The analysis of dissolved gas in oil can provide an important basis for transformer fault diagnosis.In order to improve the accuracy of transformer fault diagnosis,a method based on the relational teacher-student netw...The analysis of dissolved gas in oil can provide an important basis for transformer fault diagnosis.In order to improve the accuracy of transformer fault diagnosis,a method based on the relational teacher-student network(R-TSN)is proposed by analyzing the relationship between the dissolved gas in the oil and the fault type.R-TSN replaces the original hard labels with soft labels,and uses it to measure the similarity between different samples in the space,to a certain extent,it can obtain the hidden feature information in the samples,and clarify the classification boundary.Through the identification experiment,the effect of R-TSN diagnosis model is analyzed,and the influence of the compound fault of discharge and thermal on the diagnosis model is studied.This paper compares R-TSN with support vector machines(SVMs),decision trees and multilayer perceptron models in transformer fault diagnosis.Experimental results show that R-TSN has better performance than the above methods.After adding compound faults in the sample set,the accuracy rate can still reach 86.0%.展开更多
The evolutionary dynamics first conceived by Darwin and Wallace, referring to as Darwinian dynamics in the present paper, has been found to be universally valid in biology. The statistical mechanics and thermodynamics...The evolutionary dynamics first conceived by Darwin and Wallace, referring to as Darwinian dynamics in the present paper, has been found to be universally valid in biology. The statistical mechanics and thermodynamics, while enormous successful in physics, have been in an awkward situation of wanting a consistent dynamical understanding. Here we present from a formal point of view an exploration of the connection between thermodynamics and Darwinian dynamics and a few related topics. We first show that the stochasticity in Darwinian dynamics implies the existence temperature, hence the canonical distribution of Boltzmann-Gibbs type. In term of relative entropy the Second Law of thermodynamics is dynamically demonstrated without detailed balance condition, and is valid regardless of size of the system. In particular, the dynamical component responsible for breaking detailed balance condition does not contribute to the change of the relative entropy. Two types of stochastic dynamical equalities of current interest are explicitly discussed in the present approach： One is based on Feynman-Kac formula and another is a generalization of Einstein relation. Both are directly accessible to experimental tests. Our demonstration indicates that Darwinian dynamics represents logically a simple and straightforward starting point for statistical mechanics and thermodynamics and is complementary to and consistent with conservative dynamics that dominates the physical sciences. Present exploration suggests the existence of a unified stochastic dynamical framework both near and far from equilibrium.展开更多
Education has enormous influence on individual prospects for a flourishing life, thus, the justice of an education system is a key indicator of the justice in a society. Normally, the debate over educational justice r...Education has enormous influence on individual prospects for a flourishing life, thus, the justice of an education system is a key indicator of the justice in a society. Normally, the debate over educational justice refers to two fundamental questions： the conception of justice and the aims and purposes of education. We may agree about the meaning of justice, but disagree about the aim of education, and vice versa, and thus come to very different perspective about what educational policies should entail. However, what does justice look like when it comes to the distribution of educational goods？ Should we ensure that all children have equal educational resources and opportunities or should we rather concentrate on equal educational attachment？ Recently, there is a debate on educational justice which mainly focuses on the status and role of comparatively considerations within a just distribution of educational benefits. According to the adequacy approach, the state is required to ensure all children have enough or adequate education. Once the adequate threshold of educational resources is obtained, there is no injustice in the fact that some children have better education than others. In contrast with adequacy approach, proponents of what can be called educational equality approach have instead argued that justice requires prospects for educational achievement to be dependent upon a child＇s ability and willingness to learn, and not on factors outside of her control. Therefore, the state is required to ensure that an individual＇s prospects for educational achievement should be a function only of that individual＇s effort and talent, not of his or her social class background or other factors outside of her control. It seems that the debate between proponents of adequacy and proponents of equality in educational opportunity reflects very different ways to think about just educational policy and practice. This paper is trying to address this debate. It proceeds as follows. In the next section, I will outline the Equality vs. Adequacy debate. Then, in section III, I would like to take issue with these approaches. I will argue that both approaches have negative effects on equality and justice in education. Finally, inspired by Harvard political philosopher Danielle Allen＇s work on education and equality, I will propose an alternative conception of educational equality. I believe it is a better way of understanding the meaning of educational justice for a democratic society.展开更多
基金supported by Open Fund of Beijing Key Laboratory of Research and System Evaluation of Dispatching Automation Technology,China Electric Power Research Institute(SGDK 0000DZQT2003377)。
文摘The analysis of dissolved gas in oil can provide an important basis for transformer fault diagnosis.In order to improve the accuracy of transformer fault diagnosis,a method based on the relational teacher-student network(R-TSN)is proposed by analyzing the relationship between the dissolved gas in the oil and the fault type.R-TSN replaces the original hard labels with soft labels,and uses it to measure the similarity between different samples in the space,to a certain extent,it can obtain the hidden feature information in the samples,and clarify the classification boundary.Through the identification experiment,the effect of R-TSN diagnosis model is analyzed,and the influence of the compound fault of discharge and thermal on the diagnosis model is studied.This paper compares R-TSN with support vector machines(SVMs),decision trees and multilayer perceptron models in transformer fault diagnosis.Experimental results show that R-TSN has better performance than the above methods.After adding compound faults in the sample set,the accuracy rate can still reach 86.0%.
