最新2019-Multi-Scale Finite-Volume (MSFV) method for elliptic problems多尺度有限的体积(MSFV)的椭圆

SRD7101P/SRD7101PB /SRD7204P /SRD7104P/ SRD7104PB/SRD7140P/SRD7140PB /CRD7104PB /CRD7101PB Driver & FnL Monitor Software Installation Guide (Windows)Version v1.00Copyright © 2021 HighPoint Technologies, Inc.All rights reservedContentsOverview (1)Prerequisites for a Data-RAID Configuration (2)Installing the Device Driver (3)1.Verify that Windows recognizes the controller (3)2.Download the Device Driver (3)3.Install the Device Driver (4)Updating the Device Driver (6)1.Check the Driver version (6)2.Download the Device Driver (7)3.Shutdown and Remove the Device (7)4.Uninstall the old Device Driver (7)5.Install the new Device Driver (9)Uninstalling the Device Driver (11)Installing the FnL Management Software (FnL Monitor & CLI) (12)Uninstalling the FnL Management Software (13)Troubleshooting (15)The FnL Monitor will not start after double-clicking the desktop icon. (15)BSOD (Blue Screen of Death) (16)How to Turn off Quick Shutdown for Windows (16)Controller and Drive Detection Issues (18)Appendix (19)How to Collect Debug View Logs (19)How to Collect INF Logs (20)How to Collect System Logs (21)Collecting Windows Dump Files (22)OverviewThis guide includes important hardware/software requirements, installation & upgrade procedures, and troubleshooting tips for using SRD7101P/SRD7101PB/SRD7204P/SRD7104P/SRD7104PB/SRD7140P/ SRD7140PB/CRD7104PB/CRD7101PB NVMe AIC RAID Drives with a Windows operating system. PrerequisitesThis section describes the base hardware and software requirements for the SRD7101P/SRD7101PB/ SRD7204P/SRD7104P/SRD7104PB/SRD7140P/SRD7140PB/CRD7104PB/CRD7101PB PCIe 3.0 NVMe AIC RAID Drives.Driver InstallationThis section covers driver installation, driver upgrade and driver uninstallation procedures for SRD7101P/ SRD7101PB/SRD7204P/SRD7104P/SRD7104PB/SRD7140P/SRD7140PB/CRD7104PB/CRD7101PB NVMe AIC RAID Drives.Management Software InstallationThis section explains how to download and install the SRD7101P/SRD7101PB/SRD7204P/SRD7104P/ SRD7104PB/SRD7140P/SRD7140PB/CRD7104PB/CRD7101PB FnL Monitor Management Software S uite for Windows operating systems. The download includes both the Web RAID Management Interface (FnL Monitor), and the CLI (Command Line Interface).TroubleshootingPlease consult this section if you encounter any difficulties installing or using the SRD7101P/ SRD7204P SRD7101PB/ SRD7104P/SRD7104PB/SRD7140P/SRD7140PB/CRD7104PB/CRD7101PBNVMe AIC RAID Drives. It includes descriptions and solutions for commonly reported technical issues.AppendixA selection of useful information and web links for the SRD7101P/SRD7101PB/SRD7204P/SRD7104P/ SRD7104PB/SRD7140P/SRD7140PB/CRD7104PB/CRD7101PB NVMe AIC RAID Drives.Prerequisites for a Data-RAID ConfigurationThe SRD7101P/SRD7101PB/SRD7204P/SRD7104P/SRD7104PB/SRD7140P/SRD7140PB/CRD7104PB/CRD7101PB NVMe AIC RAID Drives can support Data-RAID arrays. In order to usera Data-RAID array, you will need the following:1. A PCIe 3.0 slot with x8 or x16 lanes. The SRD7104P/SRD7104PB/SRD7101P/SRD7101PB/SRD7140P/SRD7140PB/CRD7104PB/CRD7101PB must be installed into a PCIe 3.0 slot with x16 dedicated lanes, The SRD7204P can be installed into a PCIe 3.0 x8 or x16 slot.2.Make sure any non-HighPoint drivers are uninstalled for any SSD’s hosted by the FnLseries RAID controllers. 3rd party software and manufacturer provided drivers may prevent the FnL from functioning properly.Warnings:1)Failing to remove the AIC Drive and SSD’s when uninstalling the driver may result in dataloss.2)Always make sure the FnL driver is installed before moving a FnL series NVMe AIC RAIDDrives & RAID array to another Windows system.Windows operating systems will always load the default NVMe support after the FnL driver has been uninstalled, or if it detects the present of a card when no driver has been loaded – this driver will only recognize the NVMe SSD’s as separate disks.If the SSD’s are recognized separately, any data they contain may be lost – this includes RAIDconfiguration data.Installing the Device DriverThe following section discusses driver installation for a non-bootable NVMe configuration.1.Verify that Windows recognizes the controllerAfter installing the FnL controller into the motherboard, power on the computer, boot the Windows operating system, and open Device Manager.A.Expand the Disk drives tab. Each NVMe SSD’s installed into the SRD7101P/SRD7101PB/SRD7204P/SRD7104P/SRD7104PB/SRD7140P/SRD7140PB/ CRD7104PB/CRD7101PBcontroller should be displayed here.B.Expand the Storage Controllers tab. You should see a “Standard NVM Express Controller”entry for each NVMe SSD that is installed into the AIC RAID Drive.Example screenshot SRD7104:AB2.Download the Device DriverDownload the appropriate FnL driver from the NVMe AIC RAID Drives Software Downloads webpage.SRD7101P/SRD7101PB:https:///srd7101p-overviewSRD7104P/SRD7104PB:https:///srd7104p-overviewSRD7204P:https:///srd7204p-overviewSRD7140P/SRD7140PB:https:///srd7140p-overviewCRD7101PB:https:///crd7101pb-overviewCRD7104PB:https:///crd7104pb-overview3.Install the Device DriverA.Locate the driver download and open the file.B.Double-click setup.Note: If installation does not start, you may have to manually start setup using AdministratorPrivileges. Right-click setup, select Run as Administrator from the menu, and confirm the pop-up window to proceed.After driver installation is complete, click OK to reboot.C.Once Windows has rebooted, open Device Manager to check the status of the driver.Expand Storage controllers and click on the HighPoint NVMe RAID Controller entry. View the properties and click the Driver tab:Example screenshot (SRD7104)Note: The driver revision shown in the screenshots may not correspond with current software releases. Please make sure to download the latest driver updates from the product’s Software Updates page.D.First, make sure the FnL Monitor has been installed (see FnL Monitor install). Open the FnLMonitor and make sure the SSD.’s / arrays are properly recognized.Note: Please refer to Appendix A to verify that your Device Manager entries correspond with the driver version you have installed.Updating the Device DriverNote: Before attempting to update the driver entry, ensure that the AIC RAID Drive is removed from the motherboard.1.Check the Driver versionOpen Device Manager to check the current driver version. Expand Storage controllers and click on the HighPoint NVMe RAID Controller entry. View the properties and click the Driver tab:Example screenshot (SRD7104)2.Download the Device DriverDownload the latest driver from the controller’s Software Downloads webpage.SRD7101P/SRD7101PB:https:///srd7101p-overviewSRD7104P/SRD7104PB:https:///srd7104p-overviewSRD7204P:https:///srd7204p-overviewSRD7140P/SRD7140PB:https:///srd7140p-overviewCRD7101PB:https:///crd7101pb-overviewCRD7104PB:https:///crd7104pb-overview3.Shutdown and Remove the DeviceA.Power down the system and remove the NVMe AIC RAID Drives from the motherboard.Note: Failing to remove the FnL controller from the motherboard during the uninstall process may result in data loss.Whenever the driver is uninstalled, Windows will attempt to install the default NVMe support,which may corrupt the RAID configurations and any data stored on SSD’s hosted by the FnLcontroller.B.Power on the system and boot Windows.4.Uninstall the old Device DriverA.Access Control Panel and select Programs→ Programs and Features, and click on the HighPointNVMe Driver entry.B.Click Uninstall/ChangeIf the HPT controller is not removed from the motherboard during the uninstall process, Windows will notify you that RAID data may be destroyed.C.After uninstalling the driver, click OK to reboot.D.After Windows has rebooted, access Control Panel to make sure the driver has been uninstalled.If there are no HighPoint NVMe RAID Driver entries present, the driver has been successfully uninstalled:5.Install the new Device DriverA.Locate the driver download and open the file.B.Double-click setup.Note: If the update does not start, you may have to manually start setup using AdministratorPrivileges. Right-click setup, select Run as Administrator from the menu, and confirm the pop-up window to proceed.C.Windows will notify you that the driver is already installed. Click OK to reboot.D.After entering the system, shut down the system.In the shutdown state, connect the FnLcontroller to the motherboard.E.Boot into the system.F.Once Windows has rebooted, open Device Manager to check the status of the driver. ExpandStorage controllers and click on the HighPoint NVMe RAID Controller entry. View theproperties