Security Threats to Business Information Systems Using NFC Read/Write Mode

Radio Frequency IDentification(RFID)and related technologies such as Near Field Communication(NFC)are becoming essential in industrial contexts thanks to their ability to perform contactless data exchange,either device-to-device or tag-to-device.One of the three main operation modes of NFC,called read/write mode,makes use of the latter type of interaction.It is extensively used in business information systems that make use of NFC tags to provide the end-user with augmented information in one of several available NFC data exchange formats,such as plain text,simple URLs or enriched URLs.Using a wide variety of physical form factors,NFC-compatible tags(wireless transponders)are currently available in many locations with applications going from smart posters,contactless tokens,tap-and-go payments or transport ticketing to automated device configuration,patient identification at hospitals or inventory management within supply chains.Most of these applications handle sensitive processes or data.This paper proposes a complete security threat model for the read/write operation mode of NFC used in Next Generation Industrial IoT(Nx-IIoT)contexts.This model,based on a wellknown methodology,STRIDE,allows developers and users to identify NFC applications vulnerabilities or weaknesses,analyze potential threats,propose risk management strategies,and design mitigation mechanisms to mention only some significant examples.

Ti-Reader:基于注意力机制的藏文机器阅读理解端到端网络模型

机器阅读理解旨在教会机器去理解一篇文章并且回答与之相关的问题。为了解决低资源语言上机器阅读理解模型性能低的问题,该文提出了一种基于注意力机制的藏文机器阅读理解端到端网络模型Ti-Reader。首先,为了编码更细粒度的藏文文本信息,将音节和词相结合进行词表示,然后采用词级注意力机制去关注文本中的关键词,利用重读机制去捕捉文章和问题之间的语义信息,自注意力机制去匹配问题与答案的隐变量本身,为答案预测提供更多的线索。最后,实验结果表明,Ti-Reader模型提升了藏文机器阅读理解的性能,同时在英文数据集SQuAD上也有较好的表现。

基于port write事件触发的RapidIO节点动态管理方法

针对现有大规模的综合化电子信息系统中RapidIO节点管理实时性不强、CPU资源占用多的问题,提出了一种基于port write事件触发的RapidIO节点动态管理方法。该方法利用RapidIO交换芯片的port write包上报退网或者入网的节点信息,通过该信息动态管理RapidIO网络中的所有节点。工程应用实测结果表明,该方法实时性高,CPU资源占用少。

Extended reading板块教学设计

根据《普通高中英语课程标准(2017年版2020修订)》(以下简称“新课标”),教师应引导学生广泛阅读,提升阅读能力,丰富语言、人文和科学知识,并拓展思维,增强审美、鉴赏和评价能力。广义的拓展阅读可在课堂内外开展;狭义的拓展阅读指基于单元主题,在课堂内进行的主题式拓展阅读,是对教材主阅读板块内容的延伸和内涵的拓展。[1]作为拓展阅读的素材,非故事类文本有助于学生拓宽知识面、增进对世界的认识。

A Study on the Values and Strategies of English Picture Book Reading for Improving Pupils’ English Reading Literacy

Reading is one of the core skills in English learning.It is indispensable for EFL learners to develop good English reading literacy in primary schools.English picture books are consistent with pupils’cognitive and thinking modes,which is valuable to improve their English reading literacy.However,at present,most Chinese pupils have some problems in English reading.The paper aims at analyzing the current problems in Chinese pupils’English reading and digging out the values and strategies of English picture book reading,so as to stimulate their reading interests,cultivate their intercultural awareness,and improve their English reading literacy.

Study on the Influencing Factors of L2 Reading Ability and Its Regulation Strategies

This paper takes college students as research subjects to investigate the factors affecting L2 Reading ability and their regulation strategies through scale surveys.The findings are as follows:(1)Linguistic factors have significant impacts on L2 Reading ability,and the influence of non-linguistic factors,such as non-intellectual factors and cultural background knowledge,is also important;and(2)flexible use of reading regulation strategies according to the learning conditions(such as the information extraction strategy,the metacognitive reading regulation strategy,and the interactive reading strategy)can effectively improve learners’L2 Reading ability.The findings of this study have important theoretical and practical value for improving L2 learners’Reading ability.

A Comparative Analysis of Syntactic Complexity in Applied Linguistics Abstracts Written by Chinese Novice Writers and Native English Advanced Writers

The rhetorical structure of abstracts has been a widely discussed topic, as it can greatly enhance the abstract writing skills of second-language writers. This study aims to provide guidance on the syntactic features that L2 learners can employ, as well as suggest which features they should focus on in English academic writing. To achieve this, all samples were analyzed for rhetorical moves using Hyland’s five-rhetorical move model. Additionally, all sentences were evaluated for syntactic complexity, considering measures such as global, clausal and phrasal complexity. The findings reveal that expert writers exhibit a more balanced use of syntactic complexity across moves, effectively fulfilling the rhetorical objectives of abstracts. On the other hand, MA students tend to rely excessively on embedded structures and dependent clauses in an attempt to increase complexity. The implications of these findings for academic writing research, pedagogy, and assessment are thoroughly discussed.

