子群算法(PSO)求解各地质类型地层中的最优操作参数决策结果。
通过新加坡某地铁工程施工数据验证所提方法的有效性和优越性。
研究结果表明:建立的随机森林模型中推进速度和刀盘转矩预测的决定系数R 2分别达到0.936和0.961,均大于adaboost 、多元线性回归、岭回归、支持向量回归和深度神经网络模型中相应的R 2;基于粒子群算法的操作参数决策方法能够准确求解操作参数最优解,寻优用时均比遗传算法、蚁群算法和穷举法的短。
本文所提决策方法使隧道掘进机在该施工段的福康宁卵石地层、句容地层IV 、句容地层V 、海洋黏土地层中的推进速度分别提升了67.2%、41.8%、53.6%和15.0%。
关键词:隧道掘进机;操作参数决策;随机森林;粒子群优化中图分类号:TH17;TU62 文献标志码:A 文章编号:1672-7207(2023)04-1311-14Geological adaptive TBM operation parameter decision based onrandom forest and particle swarm optimizationLIU Mingyang, TAO Jianfeng, QIN Chengjin, YU Honggan, LIU Chengliang(School of Mechanical Engineering, Shanghai Jiaotong University, Shanghai 200240, China)Abstract: Considering that the performance of TBM is affected by geological condition and driver experience, a geological adaptive TBM operation parameter decision based on random forest(RF) and particle swarm optimization algorithm(PSO) was proposed. RF was used to establish the mapping relation model between geological types, operating parameters and thrust speed, cutter head torque. An optimization equation was established using the mapping relationship model in which the maximum TBM thrust speed was taken as the target, and cutterhead speed, screw conveyor speed, total thrust and earth pressure were taken as control variables.收稿日期: 2022 −06 −19; 修回日期: 2022 −08 −21基金项目(Foundation item):国家重点研发计划项目(2018YFB1702503) (Project(2018YFB1702503) supported by the National KeyR&D Program of China)通信作者:陶建峰,博士,教授,从事机械电子工程研究;E-mail :**************.cnDOI: 10.11817/j.issn.1672-7207.2023.04.010引用格式: 刘明阳, 陶建峰, 覃程锦, 等. 基于随机森林与粒子群算法的隧道掘进机操作参数地质类型自适应决策[J]. 中南大学学报(自然科学版), 2023, 54(4): 1311−1324.Citation: LIU Mingyang, TAO Jianfeng, QIN Chengjin, et al. Geological adaptive TBM operation parameter decision based on random forest and particle swarm optimization[J]. Journal of Central South University(Science and Technology), 2023, 54(4): 1311−1324.第 54 卷中南大学学报(自然科学版)PSO was used to solve the optimal combination of operating parameters for each geological type. The validity and superiority of the proposed method were verified by the construction data of a subway project in Singapore. The results show that the R2 of the driving speed and cutter head torque predicted by random forest model reaches 0.936 and 0.961, which are greater than those of adaboost, multiple linear regression, ridge regression, SVR and DNN. PSO can accurately solve the optimal solution of operating parameters, and the time consumption is shorter than that of genetic algorithm, ant colony algorithm and exhaustive algorithm. By using the proposed method, the TBM thrust speed increases by 67.2%, 41.8%, 53.6%, 15.0% in the strata of Fokonnen Pebble Formation, Jurong Formation IV, Jurong Formation V and Marine Clay Formation in this construction section, respectively.Key words: tunnel boring machine; operating parameter decision; random forest; particle swarm optimization隧道掘进机是一种大型隧道掘进装备,具有开挖速度快、自动化程度高、施工质量好的优点,广泛地被应用于地铁、铁路、公路等隧道工程中[1]。
跟童话只沾一点点边的作文
跟童话只沾一点点边的作文英文回答:Once upon a time, in a quaint and forgotten realm where reality intertwined with the whimsical, there lived a precocious maiden named Anya. With her eyes sparkling like celestial bodies and a heart as pure as the morning dew, she yearned for adventures that lay beyond the confines of her humble cottage.One fateful evening, as the twilight cast its ethereal glow upon the land, Anya stumbled upon an ancient oak tree that stood at the edge of the forest. Its gnarled roots resembled a wizened old man with tales to tell, and its canopy whispered secrets lost in the annals of time. Curious and compelled by an inexplicable force, Anya approached the towering sentinel.As she extended her trembling hand towards its rough bark, a gentle breeze rustled through the leaves, carryingwith it a faint whisper. "Follow me, child of wonder," it seemed to say. With a heart pounding with excitement and trepidation, Anya stepped beneath the tree's majestic embrace.Suddenly, the world around her transformed. Thefamiliar forest path gave way to a shimmering portal, adorned with iridescent hues and intricate carvings. Anya reached out and cautiously touched the portal's surface, feeling a surge of tingling electricity coursing through her body.As she stepped through the shimmering threshold, a kaleidoscope of colors and sounds engulfed her. She found herself in a realm where the laws of nature were playfully bent and the impossible became reality. Giant mushrooms, their caps painted in vibrant reds and blues, sprouted from the ground like whimsical toadstools. The air was filled with the sweet melody of singing birds, their voices harmonizing in a celestial choir.Anya wandered through this surreal landscape, her eyeswide with wonder and her heart filled with awe. She met talking animals, each with their own unique stories to tell.A wise old owl perched on her shoulder, its amber eyes twinkling with ancient wisdom. A mischievous fox led her on a merry chase through a maze of towering ferns.As she continued her journey, Anya came to a crossroads where three paths diverged. Each path promised a different adventure, filled with both peril and promise. The first path led into a dark and treacherous forest, where shadows danced menacingly and whispers of danger echoed through the trees. The second path wound its way through a lush meadow, where wildflowers bloomed in abundance and the sun shone brightly overhead. The third path disappeared into a misty valley, shrouded in an ethereal haze that hid its secrets from view.Anya paused, torn between the allure of the unknown and the safety of the familiar. With a deep breath, she chose the path that led into the dark forest, driven by a longing for the thrill of the unknown.As she ventured deeper into the shadowy undergrowth,the air grew cold and damp. The ground beneath her feet became slick with mud, and the trees seemed to close in around her like grasping claws. Anya's courage began to waver as she heard strange noises rustling in the bushesand felt the presence of something unseen lurking nearby.Suddenly, a pair of glowing red eyes pierced throughthe darkness. A massive creature, its body covered in thick, matted fur, stepped out from behind a towering tree. Its sharp claws scraped against the ground, and its breath formed a cloud of mist in the frigid air.Fear propelled Anya forward as she ran for her life,her heart pounding in her chest like a drum. The creature gave chase, its heavy footsteps crashing through the underbrush. Anya dodged and weaved through the trees, her agility and determination fueled by an overwhelming desireto survive.Finally, she burst out of the forest and into a clearing. The sunlight blinded her for a moment, and shestumbled forward, panting heavily. As she regained her footing, she realized that she was no longer in the same realm she had entered.The meadow before her was a verdant paradise, filled with brightly colored flowers and the sound of birdsong. A crystal-clear stream meandered through the field, its waters sparkling like diamonds in the sunlight. Anya walked towards the stream and knelt down to drink. As she dipped her hands into the cool water, she noticed something strange. Her reflection in the water was different from the Anya she knew.Gone was the peasant girl with simple clothes and unassuming demeanor. Instead, she saw a princess, adorned in a flowing white gown and a tiara that sparkled like the stars above. Anya stared at her reflection in disbelief, unable to reconcile the image before her with the young woman she had always been.中文回答:很久以前,在一个奇妙的国度里,现实与幻想交织在一起,那里住着一位早熟的少女,名叫阿尼娅。
美国文学总结(2)
美国⽂学总结(2)作家及作品:(记忆)Unit 2 Edgar Allan Poe 埃德加·爱伦·坡作品:The Black Cat《⿊猫》,The Gold Bug《⾦甲⾍》,The Cask of Amontillado《阿芒提拉多的酒桶》Unit 4 Nathaniel Hawthorne 纳撒尼尔·霍桑作品:The Scarlet Letter《红字》,The House of the Seven Gables《带有七个尖⾓阁的房⼦》,The Marble Faun《⽟⽯雕像》。
Unit 8 Mark Twain 马克·吐温作品:The Gilded Age《镀⾦时代》,Life on the Mississippi《密西西⽐河上》,The Adventures of Tom Sawyer《汤姆索耶历险记》Unit 9 Henry James 亨利·詹姆斯作品:The American《⼀个美国⼈》,The Golden Bowl《⾦碗》,The Jolly Corner《快乐的⼀⾓》Unit 10 Stephen Crane 斯蒂芬·克莱恩作品:The Open Boat《海上扁⾈》,The Blue Hotel《蓝⾊旅店》,The Bride Comes to Yellow Sky《新娘来到黄天镇》Unit 12 Sherwood Anderson 舍伍德·安德森作品:Horses and Men《马与⼈》,Poor White《穷⽩⼈》,Dark Laughter 《阴沉的笑声》Unit 13 Katherine Anne Porter 凯萨琳·安·波特作品:The Old Order《旧秩序》,The Leaning Tower《斜塔》,A Ship of Fools《愚⼈船》Unit 14:F·Scott Fitzgerald 弗·斯科特·菲茨杰拉德作品:The Great Gatsby《了不起的盖茨⽐》,Tender is the Night《夜⾊温柔》,The Beautiful and the Damned《漂亮的冤家》Unit 15 William Faulkner 威廉·福克纳作品:As I Lay Dying《我弥留之际》,Light in August《⼋⽉之光》,Barn Burning《烧牲⼝棚》Unit 16 Ernest Hemingway 厄内斯特·海明威作品:The Sun Also Rises《太阳照样升起》,A Farewell to Arms《永别了,武器》,The Old Man and the Sea《⽼⼈与海》Unit 18 Eugene Glastone O’Neill 尤⾦·格拉斯通·奥尼尔作品:In the Zone《在这⼀带》,A Touch of the Poet《诗⼈的⽓质》,The Great God Brown《⼤神布朗》Unit 20 Tennessee Williams ⽥纳西·威廉斯作品:The Sweet Bird of Youth《可爱的青春⼩鸟》,Summer and Smoke 《夏⽇烟云》,Cat on a Hot Tin Roof《热铁⽪屋顶上的猫》名词解释:(理解加记忆)1.意识流:Stream of ConsciousnessThe term "stream-of-consciousness” used to indicate a literary approach to the presentation of psychological aspects of characters in fiction. It presents unspoken materials directly from the psyche of the characters, or makes the characters tell their own inner thoughts in monologues. The realm of life with which stream-of-consciousness novel is concerned is mental and spiritual experience, such as sensations, memories,imaginations, conceptions, intuitions, feelings and the process of association. Features of Stream of Consciousness1. Presents thoughts and feelings of a character as they occur.2. It shows a mind at work.3. It may contain parts that do not see coherent because that are based on the free association of ideas and feelings of an individual's mind.4. It is in 3rd perso2.⼆.⾃然主义:Naturalism is a kind of literary and artistic thought, which formed in the second half of the nineteenth century. Asked to observe a cooling-off artists, the mere record of work in pursuit of absolute objectivity and accuracy, and refusing to work in the analysis, evaluation, but also trying to use the laws of natural science in particular to explain the laws of biology and human society, they often neglect things summed up the essence of art.三.现实主义:realism :In art and literature the term realism is used to identify a literary movement in Europe and the United States in the last half the 19th century and the early years of the 20th century. In American literature, the term "realism" encompasses the period of time from the Civil War to the turn of the century during which Henry James, Mark Twain, and others wrote fiction devoted to accurate representation and an exploration of American lives in various contexts. As the United States grew rapidly after the Civil War, the increasing rates of democracy andliteracy, the rapid growth in industrialism and urbanization, an expanding population base due to immigration, and a relative rise in middle-class affluence provided a fertile literary environment for readers interested in understanding these rapid shifts in culture.四.美国梦:The American Dream is the faith held by many in the United States of America that through hard work, courage, and determination one can achieve a better life for oneself, usually through financial prosperity. These were values held by many early European settlers, and have been passed on to subsequent generations. What the American Dream has become is a question under constant discussion, and some believe that it has led to an emphasis on material wealth as a measure of success and/or happiness.五.The Jazz Age :The Jazz Age describes the period of the 1920s and 1930s.The 1920s began with high hopes. World War one was over. The twenties ended with a huge drop in stock market prices that began the Great Depression. Fitzgerald was a representative of the years of fast living in between. The nation's values had changed in this period. Many Americans were concerned mainly with having a good time and doing what you will. American society enjoyed unprecedented levels of prosperity. People broke the law by drinking alcohol and lived in a corrupt society. They danced to jazz music, and women wore short skirts.六.迷惘的⼀代:The "Lost Generation" is a term used to characterize ageneral feeling of disillusionment of American literary notables, after the First World War. They felt disappointed, confused and hesitation to the society and life. Most of them took part in the world war Ⅰ.The phrase is attributed to Gertrude Stein, then popularized by Ernest Hemingway in the epigraph to his novel The Sun Also Rises and his memoir A Moveable Feast七.垮掉的⼀代:The Beat Generation is a term used to describe a group of American writers who came to prominence in the 1950s, and the cultural phenomena that they wrote about and inspired (later sometimes called "beatniks"). Central elements of "Beat" culture include a rejection of mainstream values, experimentation with drugs and alternate forms of sexuality, and an interest in Eastern religion.⼋.乡⼟⽂学:Local colorism is a unique variation of American literary realism. Generally, the works by local colorism are concerned with the life of a small region or province. This kind of fiction depicts the characters from a specific setting or of an era, which are marked by its customs, dialects, landscape, or other peculiarities that have escaped standardizing cultural influence. Tasks of local colorism is to write or present local characters of their regions in truthful depiction distinguished from others, usually a very small part of the world. Local colorism concerned themselves with presenting and interpreting the local character of their regions. They tended to idealize and glorify, but they never forgetto keep an eye on the truthful color of local life. Their truthful depiction of the common people in their commonplace lives added strength to the fight for realism.问答题:(理解加记忆)Unit 2 The Cask of Amontillado:the symbolic meaning:The amontillado was a significant symbol because it is what is used to lure Fortunato and represents a rare attitude. Even though Montresor never even actually had this rare wine, he tempted Fortunato to come with him to his Luchesi. Perhaps this shows Fortunato's curiousity and temptations towards higher traditions in life. Amontillado is rare, precious, and expensive. Another argument is that perhaps Fortunato has slept with Montresor's wife, which is an insult to many. Obviously, a wife isprecious to somebody, much like amontillado would be. When he actually saw the other bones in the catacombs, is that his wife? This is a heavy suspicion. Its rarity perhaps this is used as bait that Montresor uses to get Fortunato to come with him to his mansion. He might even want to brag about drinking this luxurious wine. This might be his pride setting in; he wants to prove to people that he is above all else.Montresor: vicious, discreet (谨慎的), crafty (hide his true purpose), sophisticated, hypocritical, cruel, well-educated, but morbid psychologically.Fortunato: ignorant, seemingly cruel, arrogant, and self-centered orego-centered.Unit 4: the meaning of The Scarlet Letter: It is a sign of adultery, penance and penitence. It brings about Hester's suffering and loneliness and also provides her rejuvenation. In the book, it first appears as an actual material object in The Custom House preface. Then it becomes an elaborately gold-embroidered A over Hester's heart and is magnified in the armor breast-plate at Governor Bellingham's mansion. Here Hester is hidden by the gigantic, magnified symbol just as her life and feelings are hidden behind the sign of her sin.Still later, the letter is an immense red A in the sky, a green A of eel-grass arranged by Pearl, the A on Hester's dress decorated by Pearl with prickly burrs, an A on Dimmesdale's chest seen by some spectators at the Election Day procession, and, finally, represented by the epitaph "On a field, sable, the letter A, gules" (gules being the heraldic term for "red") on the tombstone Hester and Dimmesdale share.Unit 10. Why say the open boat is a typical naturalism work?