and click the Driver tab:Note: The driver revision shown in the screenshots may not correspond with current software releases. Please make sure to download the latest driver updates from the product’s Software Updates page.G.First, make sure the FnL Monitor has been installed (see FnL Monitor install). Open the FnLMonitor and make sure the SSD.’s / arrays are properly recognized.For Example: SRD7204Uninstalling the Device Driver1.Power down the system and remove the NVMe AIC RAID Drives from the motherboard.Note: Failing to remove the FnL controller from the motherboard during the uninstall process may result in data loss. Whenever the driver is uninstalled, Windows will attempt to install the default NVMe support, which may corrupt the RAID configurations and any data stored on SSD’s hosted by the FnL controller.2.Power on the system and boot Windows.3.Access Control Panel and select Programs→ Programs and Features, and click on the HighPointNVMe Driver entry.4.Click Uninstall/Change5.After uninstalling the driver, click OK to reboot.6.After Windows has rebooted, access Control Panel to make sure the driver has been uninstalled. Ifthere are no HighPoint NVMe RAID Driver entries present, the driver has been successfullyuninstalledInstalling the FnL Management Software (FnL Monitor & CLI)The HighPoint FnL Management Software (FnL Monitor and CLI utilities) are used to monitor NVMe SSD’s hosted by the NVMe AIC RAID Drives. Download the latest software package from the HighPoint website:SRD7101P/SRD7101PB:https:///srd7101p-overviewSRD7104P/SRD7104PB:https:///srd7104p-overviewSRD7204P:https:///srd7204p-overviewSRD7140P/SRD7140PB:https:///srd7140p-overviewCRD7101PB:https:///crd7101pb-overviewCRD7104PB:https:///crd7104pb-overview1.Extract the package and double-click the FnL Monitor program to install the software.2.Once installed, locate the Management icon on the desktop and double-click to start the FnL Monitorinterface.Uninstalling the FnL Management Software1.Access Control Panel and select Programs→ Programs and Features, and click on the FnL Monitorentry.2.Click Uninstall/Change3.After uninstalling the driver, click Finish.TroubleshootingNote: When troubleshooting your NVMe AIC RAID Drives, make sure all of the Prerequisites have been met before proceeding.The FnL Monitor will not start after double-clicking the desktop icon.1.This is often the result of a missing driver or improperly installed driver. Open Device Managerand check under Storage Controllers.If the Driver is properly installed, you should see a HighPoint NVMe Controller entry forNVMe AIC RAID Drives, followed by HighPoint NVMe RAID Controller entry:Example screenshot (SRD7104)Note: The driver revision shown in the screenshots may not correspond with current software releases.Please make sure to download the latest driver updates from the product’s Software Updates page.2.You should also check to make sure hptsvr is running under Task Management → Services. Ifthe status of hptsvr process is Stopped, right-click on this entry and select Start from the menu:BSOD (Blue Screen of Death)There are three scenarios in which a BSOD may occur with AIC RAID DriveWindows displays a BSOD when the AIC RAID Drive is installed.If you are running Windows 10, please make sure that any Quick Shutdown options are disabled – these features can cause a BSOD when the AIC RAID Drive is installed into or removed from your motherboard. BSODs can be avoided by completely powering off your system.How to Turn off Quick Shutdown for Windowse administrator privileges to access the Command Prompt utility:b.Enter the following command and press Enter:powercfg / h offc.To make sure the setting has been disabled, enter the following command and pressEnter:powercfg / ad.Shut down the computer and remove the AIC RAID Drive from the motherboard;e.Restart the system and open the SRD7101P/SRD7101PB/SRD7204P/SRD7104P/SRD7104PB/SRD7140P/SRD7140PB/CRD7104PB/CRD7101PB driver download.f.Double-click Setup to reinstall the driver; if you are prompted to uninstall the driver, youwill need to follow the prompts and restart. After rebooting, double-click Setup once more to install the driver.After the driver installation is complete, shut down the computer. The AIC RAID Drive insert into the motherboard PCIe slot.g.Power on the system, boot Windows and access the FnL Monitor; if the FnL Monitorcan't connect, you need to restart again.h.If it fails to start the second time, please access our Online Support portal and submit asupport ticket.Note:If you are running a Server version of windows, and encounter a BSOD at bootup,please collect the following information: Windows version & build numbers, MemoryDump and System event Log1. A BSOD is encountered when installing the driver:If you experience a BSOD during driver installation, please collect the following information:Memory Dump, INF log, Debug Log, System Event log, and submit a new support ticket via our Online Support Portal.2.If Windows reports that driver installation has failed:a.Please collect these debugging information: INF log, Debug Log, DeviceManager/Storage Controller screen shot, System Event logNote:If you experience a BSOD or error when installing the driver, please ensure that any Quick Shutdown options are not enabled– Quick shutdown can cause a BSOD when removing theAIC RAID Drive from your motherboard, and plugging it back in. BSODs can be avoided bycompletely powering off your system:Controller and Drive Detection Issues•If your motherboard or Windows is unable to detect the NVMe AIC RAID Drives or NVMe SS D’s, please shutdown the system and try moving the NVMe AIC RAID Drives to another PCIeslot.•Make sure any unrelated NVMe devices are removed from the motherboard while troubleshooting the SRD7101P/SRD7101PB/SRD7204P/SRD7104P/SRD7104PB/SRD7140P/SRD7140PB/CRD7104PB/CRD7101PB NVMe AIC RAID Drives.AppendixHow to Collect Debug View LogsIf other troubleshooting steps fail to solve the problem, we suspect that the driver and management softwa re cannot establish a connection with the SRD7101P/SRD7101PB/SRD7204P/SRD7104P/SRD7104PB/ SRD7140P/SRD7140PB/CRD7104PB/CRD7101PB NVMe AIC RAID Drives. We will provide you with a Debug version of the driver to collect information about the problem you areexperiencing.To install the Debug driver, follow the standard driver installation procedure (please refer to theSRD7101P/SRD7101PB/SRD7204P/SRD7104P/SRD7104PB/SRD7140P/SRD7140PB/CRD7104PB/ CRD7101PB NVMe AIC RAID Drives User Guide). After installing the driver, follow the steps below:1.Download the DebugView utility from https:///files/DebugView.zip.2.Unzip, right-click on the icon, and run DebugView with administrator privileges. Select CaptureWin32, Capture Kernel, Enable Verbose Kernel Output, and Pass in the Capture toolbar.3.If the utility displays an “access denied” message, rename the following file:C:\Windows\System32\drivers\Dbgv.sys For example, rename it to “Dbgv.sys1”, i.e change the file type.4.Save the information printed by DebugView and send this to our support department.5.If required, we will provide management software information collection tools for the NVMeRAID Manager interface.How to Collect INF Logs1.Go to drive C→ Windows→ INF, and locate the setuppapi.dev and setupapi.setup logs:INF logs can be used to check what kind of software has been installed into the Windowssystems.2.Please access Device Manager, Storage Controllers, and check the properties for the HighPointentry. Click on Driver Details and take a screenshot – include this with the log files you submit for your support case.How to Collect System LogsIn addition to DebugView logs, System Logs can aid our Support department diagnose and resolve the support issues you have submitted. The System Log typically records errors, device failures, and software or driver related incidents. This information can help our engineers narrow down or even identify the source of the problem you are experiencing.System Log1.Click the Windows button towards the bottom left-hand corner of your desktop, and click on theSearch field.2.Type Event Viewer and click the icon as shown below:3.Expand the Windows Log folder and select System:4.Select Save All Events as… and save the .evtx file in an easy to find location.Collecting Windows Dump FilesWindows Dump files are snap shots that show which processes were running at the time of the event or failure. If possible, locate and upload the following files to your support case:•Memory.dmp•Minidump.dmpTo locate the dump files, check the C:\Windows directory and search for Memory.dmp andMinidump.dmp:。