基金The project supported in part by USA NIH Grant under HG002894
文摘The evolutionary dynamics first conceived by Darwin and Wallace, referring to as Darwinian dynamics in the present paper, has been found to be universally valid in biology. The statistical mechanics and thermodynamics, while enormous successful in physics, have been in an awkward situation of wanting a consistent dynamical understanding. Here we present from a formal point of view an exploration of the connection between thermodynamics and Darwinian dynamics and a few related topics. We first show that the stochasticity in Darwinian dynamics implies the existence temperature, hence the canonical distribution of Boltzmann-Gibbs type. In term of relative entropy the Second Law of thermodynamics is dynamically demonstrated without detailed balance condition, and is valid regardless of size of the system. In particular, the dynamical component responsible for breaking detailed balance condition does not contribute to the change of the relative entropy. Two types of stochastic dynamical equalities of current interest are explicitly discussed in the present approach： One is based on Feynman-Kac formula and another is a generalization of Einstein relation. Both are directly accessible to experimental tests. Our demonstration indicates that Darwinian dynamics represents logically a simple and straightforward starting point for statistical mechanics and thermodynamics and is complementary to and consistent with conservative dynamics that dominates the physical sciences. Present exploration suggests the existence of a unified stochastic dynamical framework both near and far from equilibrium.
文摘Education has enormous influence on individual prospects for a flourishing life, thus, the justice of an education system is a key indicator of the justice in a society. Normally, the debate over educational justice refers to two fundamental questions： the conception of justice and the aims and purposes of education. We may agree about the meaning of justice, but disagree about the aim of education, and vice versa, and thus come to very different perspective about what educational policies should entail. However, what does justice look like when it comes to the distribution of educational goods？ Should we ensure that all children have equal educational resources and opportunities or should we rather concentrate on equal educational attachment？ Recently, there is a debate on educational justice which mainly focuses on the status and role of comparatively considerations within a just distribution of educational benefits. According to the adequacy approach, the state is required to ensure all children have enough or adequate education. Once the adequate threshold of educational resources is obtained, there is no injustice in the fact that some children have better education than others. In contrast with adequacy approach, proponents of what can be called educational equality approach have instead argued that justice requires prospects for educational achievement to be dependent upon a child＇s ability and willingness to learn, and not on factors outside of her control. Therefore, the state is required to ensure that an individual＇s prospects for educational achievement should be a function only of that individual＇s effort and talent, not of his or her social class background or other factors outside of her control. It seems that the debate between proponents of adequacy and proponents of equality in educational opportunity reflects very different ways to think about just educational policy and practice. This paper is trying to address this debate. It proceeds as follows. In the next section, I will outline the Equality vs. Adequacy debate. Then, in section III, I would like to take issue with these approaches. I will argue that both approaches have negative effects on equality and justice in education. Finally, inspired by Harvard political philosopher Danielle Allen＇s work on education and equality, I will propose an alternative conception of educational equality. I believe it is a better way of understanding the meaning of educational justice for a democratic society.