ⅠThe conflict in “The Open Boat”: ⒈The major conflict is man against nature. ⒉The minor conflict in this story is man against self.ⅡThe indifference of nature: ⒈The indifferent of nature. 2. But the indifferent of nature to the fate of the men seem worse than hostility.ⅢThe collective consciousness for the crew.ⅣThe meaning of the correspondent’s remembrance of a sentimentalverse about “a soldier of the Legion”ⅤThe tone and meaning of the expression “nibble and sacred cheese of life”ⅥThe use of figurative language in “The Open Boat”Unit 13 the jilting of Granny Weatherall(Granny) Weatherall: Feisty woman of about eighty who ruminates about events in her life as she lies dying in the home of her daughter Cornelia. Because of her illness, she is lucid one moment and disoriented the next.A painful memory, one she had repressed for sixty years, surfaces and haunts her at the hour of her death. It is the memory of the day—sixty years before—when her fiancé, George, jilted her. After she later married a man named John, she gave birth to four children. John died young but Granny carried on, rearing the children, working her farmland and orchard, and caring for animals."Weatherall"(She has weathered all---being jilted, becoming a young widow, maintaining the farm, raising the children, illness, etc)Hapsy(happiness)1. What are the qualities that granny possesses which help her live successfully?Brave—courageous, hard-working—industrious, Able/ capable;( A good housewife, good cook, good mother, doctor, vet); having good mind of business; loving clean, tidy environment; intelligent; Never givesup2. Does granny have any weaknesses? If so, what are they?She has never been able to forgive George because of the pain and humiliation that he caused her. Strong-minded; notready for death3. How do you interpret “jilting” in the title of the short story?The first jilting by George; the second jilting by John.The third ironic jilting of dying (jilted by God, who sends Death to take her away when she is not ready)Unit 14:The great Gatsby1. Do you think Gatsby deserves to be called “the great”? Why?(1)I think it is too complicated to simply say Gatsby deserves to be ―great or not. For one thing, Gatsby was ambitious, hardworking, generous and passionate. He was so extremely loyal to his love and Daisy that he could do anything to get Daisy back: he did shady business to earn money and social position; he threw luxurious parties just to draw Daisy’s attention; he could take the blame for a death that he did not cause.(2)In this respect, he is much greater than his contemporaries. For another thing, Gatsby never realized that Daisy was not the girl he loved anymore. Gatsby was so innocent that he staked everything on his dreams, not realizing that his dreams are unworth y of him. He wasn’t sober enough to be great.2. The character in the Great Gatsby:Gatsby: Gatsby is a young man, around thirty years old, who rose from an impoverished childhood in rural to become fabulously wealthy. However, he achieved this lofty goal by participating in organized crime, including distributing illegal alcohol and trading in stolen securities. From his early youth, Gatsby despised poverty and longed for wealth and sophistication—he dropped out of St. Olaf’s College after only two weeks because he could not bear the janitorial job with which he was paying his tuition. Though Gatsby has always wanted to be rich, his main motivation in acquiring his fortune was his love for Daisy Buchanan, whom he met as a young military officer in Louisville before leaving to fight in World War I in 1917. Gatsby immediately fell in love with Daisy’s aura of luxury, grace, and charm, and lied to her about his own background in order to convince her that he was good enough for her. Daisy promised to wait for him when he left for the war, but married Tom Buchanan in 1919, while Gatsby was studying at Oxford after the war in an attempt to gain an education. From that moment on, Gatsby dedicated himself to winning Daisy back, and his acquisition of millions of dollars, his purchase of a gaudy mansion on West Egg, and his lavish weekly parties are all merely means to that end.Nick Carraway: Nick represents another part: the quiet, reflective Midwesterner adrift in the lurid East. A young man from Minnesota, Nick travels to New York in 1922 to learn the bond business. He lives in theWest Egg district of Long Island, next door to Gatsby. Nick is also Daisy’s cousin, which enables him to observe and assist the resurgent love affair between Daisy and Gatsby. As a result of his relationship to these two characters, Nick is the perfect choice to narrate the novel, which functions as a personal memoir of his experiences with Gatsby in the summer of 1922. Daisy: Daisy is in love with money, ease, and material luxury. She is capable of affection, but not of sustained loyalty or care. She is indifferent even to her own infant daughter, never discussing her and treating her as an afterthought. Daisy represents the amoral values of the aristocratic East Egg set.Unit 16 Ernest Hemingway1. How do you interpret the irony of the title after reading the story? (1)The title ―A Clean Well-Lighted Place‖refers to the caféin the text. The caféwas very clean and well- lighted. From the literary meaning, we may feel this place was very warm and comfortable, was a place where people need warmth wanted to go. So the old man, who was rich but deaf and lonely came here to find warmth and avoided nada. It was the only place he could go and could find some comfort.(2)However, the younger waiter was very selfish. As his wife was waiting him on the bed, he wanted to go home early. Therefore, he refused to offer the old man another cup of wine by the excuse that the business wasfinished. In fact, there was still an hour from closing time. The younger thought an hour was more important to him than to the old man. The old man needed to leave the only place where he could get far away from nada/ nothing. This café should be warm but the younger waiter forced the lonely and deaf to leave without any sympathy. This is the irony of the title.2. Do you think youth and confidence can help one withstand the metaphorical dark?Why or why not? (1)I don’t think so. In our opinion, the metaphorical dark means nada,nothing in one’s inner heart. In the article, the younger waiter had both youth and confidence; however, he never made full use of them. As we can see, he didn’t understand the old man’s suicide and excessive drinking, and failed to see his tomorrow through the old man’s present situation.(2)What’s more, he had no idea that youth is not permanent, which cannot guarantee love and work. From above, there is no denying that he didn’t realize his nada. Therefore, his youth and confidence never contributed to withstanding hismetaphorical dark.(3)I think that, nowadays, youth and confidence do can help to withstand the metaphorical dark, for one can bravely face the reality and overcome the nada with youth and confidence. But they only serve as two main factors. In fact, we need some other factors such as courage, dignity and so on if we want to withstand the metaphorical dark successfully.3. The older waiter said to the younger waiter: “We are of two different kinds.” In what way do you think they are different?(1)I think they are different from each other in the following four aspects:In the beginning, they are in different ages. The older waiter was in his middle age; while the other was much younger.(2)Then, they have different attitudes towards the old man. From the article, we know the older waiter had suffered a lot. He had maintained a clean and well-lighted place in his heart, and he could understand the old man and show sympathy to him. However, the young man was very selfish. He wanted to go home early so that he finished the business one hour earlier and forced the old man to leave. He showed hatred rather than sympathy to the old man.(3)Next, they have different attitudes towards life. The older waiter had a deep sense of life. He was brave and wanted to fight again nada. Besides, he cared about others. The younger one was totally different; he has a shadow understanding of life. He satisfied with his present love and work, he only care about himself and was reluctant to take others into consideration. He even never thought of his future.(4)Finally, they have different attitudes towards nada. The older waiter had realized that it is imp ossible to avoid nada in one’s whole life. The only thing he can do is to keep a kind of clearness in his own mind. So he was willing to work late for the lonely old man and was pleased to help those who aresuffering nada. But out of youth and confidence, he failed to overcome nada. On the contrary, the younger waiter had the two most important factors for withstanding nada; however, he didn’t realize the nada in his heart at all. Then his youth and confidence became useless.⽂学总结。
泛化迁移深度学习下的跨模态图像行人识别算法
第42卷 第1期吉林大学学报(信息科学版)Vol.42 No.12024年1月Journal of Jilin University (Information Science Edition)Jan.2024文章编号:1671⁃5896(2024)01⁃0137⁃06泛化迁移深度学习下的跨模态图像行人识别算法收稿日期:2022⁃10⁃13基金项目:西安明德理工学院科研基金资助项目(2021XY01L09)作者简介:蔡现龙(1976 ),男,陕西渭南人,西安明德理工学院讲师,主要从事计算机科学与技术研究,(Tel)86⁃189****7386(E⁃mail)2631069053@㊂蔡现龙,李 阳,陈 曦(西安明德理工学院信息工程学院,西安710124)摘要:针对由于受光照条件变化㊁行人身高差异等影响,致使监控视频图像在不同时刻的成像存在较大的跨模态差异问题,为准确识别跨模态图像中的行人,提出基于泛化迁移深度学习的跨模态图像行人识别算法㊂通过循环生成对抗网络(Cyele GAN:Cycle Generative Adversarial Network)形成跨模态图像,采用单目标图像处理对基准图分割处理,得到人体候选区域,在匹配图中搜索和其匹配的区域,得到人体区域的视差,通过视差提取人体区域的深度和透视特征㊂将注意力机制和跨模态行人识别相结合,分析两种不同类型图像的差异,将两个子空间映射到同一个特征空间,同时引入泛化迁移深度学习算法对损失函数度量学习,自动筛选跨模态图像的行人特征,最终通过模态融合模块将筛选的特征融合处理完成行人识别㊂实验结果表明,所提算法可以快速㊁准确地提取不同模态图像中的行人,识别效果较好㊂关键词:泛化迁移深度学习;跨模态图像;行人识别;特征提取中图分类号:TP311文献标志码:APedestrian Recognition Algorithm of Cross⁃Modal Image under Generalized Transfer Deep LearningCAI Xianlong,LI Yang,CHEN Xi(School of Information Engineering,Xi’an Mingde Institute of Technology,Xi’an 710124,China)Abstract :Due to the influence of changes in lighting conditions and pedestrian height differences,there are large cross modal differences in surveillance video images at different times.In order to accurately identify pedestrians in cross modal images,a pedestrian recognition algorithm based on generalized transfer depth learning is proposed.The cross modal image is formed through Cyele GAN(Cycle Generative Adversarial Network),and the reference map is segmented using single object image processing to obtain candidate human body regions.The matching regions are searched in the matching map to obtain the disparity of human body regions,and the depth and perspective features of human body regions are extracted through the disparity.The attention mechanism and cross modal pedestrian recognition are combined to analyze the differences between the two types of images.The two subspaces are mapped to the same feature space.And the generalized migration depth learning algorithm is introduced to learn the loss function measurement,automatically screen the pedestrian features of the cross modal images,and finally complete pedestrian recognition through the modal fusion module to fuse the filtered features.The experimental results show that the proposed algorithm can quickly and accurately extract pedestrians from different modal images,and the recognition effect is good.Key words :generalization transfer deep learning;cross⁃modal images;pedestrian recognition;feature extraction0 引 言由于在光照条件较差的环境中对单模态行人识别,无法满足相关领域对行人识别效果的预期要求,因此人们将深度学习技术应用于行人识别[1⁃2]中,并在对应的数据集中取得了较高的识别率㊂由于昼夜光照差异比较明显,导致跨模态的行人识别面临巨大挑战㊂目前人们针对跨模态行人识别方面的研究已有许多报道,如王留洋等[3]优先组建双模态特征提取网络,通过构建的网络对图像深度特征实行提取操作,增强处理全部特征后融合图像的全部像素信息,完成行人识别㊂Oh 等[4]利用多个图像区域(头部㊁身体等)的convnet 特征构建了行人识别框架,从时间和视点两方面分析了不同特征的重要性,利用人脸识别器实现了行人人脸识别㊂郑爱华等[5]采用双路模型提取不同模态下的全局特征,对其实行局部精细化处理,挖掘行人的结构化局部信息;通过标签和预测信息构建跨模态局部信息之间的关联,完成跨模态融合处理,确保各个特征之间相互补充,最终实现行人识别㊂为降低光照等因素引起的图像模态差异对行人识别效果的影响,笔者引入泛化迁移深度学习,提出一种跨模态图像行人识别算法㊂经实验测试结果表明,所提算法能有效降低行人识别时间,提升行人识别结果的准确性㊂1 跨模态图像行人识别模型设计1.1 跨模态图像行人特征提取由于受摄像机角度㊁外部环境等因素影响,使行人视频监控图像产生了较大的模态差异,为此需要将识别的行人视频设定为一个图像集,利用Cyele GAN 生成跨模态图像㊂由于人体的轮廓在图像集中近似为矩形,所以可借助矩形目标检测方法得到人体候选区域㊂优先采用Hough变换方法提取行人的主要图1 人体候选区域获取流程图Fig.1 Flow chart of human body candidate region acquisition 特征信息,通过视知觉分组的灰度分类器和共圆分类器将人体候选区域虚假信息剔除㊂图1给出了人体候选区域获取的详细操作流程图㊂为得到人体候选区域不同区域的特征信息,优先需要获取不同区域的视差㊂在实际操作过程中,采用基于局部约束的像素点区域匹配算法㊂以基准图中待匹配像素点为中心构建一个窗口,通过窗口内相邻像素的灰度值描述图像中的像素特征㊂将基准图中随机一个像素点设定为中心,同时创建多个大小完全一致的滑动窗口,引入搜索策略获取像点图在对准图中对应的像素点,两者之间的差值即为视差㊂块匹配方法[6⁃7]的核心是将基准图待匹配的窗口设定为模板图像,对准图像作为目标图像,对两者实行模板匹配㊂在匹配过程中,主要通过人体候选区域每个灰度间的相关测度描述不同视图间的相关性,如下:D p SSD (h )=∑(u ,w )∈R p R (u ,v )-I m R (u ,v ),(1)其中D p SSD (h )表示视图之间的相关性;R (u ,v )表示跨模态图像的水平偏移量;I m 表示基准图像;R p 表示随机像素对应的块状邻域㊂由于每个候选区域的相关性保持不变,所以需要将目标区域中区域相关性设定为式(1)的形式,进而获取目标区域对应的距离测度,如下:D T SAD (h )=∑(u ,w )∈R p 1R (u ,v )-I m R (u ,v ),(2)其中D T SAD (h )表示各个目标区域之间的距离测度㊂在实际应用过程中,需要消除左右两个视图之间由于光照亮度产生的差异,为此引入零均值方法,将其应用目标匹配过程中,进而获取零均值视图相关性D T ZSAD (h ),如下:831吉林大学学报(信息科学版)第42卷D T ZSAD (h )=∑(u ,w )∈R p R (u ,v )-I m -1R (u ,v )-I m R (u ,v )㊂(3) 通过候选人体区域取代式(2)和式(3)中的目标区域,而候选人体区域的视差可根据外极线约束在经过校正处理后的左右视图中,沿外极线方向搜索目标最小视图相关性D T ZSAD (h ),如下:[D T SAD (h )]min =arg min (u ,w )∈R p [D p SSD (h )-D T ZSAD (h )]㊂(4) 在跨模态图像中,人体和其他物体之间存在明显差异,则跨模态图像可能出现的行人身高最小值为h min ,如下:h min =H -b D T ZSAD (h ),(5)其中H 表示人体候选区域内的深度特征㊂设定人体区域在空间中的真实长度为l ,在采集人体图像的过程中,可通过小孔透视比例得到不同轮廓的特征提取结果:W (u ,v )=(z -h )h 1R (u ,v ),(6)其中z 表示人体候选区域的深度㊂由于跨模态图像中人体候选区域的视差半径和真实人体身高之间存在密切关联,而人体的真实身高可看做是行人的固有特征,设定行人身高的变化范围,则有h min ≤h ≤h max ㊂通过上述分析,利用图2给出跨模态图像行人特征提取流程图㊂图2 跨模态图像行人特征提取流程Fig.2 Flow chart of pedestrian feature extraction from cross⁃modal images 通过人体视觉[8⁃9]可得到人体区域的深度和透视特征,如下:S (u ,v )=1[D T SAD (h )]min R (u ,v )I m ,T (u ,v )={W (u ,v )(z -h )}2I m ìîíïïï,(7)其中S (u ,v )和T (u ,v )分别表示人体区域的深度特征和透视特征㊂1.2 泛化迁移深度学习下的跨模态图像行人识别深度学习中的注意力机制是指重点关注图像的细节信息,忽略没有利用价值的信息,使其在图像领域得到广泛应用,取得了十分显著的成果㊂将通道域思想应用于跨模态图像行人识别中,可以快速获取红绿蓝(RGB:Red,Green and Blue)和相对照度(RI:Relative Illumination)图像两者之间的差异性,进而准确区分不同类型的行人㊂通过SeNet 网络的思想全面引入压缩激活神经网络,其中压缩激活模块主要是利用每个通道之间的关系,学习特征权重,有效增强特征图关键信息的权重比例㊂设定输入特征为F ={f 1,f 2, ,f n },大小为F ∈E (h ,w ,c ),优先对1.1小节得到的特征压缩处理,通过全局池化的方式,将特征图转换为大小完全相同的向量,即全局通道描述符b (u ,v ),如下:b (u ,v )=F (sp )(u ,v ),1W (u ,v )∑m =1∑n =1f n (i ,j {),(8)931第1期蔡现龙,等:泛化迁移深度学习下的跨模态图像行人识别算法其中F (sp )(㊃)表示压缩操作;f n (i ,j )表示通道总数㊂通过两个全连接层得到特征向量u 的计算如下:u =H (u ,v )(i ,j ),β(g (u ,v {)),(9)其中H (u ,v )(㊃)表示激励操作;β表示激活函数;g (u ,v )表示两个全连接层对应的权值矩阵㊂将注意力机制应用于跨模态图像行人识别中,构建基于压缩激活机制的双路径跨模态模型,模型中融入了压缩激活模块,方便后续学习更加具有鲁棒性的特征㊂学习不同模态下的特征,将其映射到对应的子空间中㊂通过上述分析,优先计算行人各个特征之间的欧氏距离,并基于其再次计算即可获取三元组损失函数,如下:K chtri =1F (sp )(u ,v )∑m =1∑n =1f n (i ,j )[max(D (u ,v )-min D (u ,v ))+β],(10)其中K chtri 表示三元组损失函数;D (u ,v )表示相同跨模态图像之间的特征距离㊂将三元组损失函数和身份损失函数两者结合,最终获取综合损失函数如下:K tocal =K chtri +K id ,(11)其中K tocal 表示综合损失函数;K id 表示身份损失函数㊂经上述分析,引入泛化迁移深度学习算法对综合损失函数度量学习,则有:K tocal (u ,v )=(k a ,p -β)K chtri +K id ,(12)其中K tocal (u ,v )表示综合损失函数的度量学习结果;k a ,p 表示超参数㊂对输入的原始图像,通过测试集形成的跨模态图像集并没有得到充分应用,所以需要借助模态融合模块将两种筛选后的特征融合处理,同时将融合后的结果输入到全连接层中,采用SoftMax 损失展开有监督的训练㊂模态融合[10]模块的主要目的是将原始图像和跨模态图像两者有效融合,在设定条件下可利用RGB 图得到丰富的颜色特征,采用RI 图像可得到丰富的纹理特征,如下:L lsr =(1-β)lg{p (k )}-1/K chtri (k a ,p -β),(13)其中L lsr 表示跨模态图像的纹理特征;p (k )表示平滑参数㊂采用模态融合模块融合处理上述提取的特征和式(13)提取的纹理特征,以实现跨模态图像行人识别,如下:Q (u ,v )=1/(1-β){(k a ,p -β)K tocal (u ,v )}f n (i ,j ),(14)其中Q (u ,v )表示跨模态图像的行人识别结果㊂至此,实现跨模态图像行人识别㊂2 实验分析为验证所提泛化迁移深度学习下的跨模态图像行人识别算法的有效性,实验在INRIA Person Dataset 图像库(http:∥pascal.inrialpes.fr /data /human /)中随机选择200幅跨模态图像作为测试图像集,设定图像的大小为256×256像素,优先利用图3给出部分测试图像㊂图3 部分行人测试图像集Fig.3 Part of the pedestrian test image set 041吉林大学学报(信息科学版)第42卷将文献[3⁃4]算法作为所提方法的对比方法,从不同角度对图3所示的行人图像进行测试㊂2.1 实验流程实验计算机配备IntelXeon 6230(2.10GHz)CPU 和32GByte 视频内存的NVIDIA Tesla V100视频卡㊂实验中,文献[3⁃4]算法行人识别流程和参数设置依照其实验最佳参数进行设定㊂笔者算法具体的实验流程如图4所示㊂图4 所提算法识别流程Fig.4 Identification process of the proposed algorithm 2.2 实验结果分析在图3所示的测试图像集上进行实验测试,分析不同算法的识别效果,实验测试结果如图5所示㊂图5 不同算法的跨模态图像行人识别结果对比Fig.5 Comparison of pedestrian recognition results incross⁃modal images by different algorithms 从图5可看出,无论白天还是夜晚,采用所提算法均可准确识别行人,而另外两种算法在比较复杂的场景下只能识别出行人的局部特征信息,出现了漏识和误识现象㊂由此可见,所提算法利用模态融合模块能更好地完成行人识别,且受光照差异造成的模态差异影响较小㊂以相同数据集中不同光照强度的图像作为测试对象,将识别时间作为测试指标,表1给出了具体实验分析结果㊂表1 不同算法的跨模态图像行人识别时间测试结果对比 平均识别时间为1.732s,分别低于另外两种算法的1.79s 和1.85s,全面验证了笔者算法的优势,同时可以更快的速度完成行人识别,受光照影响较小㊂141第1期蔡现龙,等:泛化迁移深度学习下的跨模态图像行人识别算法图6 图像不同视差距离下峰值信噪比数值Fig.6 Peak signal to noise ratio values of images at different parallax distances 以峰值信噪比(PSNR:Peak Singal⁃Noise Ratio)为指标,测试在图像不同视差距离下行人识别的峰值信噪比数值,结果如图6所示㊂从图6可看出,随着视差距离的增大,行人识别图像峰值信噪比数值虽然呈现降低趋势,但降低幅度很小㊂其中笔者方法的峰值信噪比数值始终高于两种对比算法㊂上述结果说明笔者方法将泛化迁移深度学习引入到行人识别中,获取的行人识别结果较完整,表明识别能力较好㊂3 结 语针对行人识别方法受光照㊁视差距离影响产生的模态差异造成识别时间较长以及识别结果不准确的问题,笔者提出一种泛化迁移深度学习下的跨模态图像行人识别算法㊂通过和另外两种算法对比可知,笔者算法可以全面降低行人识别所用时间,同时还能增加识别结果准确性,为后续开展此方面研究提供了重要的策略和理论依据㊂参考文献:[1]祁磊,于沛泽,高阳.弱监督场景下的行人重识别研究综述[J].软件学报,2020,31(9):2883⁃2902.QI L,YU P Z,GAO Y.Research on Weak⁃Supervised Person Re⁃Identification [J].Journal of 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R,VERMA O P.Robust Copy⁃Move Forgery Detection Using Modified Superpixel Based FCM Clustering withEmperor Penguin Optimization and Block Feature Matching [J].Evolving Systems,2022,13(1):27⁃41.[7]JAVDANI D,RAHMANI H,WEISS G.SeMBlock:A Semantic⁃Aware Meta⁃Blocking Approach for Entity Resolution [J].Intelligent Decision Technologies:An International Journal,2021,15(3):461⁃468.[8]WU J Y,LU C H,LO H H,et al.P⁃23:Image Adaptation to Human Vision (Eyeglasses Free):Full Visual⁃CorrectedFunction in Light⁃Field Near⁃to⁃Eye Displays [J].SID International Symposium:Digest of Technology Papers,2021,52(3):1143⁃1145.[9]ANNAMALAI R,DORNEICH M,TOKADLI G.Evaluating the Effect of Poor Contrast Ratio in Simulated Sensor⁃Based VisionSystems on Performance [J].IEEE Transactions on Human⁃Machine Systems,2021,51(6):632⁃640.[10]邓佳桐,程志江,叶浩劼.改进YOLOv3的多模态融合行人检测算法[J].中国测试,2022,48(5):108⁃115.DENG J T,CHENG Z J,YE H J.Multimodal Fusion Pedestrian Detection Algorithm Based on Improved YOLOv3[J].China Measurement &Testing Technology,2022,48(5):108⁃115.(责任编辑:刘东亮)241吉林大学学报(信息科学版)第42卷。
