An attention-based teacher-student model for multivariate short-term landslide displacement prediction incorporating weather forecast data

Predicting the displacement of landslide is of utmost practical importance as the landslide can pose serious threats to both human life and property.However,traditional methods have the limitation of random selection in sliding window selection and seldom incorporate weather forecast data for displacement prediction,while a single structural model cannot handle input sequences of different lengths at the same time.In order to solve these limitations,in this study,a new approach is proposed that utilizes weather forecast data and incorporates the maximum information coefficient(MIC),long short-term memory network(LSTM),and attention mechanism to establish a teacher-student coupling model with parallel structure for short-term landslide displacement prediction.Through MIC,a suitable input sequence length is selected for the LSTM model.To investigate the influence of rainfall on landslides during different seasons,a parallel teacher-student coupling model is developed that is able to learn sequential information from various time series of different lengths.The teacher model learns sequence information from rainfall intensity time series while incorporating reliable short-term weather forecast data from platforms such as China Meteorological Administration(CMA)and Reliable Prognosis(https://rp5.ru)to improve the model’s expression capability,and the student model learns sequence information from other time series.An attention module is then designed to integrate different sequence information to derive a context vector,representing seasonal temporal attention mode.Finally,the predicted displacement is obtained through a linear layer.The proposed method demonstrates superior prediction accuracies,surpassing those of the support vector machine(SVM),LSTM,recurrent neural network(RNN),temporal convolutional network(TCN),and LSTM-Attention models.It achieves a mean absolute error(MAE)of 0.072 mm,root mean square error(RMSE)of 0.096 mm,and pearson correlation coefficients(PCCS)of 0.85.Additionally,it exhibits enhanced prediction stability and interpretability,rendering it an indispensable tool for landslide disaster prevention and mitigation.

LDAS&ET-AD:Learnable Distillation Attack Strategies and Evolvable Teachers Adversarial Distillation

Adversarial distillation(AD)has emerged as a potential solution to tackle the challenging optimization problem of loss with hard labels in adversarial training.However,fixed sample-agnostic and student-egocentric attack strategies are unsuitable for distillation.Additionally,the reliability of guidance from static teachers diminishes as target models become more robust.This paper proposes an AD method called Learnable Distillation Attack Strategies and Evolvable Teachers Adversarial Distillation(LDAS&ET-AD).Firstly,a learnable distillation attack strategies generating mechanism is developed to automatically generate sample-dependent attack strategies tailored for distillation.A strategy model is introduced to produce attack strategies that enable adversarial examples(AEs)to be created in areas where the target model significantly diverges from the teachers by competing with the target model in minimizing or maximizing the AD loss.Secondly,a teacher evolution strategy is introduced to enhance the reliability and effectiveness of knowledge in improving the generalization performance of the target model.By calculating the experimentally updated target model’s validation performance on both clean samples and AEs,the impact of distillation from each training sample and AE on the target model’s generalization and robustness abilities is assessed to serve as feedback to fine-tune standard and robust teachers accordingly.Experiments evaluate the performance of LDAS&ET-AD against different adversarial attacks on the CIFAR-10 and CIFAR-100 datasets.The experimental results demonstrate that the proposed method achieves a robust precision of 45.39%and 42.63%against AutoAttack(AA)on the CIFAR-10 dataset for ResNet-18 and MobileNet-V2,respectively,marking an improvement of 2.31%and 3.49%over the baseline method.In comparison to state-of-the-art adversarial defense techniques,our method surpasses Introspective Adversarial Distillation,the top-performing method in terms of robustness under AA attack for the CIFAR-10 dataset,with enhancements of 1.40%and 1.43%for ResNet-18 and MobileNet-V2,respectively.These findings demonstrate the effectiveness of our proposed method in enhancing the robustness of deep learning networks(DNNs)against prevalent adversarial attacks when compared to other competing methods.In conclusion,LDAS&ET-AD provides reliable and informative soft labels to one of the most promising defense methods,AT,alleviating the limitations of untrusted teachers and unsuitable AEs in existing AD techniques.We hope this paper promotes the development of DNNs in real-world trust-sensitive fields and helps ensure a more secure and dependable future for artificial intelligence systems.

