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2021 ◽  
Vol 2021 ◽  
pp. 1-8
Author(s):  
Boyan Jia ◽  
Zizi Zhang ◽  
Jingran Jia ◽  
Hongliang Shen ◽  
Likun Ding

With the continuous development of social economy, more and more attention is paid to the safety of power systems. However, since the power system involves a wide range of areas, how to effectively maintain power safety is extremely important. The AI image recognition technology is introduced to effectively identify the relevant signal lamps, digital instrument panels, switch positions, etc., of power equipment and sort out the specific identification process. Simulation experiments prove that AI image recognition is effective and can support the application of power systems.


2021 ◽  
Author(s):  
Yeying Chen ◽  
Gabriella Crotti ◽  
Alexander Dubowik ◽  
Palma Sara Letizia ◽  
Enrico Mohns ◽  
...  

Author(s):  
Aleksey Kolmogorov ◽  
Nadezhda Grosheva

An algorithm for recognizing digits from an image of a device with a digital indication as a tool of an automated workplace of a metrologist is considered.


Transilvania ◽  
2021 ◽  
pp. 58-74
Author(s):  
Alexandru Foitoș

The present study aims to highlight the main occurrences of different material elements in Lucian Blaga’s lyrical work, by focusing on quantitative and micro-stylistic approaches. The quantitative research was made with the help of a digital instrument, Sketch Engine, a relevant tool for research in corpus linguistics and computational stylistics. This study encapsulates the explicit occurences of 22 materials from Lucian Blaga’s poems, categorized into three main groups: metallic materials (ferrous and non-ferrous), non-metallic materials (ceramic/telluric) and rocks and building materials. The analysed material elements are integrated in 317 micro-structures and contexts, the main aspect observed being the ratio between metaphorical and denotative regimes in which materials are included. Starting from distant reading, the article questions a possible cognitive dimension of Lucian Blaga’s poems, which is based on the author’s cultural and philosophical experience.


2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Julian Fischer ◽  
Thorben Jansen ◽  
Jens Möller ◽  
Ute Harms

Abstract Background To teach evolution efficiently teachers must be able to diagnose their students’ ideas and understanding of the phylogeny of organisms. This encompasses different facets of content-specific professional knowledge, that is, knowledge about core ideas and theories, as well as knowledge about respective misconceptions. However, as findings from the field of psychology have shown, diagnostic activities comprise a further facet, namely, teachers’ judgment accuracy. This refers to the question of whether achievement-irrelevant information about the student influences teachers’ diagnoses. Against this background we conducted a study (1) to assess trainee teachers’ abilities to diagnose (a) the scientific correctness of students’ written answers, (b) students’ misconceptions about evolution, and (2) to investigate the interplay of evolution specific and generic facets of professional knowledge during the diagnosis. For this purpose, we applied a digital instrument, the Student Inventory (SI). Using this instrument, the trainee teachers (N = 27) first diagnosed written answers (N = 6) from virtual students regarding their scientific correctness and regarding students’ misconceptions about the natural selection of the peppered moth. Second, to test for judgment accuracy, the trainee teachers received—via the SI—achievement-irrelevant information about each virtual student, that is, the previous result of a multiple-choice questionnaire about evolution, before diagnosing the written answers. Results The trainee teachers were able to distinguish between scientifically correct (90.8%) and scientifically incorrect (91.7%) written answers. Trainee teachers faced problems when diagnosing specific misconceptions categories. Anthropomorphic misconceptions were diagnosed significantly more often (61.1%) than teleological misconceptions (27.8%). The achievement-irrelevant information influenced the trainee teachers’ assessment of written answers (F [1,26] = 5.94, p < .022, η2 = .186) as they scored the written answers higher if the performance in the questionnaire was good and vice versa. Conclusion The findings indicate that the diagnosis is easier or more difficult depending on the particular misconception category. However, the findings also reveal that, besides the evolution-specific facets of professional knowledge, generic facets interrelate with the quality of the diagnosis result. We conclude from these findings that an integration of evolution-specific and generic knowledge into the education of biology teachers is critical.


IEEE Access ◽  
2021 ◽  
Vol 9 ◽  
pp. 123964-123976
Author(s):  
Nicola Corna ◽  
Fabio Garzetti ◽  
Nicola Lusardi ◽  
Angelo Geraci

2020 ◽  
Vol 7 (1) ◽  
pp. 26-30
Author(s):  
Dmitry А. Saharov ◽  
Vladimir V. Kovalenko ◽  
Irina V. Parko

This article discusses the possibility of creating a digital instrument-making platform, as a possible way to increase production efficiency, localized in the Novosibirsk region and combining the production of the holding "Shvabe" and specialized educational resources (Colleges and Universities), research centers of the Academy of Sciences of the Russian Academy of Sciences, as well as private manufacturing companies, with the possibility of scaling and merging with the Federal Unified Digital Platform. The article assesses the feasibility and necessity of digitalization of types of work at the design stages of new products in the interaction of structural interacting organizations of education and production, within the framework of digital factories. Positive aspects of the interaction between education and production were noted.


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