B r i e fMICROSOFT LICENSING FOR THE CONSUMERIZATION OF IT May 2012All Volume License ProgramsContents Summary (1)Introduction (1)Key Questions to Ask in Any Scenario (1)Common Scenarios (2)Scenario 1: Bringing a Tablet Device Not Running Windows to Work (2)Scenario 2: Working Remotely (3)Scenario 3: Bring Your Own PC (4)Scenario 4: The Road Warrior (6)Coming Enhancements with Windows 8 (7)Additional Resources (7)SummaryThe purpose of this brief is to guide users on Microsoft Volume Licensing requirements for common scenarios related to their using various personal devices at work. This brief applies to Windows 7 and prior versions. IntroductionWhether you refer to it as the “Consumerization of IT (CoIT)” or “Bring Your Own Device (BYOD),” one thing is certain: The proliferation of personal devices and users expecting that they can use them for work-related purposes presents new opportunities—and new challenges. The anytime, anywhere access to information and people opens up new avenues for user collaboration and productivity. However, this has left many IT departments scrambling to accommodate user expectations and determine how they will support new technologies while maintaining control over their IT data and network. One challenge is ensuring that users and devices are properly licensed. Microsoft licensing is continually evolving to meet this challenge. The keys to determining proper licensing are to ask the right questions and understand the scenario and requirements. The following information will guide you on what questions to ask and some common scenarios to help you determine your licensing needs.Key Questions to Ask in Any ScenarioWhen determining the licensing requirements for a given scenario, consider some key questions about the user, the device, and the location that will inform your decision.User Device LocationCommon ScenariosThe following hypothetical scenarios are designed to illustrate the licensing requirements for five common CoIT scenarios.Scenario 1: Bringing a Tablet Device Not Running Windows to Worksituationkey questionsrequired licensesrecommended approachScenario 2: Working Remotelysituationkey questionsrequired licensesrecommended approach Scenario 3: Bring Your Own PCsituationkey questionsrequired licensesrecommended approachScenario 4: The Road Warriorsituationkey questionsrequired licensesrecommended approachComing Enhancements with Windows 8Windows 8 licensing will offer even more flexibility for addressing the consumerization of IT. For a preview, refer to this Windows Team Blog post.Additional ResourcesFor more information, please refer to the following Microsoft Volume Licensing briefs:∙Licensing Windows 7 for Use in Virtual Environments∙Licensing the Core CAL Suite and Enterprise CAL Suite∙Licensing Windows Server 2008 R2 Remote Desktop Services and Terminal Services∙Licensing Microsoft Desktop Application Software for Use with Windows Server Remote Desktop Services© 2012 Microsoft Corporation. All rights reserved.This document is for informational purposes only. MICROSOFT MAKES NO WARRANTIES, EXPRESS OR IMPLIED, IN THIS DOCUMENT. This information is provided to help guide your authorized use of products you license; it is not your agreement. Your use of products licensed under your volume license agreement is governed by the terms and conditions of that agreement. In the case of any conflict between this information and your agreement, the terms and conditions of your agreement control. Prices for licenses acquired through Microsoft resellers are determined by the reseller.。