How Teachers' Attitudes During Error Treatment May Influence Students' Oral English Competence

Usually, Chinese EFL students make satisfactory progress in reading, grammar and writing. However, it is very difficult for them to transmit messages, exchange thoughts in English. I conducted a questionnaire in Inner Mongolia Teachers’ University and found out that when the students come to speak English, they tend to appear frustrated, lack confidence on the grounds of fear of making errors, which may be closely related to the teachers’ attitudes towards students’ errors. Therefore, it is essential for English teachers to have proper attitudes to errors in English teaching. The paper discusses some important strategies on whether, when and how speaking errors should be corrected based on some researchers’ views and on a small scale of experiment for the purpose of helping teachers deal with students’ errors effectively in communication.

氨型碱性水化学对690TT腐蚀特性的影响

为探索氨型碱性水化学对传热管材料690TT腐蚀行为的影响,开展传热管材料690TT合金在B-Li-NH_4OH和NH_4OH两种水质下的腐蚀特性研究,分析690TT腐蚀产物释放特性,综合评价氨型碱性水质对690TT腐蚀特性的影响。研究结果表明,690TT材料与两种氨型碱性水质均具有较好的相容性。690TT在两种水质中均形成了致密的氧化膜,氧化膜由NiFe_(2)O_(4)尖晶石氧化物和少量的铁氧化物Fe_(2)O_(3)组成,相对而言690TT在NH_(4)OH型水质条件下的总腐蚀失重量、总腐蚀产物释放量略低于在B-Li-NH_(4)OH水质下,但690TT向水质释放的Ni元素总量与上述规律相反,这可能与Ni元素和氨形成络合物[Ni(NH_(3))_(m)]^(2+)有关,Ni元素释放量增加对反应堆一回路辐照场控制有不利影响。本研究结果可为氨型碱性水化学技术的设计和应用提供数据支撑。

A Review of＂Some Basic Principles of Teacher Training＂and＂British and American Methodology＂in NEW ORIENTTIONS IN THE TEACHING OF ENGLISH By Peter Strevens

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Chinese EFL Teachers' Attitudes toward Corpus Use in Collocation Instruction

The purpose of the present study was to investigate Chinese EFL(English as a Foreign Language)teachers’attitudes toward corpus use in collocation instruction.Fourteen Chinese EFL teachers from seven different colleges or universities answered a questionnaire asking their perceptions about corpus use in collocation instruction.The statistical analysis revealed that significant difference(t=2.449,df.=9,p=.037<0.1)was found between males and females in their perception of the learnability of the searching technique in collocation corpus.Besides,the result also revealed that significant differences were found between novice and experienced teachers’perception of helpfulness of corpus in writing native-like sentences(t=5.75,df=11,p<0.1),identifying collocation errors in English(t=5.75,df=11,p<0.1),usefulness of corpus in searching for English collocations(t=2.93,df=12,p<0.1),and advocacy of corpus to colleagues(t=5.75,df=11,p<0.1).Finally,some pedagogical implications were put forward.

基于“-TT”结构经监护仪腹内压监测法降低重症患者喂养不耐受发生率的研究

探究基于“-TT”结构经监护仪腹内压监测法降低重症患者喂养不耐受发生率的效果。选取2022年8月—2023年8月四川省自贡市第四人民医院抢救监护室(emergency intensive care unit,EICU)60例重症需行肠内营养(enteral nutrition,EN)支持的患者作为研究对象,采用随机数字表法将患者分为参照组和试验组,每组各30例。参照组实施常规EN管理,试验组在参照组基础上实施基于“-TT”结构经监护仪腹内压监测法,对比两组患者的喂养不耐受发生率。结果显示,与参照组相比,试验组喂养不耐受发生率较低(P<0.05);试验组达到目标喂养量时间较短(P<0.05);试验组EICU停留时间较短(P<0.05)。研究发现,于EICU重症需行EN支持患者的管理中,基于“-TT”结构经监护仪腹内压监测法具有一定的临床应用价值,通过对患者腹压变化的实时监测,可以及时调整喂养方案,降低其喂养不耐受发生率,缩短患者达到目标喂养量的时间,改善患者预后,值得借鉴。