A Book Review of Becoming a Reading Teacher:Connecting Research and Practice

The book Becoming a Reading Teacher:Connecting Research and Practice aims to encourage readers to regard reading as a lifelong habit.To bridge the gap between teachers and researchers,this book is structured around four parts:reading as a linguistic process,reading as a personal experience,reading as a collective experience,and reading as a classroom practice.The definition of a reading teacher can be interpreted in two ways:the teacher who builds readings into the lesson and the teacher who provides the opportunity for learners to be readers,but who is a reader themselves.Such teachers regard reading as a lifelong learning habit and pass on the enthusiasm to learners,eventually creating a reading culture beyond the classroom.However,the necessity for reading teachers to participate in the research may be explained as follows.Firstly,new research may change one’s mind.What’s more,research allows teachers to turn their difficulties,surprises,and challenges into questions,and to seek answers to those questions.In addition,research helps teachers overcome the challenges in teaching by discovering new strategies.Research can also help to prove teachers’choices and decisions in teaching.Secondly,research allows teachers to see the role they play in the bigger picture.Research connects teachers with others and gives them a broader and shared perspective on their questions and experiences.Last but not least,research informs and promotes changes in policy,thinking,and so on.

A Study on Extracurricular Literary Classics Reading in High School English Based on Core Literacy

Reading teaching is the core content of high school English teaching,and extracurricular literary classics reading is a supplement to in-class reading,which can deepen students’understanding and memorization of English-related knowledge,and cultivate students’core literacy.This paper outlines the problems in high school English reading teaching,analyzes the significance of extracurricular literary classics reading in high school English,and explores the teaching strategies of extracurricular literary classics reading in high school English based on core literacy,with a view to providing valuable reference information for teachers.

Marketing Strategies for Reading Promotion Activities in Academic Libraries:A Case Study of the University of Shanghai for Science and Technology

In the contemporary digital age,traditional reading habits have been compromised by digital media,a situation that has forced academic libraries to adopt proactive marketing approaches to promote reading among students and faculty.This article investigates the implementation of marketing strategies in promoting reading activities within academic libraries,taking the University of Shanghai for Science and Technology as a case study.The paper explores various marketing strategies employed by academic libraries,including market segmentation,utilization of new media platforms,and the creation of personalized content for readers.Drawing from an extensive literature review and real-world examples,the study establishes a framework for marketing reading promotion activities tailored to academic libraries.These findings underscore how effective marketing strategies can enhance user participation,expand library influence,and optimize resource utilization.

Teaching Research on Integrating Ideological and Political Elements into Business English Reading Courses

In the current situation of economic globalization and communalization with a shared future for mankind,it is crucial to cultivate outstanding composite talents who possess morality,literacy,patriotism,business knowledge,good cross-cultural communication skills,and teamwork spirit.This requires the Business English major to increase the reform of course ideology.This article will propose several innovative paths for the ideological and political education of Business English Reading courses based on the necessity of conducting ideological and political education in Business English majors and working together with colleagues to study.

A Study on the Infiltration Methods of British and American Literature in High School English Reading Teaching

Reading is the key content of high school English teaching,which can improve students’mastery of words,grammar,and other knowledge,and can expand their horizons.British and American literature is the essence of British and American culture,and its application in high school English reading teaching can help improve students’English proficiency.This paper outlines the problems of high school English teaching,analyzes the role of British and American literature in high school English reading teaching,and explores the infiltration methods of British and American literature in high school English reading teaching,in order to provide references for teachers.

Reading Loss in Arabic Language During COVID-19 in the UAE and Proposed Solutions:The Perspectives of Primary-Grade Arabic Language Teachers

The COVID-19 pandemic caused significant disruptions in the field of education worldwide,including in the United Arab Emirates.Teachers and students had to adapt to remote learning and virtual classrooms,leading to various challenges in maintaining educational standards.The sudden transition to remote teaching could have a negative impact on students’reading abilities,especially in the Arabic language.To gain insight into the unique challenges encountered by Arabic language teachers in the UAE,a survey was conducted to explore their assessment of teaching quality,student-teacher interaction,and learning outcomes amidst the COVID-19 pandemic.The results of the survey revealed a significant decline of student reading abilities and identified several major issues in online Arabic language teaching.These issues included limited interaction between students and teachers,challenges in monitoring students’class participation and performance,and challenges in effectively assessing students’reading skills.The results also demonstrated some other challenges faced by Arabic language teachers,including a lack of preparedness,a lack of subscription to relevant platforms,and a lack of resources for online learning.Several solutions to these challenges are proposed,including reevaluating the balance between depth and breadth in the curriculum,integrating language skills into the curriculum more effectively,providing more comprehensive teacher professional development,implementing student grouping strategies,utilizing retired and expert teachers in specific content areas,allocating time for interventions,and improving support from both teachers and parents to ensure the quality of online learning.

