A deep reinforcement learning approach to gasoline blending real-time optimization under uncertainty

The gasoline inline blending process has widely used real-time optimization techniques to achieve optimization objectives,such as minimizing the cost of production.However,the effectiveness of real-time optimization in gasoline blending relies on accurate blending models and is challenged by stochastic disturbances.Thus,we propose a real-time optimization algorithm based on the soft actor-critic(SAC)deep reinforcement learning strategy to optimize gasoline blending without relying on a single blending model and to be robust against disturbances.Our approach constructs the environment using nonlinear blending models and feedstocks with disturbances.The algorithm incorporates the Lagrange multiplier and path constraints in reward design to manage sparse product constraints.Carefully abstracted states facilitate algorithm convergence,and the normalized action vector in each optimization period allows the agent to generalize to some extent across different target production scenarios.Through these well-designed components,the algorithm based on the SAC outperforms real-time optimization methods based on either nonlinear or linear programming.It even demonstrates comparable performance with the time-horizon based real-time optimization method,which requires knowledge of uncertainty models,confirming its capability to handle uncertainty without accurate models.Our simulation illustrates a promising approach to free real-time optimization of the gasoline blending process from uncertainty models that are difficult to acquire in practice.

A Comprehensive Survey on Deep Learning Multi-Modal Fusion:Methods,Technologies and Applications

Multi-modal fusion technology gradually become a fundamental task in many fields,such as autonomous driving,smart healthcare,sentiment analysis,and human-computer interaction.It is rapidly becoming the dominant research due to its powerful perception and judgment capabilities.Under complex scenes,multi-modal fusion technology utilizes the complementary characteristics of multiple data streams to fuse different data types and achieve more accurate predictions.However,achieving outstanding performance is challenging because of equipment performance limitations,missing information,and data noise.This paper comprehensively reviews existing methods based onmulti-modal fusion techniques and completes a detailed and in-depth analysis.According to the data fusion stage,multi-modal fusion has four primary methods:early fusion,deep fusion,late fusion,and hybrid fusion.The paper surveys the three majormulti-modal fusion technologies that can significantly enhance the effect of data fusion and further explore the applications of multi-modal fusion technology in various fields.Finally,it discusses the challenges and explores potential research opportunities.Multi-modal tasks still need intensive study because of data heterogeneity and quality.Preserving complementary information and eliminating redundant information between modalities is critical in multi-modal technology.Invalid data fusion methods may introduce extra noise and lead to worse results.This paper provides a comprehensive and detailed summary in response to these challenges.

Effects of Perceived Teacher Support on Student Behavioral Engagement in the Blended Learning Environment:Learning Experience as a Mediator

Blended learning(BL)has been widely adopted to improve students’academic achievements in higher education.However,its success relies mainly on student engagement,which plays an essential role in active learning and provides a rich understanding of students’experiences.The study utilized three self-designed scales-the Teacher Support Scale,Student Engagement Scale,and Student Learning Experience Scale-to gauge and examine the impact and relationship between perceived teacher support,student behavioral engagement,and the intermediary role of learning experiences.A cohort of 899 college students undertaking the obligatory College English course through BL modes across five Chinese universities actively participated by completing a comprehensive questionnaire.The results showed significant correlations between perceived teacher support,learning experience,and behavioral engagement.Perceived teacher support significantly predicted students’behavioral engagement,with socio-affective support exerting the most substantial predictive effects.All predictive effects were partially mediated by learning experience(learning mode,online resources,overall LMS-based learning,interaction with their instructor and peers,and learning outcome).The influence of perceived teacher support on behavioral engagement differed between students who reported the most positive(vs.negative)learning experiences.Suggestions for further research are offered for consideration.