TT、Alb、CEA、CA19-9联合检测对结直肠癌与肠息肉的鉴别诊断

目的 探讨TT、Alb、CEA、CA19-9联合检测对结直肠癌与肠息肉的诊断及鉴别的价值。方法 分析青岛大学附属泰安市中心医院2019年03月至2020年7月间,经病理诊断确诊的500例结直肠癌患者作为结直肠癌组,500例肠息肉患者作为肠息肉组,并纳入同期的500名健康者为健康组。比较三组受试者的TT、Alb、CEA、CA19-9的表达水平,绘制受试者工作特征(ROC)曲线评估单独和联合检测对结直肠癌与肠息肉的诊断及鉴别诊断的效能。结果 与健康组相比,结直肠癌组TT、Alb水平均显著下降,CEA、CA19-9水平均显著升高,差异有统计学意义(Z=-11.69、-27.38、-18.32、-10.28,P均<0.05)。与健康组相比,肠息肉组TT、Alb水平均显著下降,CEA、CA19-9水平显著升高,差异有统计学意义(Z=-3.94、-15.95、-6.17、-3.70,P均<0.05)。结直肠癌组与肠息肉组相比较TT、Alb水平显著下降,CEA、CA19-9水平显著升高,差异有统计学意义(Z=-7.82、-13.69、-13.89、-7.07,P均<0.05)。ROC曲线分析显示,TT、Alb、CEA、CA19-9联合检测筛查结直肠癌的AUC为0.96,敏感性为0.870,特异性为0.956;联合检测用于筛查肠息肉的AUC为0.825,敏感性为0.684,特异性为0.836;鉴别结直肠癌与肠息肉的AUC为0.851,敏感性为0.772,特异性为0.820。结论 TT、Alb、CEA、CA19-9四项联合检测对结直肠癌筛查具有较高的临床应用价值,并且能较好的区分结直肠癌与肠息肉,可为结直肠癌的筛查及与肠息肉鉴别诊断提供参考。

A Review of Researches on Teacher Written Feedback in ESL Writing Teaching

Some researchers view the teacher written feedback as an effective method in the recursive process of students revising their writing drafts and teachers responding to them in terms of language use,content and linguistic knowledge,while others argue its impact on the learners may be less than what teachers would expect.The point to the different opinion is that neither of them takes students’English proficiency and their characteristics of learning English into consideration which may influence students’response to the teacher written feedback differently.

不同温度下Inconel 690TT换热管的冲击微动磨损特征研究

为了研究冲击微动磨损对蒸汽发生器换热管的影响,在200,250,285℃温度下开展了Inconel 690TT管与SUS405支撑的冲击微动磨损试验研究,通过扫描电子显微镜和能谱仪手段对磨损特征开展系统分析。结果表明,250℃和285℃温度下的磨损量相近,明显大于200℃下的试验结果。对磨损表面的分析发现,温度的升高会导致表面产生更为显著的剥层现象和表面硬度降低,进而导致磨损体积的增加。从能谱仪分析结果来看,在250℃和285℃下,氧化变得严重,但从C和Fe的含量来看,质量转移并不严重,但随温度上升质量转移略有上升。这说明冲击磨损主要的磨损机制是剥层,粘着磨损随着温度升高有上升趋势。冲击微动磨损机理研究结果对蒸汽发生器后续研究、设计和维护具有重要意义。

Pre-Service Teachers Attitude towards Teaching Environmental Education (EE) during Practicum in Malaysian Primary Schools

Environmental Education (EE) has been introduced into the Malaysian Curriculum since 1992. Related to that, EE was found to be an important subject that must be known by the teachers, prior to teach EE indirectly in the classroom. Problems occurred while implementing EE in schools such as;less knowledge about EE an extra burden among teachers to teach. At Teachers Training Institute (TTI), EE is a compulsory subject due to complete their training and this study carried out to identify the attitude of teaching EE among pre-service teachers’. The reliability of the items showed 0.830 cronbach’s alpha. One hundred and twenty five respondents among pre-service teachers’ were analyzed and the result shows pre-service teachers’ have positive attitude towards teaching EE in classroom. Analysis of data shown that there are significant differences between male and female pre-service teachers’ in attitude of teaching, with t = 0.036 (p 0.05).