Glider Flying Handbook2013U.S. Department of TransportationFEDERAL AVIATION ADMINISTRATIONFlight Standards Servicei iPrefaceThe Glider Flying Handbook is designed as a technical manual for applicants who are preparing for glider category rating and for currently certificated glider pilots who wish to improve their knowledge. Certificated flight instructors will find this handbook a valuable training aid, since detailed coverage of aeronautical decision-making, components and systems, aerodynamics, flight instruments, performance limitations, ground operations, flight maneuvers, traffic patterns, emergencies, soaring weather, soaring techniques, and cross-country flight is included. Topics such as radio navigation and communication, use of flight information publications, and regulations are available in other Federal Aviation Administration (FAA) publications.The discussion and explanations reflect the most commonly used practices and principles. Occasionally, the word “must” or similar language is used where the desired action is deemed critical. The use of such language is not intended to add to, interpret, or relieve a duty imposed by Title 14 of the Code of Federal Regulations (14 CFR). Persons working towards a glider rating are advised to review the references from the applicable practical test standards (FAA-G-8082-4, Sport Pilot and Flight Instructor with a Sport Pilot Rating Knowledge Test Guide, FAA-G-8082-5, Commercial Pilot Knowledge Test Guide, and FAA-G-8082-17, Recreational Pilot and Private Pilot Knowledge Test Guide). Resources for study include FAA-H-8083-25, Pilot’s Handbook of Aeronautical Knowledge, FAA-H-8083-2, Risk Management Handbook, and Advisory Circular (AC) 00-6, Aviation Weather For Pilots and Flight Operations Personnel, AC 00-45, Aviation Weather Services, as these documents contain basic material not duplicated herein. All beginning applicants should refer to FAA-H-8083-25, Pilot’s Handbook of Aeronautical Knowledge, for study and basic library reference.It is essential for persons using this handbook to become familiar with and apply the pertinent parts of 14 CFR and the Aeronautical Information Manual (AIM). The AIM is available online at . The current Flight Standards Service airman training and testing material and learning statements for all airman certificates and ratings can be obtained from .This handbook supersedes FAA-H-8083-13, Glider Flying Handbook, dated 2003. Always select the latest edition of any publication and check the website for errata pages and listing of changes to FAA educational publications developed by the FAA’s Airman Testing Standards Branch, AFS-630.This handbook is available for download, in PDF format, from .This handbook is published by the United States Department of Transportation, Federal Aviation Administration, Airman Testing Standards Branch, AFS-630, P.O. Box 25082, Oklahoma City, OK 73125.Comments regarding this publication should be sent, in email form, to the following address:********************************************John M. AllenDirector, Flight Standards Serviceiiii vAcknowledgmentsThe Glider Flying Handbook was produced by the Federal Aviation Administration (FAA) with the assistance of Safety Research Corporation of America (SRCA). The FAA wishes to acknowledge the following contributors: Sue Telford of Telford Fishing & Hunting Services for images used in Chapter 1JerryZieba () for images used in Chapter 2Tim Mara () for images used in Chapters 2 and 12Uli Kremer of Alexander Schleicher GmbH & Co for images used in Chapter 2Richard Lancaster () for images and content used in Chapter 3Dave Nadler of Nadler & Associates for images used in Chapter 6Dave McConeghey for images used in Chapter 6John Brandon (www.raa.asn.au) for images and content used in Chapter 7Patrick Panzera () for images used in Chapter 8Jeff Haby (www.theweatherprediction) for images used in Chapter 8National Soaring Museum () for content used in Chapter 9Bill Elliot () for images used in Chapter 12.Tiffany Fidler for images used in Chapter 12.Additional appreciation is extended to the Soaring Society of America, Inc. (), the Soaring Safety Foundation, and Mr. Brad Temeyer and Mr. Bill Martin from the National Oceanic and Atmospheric Administration (NOAA) for their technical support and input.vv iPreface (iii)Acknowledgments (v)Table of Contents (vii)Chapter 1Gliders and Sailplanes ........................................1-1 Introduction....................................................................1-1 Gliders—The Early Years ..............................................1-2 Glider or Sailplane? .......................................................1-3 Glider Pilot Schools ......................................................1-4 14 CFR Part 141 Pilot Schools ...................................1-5 14 CFR Part 61 Instruction ........................................1-5 Glider Certificate Eligibility Requirements ...................1-5 Common Glider Concepts ..............................................1-6 Terminology...............................................................1-6 Converting Metric Distance to Feet ...........................1-6 Chapter 2Components and Systems .................................2-1 Introduction....................................................................2-1 Glider Design .................................................................2-2 The Fuselage ..................................................................2-4 Wings and Components .............................................2-4 Lift/Drag Devices ...........................................................2-5 Empennage .....................................................................2-6 Towhook Devices .......................................................2-7 Powerplant .....................................................................2-7 Self-Launching Gliders .............................................2-7 Sustainer Engines .......................................................2-8 Landing Gear .................................................................2-8 Wheel Brakes .............................................................2-8 Chapter 3Aerodynamics of Flight .......................................3-1 Introduction....................................................................3-1 Forces of Flight..............................................................3-2 Newton’s Third Law of Motion .................................3-2 Lift ..............................................................................3-2The Effects of Drag on a Glider .....................................3-3 Parasite Drag ..............................................................3-3 Form Drag ...............................................................3-3 Skin Friction Drag ..................................................3-3 Interference Drag ....................................................3-5 Total Drag...................................................................3-6 Wing Planform ...........................................................3-6 Elliptical Wing ........................................................3-6 Rectangular Wing ...................................................3-7 Tapered Wing .........................................................3-7 Swept-Forward Wing ..............................................3-7 Washout ..................................................................3-7 Glide Ratio .................................................................3-8 Aspect Ratio ............................................................3-9 Weight ........................................................................3-9 Thrust .........................................................................3-9 Three Axes of Rotation ..................................................3-9 Stability ........................................................................3-10 Flutter .......................................................................3-11 Lateral Stability ........................................................3-12 Turning Flight ..............................................................3-13 Load Factors .................................................................3-13 Radius of Turn ..........................................................3-14 Turn Coordination ....................................................3-15 Slips ..........................................................................3-15 Forward Slip .........................................................3-16 Sideslip .................................................................3-17 Spins .........................................................................3-17 Ground Effect ...............................................................3-19 Chapter 4Flight Instruments ...............................................4-1 Introduction....................................................................4-1 Pitot-Static Instruments ..................................................4-2 Impact and Static Pressure Lines................................4-2 Airspeed Indicator ......................................................4-2 The Effects of Altitude on the AirspeedIndicator..................................................................4-3 Types of Airspeed ...................................................4-3Table of ContentsviiAirspeed Indicator Markings ......................................4-5 Other Airspeed Limitations ........................................4-6 Altimeter .....................................................................4-6 Principles of Operation ...........................................4-6 Effect of Nonstandard Pressure andTemperature............................................................4-7 Setting the Altimeter (Kollsman Window) .............4-9 Types of Altitude ......................................................4-10 Variometer................................................................4-11 Total Energy System .............................................4-14 Netto .....................................................................4-14 Electronic Flight Computers ....................................4-15 Magnetic Compass .......................................................4-16 Yaw String ................................................................4-16 Inclinometer..............................................................4-16 Gyroscopic Instruments ...............................................4-17 G-Meter ........................................................................4-17 FLARM Collision Avoidance System .........................4-18 Chapter 5Glider Performance .............................................5-1 Introduction....................................................................5-1 Factors Affecting Performance ......................................5-2 High and Low Density Altitude Conditions ...........5-2 Atmospheric Pressure .............................................5-2 Altitude ...................................................................5-3 Temperature............................................................5-3 Wind ...........................................................................5-3 Weight ........................................................................5-5 Rate of Climb .................................................................5-7 Flight Manuals and Placards ..........................................5-8 Placards ......................................................................5-8 Performance Information ...........................................5-8 Glider Polars ...............................................................5-8 Weight and Balance Information .............................5-10 Limitations ...............................................................5-10 Weight and Balance .....................................................5-12 Center of Gravity ......................................................5-12 Problems Associated With CG Forward ofForward Limit .......................................................5-12 Problems Associated With CG Aft of Aft Limit ..5-13 Sample Weight and Balance Problems ....................5-13 Ballast ..........................................................................5-14 Chapter 6Preflight and Ground Operations .......................6-1 Introduction....................................................................6-1 Assembly and Storage Techniques ................................6-2 Trailering....................................................................6-3 Tiedown and Securing ................................................6-4Water Ballast ..............................................................6-4 Ground Handling........................................................6-4 Launch Equipment Inspection ....................................6-5 Glider Preflight Inspection .........................................6-6 Prelaunch Checklist ....................................................6-7 Glider Care .....................................................................6-7 Preventive Maintenance .............................................6-8 Chapter 7Launch and Recovery Procedures and Flight Maneuvers ............................................................7-1 Introduction....................................................................7-1 Aerotow Takeoff Procedures .........................................7-2 Signals ........................................................................7-2 Prelaunch Signals ....................................................7-2 Inflight Signals ........................................................7-3 Takeoff Procedures and Techniques ..........................7-3 Normal Assisted Takeoff............................................7-4 Unassisted Takeoff.....................................................7-5 Crosswind Takeoff .....................................................7-5 Assisted ...................................................................7-5 Unassisted...............................................................7-6 Aerotow Climb-Out ....................................................7-6 Aerotow Release.........................................................7-8 Slack Line ...................................................................7-9 Boxing the Wake ......................................................7-10 Ground Launch Takeoff Procedures ............................7-11 CG Hooks .................................................................7-11 Signals ......................................................................7-11 Prelaunch Signals (Winch/Automobile) ...............7-11 Inflight Signals ......................................................7-12 Tow Speeds ..............................................................7-12 Automobile Launch ..................................................7-14 Crosswind Takeoff and Climb .................................7-14 Normal Into-the-Wind Launch .................................7-15 Climb-Out and Release Procedures ..........................7-16 Self-Launch Takeoff Procedures ..............................7-17 Preparation and Engine Start ....................................7-17 Taxiing .....................................................................7-18 Pretakeoff Check ......................................................7-18 Normal Takeoff ........................................................7-19 Crosswind Takeoff ...................................................7-19 Climb-Out and Shutdown Procedures ......................7-19 Landing .....................................................................7-21 Gliderport/Airport Traffic Patterns and Operations .....7-22 Normal Approach and Landing ................................7-22 Crosswind Landing ..................................................7-25 Slips ..........................................................................7-25 Downwind Landing ..................................................7-27 After Landing and Securing .....................................7-27viiiPerformance Maneuvers ..............................................7-27 Straight Glides ..........................................................7-27 Turns.........................................................................7-28 Roll-In ...................................................................7-29 Roll-Out ................................................................7-30 Steep Turns ...........................................................7-31 Maneuvering at Minimum Controllable Airspeed ...7-31 Stall Recognition and Recovery ...............................7-32 Secondary Stalls ....................................................7-34 Accelerated Stalls .................................................7-34 Crossed-Control Stalls ..........................................7-35 Operating Airspeeds .....................................................7-36 Minimum Sink Airspeed ..........................................7-36 Best Glide Airspeed..................................................7-37 Speed to Fly ..............................................................7-37 Chapter 8Abnormal and Emergency Procedures .............8-1 Introduction....................................................................8-1 Porpoising ......................................................................8-2 Pilot-Induced Oscillations (PIOs) ..............................8-2 PIOs During Launch ...................................................8-2 Factors Influencing PIOs ........................................8-2 Improper Elevator Trim Setting ..............................8-3 Improper Wing Flaps Setting ..................................8-3 Pilot-Induced Roll Oscillations During Launch .........8-3 Pilot-Induced Yaw Oscillations During Launch ........8-4 Gust-Induced Oscillations ..............................................8-5 Vertical Gusts During High-Speed Cruise .................8-5 Pilot-Induced Pitch Oscillations During Landing ......8-6 Glider-Induced Oscillations ...........................................8-6 Pitch Influence of the Glider Towhook Position ........8-6 Self-Launching Glider Oscillations During Powered Flight ...........................................................8-7 Nosewheel Glider Oscillations During Launchesand Landings ..............................................................8-7 Tailwheel/Tailskid Equipped Glider Oscillations During Launches and Landings ..................................8-8 Aerotow Abnormal and Emergency Procedures ............8-8 Abnormal Procedures .................................................8-8 Towing Failures........................................................8-10 Tow Failure With Runway To Land and Stop ......8-11 Tow Failure Without Runway To Land BelowReturning Altitude ................................................8-11 Tow Failure Above Return to Runway Altitude ...8-11 Tow Failure Above 800' AGL ..............................8-12 Tow Failure Above Traffic Pattern Altitude .........8-13 Slack Line .................................................................8-13 Ground Launch Abnormal and Emergency Procedures ....................................................................8-14 Abnormal Procedures ...............................................8-14 Emergency Procedures .............................................8-14 Self-Launch Takeoff Emergency Procedures ..............8-15 Emergency Procedures .............................................8-15 Spiral Dives ..................................................................8-15 Spins .............................................................................8-15 Entry Phase ...............................................................8-17 Incipient Phase .........................................................8-17 Developed Phase ......................................................8-17 Recovery Phase ........................................................8-17 Off-Field Landing Procedures .....................................8-18 Afterlanding Off Field .............................................8-20 Off-Field Landing Without Injury ........................8-20 Off-Field Landing With Injury .............................8-20 System and Equipment Malfunctions ..........................8-20 Flight Instrument Malfunctions ................................8-20 Airspeed Indicator Malfunctions ..........................8-21 Altimeter Malfunctions .........................................8-21 Variometer Malfunctions ......................................8-21 Compass Malfunctions .........................................8-21 Glider Canopy Malfunctions ....................................8-21 Broken Glider Canopy ..........................................8-22 Frosted Glider Canopy ..........................................8-22 Water Ballast Malfunctions ......................................8-22 Retractable Landing Gear Malfunctions ..................8-22 Primary Flight Control Systems ...............................8-22 Elevator Malfunctions ..........................................8-22 Aileron Malfunctions ............................................8-23 Rudder Malfunctions ............................................8-24 Secondary Flight Controls Systems .........................8-24 Elevator Trim Malfunctions .................................8-24 Spoiler/Dive Brake Malfunctions .........................8-24 Miscellaneous Flight System Malfunctions .................8-25 Towhook Malfunctions ............................................8-25 Oxygen System Malfunctions ..................................8-25 Drogue Chute Malfunctions .....................................8-25 Self-Launching Gliders ................................................8-26 Self-Launching/Sustainer Glider Engine Failure During Takeoff or Climb ..........................................8-26 Inability to Restart a Self-Launching/SustainerGlider Engine While Airborne .................................8-27 Self-Launching Glider Propeller Malfunctions ........8-27 Self-Launching Glider Electrical System Malfunctions .............................................................8-27 In-flight Fire .............................................................8-28 Emergency Equipment and Survival Gear ...................8-28 Survival Gear Checklists ..........................................8-28 Food and Water ........................................................8-28ixClothing ....................................................................8-28 Communication ........................................................8-29 Navigation Equipment ..............................................8-29 Medical Equipment ..................................................8-29 Stowage ....................................................................8-30 Parachute ..................................................................8-30 Oxygen System Malfunctions ..................................8-30 Accident Prevention .....................................................8-30 Chapter 9Soaring Weather ..................................................9-1 Introduction....................................................................9-1 The Atmosphere .............................................................9-2 Composition ...............................................................9-2 Properties ....................................................................9-2 Temperature............................................................9-2 Density ....................................................................9-2 Pressure ...................................................................9-2 Standard Atmosphere .................................................9-3 Layers of the Atmosphere ..........................................9-4 Scale of Weather Events ................................................9-4 Thermal Soaring Weather ..............................................9-6 Thermal Shape and Structure .....................................9-6 Atmospheric Stability .................................................9-7 Air Masses Conducive to Thermal Soaring ...................9-9 Cloud Streets ..............................................................9-9 Thermal Waves...........................................................9-9 Thunderstorms..........................................................9-10 Lifted Index ..........................................................9-12 K-Index .................................................................9-12 Weather for Slope Soaring .......................................9-14 Mechanism for Wave Formation ..............................9-16 Lift Due to Convergence ..........................................9-19 Obtaining Weather Information ...................................9-21 Preflight Weather Briefing........................................9-21 Weather-ReIated Information ..................................9-21 Interpreting Weather Charts, Reports, andForecasts ......................................................................9-23 Graphic Weather Charts ...........................................9-23 Winds and Temperatures Aloft Forecast ..............9-23 Composite Moisture Stability Chart .....................9-24 Chapter 10Soaring Techniques ..........................................10-1 Introduction..................................................................10-1 Thermal Soaring ...........................................................10-2 Locating Thermals ....................................................10-2 Cumulus Clouds ...................................................10-2 Other Indicators of Thermals ................................10-3 Wind .....................................................................10-4 The Big Picture .....................................................10-5Entering a Thermal ..............................................10-5 Inside a Thermal.......................................................10-6 Bank Angle ...........................................................10-6 Speed .....................................................................10-6 Centering ...............................................................10-7 Collision Avoidance ................................................10-9 Exiting a Thermal .....................................................10-9 Atypical Thermals ..................................................10-10 Ridge/Slope Soaring ..................................................10-10 Traps ......................................................................10-10 Procedures for Safe Flying .....................................10-12 Bowls and Spurs .....................................................10-13 Slope Lift ................................................................10-13 Obstructions ...........................................................10-14 Tips and Techniques ...............................................10-15 Wave Soaring .............................................................10-16 Preflight Preparation ...............................................10-17 Getting Into the Wave ............................................10-18 Flying in the Wave .................................................10-20 Soaring Convergence Zones ...................................10-23 Combined Sources of Updrafts ..............................10-24 Chapter 11Cross-Country Soaring .....................................11-1 Introduction..................................................................11-1 Flight Preparation and Planning ...................................11-2 Personal and Special Equipment ..................................11-3 Navigation ....................................................................11-5 Using the Plotter .......................................................11-5 A Sample Cross-Country Flight ...............................11-5 Navigation Using GPS .............................................11-8 Cross-Country Techniques ...........................................11-9 Soaring Faster and Farther .........................................11-11 Height Bands ..........................................................11-11 Tips and Techniques ...............................................11-12 Special Situations .......................................................11-14 Course Deviations ..................................................11-14 Lost Procedures ......................................................11-14 Cross-Country Flight in a Self-Launching Glider .....11-15 High-Performance Glider Operations and Considerations ............................................................11-16 Glider Complexity ..................................................11-16 Water Ballast ..........................................................11-17 Cross-Country Flight Using Other Lift Sources ........11-17 Chapter 12Towing ................................................................12-1 Introduction..................................................................12-1 Equipment Inspections and Operational Checks .........12-2 Tow Hook ................................................................12-2 Schweizer Tow Hook ...........................................12-2x。