PROCESSWRITING过程写作
PROCESS WRITINGStages of process writing Ways of giving feedback1. Brain-storming stage 1. Teacher editing2. Planning stage 2. Peer-editing3. Writing the first draft 3. Self-editing4. Editing Conclusion5. Proof-reading Related sources6. The final productAs teachers, you might have come across this situation many times: a student who had a lot of free time on the weekend comes to your class having written three essays and she has made the same three mistakes on all the essays she has handed in. Here comes the question – is it the quantity or the quality of the papers which is important?To provide an answer to this question, we need to analyze tertiary level writing - what we generally do when we write and what we ask our students to do when giving a writing assignment in class. If we are not free-writing, or writing in the stream-of-consciousness technique (a technique that records the multifarious thoughts and feelings of a character without regard to logical argument or narrative sequence as in "A Room of One's Own" (1929) by Virginia Woolf), what we need to do is to plan what we are writing, who we are writing to, how we write.Once we have planned, we start writing. What we write for the first time is never perfect. When we read it for a second time, we see that some places need clarification, so we write it again. We keep editing and proofreading our drafts until we reach a final product. This is what a process approach is about. Though this process seems linear, in the real world, we keep changing our ideas while writing; thus, we may need to go back and forth between these stages.Apparently, enthusiastic as the above mentioned student may seem, she never went further than writing only a first draft. Most probably, if she had proof-read and edited her draft, she would have realized her own mistake and refrained from repeating the same mistake.There are scientific reasons as to the benefits of process writing as well. Research has shown that when feedback is given on the draft, it is more useful since the students find the opportunity to correct their mistake by writing again.With little effort, it is possible to apply process writing in our classes. Instead of giving the writing topic to the students and asking for the final product, we can help the students go through the stages of process writing.Process writing consists of the following stages:1.Brain-storming2.Planning3.Writing the rough draft4.Editing5.Proof-reading6.The final product1. Brain-storming stageAs most of you would appreciate, getting started is the most difficult task in writing. With the help of brain-storming, we make it less painful for the students. In the brain-storming stage, the student starts thinking about the topic given. This may be done as a whole-class activity or in groups so that students benefit from each other as well. The teacher writes on the board every idea that comes from the students, without eliminating any. For example, if the topic is “Advantages of the World Wide Web”, the ideas that may come are:Easy researchMore examplesNo waste of time while searchingInstant communicationSending photographs, files at almost no costChat, e-mail Wide range of sourcesAccessibility of documents Can see the governmental organizations’ pagesBankingNo queuesIn the brain-storming stage, the ideas can be put in linear order or in mind-maps – it depends on the ideas put on the board and the teacher. (For advantages of mind-maps, you can refer to /Mindmaps/Advantages.html .)2. Planning stageOnce the ideas are put randomly on the board, it is now time to eliminate some and organize the rest of the ideas as “main support”and “example”; in other words, plan the writing. In our example, the plan can be something like:Thesis: WWW has many advantagesI Time-savinga) Searchb) Bankingc) CommunicationII Economicala)Fee -none (in the universities) or very little (from home)b)No need to be transported – it is everywherec)Only requires a modemIII Practicala)can be accessed from everywhere via telephone linesb)no waiting in queuesc)does not require many accessoriesOr like:Thesis: WWW has many advantagesI Searchinga) easyb) quickc) cheapII Shopping/ Bankinga) easyb) quickc) cheapIII Communicationa) easyb) quickc) cheapWhile producing the plan, it is quite normal for the students to add or delete information. Actually, they keep adding and deleting till the final product is reached.3. Writing the first draftBy looking at the plans, the students start writing their essays. They may change the order of their main supports, or re-arrange their minor supports. If you have read myths about people writing a perfect essay on their first try, it is time to face the truth: there is always amistake either in the organization or in the grammar or the choice/ form of the vocabulary. This leads us to editing and proof-reading.4. EditingHere, we would like to point out the distinction between editing and proof-reading. Editing refers to “what you write”, whereas, proof-reading refers to “how you write”. The distinction is very important in process writing since we need to focus on one thing to correct at a time. If we try to provide feedback on both the student’s grammar mistakes and the wrong organization of her ideas, she might get confused and not be able to correct all her mistakes. Correcting everything at the same time is also hard for the teacher as the grammar mistakes keep interfering while trying to concentrate on the organization mistakes.To avoid such confusion, we have divided the correction stage into two; editing and proofreading. It is logical to start dealing with the paper’s organization and content (editing) since the sentences may change with the help of the feedback.As we have mentioned before, editing deals with “what you write”. While giving feedback on the student paper, we look at the content and the organization. A student essay is expected to have the following basic features:1.Is there a thesis? / Is the thesis clear?2.Is the introduction interesting for the reader?3.Are the developmental paragraphs relevant to the thesis(unity)?4.Are the ideas supported well? Are there enough examples /details ?5.Are the transitions chosen correctly? Are they in the right place(coherence)?6.Does the conclusion have a summary?If the essay lacks enough examples to support the thesis, or if there is redundancy, this is the time to add or delete. Once the content and the organization of the ideas satisfy the student, she writes a second draft and the paper is ready for proof-reading.5. Proof-readingProof-reading deals with “how you write”. While proof-reading, the paper is checked for any spelling, punctuation mistakes, lack ofparallelism in the structures, flaws in the style (formal/informal), and grammar mistakes. To be more precise, we look for:1.any sentence fragments and run-on sentences2.references without pronouns3.redundancy of ideasck of parallelism5.spelling mistakes6.repetition of the same words7.punctuation mistakes8.wrong tense choice9.misused modifiers10. style inappropriate for the audienceIt is better to leave proof-reading to the last since the text may change many times before the writer is content with her essay.6. The final productIt is quite clear that writing the paper once is never enough. Now that the student has feedback on the spelling and grammar mistakes, she writes the essay again. This means, the same essay needs to be written at least three times (first draft, second draft after editing, final product after proof-reading) before a final product can be reached. Current technology (word-processors) enables us to rewrite the same essay without spending much time. Word-processors also provide spell and grammar checks – though they do not give hundred percent correct feedback. To be on the safe side, one still needs to check it oneself.Ways of giving feedbackThere are three ways of giving feedback to the students:1.teacher editing2.peer-editing3.self-editing1. Teacher editing:For a beginner student who starts writing essays towards the end of the first term, it may be difficult to do the self and peer editing; the teacher may provide more guidance during editing or she may do the editing and proof-reading with the student to set an example.2. Peer-editing:Here, the texts are interchanged and the evaluation is done by other students. In the real world, it is common for writers to ask friends andcolleagues to check texts for spelling, etc. In the classroom environment, the students can exchange their papers and comment on each others’ papers.3. Self-editing:As you may also have encountered, it is very common for the writer to miss her own mistakes. This is why it is recommended to sleep on it for a night. After putting the paper aside for some time, emptying the mind and dealing with some other work, the writer is able to approach her paper with a clear mind. In the classroom environment, we can have the students write their essays one day, collect the papers, and have them edit and proof-read them the next day.There are excellent web sites that guide the students while editing and proofreading their or their classmates’ papers. You can have the students check these web sites or if you want to make sure they read them, download the checklists and take them to the class. Here are some addresses for editing:/departments/writing-lab/goproofreading.html /handouts/general/gl_proof.html Conclusion:Gardner and Johnson (1997) describe the stages of the writing process:Writing is a fluid process created by writers as theywork. Accomplished writers move back and forthbetween the stages of the process, both consciouslyand unconsciously. Young writers, however, benefitfrom the structure and security of following the writingprocess in their writing.Basically, we would like to see our students acquire the basic academic skills. Once the students get used to the stages of planning, drafting, and evaluating their papers, we will feel content that they can survive in their departments. As writing teachers, we need to encourage our students to consider their audience and the rhetorical norms of English while developing their papers.Related sourcesArndt, V. (1987). 'Six writers in search of texts: a protocol-based study of L1 and L2 writing'. ELT Journal, 41, 257-67.Bereiter, C. and Scardamalia, M. (1987). The Psychology of Written Composition. Hillsdale, NJ: Erlbaum.Flower, L. and Hayes,J. R. (1981). 'A cognitive process theory of writing'. College English, 44, 765-77.Grabe, W. and Kaplan, R. B. (1996). Theory and Practice of Writing. London: Longman.Hedge, T. (1988). Writing. Oxford: Oxford University Press. Horowitz, D. (1986). 'Process, not product: less than meets the eye'. TESOL Quarterly, 20, 141-4.Leki, I. (1990). 'Coaching from the margins: issues in written response'. In B. Kroll (ed.), Second Language Writing. Cambridge: Cambridge University Press, 57-68.Raimes, A. (1983). Techniques in Teaching Writing. Oxford: Oxford University Press.Silva, T. (1993). 'Towards an understanding of the distinct nature of L2 writing: the ESL research and its implications'. Journal of Second Language Writing, 2, 657-77.Spack, R. (1988). 'Initiating ESL students into the academic discourse community: how far should we go?' TESOL Quarterly, 22, 29-51. Susser, B. (1994). 'Process approaches in ESL/EFL writinginstruction'. Journal of Second Language Writing, 3, 31-47.White, R. and Arndt, V. (1991). Process Writing. London: Longman. Zamel, V. (1985). 'Responding to student writing'. TESOL Quarterly, 19, 79-101.________________________________________________________ Written by Oya Ozagac, July 2004Copyright @ 2006 Bogazici University SFL。
新概念第三册课文翻译及学习笔记:Lesson48
新概念第三册课文翻译及学习笔记:Lesson48新概念第三册课文翻译及学习笔记:Lesson48【课文】In this much-travelled world, there are still thousands of places which are inaccessible to tourists. We always assume that villagers in remote places are friendly and hospitable. But people who are cut off not only from foreign tourists, but even from their own countrymen can be hostile to travellers. Visits to really remote villages are seldom enjoyable -- as my wife and I discovered during a tour through the Balkans.We had spent several days in a small town and visited a number of old churches in the vicinity. These attracted many visitors, for they were not only of great architectural interest, but contained a large number of beautifully preserved frescoes as well. On the day before our departure, several bus loads of tourists descended on the town. This was more than we could bear, so we decided to spend our last day exploring the countryside. Taking a path which led out of the town, we crossed a few fields until we came to a dense wood. We expected the path to end abruptly, but we found that it traced its way through the trees. We tramped through the wood for over two hours until we arrived at a deep stream. We could see that the path continued on the other side, but we had no idea how we could get across the stream. Suddenly my wife spotted a boat moored to the bank. In it there was a boatman fast asleep. We gently woke him up and asked him to ferry us to the other side. Though he was reluctant to do so at first, we eventually persuaded him to take us.The path led to a tiny village perched on the steepsides of a mountain. The place consisted of a straggling unmade road which was lined on either side by small houses. Even under a clear blue sky, the village looked forbidding, as all the houses were built of grey mud bricks. The village seemed deserted, the only sign of life being an ugly-looking black goat on a short length of rope tied to a tree in a field nearby. Sitting down on a dilapidated wooden fence near the field, we opened a couple of tins of sardines and had a picnic lunch. All at once, I noticed that my wife seemed to be filled with alarm. Looking up I saw that we weresurrounded by children in rags who were looking at ussilently as we ate. We offered them food and spoke to them kindly, but they remained motionless. I concluded that they were simply shy of strangers. When we later walked down the main street of the village, we were followed by a silent procession of children. The village which had seemed deserted, immediately came to life. Faces appeared at windows. Men in shirt sleeves stood outside their houses and glared at us.Old women in black shawls peered at us from doorways. The most frightening thing of all was that not a sound could be heard. There was no doubt that we were unwelcome visitors. We needed no further warning. Turning back down the main street, we quickened our pace and made our way rapidly towards the stream where we hoped the boatman was waiting.【课文翻译】在这个旅游频繁的世界上,仍有成千上万个游人足迹未至的地方。
