Utilizing both borehole and Cone Penetration Testing(CPT)data in soil stratification helps to get more convincing soil stratification results.However,the soil classification results revealed by borehole(Unified Soil C...Utilizing both borehole and Cone Penetration Testing(CPT)data in soil stratification helps to get more convincing soil stratification results.However,the soil classification results revealed by borehole(Unified Soil Classification System,USCS)and CPT tests(soil behavior type,SBT)are commonly not con-sistent.This study proposes a feasible solution to integrate the borehole and CPT data with the tree-based method.The tree-based method is naturally suitable for soil stratification tasks as it aims to divide the subsurface space into several clusters based on the similarities of the soil types.A novel boundary dic-tionary method is proposed to enhance the model performance on complex soil layer conditions.A prob-abilistic mapping matrix between the USCS-SBT system is built based on a collected municipal database with collocated borehole and CPT data.The optimal soil stratification results can be selected based on considering multiple borehole information and pruning the structure of trees.The structure of the trees can be optimized in a back analysis perspective with the Sequential Model-Based Global Optimization(SMBO)algorithm which aims to maximize the possibility of observing the borehole information based on the USCS-SBT probabilistic mapping matrix.The uncertainties of the optimal soil stratification results can be estimated based on a weighted Gini index method.The performance of the proposed method is validated based on a real case in New Zealand with a cross-validation method.The results indicate that the proposed method is robust and effective.展开更多
目的探讨微课．CPT（case，problem and team—based learning，CPT）教学在病理学课程中的应用效果。方法将236名2015级医学影像学本科生分为两组，实验组（118人）采用微课一CPT教学，对照组（118人）采用传统教学。实验组教学课前利...目的探讨微课．CPT（case，problem and team—based learning，CPT）教学在病理学课程中的应用效果。方法将236名2015级医学影像学本科生分为两组，实验组（118人）采用微课一CPT教学，对照组（118人）采用传统教学。实验组教学课前利用网络互动平台共享与病理学理论课和实验课相关的大纲、微课、多媒体课件、病例及相关的问题。课上采用基于“以学生为中心．以教师为主导”的方式就问题进行小组讨论。采用问卷调查和考试成绩比较分析两组教学效果的差异。所得数据采用SPSS13．0统计软件处理，组间比较采用t检验。结果实验组基础理论得分[（57．86±2．32）VS．（58．23±2．06）]低于对照组；而病例成绩和实验成绩得分[（11．27±1．24）VS．（7．40±0．90）；（18．04±0．87）VS．（14．75±0．93）]明显高于对照组，差异有统计学意义（P〈0．05）。问卷调查显示，微课-CPT教学在提高学习兴趣、促进自主学习．以及提高解决问题的能力、培养临床思维能力和培养团队合作精神等方面所获评价均高于传统教学。结论微课．CPT教学在病理学课程中取得了良好的效果，适应现代教学改革的发展趋势，值得借鉴和推广。展开更多
基金funded by the Australian Government through the Australian Research Council’s Discovery Projects funding scheme (Project DP190101592)the National Natural Science Foundation of China (No.41972280,52179103).
文摘Utilizing both borehole and Cone Penetration Testing(CPT)data in soil stratification helps to get more convincing soil stratification results.However,the soil classification results revealed by borehole(Unified Soil Classification System,USCS)and CPT tests(soil behavior type,SBT)are commonly not con-sistent.This study proposes a feasible solution to integrate the borehole and CPT data with the tree-based method.The tree-based method is naturally suitable for soil stratification tasks as it aims to divide the subsurface space into several clusters based on the similarities of the soil types.A novel boundary dic-tionary method is proposed to enhance the model performance on complex soil layer conditions.A prob-abilistic mapping matrix between the USCS-SBT system is built based on a collected municipal database with collocated borehole and CPT data.The optimal soil stratification results can be selected based on considering multiple borehole information and pruning the structure of trees.The structure of the trees can be optimized in a back analysis perspective with the Sequential Model-Based Global Optimization(SMBO)algorithm which aims to maximize the possibility of observing the borehole information based on the USCS-SBT probabilistic mapping matrix.The uncertainties of the optimal soil stratification results can be estimated based on a weighted Gini index method.The performance of the proposed method is validated based on a real case in New Zealand with a cross-validation method.The results indicate that the proposed method is robust and effective.
文摘目的探讨微课．CPT（case，problem and team—based learning，CPT）教学在病理学课程中的应用效果。方法将236名2015级医学影像学本科生分为两组，实验组（118人）采用微课一CPT教学，对照组（118人）采用传统教学。实验组教学课前利用网络互动平台共享与病理学理论课和实验课相关的大纲、微课、多媒体课件、病例及相关的问题。课上采用基于“以学生为中心．以教师为主导”的方式就问题进行小组讨论。采用问卷调查和考试成绩比较分析两组教学效果的差异。所得数据采用SPSS13．0统计软件处理，组间比较采用t检验。结果实验组基础理论得分[（57．86±2．32）VS．（58．23±2．06）]低于对照组；而病例成绩和实验成绩得分[（11．27±1．24）VS．（7．40±0．90）；（18．04±0．87）VS．（14．75±0．93）]明显高于对照组，差异有统计学意义（P〈0．05）。问卷调查显示，微课-CPT教学在提高学习兴趣、促进自主学习．以及提高解决问题的能力、培养临床思维能力和培养团队合作精神等方面所获评价均高于传统教学。结论微课．CPT教学在病理学课程中取得了良好的效果，适应现代教学改革的发展趋势，值得借鉴和推广。
