Toward Fine-grained Image Retrieval with Adaptive Deep Learning for Cultural Heritage Image

Fine-grained image classification is a challenging research topic because of the high degree of similarity among categories and the high degree of dissimilarity for a specific category caused by different poses and scales.A cul-tural heritage image is one of thefine-grained images because each image has the same similarity in most cases.Using the classification technique,distinguishing cultural heritage architecture may be difficult.This study proposes a cultural heri-tage content retrieval method using adaptive deep learning forfine-grained image retrieval.The key contribution of this research was the creation of a retrieval mod-el that could handle incremental streams of new categories while maintaining its past performance in old categories and not losing the old categorization of a cul-tural heritage image.The goal of the proposed method is to perform a retrieval task for classes.Incremental learning for new classes was conducted to reduce the re-training process.In this step,the original class is not necessary for re-train-ing which we call an adaptive deep learning technique.Cultural heritage in the case of Thai archaeological site architecture was retrieved through machine learn-ing and image processing.We analyze the experimental results of incremental learning forfine-grained images with images of Thai archaeological site architec-ture from world heritage provinces in Thailand,which have a similar architecture.Using afine-grained image retrieval technique for this group of cultural heritage images in a database can solve the problem of a high degree of similarity among categories and a high degree of dissimilarity for a specific category.The proposed method for retrieving the correct image from a database can deliver an average accuracy of 85 percent.Adaptive deep learning forfine-grained image retrieval was used to retrieve cultural heritage content,and it outperformed state-of-the-art methods infine-grained image retrieval.

Influence of Tibetan Language and Culture on Tibetan College Students' EFL Learning

Nowadays teaching English as a foreign language is becoming more and more important in Tibetan education.Since Ti-betan education system is complicated,Tibetan college students are facing many problems which interfere with their EFL learning.By carrying on a mini qualitative study of interviewing two Tibetan college students,this paper mainly discusses the major prob-lems and causes of the Tibetan college students on EFL learning on linguistic and cultural perspectives,and attempts to suggestsome solutions.

Research on the Training Mode of “the Combination of College Students’ Extracurricular English Autonomous Learning and Chinese Culture” Based on WeChat Platform

In today’s college English extracurricular learning,college students often neglect the combination of English language learning and the input of Chinese traditional cultural knowledge,paying too much attention to Western culture learning,ignoring their traditional culture and lead to be speechless when encountering cultural exchange activities.The author believes that college students should pay attention to the input of Chinese traditional cultural content in the process of independent English learning outside the classroom.The creative team of college students led by the author through the WeChat platform,in Xinjiang Agricultural University,conducted a combination of Chinese culture input and English autonomous learning,aiming at strengthening the effectiveness of English learning,improving the self-learning ability and intercultural communication skills.

Research on the Development Model of University Archives Cultural Products Based on Deep Learning

The products of an archival culture in colleges and universities are the final result of the development of archival cultural resources,and the development of archival cultural effects in colleges and universities should be an important part of improving the artistic level of libraries.The existing RippleNet model doesn’t consider the influence of key nodes on recommendation results,and the recommendation accuracy is not high.Therefore,based on the RippleNet model,this paper introduces the influence of complex network nodes into the model and puts forward the Cn RippleNet model.The performance of the model is verified by experiments,which provide a theoretical basis for the promotion and recommendation of its cultural products of universarchives,solve the problem that RippleNet doesn’t consider the influence of key nodes on recommendation results,and improve the recommendation accuracy.This paper also combs the development course of archival cultural products in detail.Finally,based on the Cn-RippleNet model,the cultural effect of university archives is recommended and popularized.

A Research of the Course “Taishan Cultural Communication with the World” under Blended Learning Model and Outcome-Based Education Concept

The course “Taishan Cultural Communication with the World” has been online and offline teaching and learning for two terms based on the theoretical ideas: Blended Learning and Outcome-Based Education. This paper uses the data from one semester to state how to carry out the program and the good results. At the same time disadvantages are also the points that should be taken into consideration. From the teaching and learning practice, students have benefited from the online videos, complementary materials and discussions;they need to be guided as well, especially the guidance offline to make up. Furthermore, the balance of time online and offline is a great challenge.

The Differences between Chinese and American Language and Culture and Its Implications for College Language Teaching and Learning

Chinese and American language and culture differ from each other in five ways as Hypotactic language vs. Paratactic language, Analytical thinking vs. Synthetic thinking, Direct thinking vs. Indirect thinking, Individualism vs. Collectivism and Ethics-based vs. Legislation-based. Their implications for college language teaching and learning are worth our attention.

Our Mother Tongue and Its Culture in English Learning

This essay will try to discuss the role that our mother tongue and its culture play in English acquisition from the perspectives of language of psychology and intercultural communication.

Promoting Local Culture Learning in the Context of Foreign Language Instruction

Foreign language learning is also culture learning,which is a dynamic process of bridging the connections between the local culture and the foreign culture.Based on a survey of 667 teachers of English and 278 students in colleges and universities in China,this paper first reviews the current research on the promotion of Chinese culture into the classroom teaching in the context of foreign language learning and then explores future prospects in this area of teaching.The discussion starts with the discussion on these major questions in the process of incorporating local culture in the form of telling stories about China,i.e.,“why need we tell the stories”,“who tells the stories”,“who leads in telling the stories”,“how can we tell the stories”,“what can we tell in the stories”,“where can we tell the stories”,and“how well can we tell the stories”.It continues proposing to pay attention to interdisciplinary research on discourse construction,communication modes and evaluation of communicative effectiveness,and also the design of foreign language curriculum and teaching materials.It concludes that incorporating local culture into the foreign language instruction is of great help to widen students’horizons,cultivate their language proficiency,enhance their culture awareness,strengthen their confidence,and realize shared appreciation of civilization with the people from other cultural backgrounds.