英语本科专业英美文学方向毕业论文选题参考
1. An Analysis of Hardy’s Comparisons in Tess of the d'Urbervilles浅析哈代在《德伯家的苔丝》中对比手法的运用2. The Use of Hemingway’s Iceberg Theory in The Old Man and the Sea海明威“冰山原理”在《老人与海》中的运用3. An Analysis of Alec’s Personalities in Tess of the d'Urbervilles解读《德伯家的苔丝》中阿雷克的性格4. An Interpretation of the Female Character Estella in Great Expectations《远大前程》中女性形象艾丝黛拉解读5. An Interpretation of the Female Character Miss Havisham in Great Expectations《远大前程》中女性形象郝维辛小姐解读6. The Use of Stream of Consciousness in Mrs. Dalloway浅析《达洛维夫人》中的意识流运用7. Fatalism in Tess of the d'Urbervilles by Thomas Hardy哈代的宿命论在《德伯家的苔丝》中的体现8. An Analysis of Thomas Hardy’s Attitudes towards the Heroine in Tess of the d'Urbervilles哈代对《德伯家的苔丝》中女主人公的态度解读9. An Interpretation on the Themes of the Poems Written by Emily Dickenson艾米莉·狄金森诗歌主题解读10. A Comparative Study between the Heroines’ Personalities in Jane Eyre and Wuthering Heights 《简·爱》与《呼啸山庄》女主人公性格对比研究11. An Analysis on the Causes of Tess's Tragedy苔丝悲剧人生的成因分析12. An Interpretation of the 18th-cen tury English Female’s Choice of Husbands from Jane Austen’s Novels从简·奥斯丁作品解读十八世纪英国女性择偶观14. A Comparative Study of Three Chinese Versions of “Of Studies”《论学习》三种汉译本比较研究15. Translation Strategies and Techniques of Long Sentences in TEM 8英语专业八级中长句的翻译策略与技巧16. A Survey on the Status of English and American Literary Classics’ Reading of English Majors英语专业学生阅读英美文学名著状况调查17. A Survey on the Current Teaching Situation of English and American Literatures in Universities of China关于我国高校英美文学教学现状的调查报告18. A Survey on the English Majors’ Current Learning Situation of English and American Literatures in Universities of China高校英语专业学生英美文学学习现状调查报告19. A Survey on the Current Situation and Countermeasures of the Course of English and American Literatures’ Marginalizatio n英美文学课程“边缘化”现状调查与对策研究20. A Survey on the English Majors’ Use of Electronic Dictionaries in Learning English and American Literatures英语专业学生在英美文学学习中使用电子辞典情况调查分析21. An Analysis of the Writing Features of the Short Stories by O. Henry欧亨利短篇小说写作手法分析22. An Interpretation on the Themes of the Poems Written by Edgar Allan Poe爱伦坡诗歌主题解读23. An Interpretation on the Views of Nature from the Poems Written by William Wordsworth浅析华兹华斯诗歌中的自然观24. An Interpretation of the Female’s Images in Hamlet《哈姆雷特》中的女性形象解读25. An Analysis of the Male Protagonist’s Personality Development from Great Expectations《远大前程》男主人公性格发展分析26. A Comparative Study between the Two Heroines of Vanity Fair《名利场》两位女主人公比较研究27. An Analysis on the Causes of Heathcliif's Tragedy from Wuthering Heights《呼啸山庄》男主人公悲剧人生原因分析28. A Survey on the Status of English and American Literary Classics’ Reading of English Majors驻保高校英语专业学生阅读英美文学名著状况调查29. A Survey on the English Majors’ Current Learning Situation of English and American Literatures in Universities of China驻保高校英语专业学生英美文学学习现状调查报告30. A Survey on the Current Situation and Countermeasures of the Course of English and American Literatures’ Marginalization英美文学课程“边缘化”现状调查与对策研究31. A Survey on the Influence of Movies Adapted from Literary Works on the Current Learning Situation of English and American Literatures文学名著改编电影对改善英美文学学习现状的调研报告32. An Analysis of Symbolism in “A Rose for Emily”浅析《献给艾米丽的一朵玫瑰》中的象征意义33. A Comparative Study of Three Chinese Versions of “Of Studies”《论学习》三种汉译本比较研究本文档部分内容来源于网络,如有内容侵权请告知删除,感谢您的配合!。
斯伦贝谢公司的新一代勘探开发数据模型
Schlumberger Information SolutionsSchlumberger Public Interpreting Seabed DiagramsCopyright NoticeCopyright © 2004-2006 Schlumberger. All rights reserved.No part of this document may be reproduced, stored in an information retrieval system, or translated or retransmitted in any form or by any means, electronic or mechanical, including photocopying and recording, without the prior written permission of the copyright owner. TrademarksSchlumberger trademarks that may appear in this document include, but are not limited to Seabed.All other company or product names mentioned are used for identification purposes only and may be trademarks of their respective owners.Table of ContentsInterpreting Seabed Diagrams (1)Purpose (1)1.1 Document1.2 What is a Seabed Diagram? (1)Example Diagram (2)1.3 Seabed Diagramming Notation (3)Class (6)1.4 AbstractClass (6)1.5 Concrete1.6 Attribute (7)1.7 Attribute Value Domain (7)1.8 Association (7)Multiplicity (9)1.9 AssociationSemantic (10)Delete1.10 AssociationAssociation (12)1.11 Composition1.12 Generalization (13)Appendix A – Association Implementation Techniques Mentioned in the Web Report (14)Appendix B – Associations Referencing Abstract Classes (15)Example B-1 (16)Abstract (17)B.1 SingleImplementation (17)B.1.1 PhysicalIntegrity (17)B.1.1.1 ReferentialB.1.1.2 Multiplicity (17)B.1.1.3 Web Report Representation (17)Example (18)B.1.1.4 DataB.1.2 Assoc (18)B.1.1.5 PhysicalImplementation (18)Integrity (19)B.1.1.6 ReferentialB.1.1.7 Multiplicity (20)B.1.1.8 Web Report Representation (20)Example (20)B.1.1.9 DataInterpreting Seabed DiagramsPurpose1.1 DocumentThe purpose of this document is to explain the various notations used in Seabed diagrams: what they mean, how they translate to the web report, and their implications on the physical database.1.2 What is a Seabed Diagram?A Seabed diagram is a class diagram expressed in the Unified Modeling Language1 (UML) that represents Seabed data elements and the relationships between them. Although the diagrams are meant to be a logical representation of business and data rules, many aspects of the physical database design can be inferred from them. The following example diagram describes the concept of facility composition. This diagram is referenced throughout this document when describing diagramming notations.1The Unified Modeling Language Reference Manual by James Rumbaugh, Ivar Jacobson, Grady Booch; 1999; Addison-WesleyExample DiagramFacility_Equipment_FlagSerial_Number1.3 Seabed Diagramming NotationFollowing are the various diagramming notations used in Seabed diagrams. Click the hyperlink for an explanation of its meaning, how it translates to the web report, and its implication on the physical database design.Abstract ClassFacility_Equipment_FlagConcrete ClassAttributeAttribute Value DomainThe value domain is not normally displayed to improve the readability of the diagrams.AssociationPart_Facility_SpacingAssociation MultiplicityFacility_Equipment_FlagPart_Facility_SpacingAssociation Delete SemanticThe association delete semantic is not normally displayed to improve the readability of the Facility_Equipment_FlagPart_Facility_SpacingComposition AssociationGeneralization1.4 AbstractClassWhat does it tell me? An abstract class is a type of class that represents a generalized structureor “parent” from which other classes inherit attributes and associations.An abstract class acts as the supertype in generalization (“is-a-kind-of”)associations.How is it represented inthe web report?As an Entity with Entity Type = “Abstract”.How is it represented in a physical database? Facility_Equipment_Flag Abstract classes have no direct instances and therefore are not implemented as tables or views in a physical database. Instead, the concrete classes that are children of the abstract class inherit the attributes and associations from the abstract class; and those attributes/associations become columns in the view created from the concrete class. This is explained in further detail in the Generalization section of this document.1.5 ConcreteClassWhat does it tell me?A concrete class is not abstract. A concrete class can have direct instances; therefore it is implemented as a table or view in a physical database.How is it represented inthe web report?As an Entity with Entity Type = “Table” or “View”.How is it represented in a physical database? As a view with the same structure and name as the class. For most classes, there is also a table whose name is the same as the class name with an “_” (underscore) appended to the end of the class name. The Seabed physical database is designed for users to access and update data only through views, rather than by accessing the tables directly. Note: In cases where a concrete class has a generalization association to another concrete class, the child class is implemented only as an updateable view. The parent class is a table with a matching read-only view. This is explained in further detail in the Generalization section of this document.1.6 AttributeWhat does it tell me?An attribute is a property of a class. This example shows that motor type and outer diameter are among many attributes of an ESP motor. How is it represented in the web report? It is listed as a column in the “Columns” section of an Entity. How is it represented in a physical database?As a column in a table or view.1.7Attribute Value DomainWhat does it tell me?The nature of the values that can be inserted into an attribute’s associated column in a database. It determines the datatype, width, and scale with which the column should be implemented. How is it represented in the web report?As the “value domain” of a column. The datatype, width, and scaleassociated with the value domain are represented as the “type” of a column. How is it represented in a physical database?The value domain determines thedatatype, width, and scale of a column.1.8 AssociationWhat does it tell me?An association describes the relationship between two classes. In the example above, the association shows that a facility composition “Refers To” a facility; and that a facility may be “referenced by” a facility composition. The direction of the arrow tells you thatFacility_Composition is the “source class” and Facility is the “target class.” This example also shows that the association name is“Part_Facility”.How is it represented in the web report? Each entity that participates as the target in an association will have that association listed in its “Referenced By” section, with the source class specified in the “From Entity” field, and the association name specified in the “Link” field.Each entity that participates as the source in an association will have that association listed in its “Refers To” section, with the target class specified in the “To Entity” field and the association name specified in the “Link” field.In some circumstances, the association is also represented as a column in the web report. See below.For associations between two concrete classes, the association name is listed as a column in the source entity (since it becomes an FK column in the physical database). If the target class inherits from “IT_Object”, class “_Id” is appended to the association name. The target entity is specified as the “Value Domain” of that column.For associations where the source class is abstract and the target class is concrete, the association is listed as a column in each entity inherited from the source class (since it becomes an FK column in the physical database). The target entity is specified as the “Value Domain” of each column.For associations where the target class is abstract, the web report representation is dependent on the type of technique used to implement the association. See Appendix B – Associations Referencing Abstract Classes for a description of the implementation techniques and how they are represented in the web report.How is it represented in a physical database? For associations between two concrete classes, the association becomes a column in the source table with a foreign key constraint in the target table. The column name corresponds with the name of the association unless the target class inherits from the “IT_Object” class, in which case “_Id” is appended to the end of the column name.For associations where the source class is abstract and the target class is concrete, the association becomes a column in each table whose associated class inherits from the source class. Each column has a foreign key constraint to the target class. The column name corresponds with the name of the association unless the target class inherits from the “IT_Object” class, in which case “_Id” is appended to the end of the column name.For associations where the target class is abstract, the implementation is dependent on the type of technique specified to implement the association. See Appendix B – Associations Referencing Abstract Classes for a description of the implementation techniques and how they are physically implemented.1.9 AssociationMultiplicityWhat does it tell me? The association multiplicity shows how many instances of each class canbe connected across the association. It is written as an expression thatevaluates a range of values, usually with a lower bound and an upperbound. In the example above, the multiplicity on the target side can beinterpreted as, “Each Facility_Composition instance references at least 0and at most 1 Facility instance.” The multiplicity on the source indicatesthat, “Each Facility instance can be referenced by zero or any number ofFacility_Composition instances.”The multiplicity indicates whether or not it is mandatory for one class toreference another:1..1 multiplicity on the target means it is mandatory for the sourceclass to reference the target class, since the source class must reference“at least 1” instance of the target class.0..1 multiplicity on the target side means it is not mandatory for thesource class to reference the target class.How is it represented in the web report? The multiplicity is not shown in the web report. The web report shows only whether it is mandatory for the source Entity to reference the target Entity. In this example, the link and column would have a ‘No’ in the “Required” field, since it is not mandatory for a Facility_Composition instance to reference a Facility instance.How is it represented in a physical database? For associations between two concrete classes, the association becomes a foreign key column in the source table. If the association is mandatory, the foreign key column is implemented with a NOT NULL constraint.For associations where the source class is abstract and the target class is concrete, the association becomes a foreign key column in each table whose associated class inherits from the source class. If the association is mandatory, each foreign key column is implemented with a NOT NULL constraint.For associations where the target class is abstract, see Appendix B – Associations Referencing Abstract Classes for details on how multiplicity for these types of associations is implemented.1.10 Association Delete SemanticFacility_Equipment_Flag Part_Facility_SpacingWhat does it tell me? The delete semantic specifies what happens when the instance of thetarget class that is referenced by an instance of the source class isdeleted. The example above shows that if the Facility instance that isreferenced by the Facility_Composition instance is deleted, then thatFacility_Composition instance is also deleted. In other words, the delete“cascades” to Facility_Composition. Following are definitions of thevarious delete semantics:Cascade: deleting an instance in the target class results in the deletion ofall instances in the source class that reference it. If the association in theexample above were Cascade, the deletion of a Facility instance wouldcause any Facility_Composition instances referring to that Facilityinstance to also be deleted.Cascade!: deleting an instance in the target class results in the deletion ofall instances in the source class that reference it. If the association in theexample above were Cascade!, the deletion of a Facility instance wouldcause any Facility_Composition instances referring to that Facilityinstance to also be deleted. Cascade! is used when a the use of a Cascadedelete