Long-term monitoring of active large-scale landslides for non-structural risk mitigation-integrated sensors and web-based platform

Large-scale deep-seated landslides pose a significant threat to human life and infrastructure.Therefore,closely monitoring these landslides is crucial for assessing and mitigating their associated risks.In this paper,the authors introduce the So Lo Mon framework,a comprehensive monitoring system developed for three large-scale landslides in the Autonomous Province of Bolzano,Italy.A web-based platform integrates various monitoring data(GNSS,topographic data,in-place inclinometer),providing a user-friendly interface for visualizing and analyzing the collected data.This facilitates the identification of trends and patterns in landslide behaviour,enabling the triggering of warnings and the implementation of appropriate mitigation measures.The So Lo Mon platform has proven to be an invaluable tool for managing the risks associated with large-scale landslides through non-structural measures and driving countermeasure works design.It serves as a centralized data repository,offering visualization and analysis tools.This information empowers decisionmakers to make informed choices regarding risk mitigation,ultimately ensuring the safety of communities and infrastructures.

Social Constructivism &the Web-based Application in Practical Instruction

The present paper aims to provide an overview of Constructivism,its underlying epistemologies,plurality and multiplicity of perspectives,as well as its core assumptions.In addition,the paper will focus on the most influential perspective of Social Constructivism,the effectiveness of the theory in improving learning outcomes,and its implications for instruction.

Lecturers’Efforts in Building Rapport in the English-Medium Instruction(EMI)Context:Focus on the Use of Communication Strategies

Past studies reveal the prevalence of anxiety,coupled with low motivation and disengagement among students in English-medium instruction(EMI)programs.Given the detrimental impact these negative emotions can have on learning outcomes,it is imperative that teachers establish positive emotional rapport with their students.This study explores how experienced and highly rated EMI lecturers at a Chinese university’s overseas campus use communication strategies to build rapport with their students during interactive academic activities.It identifies the strategies used by these lecturers and examines how the strategies facilitate the teaching-learning process.The data,consisting of 10 hours of tutorials and 10 hours of supervisor-student supervision meetings,is analyzed using an adapted Conversation Analysis(CA)approach.The analysis reveals three types of communication strategies(CSs)frequently used by lecturers:back-channeling,codeswitching,and co-creation of messages.By employing these strategies,the lecturers established a strong rapport with the students,which created an encouraging and supportive learning environment.Consequently,this positive atmosphere facilitated students’learning of content knowledge through English.The findings of this study have implications for the training of lecturers who encounter difficulties in establishing rapport with multilingual students in the EMI setting.

An Assessment of English Instruction for Elementary-Level Students in Jeddah Governorate, as Perceived by English Supervisors and Educators

This study investigated the perceptions of English educators and supervisors in Jeddah Governorate regarding the process of teaching English to elementary students.A survey was conducted using a sample size of 94 educators and 10 supervisors.The data indicate that respondents considered English instruction at the elementary level essential for expanding kids’perspectives,improving academic performance,and promoting international involvement.The main advantages cited are the development of English language skills and the promotion of early education.Although not as easily noticeable,the disadvantages include potential negative impacts on an individual’s proficiency in Arabic and their sense of national identification.The highlighted challenges encompass insufficient teacher training,student reluctance towards English,limited resources,and school disparities.The proposed techniques focused on prioritizing English instructors’training,ensuring the use of appropriate content,utilizing technology,and promoting awareness of students and educators.The current research found different obstacles in teaching English at elementary stages.To overcome these obstacles,it will be essential to enhance teacher competencies,develop efficient teaching methods,get the backing of stakeholders,assign adequate resources,and carry out continuous evaluations.Further research can also contribute to a better understanding of how early English learning impacts on Arabic identity and proficiency.

A Survey Study of Kindergarten Teachers’Use of ChatGPT to Support Instructional Design

With the rapid development of information technology,Artificial Intelligence(AI)is gradually applied to a wide range of fields,especially the powerful ability of ChatGPT to bring infinite possibilities for education,but teachers’attitudes toward using it are not yet clear.The study investigates the use of ChatGPT by kindergarten teachers to support instructional design using questionnaires and interviews to explore the attitudes and perceptions of kindergarten teachers toward its use.The results indicate that kindergarten teachers hold positive preferences for technology acceptance,perceived self-efficacy,and learning attitudes toward using ChatGPT for instructional design.Meanwhile,the study argues that more research is needed in the future to focus on how kindergarten teachers can aptly use ChatGPT to improve the quality of instruction in realistic instructionenvironments.