Application Effect of Blended Education Strategy Based on the Learning Pass Platform in Phase III Cardiac Rehabilitation of Patients with Coronary Artery Disease

Objective:To explore the application effect of the blended education strategy based on the Learning Pass platform in the phase III cardiac rehabilitation of patients with coronary artery disease.Methods:90 patients diagnosed with coronary artery disease in the Department of Cardiology of our hospital from January 2019 to January 2021 were selected and divided into the control group and the experimental group according to the method of randomized numerical table,with 45 cases in each group.Both the experimental group and the control group received pre-discharge cardiac rehabilitation education by conventional means.The control group received education and supervision information via WeChat after discharge,while the experimental group joined the Learning Pass platform to receive online and offline hybrid education and supervision,with online as the mainstay and offline as a supplement.The disease cognitive level,self-management skills,quality of life,medication adherence,and emotional status of the two groups were compared.Results:The disease cognitive levels in the experimental group were significantly higher than those of the control group(P<0.05);the scores of the experimental group in terms of quality of life,self-management skills,and medication adherence were significantly higher than those of the control group(P<0.05);and the scores of anxiety and depression in the experimental group were significantly lower than those of the control group(P<0.05).Conclusion:The blended education strategy based on the Learning Pass platform has a significant application effect in phase III cardiac rehabilitation of patients with coronary artery disease.It can improve patients’disease cognitive level,self-management skills,and quality of life,and provide a basis for improving patients’prognosis.

基于Blending Learning的微课设计研究

通过分析比较Blending Learning概念和微课的概念、特征,提出了基于Blending Learning的微课新概念。依据Blending Learning教学过程设计模式,阐述了微课教学设计组成和原则,微课网络平台设计的基本形式、构成要素及活动特征。根据Blending Learning中师生角色、教学过程和视频录制等进行了微课分类,着重分析了讲授类和演示类微课的设计,以及微课视频录制技术应用,并且运用多媒体学习理论阐明了微课件的设计原则。

JiTT——Blending Learning理念下的信息化教学模式

近年来,适时教学(JiTT)作为一种能有效促进学生自主学习的教学模式,在欧美国家本科教学中受到推崇。JiTT既包含传统的面对面教学,又包含了学生自主网络探究的环节,充分体现了Blending Learning的新理念。文章通过对JiTT内涵、国外相关成功案例进行剖析,强调了成功实践JiTT的关键因素,并得出了JiTT较之传统本科授课的优势所在,以及对目前我国本科教学的启示。以期为我国当前开展的"质量工程"提供借鉴。

从Blending Learning看教育技术理论的新发展(上)

本文介绍了 Blending L earning(或 Blended L earning)的新含义 ,指出这一新含义的提出和被广泛认同 ,表明国际教育技术界的教育思想观念正在经历又一场深刻的变革 ,也是教育技术理论进一步发展的标志。作者还从对建构主义理论的反思、对信息技术教育应用认识的深化 。

体现Blending Learning教育思想的几种新型教学模式解析——“双创”对教学改革提出的挑战

"双创"要求教育部门培养出来的人才不仅要具有系统丰富的科学知识,还要有创新意识、创新思维和创新能力。近年来,许多学者认识到Blending Learning教育思想的重要性,要求在教学中既要重视教师的主导作用,又要注重学生的主体地位,翻转课堂模式、泰微课+洋思模式和跨越式教学模式就是在此指导下出现的"学教并重"的新型教学模式,它们的成功应用也启发了高校教学,一些大学教师将微课、慕课等与课堂教学相结合,力图培养出"双创"所需要的创新型人才。

从Blending Learning看教育技术理论的新发展(下)

本文介绍了 Blending L earning(或 Blended L earning)的新含义 ,指出这一新含义的提出和被广泛认同 ,表明国际教育技术界的教育思想观念正在经历又一场深刻的变革 ,也是教育技术理论进一步发展的标志。作者还从对建构主义理论的反思、对信息技术教育应用认识的深化 。

基于Blending Learning的Access数据库教学模式探索

传统教学方法与建构主义理论都片面强调教师或学生的绝对主体地位,而Blending Learning则体现了两种精神的有机结合。本文将Blending Learning的思想应用于Access数据库教学过程,在课堂教学环节、实验实践环节和网络学习环节进行了教学模式的改革,突出了教师主导和学生主体地位并重的理念。

网络环境下的大学英语“Blending Learning”教学模式探讨

Blending Learning即一种把传统课堂教学和网络教学相结合的混合式教学模式。但混合式教学不是仅把信息技术作为辅助教或辅助学的工具,而是强调利用信息技术营造一种全新的教学环境。结合本校的教学改革,讨论了如何在大学英语教学中实现传统教学和网络学习的Blending,以及采用Blending Learning所取得的教学效果和这种教学模式的优势。