semantic would result in two different cascade paths from oneclass to another.Restrict: an attempt to delete an instance in the target class results in anerror if any source instances exist that reference the target instance to bedeleted. All source instances must be deleted before the target can besuccessfully deleted. If the association in the example above wasRestrict, you could not delete a Facility instance if it had anyFacility_Composition instances referring to it.Nullify: the columns in the source containing the reference to the targetinstance are set to null when the target instance is deleted. If theassociation in the example above was Nullify, the deletion of a Facilityinstance would cause any Facility_Composition.Part_Facility_Idcolumns that contained a value referencing that Facility instance to benullified.Control: the inverse of Cascade. Control specifies that the referencedinstance in the target class be deleted when an instance in the source isdeleted. When an attempt is made to delete a target instance, the delete isrestricted. If the association in the example above was Control, theFacility instance would be deleted if any Facility_Composition instancesthat reference it were deleted.Note: There are a few cases where the diagram specifies a delete semantic that is not actually implemented in the physical database. These cases only arise in associations referencing abstract classes, and are described in detail in the next section. To determine the delete semantic that is actually implemented, refer to the web report.How is it represented in the web report? The delete semantic can be inferred from the “Implementation Technique” column for a link in the “Referenced By” or “Refers To” sections.For associations whose target is a concrete class, the Implementation Technique column displays the delete semantic displayed on the diagram.For associations whose target is abstract, the Implementation Technique is determined as follows:For associations that are implemented using the “Assoc” technique and that have a one-to-many cardinality (that is, each source instance can reference one target instance), the implementation technique displays “Assoc to One.” As stated in Appendix B – Associations Referencing Abstract Classes, “Assoc to One” implies a Nullify delete semantic for non-mandatory associations and a Cascade delete semantic for mandatory associations.For associations that are implemented using the “Assoc” technique and that have a many-to-many cardinality (that is, each source instance can reference many target instances), the implementation technique displays “Assoc to Many.” As stated in Appendix B – Associations Referencing Abstract Classes, “Assoc to Many” implies a Nullify delete semantic. For associations that are implemented using the “Single Abstract” technique, the implementation technique displays “Cascade”. As described in Appendix B – Associations Referencing Abstract Classes, all associations implemented with the Single Abstract technique trigger a cascade delete.How is it represented in a physical database? For associations whose target is a concrete class, the delete semantic is enforced using a database referential integrity constraint.For associations whose target is abstract, the delete semantic is enforced using alternate methods, which are described in Appendix B – Associations Referencing Abstract Classes.1.11 Composition AssociationWhat does it tell me? The association is a whole/part relationship that implies a strongownership of the source class (the “part”) by the target class (the“whole”). Composition implies that the lifetime of the instances of thesource class is limited to the lifetime of the instance of the referencedtarget class. By definition, when a target instance is deleted, all thesource instances that reference it must also be deleted.How is it represented in the web report? The target class has a section called “Composed Of” that lists the entities that have a composition association. Whether the target class instance can be associated with “one” or “many” source class instances is specified in the “Cardinality” column.In example above, Borehole lists Borehole_Alias in its “Composed Of” section, with a cardinality of “Many”, since the multiplicity specifies that an instance of Borehole can be referenced by many instances of Borehole_Alias.In the “General Information” section of the source class, “Extension of {target class}” is specified in the “Entity Type” field. In the example above, “Extension of Borehole” is specified as the Entity Type for Borehole_Alias.Additionally, the target class lists the source class in its “Referenced By” section, and the source class lists the target class in its “Refers To” section.How is it represented in a physical database? Both the target class and the source class are implemented as views on tables. The association between them is implemented as a foreign key. If the cardinality of the source class is “One”, its primary key is a foreign key to the target class’ primary key. If the cardinality is “Many”, the extension class has a sequence-generated primary key.1.12 GeneralizationWhat does it tell me? A generalization is a relationship between a generalthing, called the superclass or parent, and a morespecific kind of that thing, called the subclass or child.A generalization is sometimes called an “is-a-kind-of”relationship. The example above shows that an ESPpump is a kind of pump; and that a pump is a kind oftracked facility. It can also be read, “ESP Pump is aspecialization of Pump, which is a specialization ofTracked Facility. Pump is a generalization of ESP Pumpand Tracked Facility is a generalization of Pump.”How is it represented in the web report? In an entity’s “General Information” section, there is a row called “Specializations” that lists each entity that is a subclass of that entity, and there is a row called “Generalizations” that lists each entity that is a superclass of that entity.Note: If there is more than one entity listed in Generalizations, it implies an inheritance hierarchy where the first class in the list is the immediate parent, as opposed to implying direct inheritance from multiple classes. A class cannot inherit directly from more than one class. If the generalization association is between two concrete classes, the “Entity Type” of the child class is “View”.How is it represented in a physical database? If the superclass is abstract and the subclass isconcrete, t he superclass is not visible in the physicaldatabase. The subclass is generated as an updateableview that also includes the attributes and associationsfrom the superclass. There may be a table that has thesame name as the subclass, with a “_” appended at theend.If both the superclass and the subclass are concrete, the superclass is implemented as a table with a “_” appended to the end of the name. It includes all the attributes and associations from all its subclasses, plus an additional column called “Sub_Type” that stores the class name of the subclass for that instance. A read-only view is generated on the superclass with only the attributes and associations of the superclass, plus the Sub_Type column. For each subclass, an updateable view is generated and named for the subclass, which has the attributes and associations for that subclass, plus the attributes and associations inherited from the superclass, plus the Sub_Type column.If both the superclass and the subclass are abstract, the concrete classes that inherit from the abstract class inherit the attributes and associations from the abstract class, and those attributes/associations become columns in the view created from the concrete class.Note: Abstract classes are not implemented as tables in a physical database.Appendix A – Association Implementation Techniques Mentioned in the Web Report•Cascade: deleting an instance in the target class results in the deletion of all instances in the source class that reference it.•Restrict: deleting an instance in the target class results in an error if any source instances exist that reference the deleted target instance. All source instances must be deleted before the target can be successfully deleted.•Nullify: the columns in the source containing the reference to the target instance are set to null when the target instance is deleted.•Control: the inverse of Cascade. Control specifies that the referenced instance in the target class be deleted when an instance in the source class is deleted. This is normally used in situations where the target class is referenced from many source classes and a given target instance is referenced from only one instance in one source class. When an attempt is made to delete a target instance, the delete is restricted.•Assoc to One: specified when an association is implemented using the “Assoc” technique (described in Appendix B – Associations Referencing Abstract Classes), and when theassociation has a one-to-many cardinality; that is, each source instance can reference one target instance and a target can be referenced by many sources.•Assoc to Many: specified when an association is implemented using the “Assoc” technique, (described in Appendix B – Associations Referencing Abstract Classes), and when theassociation has a many-to-many cardinality; that is, each source instance can reference many target instances and a target can be referenced by many sources.Appendix B – Associations Referencing Abstract ClassesRelational databases do not support relationships to abstract classes using declarative foreign keys. However, the Seabed database architecture provides alternate ways of specifying relationships to abstract classes. Currently, there are two techniques to accomplish this: “Single Abstract” and “Assoc.” These techniques are explained in detail below.To help illustrate these techniques, consider the scenario where a user wants to specify that an ESP (Electric Submersible Pump) is an assembly made up of an ESP Pump and an ESP Motor. The Seabed class diagram for this structure, called “Facility Composition”, is shown in Example B-1. Facility Composition is a generic mechanism for defining whole facilities that are an assemblance of parts. To specify that an ESP is made up of a pump and a motor, the user would create two Facility_Composition instances: one would specify the ESP Pump as the Part_Facility and the ESP assembly as the Whole_Facility, and the other Facility Composition instance would have ESP Motor as the Part and the same ESP as the Whole Facility.Specific examples of physical implementation options for these relationships are provided later in this document. In Example B-1, assume that the ESP instance’s primary key (ID) value is 1, the ESP_Pump instance’s primary key value is 5, and the ESP_Motor instance’s primary key value is 9. Also, assume that the first Facility_Composition instance’s primary key value is 7 and the second Facility_Composition instance’s primary key value is 10.Example B-1Facility_Equipm Part_Facility_Spacing Serial_NumRated_PressureB.1 SingleAbstract“Single Abstract” is one alternative for specifying relationships to abstract classes. It is an implementation technique that applies only to one-to-many associations where the target is abstract. In other words, the “single” component of the name refers to the fact that the cardinality on the target side is ‘1’. The “abstract” component of the name refers to the fact that the target is an abstract class. In Example B-1 above, the “Whole_Facility” and “Part_Facility” associations fall into this category.B.1.1 Physical ImplementationWhen the Single Abstract implementation technique is specified for an association, the association is implemented physically as follows:1.The source table is implemented with the following two columns, the combination of whichstore the reference to the target:•{Association Name}_ID: stores the PK value of the target instance.•{Association Name}_TBL: stores the name of the table in which the target instance resides.IntegrityB.1.1.1 ReferentialWhen the Single Abstract implementation technique is specified for an association, the referential integrity is handled as follows:1. A delete trigger is added to each table that implements a concrete class that inherits from thetarget. The trigger deletes the referencing source record instance when the target recordinstance is deleted. This essentially implements a cascade delete for every associationimplemented with the Single Abstract technique.2.There is no referential integrity built in for updates to the {Association Name}_ID or{Association Name}_TBL columns, meaning no data validation is performed. Therefore, the application or user must ensure that the values are valid.B.1.1.2 MultiplicityIf the association specifies a mandatory reference to the target, the {Association Name}_ID and {Association Name}_TBL columns are implemented with NOT NULL constraints.B.1.1.3 Web Report RepresentationWhen the Single Abstract implementation technique is specified for an association, the association is represented in the web report as follows:1.The association is listed in the “Refers To” or “Referenced By” section of the web report.The implementation technique is “Cascade”. If the reference to the abstract class ismandatory, a “Yes” is in the “Required” column.2.Two columns, {Association Name}_ID and {Association Name}_TBL, are listed in the“Columns” section. The _ID column specifies the abstract class as its domain; and the _TBL column specifies Meta_Entity as its domain. If the reference to the abstract class ismandatory, both the _ID and the _TBL columns are specified as “Required.”B.1.1.4 DataExampleIn Example B-1, if the Whole_Facility and Part_Facility associations were implemented using the Single Abstract technique, the table representing the Facility_Composition table would be implemented with the following additional columns:•Whole_Facility_Id, Whole_Facility_Tbl•Part_Facility_Id, Part_Facility_TblThe records created in Facility_Composition to store the fact that an ESP is made up of an ESP pump and motor would have the following values:•Record 1 – for the pump:–Whole_Facility_Id would store a value of ‘1’ (the identifier of the ESP assembly).–Whole_Facility_Tbl would store a value of “ESP.”–Part_Facility_Id would store a value of ‘5’ (the identifier of the ESP_Pump record).–Part_Facility_Tbl would store a value of “ESP_Pump.”•Record 2 – for the motor:–Whole_Facility_Id would store a value of ‘1’ (the identifier of the ESP assembly).–Whole_Facility_Tbl would store a value of “ESP.”–Part_Facility_Id would store a value of ‘9’ (the identifier of the ESP_Motor record).–Part_Facility_Tbl would store a value of “ESP_Motor.”B.1.2 AssocThe other method to specify associations to abstract classes is called “Assoc.” This is the only method to use when the association is many-to-many, but can also be used for one-to-many associations.B.1.1.5 PhysicalImplementationWhen the Assoc implementation technique is specified for an association, the association is physically implemented as follows:1.The table generated from the source class has no columns that reference the target. Instead,information about association instances is stored in a special table called Assoc. The Assoc table is made up of the following columns:•Entity_Type - The name of the entity on the “source” (referencing) side of the。
小学上册第9次英语第六单元测验试卷
