The return level of the joint distribution of flood levels and flood peak discharges was analyzed by Archimedean Gumbel-Hougaard copula and Kendall distribution functions.Using the annual maximum level(H)and discharge...The return level of the joint distribution of flood levels and flood peak discharges was analyzed by Archimedean Gumbel-Hougaard copula and Kendall distribution functions.Using the annual maximum level(H)and discharge(Q)of flood peak at Boluo Hydrologic Station in the Dongjiang River in last 56 years,the"OR"return period,"AND"return period and Kendall return period of their joint distribution and the most likely design flood value were calculated.The main conclusions of this study can be summarized as follows:the Kendall return period can more accurately reflect the risk rate of the combination of flood elements,relative to"OR"return period and"AND"return period.The design value of univariate flood element based on the current specification can meet the design standard.While the design value calculated according to"OR"return period was on the high side,and the design value calculated by the"AND"return period was on low side.Based on the principle of maximum probability,the calculated design value of Kendall return period under the different combinations of flood peak discharge and water level can provide new options for flood control project safety and risk management.展开更多
This paper presents a comparative analysis of the International Baccalaureate(IB)and the General Certificate of Education Advanced Level(A-Level),two international educational assessment systems.The study explores the...This paper presents a comparative analysis of the International Baccalaureate(IB)and the General Certificate of Education Advanced Level(A-Level),two international educational assessment systems.The study explores their similarities and differences in educational philosophy,curriculum design,assessment methods,and student experience.Findings indicate that the IB curriculum emphasizes holistic education and interdisciplinary learning,while the A-Level curriculum focuses more on subject depth and specialization.In terms of assessment methods,the IB combines internal and external evaluations,whereas the A-Level primarily relies on final examinations.Regarding student experience,IB students typically perceive a broader range of learning opportunities,while A-Level students gain in-depth knowledge in specific subject areas.The study offers valuable insights for educators and policymakers to improve educational practices and support the personalized development of students.展开更多
基金Supported by the National Natural Science Foundation of China(41371498)Young Talents Innovation Project of Guangdong Education Department(6020210026K)+1 种基金Postdoctoral Funding Program(6020271006K)Innovation Project of Shenzhen Polychenic in 2019(cxgc2019c0005).
文摘The return level of the joint distribution of flood levels and flood peak discharges was analyzed by Archimedean Gumbel-Hougaard copula and Kendall distribution functions.Using the annual maximum level(H)and discharge(Q)of flood peak at Boluo Hydrologic Station in the Dongjiang River in last 56 years,the"OR"return period,"AND"return period and Kendall return period of their joint distribution and the most likely design flood value were calculated.The main conclusions of this study can be summarized as follows:the Kendall return period can more accurately reflect the risk rate of the combination of flood elements,relative to"OR"return period and"AND"return period.The design value of univariate flood element based on the current specification can meet the design standard.While the design value calculated according to"OR"return period was on the high side,and the design value calculated by the"AND"return period was on low side.Based on the principle of maximum probability,the calculated design value of Kendall return period under the different combinations of flood peak discharge and water level can provide new options for flood control project safety and risk management.
文摘This paper presents a comparative analysis of the International Baccalaureate(IB)and the General Certificate of Education Advanced Level(A-Level),two international educational assessment systems.The study explores their similarities and differences in educational philosophy,curriculum design,assessment methods,and student experience.Findings indicate that the IB curriculum emphasizes holistic education and interdisciplinary learning,while the A-Level curriculum focuses more on subject depth and specialization.In terms of assessment methods,the IB combines internal and external evaluations,whereas the A-Level primarily relies on final examinations.Regarding student experience,IB students typically perceive a broader range of learning opportunities,while A-Level students gain in-depth knowledge in specific subject areas.The study offers valuable insights for educators and policymakers to improve educational practices and support the personalized development of students.