基于WGAN-GP和Mean Teacher的WiFi使能跨域人体行为识别

人体行为识别(Human Activity Recognition,HAR)是当前众多研究工作的基石,对于推动人机交互和智能数字化转型具有巨大潜力。由于目标域样本较难采集,现有方法在跨域识别方面表现不佳。为解决这一问题,提出一种新的WiFi使能跨域HAR方法,从WiFi信号中获取信道状态信息(Channel State Information,CSI)并转化为图像,在基于Wasserstein距离和梯度的生成对抗网络(Wasserstein Generative Adversarial Network with Gradient Penalty,WGAN-GP)中引入双判别器,通过与源域样本和单目标域样本特征联合对抗,生成同时带有双域特征的虚拟样本。该方法还结合基于Mean Teacher的半监督学习设计识别分类(Recognition and Classification,RC)模块,通过对有标记样本与无标记样本分别构造损失函数,进行整体一致性损失的评估,实现对目标域样本的识别。实验结果证明了所提方法能够在减轻目标域样本采集压力的同时,实现较高的检测精度,在手势与动作的数据集上测试准确率分别达到92.71%和86.65%。

Evaluation of Nutrition and Physical Activity Knowledge, Attitudes, Self Efficacy and Behaviors in Teachers and Children after Implementation of the “Healthy Active Kids” Online Program in Australian Elementary Schools

The aims were to examine change in nutrition and physical activity knowledge, self efficacy and attitudes in a cohort of 23 teachers and 304 year 5 and 6 children after the “Healthy Active Kids” online program and to assess any behavioral change in children’s self reported nutrition and physical activity behaviors and investigate the predictors of nutrition knowledge gain in teachers and children. Results found significant (p < 0.0001) increases in teacher and student knowledge of the five food groups;key nutrients provided by each food group, The Australian Guide to Healthy Eating;food labelling laws, identification of common names for fats, sugars and salts on food labels, food proportions on the Healthy Food Plate and the level and percentage of water in the human body and human brain. Teacher attitudes towards the importance of nutrition and diet and self efficacy related to teaching nutrition in class improved (p < 0.01). The final regression model for predictors of the dependent variable, knowledge gain in students was R = 0.53, Adjusted R square = 0.28 (F = 4.76, p < 0.01) indicating that 28% of the variation in knowledge gain was predicted by the negative (low) Time 1 knowledge. Changes to eating habits reported by children were “drinking more water each day” (89.1%) and “eating foods from the five food groups each day” (76.2%);“sharing information about food labels with your family” (52.4%);“reading food labels when you go shopping” (50.0%);“changing what is on your dinner plate each night” (44.2%);“vegetables that you eat now that you didn’t eat before” (42.1%) and “fruits that you eat now” (39%). Results suggest that the development of basic nutrition knowledge is still very important for both teachers and students, but that other factors such as self efficacy, empowerment and skill development also contribute to nutrition behavior change in children.

Macao Secondary School EFL Teachers' Perspectives on Written Corrective Feedback: Rationales and Constraints

Corrective feedback on writing(WCF)has been one of the most controversial topics in ESL/EFL teaching.In the past decades,much has been disputed regarding the effectiveness and preferences of the quantity,focus,directness and source of WCF.With so much uncertainty,the researcher set out to investigate how research-informed secondary school teachers in Macao reported their beliefs,rationales,practices and constraints of administering corrective feedback for EFL writing in Macao secondary schools.Twelve secondary school teachers were recruited at a TESOL conference to conduct focus-group discussions.Similar to previous findings,results suggest teachers had clear rationales as to their ways of practising WCF.However,many expressed difficulties in acting according to rationales and beliefs.Despite their experience and knowledge,practical constraints such as school policies and teacher workload made it unlikely for them to follow their thoughts with feedback on writing.This study identified six sources of constraints that could prohibit practices and potentially reshape ones’beliefs,which sheds light on future directions of WCF research.