本研究立足于熟悉的真实环境有利于外语学习这一背景，通过设计熟悉策略来帮助学生熟悉陌生的学习环境，进而促进其英语学习。

本研究收集整理了其他研究者提出的帮助学习者熟悉陌生环境的方法，将其按照一定的逻辑组织起来，并加以扩充。

初步开发的熟悉策略共有51条，以进入陌生环境为界，将其划分为三类，即“进入陌生环境之前”、“在陌生环境中时”以及“离开陌生环境之后”。

该策略由两位计算机辅助语言学习领域的专家和两位经验丰富的英语教师进行了验证。

不同的环境和不同的学习者对熟悉策略的要求不同，因此研究者提出了尽可能多的策略，为学习者提供丰富的选择。

此外，为辅助英语移动学习活动，研究团队还开发了一个在线学习平台来帮助参与者完成陌生环境中的学习任务，为学习者提供学习资源、发布学习任务、展示创作内容。

通过预研究（一个实验），熟悉策略的有效性被初步证实。

两组学生在陌生环境下执行相同的英语学习任务。

使用熟悉策略的学习者表现出了更高的英语写作水平。

之后，研究者招募了8位七年级的英语教师组建焦点小组，讨论熟悉策略的有效性，及其在七年级阶段得可行性。

焦点小组共收集到约4个小时的音频。

对访谈内容进行编码，得到以下研究结果。

一是焦点小组能够提高七年级学生对陌生环境的熟悉度；二是熟悉策略适合七年级学生的特点，但仍需要克服以下三个问题：信息检索能力差异较大、未成年人的安全问题以及激发学习兴趣的需要。

为解决以上三个问题，焦点小组提出，熟悉策略的使用者应该在实际操作中强调教师参与和小组合作。

根据以上结果，研究者在原熟悉策略的基础上进行调整，提出了适合七年级学生的新熟悉策略。

基于以上研究结果，本研究提出了几点建议。

一是学生需要使用熟悉策略了解陌生的学习环境；二是学生需要根据需要灵活选择适用场景的策略；三是教师需要积极参与并成立小组，帮助学生完成信息检索、排除安全隐患，设计有趣的学习活动。

