Consistency Index-Based Sensor Fault Detection System for Nuclear Power Plant Emergency Situations Using an LSTM Network

A nuclear power plant (NPP) consists of an enormous number of components with complex interconnections. Various techniques to detect sensor errors have been developed to monitor the state of the sensors during normal NPP operation, but not for emergency situations. In an emergency situation with a reactor trip, all the plant parameters undergo drastic changes following the sudden decrease in core reactivity. In this paper, a machine learning model adopting a consistency index is suggested for sensor error detection during NPP emergency situations. The proposed consistency index refers to the soundness of the sensors based on their measurement accuracy. The application of consistency index labeling makes it possible to detect sensor error immediately and specify the particular sensor where the error occurred. From a compact nuclear simulator, selected plant parameters were extracted during typical emergency situations, and artificial sensor errors were injected into the raw data. The trained system successfully generated output that gave both sensor error states and error-free states

Unmanned Aerial Systems: Research, Development, Education & Training at Embry-Riddle Aeronautical University

With technological breakthroughs in miniaturized aircraft-related components, including but not limited to communications, computer systems and sensors, state-of-the-art unmanned aerial systems (UAS) have become a reality. This fast-growing industry is anticipating and responding to a myriad of societal applications that will provide new and more cost-effective solutions that previous technologies could not, or will replace activities that involved humans in flight with associated risks. Embry-Riddle Aeronautical University has a long history of aviation-related research and education, and is heavily engaged in UAS activities. This document provides a summary of these activities, and is divided into two parts. The first part provides a brief summary of each of the various activities, while the second part lists the faculty associated with those activities. Within the first part of this document we have separated UAS activities into two broad areas: Engineering and Applications. Each of these broad areas is then further broken down into six sub-areas, which are listed in the Table of Contents. The second part lists the faculty, sorted by campus (Daytona Beach-D, Prescott-P and Worldwide-W) associated with the UAS activities. The UAS activities and the corresponding faculty are cross-referenced. We have chosen to provide very short summaries of the UAS activities rather than lengthy descriptions. If more information is desired, please contact me directly, or visit our research website (https://erau.edu/research), or contact the appropriate faculty member using their e-mail address provided at the end of this document

A Survey of English Learning Motivation on Non-English-Major Postgraduates in North China Electric Power University

In recent years, scholars at home and abroad have done numerous researches on English learning motivation. This paper investigates English learning motivation of non-English-major postgraduates in North China Electric Power University (NCEPU) through a questionnaire survey. The study intends to answer the following two questions: (1) What types of English learning motivation are included from non-English-major graduate students in NCEPU? And what factors affect the types of English learning motivation? (2) How is the intensity of English learning motivation of non-English-major graduate students in NCEPU? Through SPSS 28.00 statistical software, factor analysis, multivariate analysis of variance and descriptive statistics analysis are carried out to explore the types of motivation, the influencing factors as well as the intensity of motivation. The results show that there are seven types of English learning motivation-social responsibility, intrinsic interest, information media, internationalization, academic performance, learning situation and personal development. Among them, origin of student distribution has a certain influence on intrinsic interest, and gender and current English level have a prominent interaction on intrinsic interest. In NCEPU, non-English-major postgraduates are generally less motivated and passive in English learning to some degrees. Based on the above results, some teaching suggestions are also put forward

Trialing project-based learning in a new EAP ESP course: A collaborative reflective practice of three college English teachers

Currently in many Chinese universities, the traditional College English course is facing the risk of being ‘marginalized’, replaced or even removed, and many hours previously allocated to the course are now being taken by EAP or ESP. At X University in northern China, a curriculum reform as such is taking place, as a result of which a new course has been created called ‘xue ke’ English. Despite the fact that ‘xue ke’ means subject literally, the course designer has made it clear that subject content is not the target, nor is the course the same as EAP or ESP. This curriculum initiative, while possibly having been justified with a rationale of some kind (e.g. to meet with changing social and/or academic needs of students and/or institutions), this is posing a great challenge for, as well as considerable pressure on, a number of College English teachers who have taught this single course for almost their entire teaching career. In such a context, three teachers formed a peer support group in Semester One this year, to work collaboratively co-tackling the challenge, and they chose Project-Based Learning (PBL) for the new course. This presentation will report on the implementation of this project, including the overall designing, operational procedure, and the teachers’ reflections. Based on discussion, pre-agreement was reached on the purpose and manner of collaboration as offering peer support for more effective teaching and learning and fulfilling and pleasant professional development. A WeChat group was set up as the chief platform for messaging, idea-sharing, and resource-exchanging. Physical meetings were supplementary, with sound agenda but flexible time, and venues. Mosoteach cloud class (lan mo yun ban ke) was established as a tool for virtual learning, employed both in and after class. Discussions were held at the beginning of the semester which determined only brief outlines for PBL implementation and allowed space for everyone to autonomously explore in their own way. Constant further discussions followed, which generated a great deal of opportunities for peer learning and lesson plan modifications. A reflective journal, in a greater or lesser detailed manner, was also kept by each teacher to record the journey of the collaboration. At the end of the semester, it was commonly recognized that, although challenges existed, the collaboration was overall a success and they were all willing to continue with it and endeavor to refine it to be a more professional and productive approach