Chinese Culture of Learning from Western Teachers' Viewpoint

While more and more teachers from Western culture teach in China, research on the different cultures of learning in China's teaching context and Western teachers' views on the Chinese culture of learning and teaching have been rarely conducted. This essay discusses the implications of cultural differences of learning between China and the West, particularly Western teachers' viewpoint on Chinese culture of learning. The conclusion suggests that it is of great importance to be aware that culture is just one of many factors that determine individual learning, and teachers are supposed to avoid stereotyping and simplistic views with regard to culture of learning, though general trends and patterns may exist among a certain type of culture.

Inheritance and Innovation of Traditional Chinese Culture from the Perspective of Mutual Learning among Civilizations

General Secretary Xi Jinping has proposed the new civilization concept of civilization exchange and mutual learning,and the high cultural self-confidence lies in deep civilization exchange and mutual learning.Chinese traditional culture is the concentrated expression of country and nation at the cultural and spiritual level.Under the background of civilization mutual learming,it should cultivate the ideological foundation of traditional culture,focus on diversified development of media,build a bridge of communication between countries,and finally realize the construc-tion of the human destiny community and cultural community of“beauty representing itself with diversity and integri-ty”between Chinese traditional culture and other cultures.

EFL Learning in China and the Acquisition of Culture of English-speaking Countries

This thesis is a study on the close relationship between EFL Learning in China and the acquisition of culture of English-speaking countries. First,it analyses the inticate relationship between language and. cultrue,then the causes of typical cultural mistakes made by EFL learners in China , and the goals of acquisition of culture of English ?speaking countries. Lastly, this paper puts forward four tenta tive approaches to this culture acquisition in EFL learning in China.

Exploring the Chinese and Western Language Learning Cultures

This paper examines the difference between the Chinese language learning culture and the western language learning culture. Compared with the western learning culture,the Chinese learning culture is input-centered with two main characteristics:one is knowledge-centered and the other is teacher-centered. Under such learning cultural backgrounds,language teachers lay particular stress on the input of different kinds of knowledge and information while ignoring students 'necessary output. This kind of learning leads to "dumb English" for Chinese second-language learners. On the contrary,the western learning culture attaches great importance to develop students 'communicative competence,which is the ultimate aim of learning a language. The western language teachers utilize communicative approaches to improve students'communicative competence,which is absolutely practical in real-life situations. With closer contact with westerners,it is urgent for Chinese language teachers to blend the Chinese learning culture with the advantages of the western learning culture so as to develop students'communicative competence in English.

Intrinsic and Indispensable Relationships between Language Learning and Culture Learning-Based on Case Studies of Cross-cultural Communication

Language and culture are closely related with each other: language is the carrier and a fundamental part of culture, while culture has an intrinsic and indispensable impact on language and is also reflected in language. So if in the language learning and teaching, attention is only paid to the linguistic forms but the relationship between language and culture is ignored, then the learner's linguistic ability will not be equivalent to his or her social and cultural communication competence. Especially in the times of globalization with increasing transna tional and cross-cultural communication, the knowledge of cultural background is the must prerequisite for not only the avoidance of cul tural "conflict" but the success of communication. Based on the studies of several cross-cultural communication cases and the analysis of the relationship between language and culture, including the famous Sapir-Whorf hypothesis, this paper is aimed to analyze the intrinsic and in dispensable relationship between language learning and culture learning.

Co-translation Strategy for Chinese Culture Going-out in View of the West Learning during the Second Translation Climax in Chinese History

Co-translation is a translation model has been thoughout the whole translation history,and a new co-translation modelemerged in the second translation climax of Chinese history—"Oral Interpretation by Foreigners and Written Chinese by ChineseIntellectuals".During this period,the co-translation brought about the"Western Learning"effect,which was a huge driving forceto the development of China at that time.Consequently,concerning the"Chinese Culture’s Going-out Strategy"in current China,the co-translation model can be analogously used as a reference.By investigating related researches and reading relevant litera-ture,it proposed a co-translation strategy that is consistent with"Chinese Culture Going-out"strategy.

Culture Shock for Learning Sojourners

When attempting to adapt to unfamiliar learning environments within new cultures,learning sojourners,represented by in-ternational students will face a challenging and dynamic process.Based on the understanding of literature and previous research,the essay will concentrate on the most common issue that sojourners probably encounter,i.e.culture shock,which accounts for themost due to its universality.

EFL Learners'Attitude Towards Culture and Cultural Learning

Language and culture are complementary,helpful,and inspiring to one another.Especially for foreign language learners,culture is extremely important to understand the social and cultural background of the target language.This study aims to explore foreign language learners?perception towards cultural learning.In order to come to a conclusion,a quantitative method was adopted by distributing questionnaires to 31 Chinese EFL students.From the perspective of Chinese students,culture and cultural learning are crucial in the second language acquisition process.