Risk identification and safety assessment of human-computer interaction in integrated avionics based on STAMP

To solve the problem of risk identification and quantitative assessment for human-computer interaction(HCI)in complex avionics systems,an HCI safety analysis framework based on system-theoretical process analysis(STPA)and cognitive reliability and error analysis method(CREAM)is proposed.STPACREAM can identify unsafe control actions and find the causal path during the interaction of avionics systems and pilot with the help of formal verification tools automatically.The common performance conditions(CPC)of avionics systems in the aviation environment is established and a quantitative analysis of human failure is carried out.Taking the head-up display(HUD)system interaction process as an example,a case analysis is carried out,the layered safety control structure and formal model of the HUD interaction process are established.For the interactive behavior“Pilots approaching with HUD”,four unsafe control actions and35 causal scenarios are identified and the impact of common performance conditions at different levels on the pilot decision model are analyzed.The results show that HUD's HCI level gradually improves as the scores of CPC increase,and the quality of crew member cooperation and time sufficiency of the task is the key to its HCI.Through case analysis,it is shown that STPACREAM can quantitatively assess the hazards in HCI and identify the key factors that impact safety.

The Application of Formative Assessment in Interactive Comprehensive English Classroom Teaching

Teaching evaluation is an important part of the teaching process of college English courses,and effective formative assessment can reflect the entire teaching process from multiple perspectives and ensure the smooth achievement of teaching objectives.Formative assessment is an assessment that runs through the entire learning process,based on humanism and constructivism,with various forms of evaluation.

A novel refined dynamic model of high-speed maglev train-bridge coupled system for random vibration and running safety assessment

Running safety assessment and tracking irregularity parametric sensitivity analysis of high-speed maglev train-bridge system are of great concern,especially need perfect refinement models in which all properties can be well characterized based on various stochastic excitations.A three-dimensional refined spatial random vibration analysis model of high-speed maglev train-bridge coupled system is established in this paper,in which multi-source uncertainty excitation can be considered simultaneously,and the probability density evolution method(PDEM)is adopted to reveal the system-specific uncertainty dynamic characteristic.The motion equation of the maglev vehicle model is composed of multi-rigid bodies with a total 210-degrees of freedom for each vehicle,and a refined electromagnetic force-air gap model is used to account for the interaction and coupling effect between the moving train and track beam bridges,which are directly established by using finite element method.The model is proven to be applicable by comparing with Monte Carlo simulation.By applying the proposed stochastic framework to the high maglev line,the random dynamic responses of maglev vehicles running on the bridges are studied for running safety and stability assessment.Moreover,the effects of track irregularity wavelength range under different amplitude and running speeds on the coupled system are investigated.The results show that the augmentation of train speed will move backward the sensitive wavelength interval,and track irregularity amplitude influences the response remarkably in the sensitive interval.

Enhancing Learners’Performance in Grade 7 Mathematics Through 50-30-20 Exercise

Assessment exercises constitute a crucial component of the teaching and learning process,serving the purpose of gauging the degree to which learning objectives have been accomplished.This study aims to assess the mathematics performance of Grade 7 learners using the 50-30-20 exercise.Specifically,this study seeks to determine the learners’pre-test and post-test mean scores,identify significant differences between the pre-test and post-test results,evaluate learners’exercises,and propose enhanced exercises.The research employs a quasi-experimental design,with 40 Grade 7 learners in the school year 2023-2024 as participants,selected through purposive non-random sampling.Statistical data analysis involves the use of mean,standard deviation,paired t-test,and Cohen’s D effect size.Ethical considerations were paramount,as evidenced by a letter of authorization from the school head outlining the strict adherence to voluntary participation,informed parental consent,anonymity,confidentiality,risk mitigation,results-sharing protocols,and the commitment to keeping research data confidential.The data yielded a remarkable outcome:the experimental group exhibited improvement in both the pre-test and post-test.This result substantiates the initial objective of the study,showcasing a noteworthy and favorable performance among the participants.Consequently,it suggests that a majority of the participants strongly agree that the 50-30-20 exercises contribute to enhancing their understanding and problem-solving skills,as well as their ability to grasp mathematical concepts and improve their overall performance in mathematics.Therefore,the 50-30-20 exercises not only facilitated students in understanding mathematics lessons but were also aligned with the Department of Education’s development plan.