A Study on Literacy Enhancement:Assessing the Impact of Technology-Assisted Reading Instruction on English Language Learners

The purpose of this research is to assess the impact of technology-assisted reading instruction specifically on English language learners.The interview method was employed and the questionnaire served as the major data-gathering instrument.The respondents of the study were composed of learners.It was evident from the results that technology-assisted reading instruction provided significant benefits for improving reading comprehension through individualized and interesting learning experiences.In addition to promoting more engagement,this method enhances literacy,allowing students to engage in more meaningful conversations in English.Overall,technology-assisted reading instruction has been shown to help English language learners become more motivated and engaged by providing them with individualized,interactive learning opportunities that effectively accelerate their language development.

Exploring Pedagogical Ideologies and Strategies for College English Writing Instruction from a Generative Artificial Intelligence Perspective

This study,drawing on the commonalities between generative artificial intelligence and foreign language writing instruction,outlines the core ideology of digital humanities-based college English writing instruction,including auxiliary use of generative artificial intelligence tools,primary focus on humanistic education,and the re-production of knowledge,aiming to foster students’critical thinking,collaborative skills,and creativity.Building on this foundation,the study delves into generative artificial intelligence tools applicable to different stages of process-genre writing and their strategic applications.The use of generative artificial intelligence tools is beneficial for students to present,discuss,and share writing content,encouraging them to enhance their writing,collaboration,critical thinking,and creative abilities through deep interaction with model essays and creative discourses.

The Application of ChatGPT in Chinese as a Second Language Teaching:A Case Study of Instructional Design for Non-Chinese-Speaking Students in Hong Kong

This study explores the potential application of ChatGPT in designing customized instructional plans for Chinese as a Second Language(CSL)teaching,focusing on non-Chinese-speaking(NCS)students in Hong Kong.Through two rounds of comparative experiments,the study evaluates the effectiveness of AI-generated instructional designs against expert-designed versions.Results reveal that while initial ChatGPT designs initially have limitations,advanced versions demonstrate significant potential in supporting teachers with task-based language teaching(TBLT).These designs provide practical,culturally relevant tasks tailored to diverse learners,enhancing instructional efficiency and learner engagement.Furthermore,ChatGPT’s accessibility offers opportunities to reduce educational disparities by supporting teachers in resource-limited contexts,thereby addressing inequities in instructional quality.The study concludes that,while AI cannot replace teachers,ChatGPT can serve as a valuable supplementary tool,complementing human expertise in culturally and linguistically complex L2 teaching.It underscores the importance of ethical considerations and the critical role of teachers in integrating AI technology effectively to maximize its benefits in education.

“Instruction-Category” Approach of Test Suite Construction for Oven Embedded System

Being different from testing for popular GUI software, the “instruction-category” approach is proposed for testing embedded system. This approach is constructed by three steps including refining items, drawing instruction-brief and instruction-category, and constructing test suite. Consequently, this approach is adopted to test oven embedded system, and detail process is deeply discussed. As a result, the factual result indicates that the “instruction-category” approach can be effectively applied in embedded system testing as a black-box method for conformity testing.

Web-based推荐系统中的会话推荐多样性研究

Web-based推荐系统通常用推荐的准确性来衡量推荐算法的优劣,而Web-based推荐系统中用户的浏览行为以会话为单位,因此用户会话期内推荐的多样性是评价Web-based推荐系统推荐质量的一个重要指标.提出会话推荐多样性的概念,提出了一种能够提高会话推荐多样性的融合协同过滤算法,在用户会话期内建立会话推荐列表,有效避免会话推荐树中出现推荐环路,消除会话推荐树中的重复推荐.通过Movielens数据集测试表明,提出的方法可以大幅度提高Web-based推荐系统的会话推荐多样性,同时也提高了推荐准确率.