小学上册英语第六单元测验试卷英语试题一、综合题(本题有100小题,每小题1分,共100分.每小题不选、错误,均不给分)1.What is the capital of Switzerland?A. ZurichB. BernC. GenevaD. Basel2.What is the main ingredient in a salad?A. RiceB. VegetablesC. MeatD. CheeseB3.What is the capital of Italy?A. VeniceB. FlorenceC. RomeD. NaplesC4.The __________ is a famous city in Brazil known for its carnival. (里约热内卢)5.Do you know my _____ (同班同学)?6.The capital of the Bahamas is ________ (拿骚).7.The __________ (法国革命) inspired many other revolutions.8.What is the opposite of 'soft'?A. GentleB. HardC. SmoothD. Rough9.I like to share my _________ (玩具) with my friends because it’s _________ (好玩).10.Which insect is known for its ability to carry heavy loads?A. AntB. FlyC. ButterflyD. Mosquito11.What is a synonym for "happy"?A. SadB. JoyfulC. AngryD. TiredB12.I like to eat ________ for breakfast.13. A ____(action network) mobilizes support for initiatives.14.What is the name of the large body of freshwater that is smaller than an ocean?A. LakeB. PondC. RiverD. StreamA15.The process of a solid turning into a gas is called _______.16.An astronaut travels into _____ to explore space.17.The kitten stretches its _______ (小猫伸展它的_______).18.The __________ is the second largest continent.19.The chemical formula for strontium carbonate is ______.20.We watch _____ (cartoons/movies) on weekends.21.The chemical formula for sodium bromide is _______.22.What do you call a story that teaches a lesson?A. FableB. NovelC. PoemD. DramaA23.The capital city of Latvia is __________.24.The ________ was a prominent advocate for social change.25.My favorite _____ is a green dinosaur.26.The _________ (玩具熊) sits on my bed and keeps me _________ (陪伴).27.The frog catches insects with its sticky ______ (舌头).28.What is the name of the tool used to measure temperature?A. BarometerB. ThermometerC. RulerD. ScaleB29.The __________ (历史的多维性) enhances complexity.30.How many legs does a spider have?A. 6B. 8C. 10D. 12B31.What is the name of the famous detective created by Arthur Conan Doyle?A. PoirotB. HolmesC. MarpleD. Watson32.The teacher, ______ (老师), gives us homework to practice.33.The _______ (Age of Exploration) led to the discovery of new lands and trade routes.34.My brother is ______ years old. (eight)35.At the library, I found a book about ________ (恐龙). It had amazing ________ (插图).36. A solution that contains a small amount of solute is called ______.37. A chemical that can absorb heat is called a ______.38.What is the value of 8 × 8?A. 54B. 56C. 64D. 72C39.He is _____ (tall) and strong.40.The flowers are ________ and colorful.41.My favorite _____ (玩具) is a red truck. 我最喜欢的玩具是一辆红色的卡车。
事情清单英语作文
The Power of a To-Do List: Achieving GoalsThrough OrganizationIn the fast-paced world we live in, it's easy to feel overwhelmed by the constant stream of tasks and responsibilities we face. From work deadlines to personal commitments, it can be difficult to keep track of everything that needs to be done. However, one simple tool that can help us manage our lives more effectively is a to-do list.A to-do list is a powerful organizational tool that helps us prioritize our tasks, stay focused, and achieve our goals. By writing down everything we need to do, we can clearly see what needs to be done and when it needs to be completed. This helps us avoid forgetting important tasks or missing deadlines.To create an effective to-do list, it's important to start with a clear understanding of our goals. What are we trying to achieve? What are the key tasks that will help us reach those goals? By answering these questions, we can create a list that is focused and aligned with our objectives.Once we have a clear understanding of our goals, we can start prioritizing our tasks. What are the most important tasks that need to be done first? What tasks can wait? By prioritizing our list, we can ensure that we are focusing on the most important tasks first, which will help us make progress towards our goals more efficiently.It's also important to be realistic when creating a to-do list. We should avoid overburdening ourselves with too many tasks, which can lead to feelings of overwhelm and frustration. Instead, we should create a list that is manageable and achievable, allowing us to make steady progress towards our goals.Once our to-do list is created, it's important to review it regularly and update it as needed. As we complete tasks, we can mark them as done, giving us a sense of accomplishment and momentum. We can also add new tasks to the list as they arise, ensuring that we always have a clear understanding of what needs to be done.In addition to helping us manage our daily tasks, a to-do list can also be a powerful motivator. By seeing our goals and tasks written down, we are more likely to stayfocused and committed to achieving them. The simple act of checking off completed tasks can give us a sense of accomplishment and momentum, fueling our desire to keep going.In conclusion, a to-do list is a powerful tool that can help us manage our lives more effectively and achieve our goals. By prioritizing our tasks, staying focused, and regularly updating our list, we can take control of ourdaily workload and make progress towards our objectives. So, why not take a moment now to create your own to-do list and start taking control of your life?**清单的力量:通过组织实现目标**在我们生活的快节奏世界中,很容易因为不断涌现的任务和责任而感到压力山大。
博世汽车SPC
4th Edition, 07.20053rd Edition dated 06.19942nd Edition dated 05.19901st Edition dated 09.19872005 Robert Bosch GmbHTable of ContentsIntroduction (5)1. Terms for Statistical Process Control (6)2. Planning .........................................................................................................................................................8 2.1 Selection of Product Characteristics .................................................................................................8 2.1.1 Test Variable ........................................................................................................................8 2.1.2 Controllability ......................................................................................................................9 2.2 Measuring Equipment .......................................................................................................................9 2.3 Machinery .........................................................................................................................................9 2.4 Types of Characteristics and Quality Control Charts ......................................................................10 2.5 Random Sample Size ......................................................................................................................11 2.6 Defining the Interval for Taking Random Samples (11)3. Determining Statistical Process Parameters ................................................................................................12 3.1 Trial Run .........................................................................................................................................12 3.2 Disturbances ....................................................................................................................................12 3.3 General Comments on Statistical Calculation Methods ..................................................................12 3.4 Process Average ..............................................................................................................................13 3.5 Process Variation . (14)4. Calculation of Control Limits ......................................................................................................................15 4.1 Process-Related Control Limits ......................................................................................................15 4.1.1 Natural Control Limits for Stable Processes ......................................................................16 4.1.1.1 Control Limits for Location Control Charts .........................................................16 4.1.1.2 Control Limits for Variation Control Charts ........................................................18 4.1.2 Calculating Control Limits for Processes with Systematic Changes in the Average .........19 4.2 Acceptance Control Chart (Tolerance-Related Control Limits) .....................................................20 4.3 Selection of the Control Chart .........................................................................................................21 4.4 Characteristics of the Different Types of Control Charts . (22)5. Preparation and Use of Control Charts ........................................................................................................23 5.1 Reaction Plan (Action Catalog) .......................................................................................................23 5.2 Preparation of the Control Chart .....................................................................................................23 5.3 Use of the Control Chart .................................................................................................................23 5.4 Evaluation and Control Criteria ......................................................................................................24 5.5 Which Comparisons Can be Made? (25)6. Quality Control, Documentation .................................................................................................................26 6.1 Evaluation .......................................................................................................................................26 6.2 Documentation .. (26)7. SPC with Discrete Characteristics ...............................................................................................................27 7.1 General ............................................................................................................................................27 7.2 Defect Tally Chart for 100% Testing . (27)8. Tables (28)9. Example of an Event Code for Mechanically Processed Parts ....................................................................29 9.1 Causes .............................................................................................................................................29 9.2 Action ..............................................................................................................................................29 9.3 Handling of the Parts/Goods ...........................................................................................................30 9.4 Action Catalog .. (30)10. Example of an x -s Control Chart (32)11. Literature (33)12. Symbols (34)Index (35)IntroductionStatistical Process Control (SPC) is a procedure for open or closed loop control of manufacturing processes, based on statistical methods.Random samples of parts are taken from the manufacturing process according to process-specific sampling rules. Their characteristics are measured and entered in control charts. This can be done with computer support. Statistical indicators are calculated from the measurements and used to assess the current status of the process. If necessary, the process is corrected with suitable actions.Statistical principles must be observed when taking random samples.The control chart method was developed by Walter Andrew Shewhart (1891-1967) in the 1920´s and described in detail in his book “Economic Control of Quality of Manufactured Product”, published in 1931.There are many publications and self-study programs on SPC. The procedures described in various publications sometimes differ significant-ly from RB procedures.SPC is used at RB in a common manner in all divisions. The procedure is defined in QSP0402 [1] in agreement with all business divisions and can be presented to customers as the Bosch approach.Current questions on use of SPC and related topics are discussed in the SPC work group. Results that are helpful for daily work and of general interest can be summarized and published as QA Information sheets. SPC is an application of inductive statistics. Not all parts have been measured, as would be the case for 100% testing. A small set of data, the random sample measurements, is used to estimate parameters of the entire population.In order to correctly interpret results, we have to know which mathematical model to use, where its limits are and to what extent it can be used for practical reasons, even if it differs from the real situation.We differentiate between discrete (countable) and continuous (measurable) characteristics. Control charts can be used for both types of characteristics.Statistical process control is based on the concept that many inputs can influence a process.The “5 M´s” – man, machine, material, milieu, method – are the primary groups of inputs. Each “M” can be subdivided, e.g. milieu in temperature, humidity, vibration, contamination, lighting, ....Despite careful process control, uncontrolled, random effects of several inputs cause deviation of actual characteristic values from their targets (usually the middle of the tolerance range).The random effects of several inputs ideally result in a normal distribution for the characteristic.Many situations can be well described with a normal distribution for SPC.A normal distribution is characterized with two parameters, the mean µ and the standard deviation σ.The graph of the density function of a normal distribution is the typical bell curve, with inflection points at σµ− and σµ+.In SPC, the parameters µ and σ of the population are estimated based on random sample measurements and these estimates are used to assess the current status of the process.1. Terms for Statistical Process ControlProcessA process is a series of activities and/or procedures that transform raw materials or pre-processed parts/components into an output product.The definition from the standard [3] is: “Set of interrelated or interacting activities which trans-forms inputs into outputs.”This booklet only refers to manufacturing or assembly processes.Stable processA stable process (process in a state of statistical control) is only subject to random influences (causes). Especially the location and variation of the process characteristic are stable over time (refer to [4])Capable processA process is capable when it is able to completely fulfill the specified requirements. Refer to [11] for determining capability indices. Shewhart quality control chartQuality control chart for monitoring a parameter of the probability distribution of a characteristic, in order to determine whether the parameter varies from a specified value.SPCSPC is a standard method for visualizing and controlling (open or closed loop) processes, based on measurements of random samples.The goal of SPC is to ensure that the planned process output is achieved and that corresponding customer requirements are fulfilled.SPC is always linked to (manual or software supported) use of a quality control chart (QCC). QCC´s are filled out with the goal of achieving, maintaining and improving stable and capable processes. This is done by recording process or product data, drawing conclusions from this data and reacting to undesirable data with appropriate actions.The following definitions are the same as or at least equivalent to those in [6].Limiting valueLower or upper limiting valueLower limiting valueLowest permissible value of a characteristic (lower specification limit LSL)Upper limiting valueHighest permissible value of a characteristic (upper specification limit USL)ToleranceUpper limiting value minus lower limiting value:LSLUSLT−=Tolerance rangeRange of permissible characteristic values between the lower and upper limiting valuesCenter point C of the tolerance rangeThe average of the lower and upper limiting values:2LSLUSL C +=Note: For characteristics with one-sided limits (only USL is specified), such as roughness (Rz), form and position (e.g. roundness, perpen-dicularity), it is not appropriate to assume 0=LSL and thus to set 2/USLC= (also refer to the first comment in Section 4.1.1.1).PopulationThe total of all units taken into considerationRandom sampleOne or more units taken from the population or from a sub-population (part of a population)Random sample size nThe number of units taken for the random sample Mean (arithmetic)The sum of theix measurements divided by the number of measurements n:∑=⋅=niixnx11Median of a sampleFor an odd number of samples put in order from the lowest to highest value, the value of the sample number (n+1)/2. For an even number of samples put in order from the lowest to highest value, normally the average of the two samples numbered n/2 and (n/2)+1. (also refer to [13])Example: For a sample of 5 parts put in order from the lowest to the highest value, the median is the middle value of the 5 values.Variance of a sampleThe sum of the squared deviations of the measurements from their arithmetic mean, divided by the number of samples minus 1:()∑=−⋅−=niixxns12211Standard deviation of a sampleThe square root of the variance:2ss=RangeThe largest individual value minus the smallest individual value:minmaxxxR−=2. PlanningPlanning according to the current edition of QSP 0402 “SPC”, which defines responsibilities. SPC control of a characteristic is one possibility for quality assurance during manufacturing and test engineering.2.1 Selection of Product CharacteristicsSpecification of SPC characteristics and their processes should be done as early as possible (e.g. by the simultaneous engineering team). They can also, for example, be an output of the FMEA.This should take• Function,• Reliability,• Safety,•Consequential costs of defects,•The degree of difficulty of the process,• Customer requests, and•Customer connection interfaces, etc.into account.The 7 W-questions can be helpful in specifying SPC characteristics (refer to “data collection” in “Elementary Quality Assurance Tools” [8]): Example of a simple procedure for inspection planning:Why do I need to know what, when, where and how exactly?How large is the risk if I don’t know this? Note: It may be necessary to add new SPC characteristics to a process already in operation. On the other hand, there can be reasons (e.g. change of a manufacturing method or intro-duction of 100% testing) for replacing existing SPC control with other actions.SPC characteristics can be product or process characteristics.Why?Which or what? Which number or how many?Where? Who?When?With what or how exactly?2.1.1 Test VariableDefinition of the “SPC characteristic”, direct or indirect test variable. Note: If a characteristic cannot be measured directly, then a substitute characteristic must be found that has a known relationship to it.2.1.2 ControllabilityThe process must be able to be influenced (controlled) with respect to the test variable. Normally manufacturing equipment can be directly controlled in a manner that changes the test variable in the desired way (small control loop). According to Section 1, “control” in the broadest sense can also be a change of tooling, machine repair or a quality meeting with a supplier to discuss quality assurance activities (large control loop).2.2 Measuring EquipmentDefinition and procurement or check of the measuring equipment for the test variable.Pay attention to:• Capability of measuring and test processes, • Objectiveness,• Display system (digital),• Handling. The suitability of a measurement process for the tested characteristic must be proven with a capability study per [12].In special cases, a measurement process with known uncertainty can be used (pay attention to [10] and [12]).Note: The units and reference value must correspond to the variables selected for the measurement process.2.3 MachineryBefore new or modified machinery is used, a machine capability study must be performed (refer to QSP0402 [1] and [11]). This also applies after major repairs.Short-term studies (e.g. machine capability studies) register and evaluate characteristics of products that were manufactured in one continuous production run. Long-term studies use product measurements from a longer period of time, representative of mass production. Note: The general definition of SPC (Section 1) does not presume capable machines. However, if the machines are not capable, then additional actions are necessary to ensure that the quality requirements for manufactured products are fulfilled.2.4 Types of Characteristics and Control Charts This booklet only deals with continuous anddiscrete characteristics. Refer to [6] for these andother types of characteristics.In measurement technology, physical variables are defined as continuous characteristics. Counted characteristics are special discrete characteristics. The value of the characteristic is called a “counted value”. For example, the number of “bad” parts (defective parts) resulting from testing with a limit gage is a counted value. The value of the characteristic (e.g. the number 17, if 17 defective parts were found) is called a “counted value”.SPC is performed with manually filled out form sheets (quality control charts) or on a computer.A control chart consists of a chart-like grid for entering numerical data from measured samples and a diagram to visualize the statistical indices for the process location and variation calculated from the data.If a characteristic can be measured, then a control chart for continuous characteristics must be used. Normally the sx− chart with sample size 5=n is used.2.5 Random Sample SizeThe appropriate random sample size is a compromise between process performance, desired accuracy of the selected control chart (type I and type II errors, operation characteristic) and the need for an acceptable amount of testing. Normally 5=n is selected. Smaller random samples should only be selected if absolutely necessary.2.6 Defining the Interval for Taking Random SamplesWhen a control chart triggers action, i.e. when the control limits are exceeded, the root cause must be determined as described in Section 5.4, reaction to the disturbance initiated with suitable actions (refer to the action catalog) and a decision made on what to do with the parts produced since the last random sample was taken. In order to limit the financial “damage” caused by potentially necessary sorting or rework, the random sample interval – the time between taking two random samples – should not be too long.The sampling interval must be individually determined for each process and must be modified if the process performance has permanently changed.It is not possible to derive or justify the sampling interval from the percentage of defects. A defect level well below 1% cannot be detected on a practical basis with random samples. A 100% test would be necessary, but this is not the goal of SPC. SPC is used to detect process changes.The following text lists a few examples of SPC criteria to be followed.1. After setup, elimination of disturbances orafter tooling changes or readjustment, measure continuously (100% or with randomsamples) until the process is correctly centered (the average of several measure-ments/medians!). The last measurements canbe used as the first random sample for furtherprocess monitoring (and entered in the control chart). 2. Random sample intervals for ongoingprocess control can be defined in the following manner, selecting the shortest interval appropriate for the process.Definition corresponding to the expected average frequency of disturbances (as determined in the trial run or as is knownfrom previous process experience).Approximately 10 random samples within this time period.Definition depending on specified preventivetooling changes or readjustment intervals.Approximately 3 random samples within thistime period.Specification of tooling changes or readjust-ment depending on SPC random samples.Approximately 5 random samples within theaverage tooling life or readjustment interval.But at least once for the production quantitythat can still be contained (e.g. delivery lot,transfer to the next process, defined lots forconnected production lines)!3. Take a final random sample at the end of aseries, before switching to a different producttype, in order to confirm process capabilityuntil the end of the series.Note: The test interval is defined based on quantities (or time periods) in a manner that detects process changes before defects are produced. More frequent testing is necessary for unstable processes.3. Determining Statistical Process Parameters3.1 Trial RunDefinition of control limits requires knowledge or estimation of process parameters. This is determined with a trial run with sampling size and interval as specified in Sections 2.5 and 2.6. For an adequate number of parts for initial calculations, take a representative number of unsorted parts, at least 25=m samples (with n = 5, for example), yielding no fewer than 125 measured values. It is important to assess the graphs of the measured values themselves, the means and the standard deviations. Their curves can often deliver information on process performance characteristics (e.g. trends, cyclical variations).3.2 DisturbancesIf non-random influences (disturbances) occur frequently during the trial run, then the process is not stable (not in control). The causes of the disturbances must be determined and elimi-nated before process control is implemented (repeat the trial run).3.3 General Comments on Statistical Calculation MethodsComplicated mathematical procedures are no longer a problem due to currently available statistics software, and use of these programs is of course allowed and widespread (also refer to QSP0402 [1]).The following procedures were originally developed for use with pocket calculators. They are typically included in statistics programs.Note: Currently available software programs allow use of methods for preparing, using and evaluation control charts that are better adapted to process-specific circumstances (e.g. process models) than is possible with manual calculation methods. However, this unavoidably requires better knowledge of statistical methods and use of statistics software. Personnel and training requirements must take this into account.Each business division and each plant should have a comprehensively trained SPC specialist as a contact person.Parameter µ is estimated by:Example (Section 10): samplesof number valuesx the of total mxx mj j===∑=1ˆµ3622562862662.......x ˆ=+++==µor:samplesof number mediansthe of total mxx m j j===∑=1~~ˆµ46225626363....x ~ˆ=+++==µIf µˆ significantly deviates from the center point C for a characteristic with two-sided limits, then this deviation should be corrected by adjusting the machine.Parameter σ is estimated by:Example (Section 10):a) ∑=⋅=m j j s m 121ˆσ41125552450550222.......ˆ=+++=σsamplesof number variancesthe of total =σˆNote: s =σˆ is calculated directly from 25 individual measurements taken from sequential random samples (pocket calculator).or b) na s=σˆ, where27125552450550.......s =+++=samplesof number deviationsdard tan s the of total ms s mj j==∑=1351940271...a s ˆn ===σnn a3 0.89 5 0.94 See Section 8, Table 1 7 0.96 for additional valuesor c) ndR =σˆ, with96225611....R =+++= samplesof number rangesthe of total mR R mj j==∑=1271332962...d R ˆn ===σn n d3 1.69 5 2.33 See Section 8, Table 1 7 2.70 for additional values Note: The use of table values n a and n d pre-supposes a normal distribution!Some of these calculation methods were originally developed to enable manual calculation using a pocket calculator. Formula a) is normally used in currently available statistics software.4. Calculation of Control Limits4.1 Process-Related Control LimitsThe control limits (lower control limit LCL andupper control limit UCL) are set such that 99% of all the values lie within the control limits in the case of a process which is only affected by random influences (random causes).If the control limits are exceeded, it must there-fore be assumed that systematic, non-random influences (non-random causes) are affecting the process.These effects must be corrected or eliminated by taking suitable action (e.g. adjustment).Relation between the variance (standard deviation x σ) of the single values (original values, individuals) and the variance (standard deviation x σ) of the mean values: nxx σσ=.4.1.1 Natural Control Limits for Stable Processes4.1.1.1 Control Limits for Location Control Charts (Shewhart Charts)For two-sided tolerances, the limits for controlling the mean must always be based on the center point C. Note: C is replaced by the process mean x =µˆ for processes where the center point C cannot be achieved or for characteristics with one-sided limits.* Do not use for moving calculation of indices!Note: Use of the median-R chart is onlyappropriate when charts are manually filled out, without computer support.n*A E C n c'E EE E3 1.68 1.02 1.16 2.93 1.73 5 1.230.59 1.20 3.09 1.337 1.020.44 1.21 3.19 1.18Estimated values µˆ and σˆ are calculated per Sections 3.4 and 3.5.Refer to Section 8 Table 2 for additional values.Comments on the average chart: For characteristics with one-sided limits (or in general for skewed distributions) and small n , the random sample averages are not necessarily normally distributed. It could be appropriate to use a Pearson chart in this case. This chart has the advantage compared to the Shewhart chart that the control limits are somewhat wider apart. However, it has the disadvantage that calculation of the control limits is more complicated, in actual practice only possible on the computer.Control charts with moving averagesThe x chart with a moving average is a special case of the x chart. For this chart, only single random samples are taken.n sample measurements are formally grouped as a random sample and the average of these n measurements is calculated as the mean.For each new measurement from a single random sample that is added to the group, the first measurement of the last group is deleted, yielding a new group of size n , for which the new average is calculated.Of course, moving averages calculated in this manner are not mutually independent. That is why this chart has a delayed reaction to sudden process changes. The control limits correspond to those for “normal” average charts:σˆn .C LCL ⋅−=582 σˆn.C UCL ⋅+=582Calculate σˆ according to Section 3.5 a)Control limits for )3(1=n :σˆ.C LCL ⋅−=51 σˆ.C UCL ⋅+=51Example for )3(1=n :3 74 741.x = 3 7 4 9 762.x = 3 7 4 9 2 053.x = 3 7 4 9 2 8 364.x =This approach for moving sample measurements can also be applied to the variation, so that an s x − chart with a moving average and moving standard deviation can be used.After intervention in the process or process changes, previously obtained measurements may no longer be used to calculate moving indices.4.1.1.2 Control Limits for Variation Control ChartsThe control limits to monitor the variation (depending on n ) relate to σˆ and s and like-wise R (= “Central line”).s charta) generally applicable formula(also for the moving s x − chart)Example (Section 10):σˆB UCL 'Eob⋅= 62351931...UCL =⋅=σˆB LCL 'Eun ⋅= 30351230...LCL =⋅=b) for standard s x − chartNote: Formula a) must be used in the case ofmoving s calculation. Calculation of σˆ per Section 3.5 a).s B UCL *Eob ⋅= 62271052...UCL =⋅=s B LCL *Eun ⋅=30271240...LCL =⋅=R chartR D UCL Eob ⋅=2696212...UCL =⋅=R D LCL Eun ⋅=70962240...LCL =⋅=Tablen 'Eun B 'Eob B *Eun B *Eob B Eun D Eob D3 5 70.07 0.23 0.34 2.30 1.93 1.76 0.08 0.24 0.35 2.60 2.05 1.88 0.08 0.24 0.34 2.61 2.10 1.91See Section 8, Table 2 for further values4.1.2 Calculating Control Limits for Processes with Systematic Changes in the AverageIf changes of the mean need to be considered as a process-specific feature (trend, lot steps, etc.) and it is not economical to prevent such changes of the mean, then it is necessary to extend the “natural control limits”. The procedure for calculating an average chart with extended control limits is shown below.The overall variation consists of both the “inner” variation (refer to Section 3.5) of the random samples and of the “outer” variation between the random samples.Calculation procedure Control limits for the mean。
方差的单词
方差的单词一、单词:variance二、单词释义“variance”主要有以下几个意思:1. 名词,差异;不同;不一致。
例如,在两组数据之间的差异就可以用“variance”来描述。
2. 在数学领域,指方差,是用来衡量一组数据离散程度的统计量。
三、单词用法1. 在描述事物间的差别时,可以直接说“the variance between A and B”(A和B之间的差异)。
例如,“The variance between the two designs is quite obvious.”(这两种设计之间的差异相当明显。
)2. 在数学语境中,用于计算方差的公式等相关表述。
例如,“We need to calculate the variance of this data set.”(我们需要计算这个数据集的方差。
)四、近义词1. difference:普通用词,可指事物本质上的差异或数量上的差额。
例如,“What's the difference between these two pictures? Well, it's like the variance in colors i s the key factor.”(这两张图片有什么区别呢?嗯,就好像颜色的差异是关键因素,这里的variance和difference可以互换)2. discrepancy:侧重指在说法、意见等方面的不符合、不一致。