Native-speakerism in ELT:A Survey of the Attitudes of Students and Teachers in China

This article reports part of the findings of an investigation into the attitudes of Chinese English as a foreign language(EFL)education students and teachers toward Native-speakerism.Data were collected through two sets of questionnaires from 976 students and 146 teachers engaged in College English(CE)programs at six Chinese universities.The analysis of data reveals that the participants as an entirety:(a)endorse native speaker(NS)teachers,NS English and pronunciation;(b)anticipate the localization of teaching approaches emanating from the English speaking West;and(c)expect English textbooks multicultural in content.It was also found that teachers are more supportive of NS teachers and NS English while Inner Circle(Kachru,1985)teaching approaches and multicultural textbooks are more popular with students.All these findings indicate the persistence of Native-speakerism in China’s EFL education as well as the ideological resistance from Chinese EFL education stakeholders.

More and Better Rural Teachers

China has made significant progress in building up its ranks of teachers in rural areas,according to a report by the research institute on rural education at the Northeast Normal University.Its study was based on statistics from 19 provinces and national data.

Teacher＇s Attitudes and Strategies when Schoolchildren Need to Go to the Toilet

It is well known that a lot of children avoid going to the toilet during school. This is mainly due to poor hygienic standards in the toilets but also due to fear and insecurity when visiting the toilet during recess. Studies show that children are not always allowed to go to the toilet during class and that many teachers decide when the children may satisfy their toilet needs. The purpose of this study was to describe teacher＇s attitudes and strategies when schoolchildren need to go to the toilet. Interviews with 17 teachers working in five Swedish compulsory schools. The teacher＇s attitudes were that the physiological need or children＇s will should determine when they could go to the toilet and that children have different toilet needs. All teachers used rules to regulate toilet visits during class. The rules were not communicated and required the interpretation of the children. The teachers demanded openness and information about the toilet needs of the children. Suspected misuse of toilet visits led the teacher to make their own assessment of the children＇s toilet needs, as a sanction toilet visits could be prohibited. The strategies used during class did not reflect the health-promoting attitude the teachers told about. In reality, the task of maintaining order and control was prioritised. The strategies used were not adapted to children＇s needs, which could have significance for maintaining toilet habits consistent with health and well-being.

基于TT变换与神经网络的输电线路故障测距

当单端法用于输电线路行波故障测距时,会存在前3个波头中对端母线反射波波头和故障点反射波波头混淆的现象。针对这一问题,提出了一种利用TT变换和反向传播神经网络算法进行单端故障测距的方法。首先利用TT变换分析单端的故障行波信号,采集前3个行波波头的时间值和极性作为样本数据集,然后再用BP神经网络强大的拟合能力对样本数据集进行学习,最终获得训练好的神经网络模型,利用该模型进行输电线路的单端故障测距。此外,引入遗传算法对BP神经网络进行优化,以提高神经网络的测距精度。经Matlab/Simulink仿真验证,该方法的测距误差满足实际应用要求,且测距精度不受故障类型和过渡电阻的影响,方法较为可靠。

Approaching Differentiated Instruction via the Attitudes and the Opinions of Greek Primary School Teachers： An Empirical Investigation

In the modern educational reality, as it is influenced by the social developments, the diversity of school potential is intensely highlighted. At the same time, the standardization of the teaching process appears to be insufficient to meet the modern instructive requirements, while it is vastly supported that differentiated teaching can sufficiently respond to the modern instructive needs. Moreover, it is pointed out that differentiated teaching is another way of thinking on the instructive work. On that basis and with a view to investigating the functionalist dimensions of differentiated teaching, a research of empiric character was attempted geared toward at the investigation of attitudes and opinions of Greek primary school teachers with regard to the differentiated teaching. The structured questionnaire was used as a research tool and the main conclusions showed not only the limited briefing of the sample teachers, with regard to the theoretical and applicable functionalism of differentiated teaching, but also the conviction that the differentiated teaching has the potential to treat students equally while functioning as a driving force for the dynamic forming of knowledge by the students themselves.

Overview of Students' Attitudes towards Non-native English Speaking-Teachers

It is reported that non-native English Speaking Teachers’knowledge and performance are subordinate to Native English Speaking Teachers’and students hold a negative attitude towards non-native English Speaking Teachers.The paper explores students’attitudes towards both groups of teachers from previous studies,suggests school administrators not rush to employ Native English Speaking Teachers before considering students’attitudes and recommends non-native English Speaking Teachers to enhance English proficiency,capitalize on pedagogical skill,interpersonal skill and personal qualities for effective teaching.