关键词：真实环境，陌生环境，熟悉策略，移动学习，英语Based on the background that the familiar authentic environment is conducive to foreign language (FL) learning, this study designed familiarization strategies to help students get familiar with the unfamiliar learning environment, to help English as a foreign language (EFL) learners improve their English learning performance.In this study, the ways proposed by other researchers to help learners get familiar with unfamiliar environments are collected and organized logically, and then expanded. There is a total of 51 familiarization strategies, which are divided into three categories: "before entering the unfamiliar environment", "during in the unfamiliar environment", and "after leaving the unfamiliar environment". The familiarization strategies were validated by two experts in the area of computer assisted language learning (CALL) and two experienced English teachers. Different environments and learners have different requirements for the familiarization strategies. Therefore, this study put forward as many strategies as possible to provide learners with rich choices. To support mobile English learning activities in unfamiliar environments, the research team developed an online learning platform to help participants complete learning tasks in unfamiliar environments, provide learners learning resources, publish learning tasks, and display what they created during tasks.Through a pilot study (an experiment), effectiveness of the familiarization strategies was preliminarily verified. Both groups of students performed the same English learning tasks in unfamiliar environments. Learners who used familiarization strategies showed higher levels of English writing. The researchers then recruited eight seventh-grade English teachers to form focus groups to discuss the effectiveness of familiarization strategies and their feasibility at the seventh-grade level. The focus group collected about four hours of audio as research data. The following results were obtained by encoding the interview content of focus group. First, focus groups can improve students' familiarity with unfamiliar environments. Second, the familiarization strategies are suitable for the characteristics of seventh grade students. But the following three problems still need to be overcome: the large difference in information retrieval ability, the safety of minors and the need to stimulate learning interest. To address these three issues, focus groups suggested that teachers and students of seventh grade should emphasize teacher participation and group cooperation in practice.According to the results, this study adjusted the original familiarization strategies and put forward new one which is suitable for students of seventh grade.Based on the above, this study puts forward several suggestions. First, students need to use familiarization strategies to understand unfamiliar learning environment in advance; Second, students need to flexibly choose applicable strategies according to their needs; Third, teachers should actively participate in and set up groups to help students complete information retrieval, eliminate security risks and design interesting learning activities.Key words: authentic environment, unfamiliar environment, familiarization strategies, mobile learning, EFLContents摘要 (I)Abstract ................................................................................................................................ I I ChapterI Introduction (1)1.1Background (1)1.2Definition of Key Concepts (3)1.2.1Authentic Learning Environment (3)1.2.2Familiar Environment and Unfamiliar Environment (4)1.2.3Familiarization Strategies (4)1.3The Aim of the Study (5)1.4Significance of the Study (6)1.4.1Theoretical Significance of the Study (6)1.4.2Practical Significance of the Study (6)1.5Research Method (7)1.5.1Pilot Study (An Experiment) (7)1.5.2Focus Group (7)ChapterII Literature Review (9)2.1Study of MALL in K-12 Stage (9)2.2MALL in Authentic Environment (9)2.3MALL in Familiar and Unfamiliar Environments (11)2.4Familiarization Strategies (14)ChapterIII Methods (17)3.1Research Material (17)3.1.1Familiarization Strategies (17)3.1.2Online Learning Platform (23)3.2Pilot Study: To Verify Effectiveness of Familiarization Strategies (26)3.2.1Procedure (27)3.2.2Data Collection and Data Analysis (28)3.3Focus Group (29)3.3.1Outlines of Focus Group (29)3.3.2Set up Focus Groups (31)3.3.3Data Collection (33)ChapterIV Results (34)4.1Effectiveness of Familiarization Strategies for Seventh Grade Students (34)4.2Applicability of Familiarization Strategies to Seventh Grade Students (35)4.3Familiarization Strategies for Seventh Grade Students (39)ChapterV Discussion (42)5.1The Development and Usage of Familiarization Strategies (42)5.2The Effectiveness of Familiarization Strategies (43)5.3Using Familiarization Strategies in Grade Seven Middle School Level (45)ChapterVI Conclusion (46)6.1Conclusion and Contribution of this Study (46)6.2Limitation of this Study (47)6.3Future Study (47)Reference (48)Appendix (55)Appendix A Familiarization Strategies (55)Appendix B Pre-test Materials (65)Appendix C Post-test Materials (66)Appendix D Results of Pre-test and Post-test in Pilot Study (67)Appendix E Rating Criteria of Tasks (68)Appendix F Results of Writing Quality in Tasks (69)Appendix G Frequency of Using Familiarization Strategies (72)Appendix H Outline of Focus Group (76)Appendix I Familiarization Strategies for Students of Seventh Grade (77)Academic Papers and Research Results Published During the Study (87)Acknowledgement (88)ChapterI Introduction1.1BackgroundEnglish is considered one of the most influential languages in the world (Chen, 2018), while in China, English as a foreign language (EFL) is a compulsory course for K-12 students. Some believe that being proficient in English can bring material prosperity by ensuring more education, international business, science, and technology (Li & Pan, 2009). Traditional English teaching always takes place in a fixed classroom, where teacher gives a lecture and the students sitting around to listen and take notes (Zhonggen, 2018; O’Malley & McCraw, 1999). In this relatively passive classroom context, the topics used in English teaching are often considered uninteresting because they are formatted out of authentic environment. It has a negative impact on both students' level of interest and academic performance (Cheng, Hwang, Wu, Shadiev, & Xie, 2010). As a result, a concern facing the traditional EFL learning is the discrepancy between students’ daily activities and literacy practices in classroom (Lee, 2019). Because the fixed learning environment cannot satisfy the correlation between environment and learning content, thus EFL learning in classrooms is commonly decontextualized and disconnected from real-life scenarios (Hwang, Chen, Shadiev, Huang, & Chen, 2014).Language is used in interaction and communication and should also be practiced in related contexts. Therefore, a specific related context should be emphasized (Lave & Wenger, 1991). Situational learning avoids providing learners with isolated or fragmented knowledge (Huang, Yang, Chiang, & Su, 2016). Because students who learn EFL in a situational learning environment can not only increase opportunities for more interaction and communication with others, but also connect their knowledge with the actual environment to form a more complete learning experience (Hwang & Chen, 2013). Extramural English (Chen, 2018; Sauro, 2017; Sauro & Sundmark, 2016) in an authentic environment (Huang, Shadiev, Sun, Hwang, & Liu, 2017; Hwang, Shih, Ma, Shadiev, & Chen, 2016; Ibáñez, Rueda, Galán, Maroto, Morillo, & Kloos, 2011; Lai & Gu, 2011) was found that significantly contributed to effective learning. An authentic learning environment provides a context that reflects the way knowledge and skills will be used in real life (Gulikers, Bastiaens, & Martens, 2005; Whittlesea, 1993). It emphasizes meaningful learning in contexts thatinvolve real-world problems (Reynolds, 2013; Shadiev, Hwang, & Huang, 2017).However, when choosing the learning environment which related to the learning content, it is found that some environments are familiar to learners, while others are unfamiliar. Because the number of environments that learners are familiar with is limited, so the learning materials provided by these learning environments are also limited, and it is impossible to meet all learning needs. At this point, the learner may choose to go to a place that is unfamiliar to him but related to the learning content, which full of learning materials. For example, while learning vocabulary about animals, teachers take students to zoos (Chang, Warden, Liang & Chou, 2018). When learning about history, teachers take students to museums (Wang, Liu & Hwang, 2017). In order to immerse themselves in the social circle of native speakers, many foreign language (FL) learners even go aboard to learn the target language. For example, Comas-Quin, Mardomingo and Valentine (2009) required students to complete a one week residential in Spain (a foreign country for students) with the aim of improving their speaking and listening skills. It's good to immerse oneself in an authentic environment that is related to the learning content, but it is found that a familiar learning environment is better for language learning than an unfamiliar environment (Hwang & Chen, 2013; Hwang et al, 2014; Shadiev, Hwang, Huang, & Liu, 2018a; Cheng et al.,2010). Because foreign language (FL) is already unfamiliar to learners, it is not good if the learning environment is also unfamiliar to them. Just as sheep are unwilling to accept new food in an unfamiliar environment (Burritt & Provenza, 1997). It's better to be exposed to new things in a familiar environment. A familiar environment could create advantages in comprehension and application of new knowledge (Shadiev et al., 2017; Shadiev, Hwang, Huang & Liu, 2016), in which learners could make use of available resources flexibly without much burden. Because when leaners enter familiar environments, background knowledge will guide their behavior and help predict what is to be expected (Shadiev et al., 2017) without information-processing load related to contextual knowledge. In such an environment, students are more inclined to learn, because they can apply new knowledge to solve problems, which are often encountered in their daily life (Golonka, Bowles, Frank, Richardson, & Freynik, 2014).Based on the above descriptions, it is found that when choosing a learning environment, two factors should be considered, that is, the relevance of the learning environment and learning content, and the familiarity of the learner with the learning environment. At its best, the chosen learning environment is both related to the content and familiar to the learner. At worst, students are put into an unfamiliar environment that irrelevant to what they are learning. In traditional English class, teachers usually show learning content unrelated to theenvironment in a classroom that is very familiar to students, such as discussing how to give directions to foreigners in the classroom. Now, let's think about what would happen if we satisfied the “related” factor preferentially and then solved the problem of students' unfamiliarity with the environment. Therefore, this study is inclined to explore strategies that can improve learners' familiarity with unfamiliar environments to reduce or even avoid the negative impact of unfamiliar environments on students' EFL learning, so as to provide some practical suggestions for English teachers.1.2Definition of Key ConceptsThis study is mainly concerned with four key concepts of authentic learning environment, familiar environment, unfamiliar environment, and familiarization strategies. Therefore, this section gives definition of these four concepts.1.2.1Authentic Learning EnvironmentAuthentic learning is a pedagogical approach that allows students to explore, discuss, and meaningfully construct concepts and relationships in the context which involve real-world problems and projects that are relevant to the learner (Donovan, Bransford, & Pellegrino, 1999). It focuses on connecting what students learn in school to real-world problems, problems, and applications. Because of the practicality or authenticity, students are more likely to be interested and motivated to what they are learning.The authentic learning environment is the real-life physical context that that facilitates student’s artifact creation (Wong, 2013). It provides a context that reflects the way knowledge and skills will be used in real life (Gulikers et al., 2005; Whittlesea, 1993). It emphasizes meaningful learning in contexts that involve real-world problems (Reynolds, 2013; Shadiev et al., 2017) which provides the following critical characteristics. First, it provides authentic contexts that reflect the way the knowledge will be used in real life. Second, it provides authentic activities that have real-world relevance, ideally ones which present complex activities to be completed over a sustained period. Third, it creates an opportunity for sharing learning experiences and accessing the experiences of learners regardless of their level of expertise. Finally, it promotes reflection and enables authentic learning assessment within the activities (Herrington & Oliver, 2000; Newmann & Wehlage, 1993; Nilson 2010; Wong, 2013).In this study, the processes, and products of the EFL artifact creation in an out-of-school settings, authentic environment supported by mobile technology are focused. Rather thanlearning out of authentic environment, all these learning experiences are considered as forms of personal or social meaning formation (Wong, 2013).1.2.2Familiar Environment and Unfamiliar