基于云计算的Blending Learning在高校教学中的应用研究

随着Blending Learning的提出和云计算技术的不断推进,基于云计算的Blending Learning在教学方面的应用研究日益成为人们关注的焦点,也为高校教学改革提供了一个新的思路和方法。本文基于对Blending Learning内涵的理解,结合云计算技术的特点和在教育领域的应用效果,从课堂教学、在线学习和实验实践教学改革三个方面,探讨了基于云计算的Blending Learning教学实践的开展过程,对如何把云计算的开放性优势和Blending Learning中教育要素的优化结合起来进行了探究,提出了构建高校教学中新型虚拟学习社区和新型实验实践模式的相关策略建议。

在化学教学中以Blending Learning为理念尝试“双主—探究”教学模式的研究与实践

阐述了以Blending Learning为教学理念,通过构建学科教学网站实施“双主—探究”教学模式的研究。“Blending Learning”是当前国际教育理念发展的最新动向。而在教学中实施教师主导作用和学生主体地位的有机统一、以学生自主探究为主线的教学模式,是我们在经历了对传统教学模式的批判与继承及对建构主义教学理论的发扬与引申后建立起的一种科学的教学模式。

基于JiTT与Blending Learning理念的Access课程教学模式

在Access数据库程序设计实际教学中引进JiTT和Blening Learning教学理念,充分调动学生学习主动性、提高综合应用能力是一种有效的教学模式,本文阐述这种教学模式,并给出相应的评价体系。

基于Blending Learning教学思想的学习活动设计——以《现代教育技术》通识课为例

以Blending Learning学习思想为指导,对《现代教育技术》通识课的教学内容进行改革,将课程分为认识教育技术、教学信息资源、信息化教学设计3个模块共7个学习活动,使学生在参与学习活动的过程中能更好地掌握教育技术的知识、技能和方法,从而提高学生的教育技术应用能力.

Blending Learning教育思想指导下生理学实验课五段教学方式的构建及评价

目的:探讨Blending Learning教育思想指导下生理学实验课五段教学模式的应用效果。方法:选定实验组和对照组班级,分别采用五段教学方式和传统的三段教学方式,并比较两种教学方式的教师、学生认可度。结果:实验组比对照组学生具有更好的成绩和满意度。结论:Blending Learning教育思想指导下的五段教学方式在生理学实验课教学中具有良好的应用效果。

“Blending Learning”在教学中的应用

"Blending Learning"是近来得到专家认可并建议推广使用的一种教学模式,本文详细讲解了"Blending Learning"的定义及提出,并结合课例介绍了如何将"Blending Learning"应用于教学中。

JiTT—Blending Learning理念下的C++课程特色网站开发

Ji TT充分体现了Blending Learning的本质特点,把传统学习方式的优势和E-Learning(即网络化学习)的优势结合起来。Ji TT—Blending Learning理念下的C++课程特色网站突破了时间和空间的限制,将多种教学媒体、资源、情境混合,建立了课堂学习和网络学习相结合的模式,给教师和学生提供了一个方便、高效的通过网络教与学C++课程的平台。

基于Blending Learning的远程开放教育网上教学设计

基于B-learning远程开放教育网上教学设计是在主导——主体相结合的教育思想指导下的教学设计,它所体现的网上教学设计其实质就是"学教并重"的教学设计。本文以B-learning教学设计理论为基础,从教和学两个角度探讨了在电大开放教育网上教学中,教师如何通过发挥自身的主导作用来激发学生在学习中的主体地位,使学生真正成为学习的主人。

基于Blending Learning教学思想的现代教育技术课教学改革

在Blending Learning学习思想的指导下,将内蒙古师范大学"现代教育技术"通识课程设计成"教育技术概述、信息化学习资源的收集与利用、信息化教学设计"三个模块,采用案例教学法、项目教学法、合作学习法使学生掌握教育技术的知识、技能与方法,求得学习方法或技术的进步,提高在校师生的教育技术应用能力。