Invitation of EFL Learners for the Classroom Assessment

Among the two commonly identified ways of assessment,summative assessment aims to measure,or summarize,what a student has grasped,and typically occurs at the end of a course or unit of instruction.While the formative assessment,which is characterized by the needs of insiders,is distinct in that it focuses on learning through assessment and the role of the learners in this process.As is well known,teachers' role in the classroom assessment is geared to formulating and scaffolding learning on the basis of on-going feedback from internal and external assessment sources.Peer review,on the other hand,is also an important component of the process of developing assessment.During the formative assessment in the EFL classroom,classroom teachers' evaluation as well as students' active peer scaffolding in group works play important roles in the decision making process.Although the formative and for learning perspective is quite different from the summative and of learning perspective in terms of theoretical and educational orientation.Neither students nor teachers should be ignored in the whole process for formative assessment.

Assessment criteria for nonverbal interaction contents in r-learning

r-learning,which is based on e-learning and u-learning,is defined as a learning support system that intelligent robots serve verbal and nonverbal interactions on ubiquitous computing environment.In order to guarantee the advantages of r-learning contents with no limits of timc and place and with nonverbal interaction which are not in e-learning contents,in recent years,assessment criteria for r-learning contents are urgently rcquired.Therefore,the reliable and valid assessment criteria were developed for nonverbal interaction contents in r-learning,and its detailed research content is as follows.First,assessment criteria for nonverbal interaction in r-learning contents will be specified into gesture,facial expression,semi-verbal message,distance,physical contact and time.Second,the validity of the developed assessment criteria will be proved by statistics.Consequently,the assessment criteria for nonverbal interaction contents will be helpful when choosing the better r-learning content and producing the better r-learning content,and the reliability of school education is improved ultimately.

Dynamic Assessment of College EFL Learners’Speaking Proficiency:A Case Study

To investigate the impact of dynamic assessment(DA)on the development of speaking skills,a case study was conducted,recruiting a non-English major undergraduate.DA was constructed following the design combining sandwich and cake format with an interactionist approach.To collect data,a profile was designed in accordance with the China’s Standards of English Language Ability(CSE)to record the learner’s changes.A semi-structured interview was conducted to reveal his perspectives on DA.The generated profile with specific mediator-learner’s moves revealed the learner’s microgenetic development in both organizational knowledge and oral expression strategy ability.The thematic analysis of the interview demonstrated the learner’s positive experience with DA,while also unveiling the weak points of DA.Finally,the operational framework for applying interactionist DA in the oral classroom was discussed,and the complementary relationship between DA and traditional teaching and testing practices was highlighted.

Sociocultural Theory on Interaction between Teachers and Learners in a Second Language Classroom

This article offers an overview of theoretical ideas and recent empirical research by referring to the interactive communication between teachers and learners in a second language classroom.Both the interaction of teacher-centered classroom and learner-centered classroom are reviewed within the context of sociocultural theory.The paper attempts to indicate the better effect of language learning can be achieved by complementing one another in the classroom of teacher-centeredness and learner-centeredness.

The Role of Learner-learner Interaction In Language Learning

This paper is committed to exploring the importance of learner learner interaction for language learning. It starts with a discussion of the roles that learner learner interaction plays in language learning from two points of view pedagogic and psycholinguistic, which is followed by a brief guideline for organizing group work in class.

Relationships Between Chinese EFL Learners’IELTS Band Score and Motivated Strategies for Learning

EFL learners,who study English as a foreign language,often use different learning strategies in the learning process,with positive and negative results in their academic performance.Whether these learning strategies are effective or not are questions to be explored.So,the author examined the relationship between Chinese EFL learners’test results and the use of motivated strategies for learning in English learning.Participants are students who have taken a high-stake standardized English proficiency test:IELTS(International English Language Testing System)with band score obtained.The results show that students’performance on high-stakes assessment is significantly associated with the use of motivated learning strategies like internal value in sharp contrast to test anxiety,which bears no relevance.Interviews are then implemented to candidates with different levels of English proficiency to figure out other related factors contributing to the test results.