Peer-Instruction—哈佛大学物理课程教学新方法

Peer—Instruction教学方法是哈佛大学著名教授Eric Mazur创立，使用专门设计的用于揭示学生错误概念和引导学生深入探究的概念测试题（Concep Tests），借助计算机投票系统（Computerized Voting System），组织大班课堂教学，变传统单一的讲授为基于问题的自主学习和协作探究，有效地改变了传统课堂教学手段、教学模式。在大班课堂教学中实现学生自主学习、合作学习、师生互动、生生互动。本文旨在介绍这种教学方法，阐明其教育意义和促进学生学习方面的作用，综述了PI教学方法的广泛应用和相关研究结果。

基于Peer Instruction教学方法研究大学生物理错误概念——以动生电动势为例

我们使用同伴教学法(Peer Instruction)讲授大学物理课程,分析学生在讨论概念测试题的过程中出现的各种错误表述,研究学生在动生电动势概念方面存在的错误概念.再基于研究得到的学生的错误概念开发多项选择题,对130名学习大学物理课程的学生进行测试,定量研究这些错误概念在他们中存在的普遍程度.研究表明:在动生电动势概念方面,大学生普遍存在一些错误概念.

A Survey into Teachers＇ Roles in Web-based College English Autonomous Learning

The paper, with the backdrop of web-based autonomous learning put forward by the recent college English teaching reform, aims to explore teachers＇ roles in this learning process in students＇ perception through the means of questionnaires and interviews. It further analyzes the possible reasons why students perceive their teachers＇ roles in such a way, in the hope of providing some implications for web-based college English autonomous learning.

The Effects of Schema Instruction on Reading Comprehension of English Argumentation

Based on the perspective of the schema theory and modern education technology,In this paper,the method of ran dom experimnet is used to measure how two types of schema instruction‘video clip’and‘multimedia courseware’influence Chinese college students’reading comprehension of English argumentation.The results illustrate the schema instruction can not only develop the students’sensibility of English argumentation structure,but also activate the schema in students’memory.Mul timedia courseware instruction is superior to video clip instruction.The paper proposes its viewpoints concerned.

An Exploration of the Interactive Web-based College English Teaching Model

In the light of the theory of constructivism, the interactive web-based college English teaching model is intended to facilitate ＂autonomy＂, ＂inquiry＂ and ＂cooperation＂ in learning English. This paper presents a research in which the interactive web-based college English teaching model intends to reshape the teacher＇s and learner＇s roles in the classroom. Based on the research, an exploration is made --- within the framework of the interactive web-based model --- on the design of ＂teaching model＂ and ＂learning model＂, its application and related potential problems.

Incorporation of Learning Strategies into Web-based Autonomous Listening

The thesis introduces a comparative study of students'autonomous listening practice in a web-based autonomous learning center and the traditional teacher-dominated listening practice in a traditional language lab.The purpose of the study is to find how students'listening strategies differ in these two approaches and thereby to find which one better facilitates students'listening proficiency.

On Problems in College English Teaching Reform on the Basis of Cloud Computing Assisted Instruction

Cloud Computing Assisted Instruction shows incomparable advantages over the traditional language teaching, but meanwhile, it exists some major problems, for instance, the information technology is omnipotent, information input is too excessive and teachers' role is considerably weakened. This article attempts to analyze the problems and promote language teaching reform base on Cloud Computing Assisted Instruction.

双语教学引入Peer-Instruction教学方法的实践

Peer-Instruction教学方法是一种先进的教学理念,在双语课程中引入该方法,通过合作学习和自主性学习,发挥学生的主观能动性,取得良好的教学效果。

同伴教学(Peer-Instruction)模式下水利工程地质教学改革探索

工程地质课程具有综合性、理论性和实践性强的特点,复杂的工程问题与地质问题交织,使学生对问题的理解只能停留在表面上。水利工程地质,作为水利水电工程专业一门重要的专业基础课程,主要还是以传授知识为主要特征的"讲授法"教学模式。在这种教学模式下,很多学生觉得课程内容繁杂、枯燥,概念抽象,只有死记硬背,培养学生观察现象、发现问题和解决问题能力的愿望难以实现。同伴教学(Peer-Instruction,简称PI)坚持"以学生为学习主体、以教师为引导者"的教学理念,改变了传统的课堂教学模式。结果表明,PI教学理念下的水利工程地质教学改革初见成效,使学生获得地质知识的同时,增强了学习的积极主动性,也提高了教师的教学研究水平。

The Application of the Computer Assisted Instruction(CAI) in English Teaching in High Schools

On the basis of the brief introduction to CAI and some its distinctive features,this paper minutely arrives at the principles of the application of CAI in high schools and analyses the implication brought about by its application.This research is to provide a further help for English teachers in high shools,so that the students can effectively improve the level of English language learning.