Teaching Design of the Junior High School English Reading for Deep Learning

English reading holds a pivotal position in junior high school English teaching,constituting an integral component of the entire educational process.Nowadays,it is imperative for English teachers to transcend the conventional,superficial reading instruction models and adopt a deep learning framework to fashion a profound reading classroom for students.This approach allows students to engage in inductive integration,application evaluation,and internalization and transfer,enabling them to delve into seemingly intricate and challenging texts,exploring them from multiple dimensions,including content,structure,and cultural implications.Ultimately,this fosters the development of students'comprehensive reading abilities and English core literacy.This paper,drawing from the perspective of deep learning and incorporating specific case studies,aims to devise a junior high school English reading instruction design that is both academically rigorous and emotionally engaging,with a focus on enhancing students'English core literacy and overall reading proficiency.

文学体验阅读READ模式在高中英语阅读教学中的应用研究——以《老人与海》为例

针对高中英语阅读教学现状,提出开展英语文学阅读教学实践,阐释文学体验阅读READ模式的主要内涵。以小说《老人与海》为例,通过对比“自下而上”模式与文学体验阅读READ模式在高中英语教学中的具体应用,认为运用文学体验阅读READ模式能够培养学生的思维品质,提高他们的阅读能力,同时提升高中英语文学阅读教学效果,推动阅读教学改革和发展。

基于Read_Write转换模型的网络安全性评估

提出了用于网络中根目录读写管理权限转换的Read_Write转换模型及其相关概念,然后用状态转换算子对模型转换功能进行了数学描述,设计了基于Read_Write转换模型的网络安全状态转换器,并以此建立了网络安全性评估模型。最后,通过举例分析证实了所提出方法的可行性和有效性。

COLIN:A Cache-Conscious Dynamic Learned Index with High Read/Write Performance

The recently proposed learned index has higher query performance and space efficiency than the conventional B+-tree.However,the original learned index has the problems of insertion failure and unbounded query complexity,meaning that it supports neither insertions nor bounded query complexity.Some variants of the learned index use an out-of-place strategy and a bottom-up build strategy to accelerate insertions and support bounded query complexity,but introduce additional query costs and frequent node splitting operations.Moreover,none of the existing learned indices are cache-friendly.In this paper,aiming to not only support efficient queries and insertions but also offer bounded query complexity,we propose a new learned index called COLIN(Cache-cOnscious Learned INdex).Unlike previous solutions using an out-of-place strategy,COLIN adopts an in-place approach to support insertions and reserves some empty slots in a node to optimize the node’s data placement.In particular,through model-based data placement and cache-conscious data layout,COLIN decouples the local-search boundary from the maximum error of the model.The experimental results on five workloads and three datasets show that COLIN achieves the best read/write performance among all compared indices and outperforms the second best index by 18.4%,6.2%,and 32.9%on the three datasets,respectively.

基于产出导向“促成”环节的英语写作微课程设计——以How to write a business memo为例

文章概述了产出导向法(production-oriented approach,POA)的基本理论框架以及其中“促成”环节的流程,探讨了基于POA的大学英语写作课程的产出任务及教学流程,并从写作微课程实例出发,分析了“促成”的教学环节与教学安排,从内容促成、语言促成两方面探讨了基于促成环节的英语写作微课设计。

人工智能视域下应用型院校英语写作多元反馈模式构建——基于 iWrite2.0写作自动评阅系统的实证研究

写作反馈是写作教学中的重要环节,随着人工智能技术的发展,机器评阅的方式已被广泛应用到英语写作教学当中,极大地提高了教师反馈的效率,但过程中也出现了一定的问题。对应用型院校目前的大学英语写作现状进行了调研及访谈,设计了多元英语写作反馈模型,即将机器评阅、同伴反馈以及教师反馈结合到一起对学生的英语写作进行反馈,结果显示:多元英语写作反馈模式比机器评阅模式更能提高学生的写作水平,但幅度并不是很大;班级容量大、学生投入少且缺乏思辨能力等是造成其英语写作水平较弱的主要原因。

“iWrite”平台与大学英语写作教学的融通路径探索

iWrite作为一款集英语写作、预约辅导、批阅总结于一体的在线教育平台,具有整体评价作文内容、精准识别写作问题、辅助学生自主训练、及时反馈修正教学要点等优势,打破了时空限制。文章通过“基于学校现实情况,预先设置写作中心、学生完成在线写作,基于机评修改完善、根据机评反馈情况,合理进行预约辅导、结合学生预约情况,有效进行线上备课、做好个性辅导工作,实施专题统一辅导、师生合作辅导反馈,加强辅导效果”六方面的策略,促进iWrite平台与英语写作教学的深度融合,旨在稳步提升学生的写作水平。