Affective Factors——Key Factors Influencing College Learners'Classroom

Foreign language teaching has shifted from teacher-centered teaching method to student-centered in recent years.Affective factors should be paid enough attention in teacher-learner interaction in.This paper aims to make an exploration into the effects of affective factors in college learners'classroom.

Assessment and utilization of soil water resources

Based on the analyses of water interactions and water balance, this paper discusses the issues on the assessment and regulation of soil water resources, which lays the scientific basis for limited irrigation and water-saving agriculture.

Risk assessment of floor water inrush in coal mines based on MFIM-TOPSIS variable weight model

Floor water inrush is one of the main types of coal mine water hazards.With the development of deep mining,the prediction and evaluation of floor water inrush is particularly significant.This paper proposes a variable weight model,which combines a multi-factor interaction matrix(MFIM)and the technique for order performance by similarity to ideal solution(TOPSIS)to implement the risk assessment of floor water inrush in coal mines.Based on the MFIM,the interaction between seven evaluation indices,including the confined water pressure,water supply condition and aquifer water yield property,floor aquifuge thickness,fault water transmitting ability,fracture development degree,mining depth and thickness and their influence on floor water inrush were considered.After calculating the constant weights,the active degree evaluation was used to assign a variable weight to the indices.The values of the middle layer and final risk level were obtained by TOPSIS.The presented model was successfully applied in the 9901 working face in the Taoyang Mine and four additional coal mines and the results were highly consistent with the engineering situations.Compared with the existing nonlinear evaluation methods,the proposed model had advantages in terms of the weighting,principle explanation,and algorithm structure.

Earthquake triggering and delaying caused by fault interaction on Xianshuihe fault belt, southwestern China

The coseismic Coulomb stress change caused by fault interaction and its influences on the triggering and delaying of earthquake are briefly discussed. The Xianshuihe fault belt consists of Luhuo, Daofu, Kangding, Qianning and Ganzi fault. Luohuo (MS=7.6, 1973)-Kangding (MS=6.2, 1975)-Daofu (MS=6.9, 1981)-Ganzi (MS=6.0, 1982) earthquake is a seismic sequence continuous on the time axis with magnitude greater than 6.0. They occurred on the Luhuo, Kangding, Daofu and Ganzi fault, respectively. The coseismic Coulomb stress changes caused by each earthquake on its surrounding major faults and microcracks are calculated, and their effects on the triggering and delaying of the next earthquake and aftershocks are analyzed. It is shown that each earthquake of the sequence occurred on the fault segment with coseismic Coulomb stress increases caused by its predecessors, and most after-shocks are distributed along the microcracks with relatively larger coseismic Coulomb stress increases resulted from the main shock. With the fault interaction considered, the seismic potential of each segment along Xianshuihe fault belt is reassessed, and contrasted with those predicted results ignoring coseismic Coulomb stress change, the significance of fault interaction and its effect on triggering and delaying of earthquake are emphasized. It is con-cluded that fault interaction plays a very important role on seismic potential of Xianshuihe fault belt, and the maximal change of future earthquake probability on fault segment is up to 30.5%.

Prolonged cholestasis after raloxifene and fenofibrate interaction: A case report

Assigning causality in drug-induced liver injury is challenging particularly when more than one drug could be responsible. We report a woman on long-term therapy with raloxifen who developed acute cholestasis shortly after starting fenofibrate. The picture evolved into chronic cholestasis. We hypothesized that an interaction at the metabolic level could have triggered the presentation of hepatotoxicity after a very short time of exposure to fenofibrate in this patient. The findings of an overexpression of vascular endothelial growth factor in the liver biopsy suggest that angiogenesis might play a role in the persistance of toxic cholestasis.

Prediction Skills and Its Influence on Learners’ Achievement in Reading Comprehension: A Case of Vihiga County, Kenya