例如,“There is a discrepancy/variance in their reports.”(他们的报告存在差异。
)五、短语搭配1. at variance:有分歧;不一致。
例如,“His ideas are at variance with mine.”(他的想法和我的不一致。
)2. variance analysis:方差分析。
例如,“Variance analysis helps us understand the data better.”(方差分析有助于我们更好地理解数据。
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Towards the Stream Analysis Model in Grid-based Zero-Latency Data Stream WarehouseTho Manh Nguyen, A Min Tjoa, Josef SchieferInstitute of Software TechnologyVienna University of TechnologyFavoriten Straße 9/188, A-1040 Vienna, Austria{tho,tjoa,schiefer}@ifs.tuwien.ac.atAbstract. Recent emerging applications increasingly generate continuous, lar-ger amounts of valuable data. The demand of conducting advanced analysisover fast and huge data streams to capture trends, patterns, and exceptions be-come crucial. However, fully extracting the latent knowledge within the datastream is a challenging task because of insufficient technology. While DataWarehouse (DWH) technologies have resulted in considerable informationprocessing efficiencies, there is still a significant delay in the time to delivermission critical information to data consumers. Traditional data stream process-ing focuses on statistical approaches hence produces approximate results. Inthis paper, we introduce the Stream Analysis Model with a Grid-based Zero-Latency Data Stream Warehouse (GZLDSWH) framework which allows toperform analytical processing on continuous data streams and to trigger rele-vant actions depending on patterns discovered in event streams without usingstatistical approximation. Essential data stream elements are captured, analysedon the fly and finally evaluated to detect abnormalities while the entire datastreams are stored within a Grid and integrated into a virtual DWH for furtheranalysis in the case of ambiguity or uncertainty.1 IntroductionIn recent years, advances in modern technologies have allowed us to automatically record daily transactions at a rapid rate. Such processes lead to large amounts of transactional data which grow at an “unlimited” rate and are available as continuous data streams. Data streams arise naturally and are used in the various scientific and business application domains. Examples include network packets, records of tele-phone calls, weather measurements, satellite imagery, and sensor networks. In daily life, sources of data streams such as Internet transactions, click streams, updates of stock quotes, toll booth observations are also ubiquitous. Data streams thus become now fundamental to many data processing applications and the need for complex analyses of these high-speed data streams is substantial. Further, the ability to make decisions and discover interesting patterns on-line (i.e., as the data stream arrives) is crucial for several mission-critical tasks that could be decisive for an organization (e.g., telecom fraud detection, stock market monitoring, etc.)Data Warehouse (DWH) and Business Intelligence (BI) applications are normally used for strategic planning and decision making. However, existing DWH technolo-gies and tools (e.g. ETL, OLAP) often rely on the assumption that data in the DWH can lag at least a day (if not a week or a month) behind the actual operational data and the decisions are based upon the analytical process on that “window on the past”. For many business situations, especially, in data stream analysis, this decision making approach is too slow due to the fast pace of today’s business.The huge volumes of data streams arrive with irregular, high data rates, and can be read only once. Data stream processing thus entails special constraints. Firstly, data stream systems are typically characterized by the presence of multiple long-running continuous queries which may cause blocking query operator [1]. Secondly, linear scans are the only cost-effective access method because random access is prohibi-tively expensive due to the lack of resources. Approximate statistical based methods are used as general techniques for data reduction and synopsis construction in data stream processing such as sketches [6], random sampling, histograms [7], and wave-lets [8]. Other approximate methods are applied to tackle the blocking operator such as Sliding Window [1], load shedding [10], punctuation [9].We proposed a framework for building a Grid-based Zero-Latency Data Stream Warehouse [2] (GZLDSWH) in which entire data streams are captured with no loss and continuously stored within the Grid while performing the analytical processing without using approximation. In this paper, we introduce a Stream Analysis Model which allows conducting analytical process upon data streams and issuing the rele-vant actions depending on the evaluation results. The remainder of the paper is organ-ized as follows. In section 2, we provide an overview of our GZLDSWH framework. Section 3 proposes the requirements for the analytical processing on data streams and describes the structure of the Stream Analytical Model. Finally, in section 4 we pre-sent our conclusion and future work.2 Grid-based Data Stream Warehouse (GDSWH) framework During the last years, Service Oriented Architecture (SOA) gained popularity as new software engineering paradigm. It arose from the necessity of creating components providing clearly defined small pieces of functionality that later can be assembled into complex (usually distributed) applications. The Web Services Model follows the SOA and allows applications to communicate using agreed, widely used standards and protocols independent of their implementation and platform. The Open Grid Service Architecture/Infrastructure (OGSA/OGSI) [5] represents the convergence of Web service and Grid computing technologies with the aim of describing the next generation of Grid Architecture in which the components are exchangeable on differ-ent layers. Based on the Globus Toolkit3 (GT3) which implements most of OGSI specifications, our GZLDSWH system is composed of several specific Grid services as described in Fig.1. Each service conducts the specific task such as capturing, stor-ing, constructing OLAP cube, performing analysis, issuing relevant actions or notifi-cations, etc. Further details on GZLDSWH could be found in [2].Fig.1. Grid service component in Grid-based Zero-Latency Data Stream Warehouse3 Stream Analysis ModelSeveral important characteristics of data streams make them different than other data. They could be “infinite”, and once a data element has arrived, it should be processed and then either archived or deleted; i.e. only a short history can be stored immediately in the database. It is also preferable to process data elements in the order of their arrival, because even sorting of sub streams of a limited size, is a blocking operation. Conducting analysis on data streams, hence have to deal with a variety of challenges: •Online processing: Streams must be processed as soon as possible when they arrive because they only exist for limited time. In the DWH context, the processing can include any type of data transformation, data cleansing, calculation or evaluation metrics or storing the metrics into the DWH. Since the data has to be integrated with minimal delay, a light-weight architecture is necessary to facilitate streamlin-ing and accelerate the data processing by moving the data between different proc-esses steps without any intermediate file or database storage.•Correlating event streams: Many analysis metrics require a set of related event streams for its calculation. The related events often stream into the system at differ-ent points in time. In order to generate metrics with minimal delay for analysis pur-poses, a mechanism to continuously gather related event data is required to trigger the metric calculation as soon as sufficient event data is available. A simple event correlation example is calculating the duration of a mobile call where event pairs of the time a call started and the time its finished have to be collected. As soon as a call completes, the call duration can be calculated. This example requires a mecha-nism for holding event data for a certain time period.•Multiple analysis levels: In case of ambiguity or uncertainty in evaluating the rules during the online analysis process, it is necessary to conduct further analysis on data streams at multiple levels to reach the final decision. For example, a web site moni-toring system analyzes its web clicking to balance the bandwidth between the serv-ers. There are two scenarios to be considered:a. If the average clicking traffic in North America is up to 30% higher than that of the last 24 hours, then no action is necessary.b. If it is more than 50% higher, then more complex multi-dimensional analysis is needed to discover which topics cause the high traffic. The action rule pattern could be “If the average clicking traffic in North America on Sports in the last 15 minutes is 40% higher than that in the last 24 hours, then some actions are necessary to im-prove the bandwidth e.g. provide more Web server for Sport topic in North Amer-ica area.To support these complex multi-dimensional analysis queries, data streams needed to be stored without loss within the Grid. DWH repositories and online analytical processing (OLAP) cubes, wide-spread technologies for storing data in an analysis-centric way, are built on the fly from these Grid node’s data. The significant parts are: (1) the creation and maintenance the OLAP Cube, (2) the OLAP query engine that executes analytical queries on OLAP data, and optionally (3) the OLAP Data Mining Engine for execution of the on-line analytical mining (OLAM) algorithms. •Automated response mechanisms. The monitoring or analysis of data streams often entails a direct or indirect feedback for applications, users or operational sys-tems. This response can be done manually or automatically (via reactive rule evaluation process) and enhances the target system with business intelligence.Fig.2. The Stream Analysis Model in Grid-based Zero-Latency Data Stream Warehouse Our proposed Stream Analysis Model (described in Fig. 2) aims to satisfy the above requirements. Arriving continuous data streams are captured and processed via two paths. On one path, the light-weight Process Data Store (PDS) [4] approach is applied for online processing purpose. The EPC container manages three components 1) event adapters, 2) ETLets and 3) evaluators. Event adapters tap into data streams and extract essential event data in standard XML format. ETLets use the extracted XML event data as input and perform the data processing tasks to calculate metrics that can be evaluated by evaluator components. The evaluators access the reactive rules in Knowledge base, evaluate the metrics and trigger appropriate relevant actions (e.g. sending out notifications to business people or triggering business operations) de-pendent on the rules and metric values. If the ambiguity or uncertainty exists, the evaluators conduct the complete analysis process on the data extracted from the vir-tual DWH (built from the second path) before issuing the final actions. The ETL container handles incoming events with a lightweight Java thread, rather than aheavyweight operating system process thus the event processing can be performed without using any intermediate storage.On the other path, the data streams are stored in variant distributed Grid nodes de-pendent on the Grid resource status. The OLAP cubes are built from the Grid-based sources which contain the whole streaming data. The OLAP Cube Management Ser-vice [3] are implemented to manage the creating, updating and querying of the asso-ciated cube portions distributed over the Grid nodes. The data cube structure consists of an increasing number of chunks, which consist of a fixed number of measures. A measure is the smallest, atomic element of the cube that contains a metric value. The chunk is a part of the whole cube and has the same dimension like the cube. There-fore, it contains measures associated with a number of positions of each dimension.Both data in PDS and Virtual DWH are used for analysis purposes and decision support. The “brain” of the system which enable it to automatically react are the Knowledge base reactive rules and the rule evaluators. The reactive rules follow the basic Event-Condition-Action (ECA) rule structure, but carry out the complex OLAP analysis instead of evaluating the simple conditions as in ECA rules in OLTP. The reactive rule for web clicking analysis example above is described in Fig. 3. The Rule Evaluator operates as an engine that interacts with the Knowledge base, PDS, and DWH to evaluate the rules and controls the final actions. Hence, the engine must support the flexible decision branches which could happen when the criteria for deci-sion making are ambiguous or uncertain. The ontology-based approach is considered to maintain and enrich the Knowledge base as well as to evaluate the rules.<?xml version="1.0" encoding="UTF-8"?><ReactiveRule name = “Web Clicking Analysis"><variables><variable name=”average_traffic”> </variable><variable name=”location”> </variable><variable name=”topic”> </variable><variable name=”time_point”> </variable><variables><Events><Event name = “high traffic"><fact > location = “North America” topic = “All”average_traffic in “current_time” > 1.5 * average_traffic in “last 24h” </fact > </Event></Events><Conditions><fact > location = “North America”topic = “Sports”average_traffic in “last 15 mi” > 1.4 * average_traffic in “last 24h” </fact ></Conditions><Actions><Action name = "add more web servers" on topic “Sports”/></Actions></ ReactiveRule>Fig.3. The Reactive analysis rule for the Web clicking monitoring system4 Conclusion and Future WorkWe have presented a model for continuous data streams within GZLDSWH framework. The model allows conducting both online analysis and complex multi-levels analysis on data streams by integrating the light-weight Process Data Store (PDS) and Grid-based OLAP Cube services. The next step in our on going work will be to refine the prototype implementation with the use of Ontology approach in main-taining and evaluating the rules. Another consideration is to improve the scheduling of the online process by utilizing the idle Grid resources to decrease the main memory usage when doing online analysis and evaluation processes (pipeline or parallel proc-essing, etc).AcknowledgementThe first author is supported by a Technology Grant South East Asia (No. 322/1/EZA/2002) of the Austrian Council Research and Technology and ASEA-UNINET.References1. Babcock, B., Babu, S., Datar, M., Motwani, R., Widom, J. : Models and Issues in DataStream Systems. Proc. 2002 ACM Symp on Principles of Database Systems, June 2002.2. Tho, N., Tjoa, A.: Grid-Based Zero-Latency Data Warehousing for continuous data streamsprocessing, 6th Intl. Conf. on IIWAS2004, Jakarta, Sept. 2004.3. Fiser, B., Onan, U., Elsayed, I., Brezany, P., Tjoa, A.: On-Line Analytical Processing onLarge Databases Managed by Computational Grids. Invited paper DEXA2004, Zaragoza. 4. Schiefer, J., Beate, L., Bruckner, R.: Process Data Store: A real-time Data Store for Moni-toring Business Process. DEXA2003, Prague, 2003.5. The Globus Project, “Open Grid Service Architecture” at /ogsa/6. Dobra, A., Garofalakis, M., Gehrke, J., Rastogi, R.: Processing complex aggregate queriesover data streams”, Proc. of the 2002 ACM SIGMOD, 2002.7. Muthukrishnan, S., Strauss,M.: Maintenance of Multidimensional Histograms. 23rd Conf.Found. of Soft. Tech. and Theoretical Computer Science FSTTCS2003, India, 2003.8. Chakrabarti, K., Garofalakis, M., Rastogi, R., Shim, K.: Approximate query processingusing wavelets, The VLDB Journal vol. 10 (2001).9. Tucker, P., Maier, D., Sheard, T.: Applying Punctuation Schemes to Queries Over Continu-ous Data Streams, Bull of the IEEE Comp. Soc. Tech. on Data Engineering, March 2003. 10.Babcock, B., Datar, M., Motwani., R.: Load Shedding for Aggregation Queries over DataStreams, In Proc. of Intl. Conference on Data Engineering (ICDE 2004).。