转换语法——理解动词分词表层结构的捷径

转换语法指出转换就是将句子的深层结构转换成符合句子语法的表层结构。动词分词的表层结构是由其深层结构转换而来的。对句子的深表层结构的相互转换的理解，有助于提高学生的英语阅读理解能力和写作能力。     

黎平天生桥景区地质旅游开发现状调查与深度开发研究

文章在对黎平天生桥景区旅游地质开发现状调查的基础上,结合存在的问题和当今地质旅游发展特别是地质公园开发利用的发展趋势,提出深度开发对策与建议。     

复合支护技术在深水平破碎岩层中的应用

深部破碎巷道具有非线性大变形特征,单一的支护方式难以控制。矿井在进入深部开采后,软岩巷道围岩出现显著变形,围岩破碎严重,对巷道围岩稳定性的控制变得极其困难。针对平煤四矿三水平上部变电所岩性较为破碎的特点,通过理论分析和对以往成功经验的借签,提出了采用锚网喷+锚索+U型钢支架+喷浆的支护技术,加强了深部破碎岩巷的支护,较好地解决了围岩松软破碎、高变形巷道的支护难题,为其它类似条件下巷道围岩控制提供了参考。     

低渗透油藏深部调剖工艺技术与质量控制

低渗透油田注水开发已逐渐成为石油开采的重要组成部分,如何控制含水上升,减缓产量递减,增加采收率,提高开发效果,是油田开发工作者最关注的问题。注水井调剖技术作为控水稳油的重要手段之一,在低渗透油田开发过程中逐渐得到了推广应用,通过对其过程控制,提高作业质量,保证措施效果。从措施选井选层入手,针对该项工艺技术关键及要点,分析质量控制的方法,论述调剖作业通过对地层深部的封堵,改变注入水流向,有效驱替剩余油,提高低渗透油田注水开发采收率。     

高硫减压渣油加工方案的技术经济比较

对中国石化齐鲁分公司高硫减压渣油两种生产方案,即减压深拔工艺生产重交沥青和VRDS-FCC组合工艺生产轻质油品进行技术经济比较.结果表明:在公司裂解原料不能完全自给的前提下,VRDS-FCC组合工艺的单位利润优于减压深拔工艺,但随着重交沥青价格的上升,VRDS-FCC组合工艺的优势将逐渐减弱.     

使用深度学习的社交物联网信任预测模型

社交物联网是社交网络概念在物联网中整合后兴起的一个蓬勃发展的研究领域。提出了一种适用于社交物联网网络的改进型节点级信任模型,并通过与其他信任模型的对比仿真实验证明在恶意节点的攻击下,提出的模型拥有更好的稳定性和适用性,总体波动较小。同时,针对实际社交物联网网络中新加入网络的陌生节点可能遇到的网络延迟影响信任值评估的问题,在改进型节点级信任模型的基础上进一步使用了深度学习模型对其进行信任值预测。仿真证明,使用深度学习预测后模型的系统性能明显优于不使用深度学习的模型,成功交互率提升约1.8%。     

基于深度学习的毫米波系统波束成形

针对高移动用户在毫米波系统中用户与基站之间频繁切换增大延迟开销问题,提出了一种新颖的集成深度学习协调波束成形（Deep Learning Coordinated Beamforming,DLCBF）解决方案。该方案通过协调多个基站同时为一个移动用户服务,接收用户上行导频序列和预编码码本训练模型,进而预测最佳下行波束向量,克服了大型天线阵列毫米波系统中选取最佳波束成形向量需要的巨大训练开销。仿真结果表明,所提方案与传统的毫米波波束成形策略相比有更高的频谱有效率。     

对岩巷大断面如何实现快速掘进的研究

现阶段,我国煤炭开采主要都是地下开采,具有很大的巷道掘进和井巷支护工程量,所以采煤速度直接受到掘进速度的影响。因为巷道掘进工程中技术要求高质量,其严谨性对技术要求更甚,使得掘进的进度即受到设备科技含量的影响,又因为其过程相当严谨,技术要求特别过硬,也很深地拖慢工程进度。据此,牢牢掌握国际领先的采煤技术水平和高效合理的管理制度,推进巷道掘进速度尤其是工效和质量的提高,是助推采掘关系平稳较快提升,煤炭工业可持续发展并强有力提高的上上之策。     

Students' experiences of learning in a third-year management accounting class: Evidence from New Zealand

An extensive body of literature in higher education (for example, Marton and Säljö, 1984; Prosser and Trigwell, 1999) explores learning from the perspectives of students. Säljö (1979) formed the basis of Sharma's (1997) first study exploring accountancy students' conceptions of learning. Using an open-ended questionnaire administered to third-year management accounting students, this paper investigates accountancy students' conceptions of learning, and extends Sharma's (1997) study by examining the relationship between conceptions of and approaches to learning, and more specifically students' contextual experiences of learning in lectures and tutorials. Findings indicate that, while some students seek understanding as an outcome of their learning, the majority perceive learning quantitatively in terms of knowledge acquisition, reproduction and application. A new classification of the locus of responsibility for learning as perceived by students suggests that a more distributed concept of responsibility might result in enhanced learning outcomes.     

Introducing a Learning Portfolio in an Undergraduate Financial Accounting Course

This paper evaluates changes made to the internal assessment component of a third year financial accounting course at a university in New Zealand. A learning portfolio was designed to supplement existing coursework. The aim was to engender in students a deep rather than a surface approach to learning. As a record of the students' learning, the learning portfolio was an attempt to produce an innovative development in the assessment of what was a traditionally taught financial accounting course. Within their learning portfolios, students were required to complete a number of tasks, each aimed at improving critical thinking skills and creativity. Students were also required to maintain a personal or reflective section aimed at personalising and deepening the quality of their learning.