Prediction is one of the comprehension processing skills encapsulated by the interactive approach instruction.Prediction skills enable learners to decode the meaning of comprehension passages by making guesses about the contents of texts to be read.Learners in Vihiga County perform poorer in English language examinations than their peers in neighbouring counties.The performance is weaker in comprehension than in grammar sections.Despite this,no study has assessed the nexus between the use of prediction skills and learners’achievement in reading comprehension.This study applied the Solomon Four-Group Design to obtain primary data from 279 primary school learners and eight teachers in 2017.Multiple Linear Regression was used to generate two models,one for the experimental group(Model 1)and one for the control group(Model 2).Results show that the influence of prediction skills on learners’achievement in reading comprehension was statistically significant the experimental group,but insignificant in the control group.However,the influence seemed to be stronger in the experimental than in the control group,which suggests that training English language teachers on how to correctly apply prediction skills is likely to improve learners’achievement in reading comprehension.The study recommends the need to:sensitise teachers to use textbooks cautiously,while supplementing with relevant resource materials;sensitise teachers on the need to guide learners through titles;as well as update the teacher training curriculum by integrating inter alia,new instructional methods based on information and communication technology and entrenching innovation to enable teachers diversify instructional resources.

The power of alternative assessments (AAs)

This article starts by discussing the potential disadvantages of traditional assessment towards young English as a Second Language(ESL)learners within the American public school education system.In response to such disadvantages,researchers’call for the implementation of alternative assessments(AAs)is therefore introduced along with the various benefits of AAs.However,the current mainstream education policy in the US,namely No Child Left Behind(NCLB)Policy,is still largely based on the tra ditional ways of testing,making policy-oriented implementation of AAs on large scales remarkably difficult.After careful analysis,the author points out several implications concerning how,under such an existing policy of NCLB,can practitioners effectively accommodate young ESL learners by applying the power of AAs.

Using Self-and Peer Assessment to Help Freshmen Translate Chinese into Written English

On the basis of practical teaching and leading innovation theory,this paper explores the necessity and importance of self-and peer assessment in the teaching to non-English majored college students. It is characterized with learner-centre and group work,the subject evaluation which takes formative assessment as a main method in order to promote the enthusiasm and initiatives of students' learning as well as improve the teaching effect. The research shows that Self-assessment improves Ss' independent learning skills,peer assessment group work help students in active learning,self-and peer assessment motivate students' English learning. In a comparison of other classes which aren't involved in this innovation,the group of freshmen know better about their learning outcome in an objective manner and can improve their method of English learning. Over all,the project can train students' ability to solve problems independently,and raise their language communicative competence gradually.

同伴面对面互动和远程互动中的学习者投入研究

本研究考察了同伴面对面互动和远程互动中的学习者投入。12名(6对)英语专业一年级学生在一学期中经历了同伴面对面互动和远程互动。通过分析他们的三次面对面互动和三次远程互动的录音文本,研究表明,在两类互动中,学习者在行为、认知和社会三个维度的投入并无显著差异。对8名学生的访谈结果显示,在情感投入方面,尽管学习者更加倾向于面对面互动,但同伴之间的配合没有因互动方式的改变而出现差异。上述结果表明,远程环境中的同伴互动效果与传统课堂环境中的同伴互动效果差别有限,这在一定程度上为开展远程互动提供了实证支撑。

考虑建筑群-沉积盆地动力相互作用的建筑群震害评估方法

我国大量城镇位于沉积盆地,沉积盆地对地震动具有显著的幅值放大和持时增长效应,同时沉积盆地与建筑群间的动力相互作用将导致地震动空间重分布。针对此问题,本文提出了一种考虑建筑群-沉积盆地动力相互作用的建筑群震害评估方法:首先,以剪切层模型、弯剪耦合模型等简化力学模型模拟建筑结构,计算建筑群-沉积盆地动力相互作用,获得建筑群的基础顶面地震动;然后,基于精细化有限元模型分析典型单体建筑的地震易损性;最后,结合所求建筑群元模型模拟建筑结构时,上部建筑对基础顶面地震动的影响具有等?效?性,因此所建方法适用于考虑建筑群-沉积盆地动力相互作用的建筑群震害评估;建筑群-沉积盆地动力相互作用主要导致盆地内地表地震动峰值降低,但局部位置会在盆地效应基础上产生附加放大效应;建筑群-沉积盆地动力相互作用导致不同地表点地震动加速度反应谱峰值相差3倍,同时放大邻近建筑出现相同等级震害的概率差异,所分析算例中,在是否考虑建筑群-沉积盆地动力相互作用的情况下,邻近四栋相同框架结构发生中等损坏的概率范围分别为66%—92%和87%—93%,此结果与实际震害中建筑结构交替破坏的现象一致。