EnvironmentMerriarn-Webster Dictionary defined familiar (2016) as frequently seen or experienced, easily recognized while unfamiliar (2016) was defined as not well-known or strange. Environment (2016) was defined as the circumstances, objects, or conditions by which one is surrounded. In this study, familiar environment is authentic circumstances, objects, or conditions by which one is surrounded that one frequently seen or experienced while unfamiliar environment is authentic environment that one not well-known or strange. It should be noted that in this study, both familiar and unfamiliar environments refer to real-life physical environments rather than fictional environments. According to Shadiev et al. (2015), the familiar authentic environment refers to the environment associated with learners' background and previous experience in which situation is predictable. Wong (2013) regards school and home as two familiar environments for students because they have frequent access to. Other authentic environments that are difficult for them to access in daily lives, such as shopping malls or other places they have visited during family outings, are considered unfamiliar because students usually do not go there often or stay there for a long time.In this study, students' familiarity with the authentic environment was realized through self-assessment. We recommend that students rank their familiarity with the environment on a scale of 10. They use 0 for the level that most unfamiliar with the authentic environment, and 10 for the level that most familiar.1.2.3Familiarization StrategiesIn this paper, the familiarization strategies refer to some strategies proposed by the author. In the papers involving familiar learning environment and unfamiliar learning environment, many scholars have mentioned the tips to help students get familiar with the environment (Baskaya, Wilson, & Özcan, 2004; Chang, Tseng, & Tseng, 2011; Chu, 2014;). The author sorted out and improved these scattered strategies according to certain logic to form a set of strategies specially designed to improve students' familiarity with the unfamiliar environment. The author's expectation is that by using these strategies, students can improve their familiarity with unfamiliar environments and reduce the negative impact of unfamiliar environments on their FL learning.The author first proposes these strategies that may improve students' familiarity with unfamiliar environments, and then have discussions with the research team and professional English teachers to make further modifications. Later, these strategies will be verified in a pilot study and discussed in a focus group to show their effectiveness. In addition, there is a guess that some strategies may be generic for all kinds of environments, while others need to work in specific environments.1.3The Aim of the StudyAccording to the research, there are many advantages to learning a FL in the familiar environment (Chang, Chang, & Shih, 2016; Cheng et al., 2010; Hwang & Chen, 2013; Lai & Gu, 2011; Shadiev et al., 2018a; Skehan, 1998), but there are also disadvantages. For example, the number of familiar environments to learners is limited, and these environments may not provide all the materials for learning FL. Similarly, unfamiliar environments do not have only negative effects on FL learners. There are unlimited materials and possibilities for language learning in unfamiliar environments. At present, however, few studies focus on English learning in unfamiliar environments and how to eliminate the negative effects of unfamiliar environments on foreign language learners. If there are ways to improve learners' familiarity with unfamiliar environments, then, learners can finally enjoy the dual benefits of familiar and unfamiliar environments. Therefore, the most important aim of this study is to develop familiarization strategies to help students get familiar with unfamiliar environments and ultimately help EFL learners improve their English learning performance. However, the current recruitment of K-12 school students for intensive off-campus learning activities have practical obstacles. Therefore, this study intends to conduct a pilot study to verify the effectiveness of the familiarization strategies, and then organize English teachers in K-12 schools to form focus groups to improve the strategies, so, as to ensure the feasibility of the familiarization strategies in K-12 schools. To this end, this study aims to accomplish the following four specific objectives.Firstly, develop familiarization strategies. The study will propose as many strategies as possible and organize them logically to provide learners with a variety of choices.Secondly, the effectiveness of familiarization strategies was preliminarily verified through the pilot study (an experiment). In the pilot study, whether using familiarization strategies was taken as the research variable to investigate whether there was a significant difference in English performance of the participants with or without familiarizationstrategies intervention.Thirdly, to discuss whether the familiarization strategies are applicable to K-12 school students and to collect suggestions for improving familiarization strategies. To achieve these, the study will recruit English teachers of seventh grade in middle school to form focus group.Fourthly, adjust the familiarization strategies according to the recommendations of focus groups to make it more suitable for the characteristics of the seventh-grade students.1.4Significance of the StudyThis study has great significance both in the theoretical and practical aspect of EFL learning and teaching. Therefore, this section discusses it from the theoretical and practical perspectives.1.4.1Theoretical Significance of the StudyAlthough some studies have explored the impact that learners' familiarity with the authentic environment may have on learners (Cheng et al., 2010; Shadiev et al., 2017; Wong, 2013), few studies focus on EFL learning in an unfamiliar environment and figure out how it affects students’ learning performance.Researches on students' familiarity with the learning environment mostly focuses on the influence of the familiar environment on students (Shadiev et al., 2017). It is found that familiar authentic environment could create advantages related to comprehension and application of new knowledge (Shadiev et al, 2017). However, when students come into an unfamiliar environment, these advantages disappear. They need to make some efforts to familiarize themselves with the environment instead of focusing on language acquisition firstly.From the theoretical perspective, based on the authentic learning theory that language acquisition is related to context, this study extends the exploration of Mobile assisted language learning(MALL) to unfamiliar authentic environments, creatively proposes strategies to improve students' familiarity with the environment, thus expanding the research scope of current EFL acquisition.1.4.2Practical Significance of the StudyBecause of the benefits of familiar environments, researchers suggested that FL learning should better take place in a familiar authentic environment (Cheng et al., 2010; Hwang & Chen, 2013; Hwang et al, 2014; Shadiev et al., 2018a). However, students arefamiliar with a limited number of environments in which there may be no much material related to the FL learning content. Therefore, students cannot always learn EFL in a familiar authentic environment. Sometimes, they need to go to unfamiliar authentic environment to find enough learning materials in the environment. Although teachers or parents sometimes take students to study in zoos or museums, little attention has been paid to how to avoid the impact of unfamiliar environments such as "zoos" and "museums" on learning.Compared with familiar environments, there are some problems and deficiencies of FL learning in unfamiliar environments. From the perspective of practice, this study tries to design a series of strategies to help students get familiar with the real environment and reduce the negative impact of unfamiliar environment on students' foreign language acquisition. On this basis, it further clarifies the questions to be paid attention to when students of seventh grade use familiarization strategies.1.5Research Method1.5.1Pilot Study (An Experiment)The pilot study takes the form of an experiment. Whether or not using the familiarization strategies is taken as the research variable. According to their will, participants chose an unfamiliar environment related to the learning content to complete the task published by the online learning platform.1.5.2Focus GroupIn the past few years, some books have appeared on the use and benefits of focus groups (Krueger, 1988; Morgan, 1988).It is generally used by social science researchers to obtain qualitative data (Madriz, 2000) through engaging a small number of people in an informal group discussion on a specific topic or set of issues (O'hEocha, Wang, & Conboy, 2012; Parent, Gallupe, Salisbury, & Handelman, 2000; Wilkinson, 2004). In contrast to individual interviews, the interactivity and synchronization of focus group discussions allow participants to discuss, agree or disagree with each other's ideas of view and elaborate on the points they have already mentioned (Nili, Tate, & Johnstone, 2017). Therefore, this method not only helps people obtain deeper shared meaning to improve the credibility of research results (Kitzinger, 1994; Stahl, Tremblay, & LeRouge, 2011), but also enables researchers to observe rich group interaction data and conversations on research topics in a short period of time (Greenbaum, 1998).This study is to obtain the opinions and suggestions of seventh grade English teachers on the issue of "whether the familiarization strategies are suitable for students of grade seven middle school level". Due to the features of intuitive, easy to operate, low cost and strong interactivity of the focus group, the researcher believe that a rich set of data can be obtained at a lower cost.ChapterII Literature ReviewChapter II summarizes the related literature on authentic learning, familiar and unfamiliar environments, familiarization strategies and mobile learning in middle school level. Then, the research hypotheses of this study are put forward.2.1Study of MALL in K-12 StageMobile technology plays an important role in our daily life (Liu & Chen, 2015). Many researchers are committed to using mobile technology to overcome the limitations of traditional FL classroom (Ahn & Lee, 2016) and realize seamless learning (Liu, 2009) and authentic learning (Hsu, 2017; Tai, 2012, Wong, 2013).The potential of FL learning supported by mobile technology is huge (Shadiev et al., 2016). Kukulska-hulme and Shield (2008) pointed out that language learning enabled by mobile technology possibly makes new ways of FL learning. Learners can use mobile devices to record learning, communicate, collaborate, and combine online and offline learning, classroom and after-school learning, collaborative learning, and individual learning. Shadiev, Hwang and Huang reviewed the literature on mobile language learning in authentic environment from 2007 to 2016 (Shadiev et al., 2017). The most common mobile technologies found were smartphones, mobile phones and personal digital assistants. The most common target language was English. From the perspective of learning, the most common participants are college students and primary school students. The author has reviewed 10 journals published on SSCI from 2014 to 2019 (Shadiev & Yang, 2020). And counted the techniques used in the field over the past five years. The study found that most of these technologies were mobile technology or technologies that allowed to run on mobile devices. In addition, and the most common participants were also students of college or primary school. Students of junior and senior high school were less to appear in the related study. That is possibly because of the greater academic pressure in junior and senior high school and the less time available for free scheduling. Nevertheless, there is still a need for junior and senior high school students to use mobile technology to assist their FL learning.2.2MALL in Authentic EnvironmentResearchers who support the socio-cultural perspectives of language learningemphasize the need to situate FL learners in authentic environments where take place social interaction easily so that language learning and language use could occur simultaneously (Swain & Lapkin, 2000; Wong, King, Chai & Liu, 2016). Because in authentic environments, students learn from real materials and realistic environment, so they can solve real problems they meet in daily life (Hwang, Nguyen, & Pham, 2019). The theory of authentic learning suggests that learning is context-related (Lave & Wenger, 1991). Context and learning should not be separated (Herrington & Herrington, 2008). Because students could use contextual cues in authentic learning environment to define the meaning of new words and sentences, thus, they could learn more effectively (Huang, Huang, Huang, & Lin, 2012). However, classroom learning lacks a rich realistic environment that separates language learning from language use, which is abstract and disconnected from real-life contexts. Therefore, many studies support the idea of extending language learning in the classroom to authentic environments outside of school (Alioon & Delialioğlu, 2019; Kiernan & Aizawa, 2004).According to the research, when students study in topic-related authentic environment rather than a traditional classroom, they benefit from activities that promote their interest and motivation in the subject of study (Chu, 2014). Students learn more easily when the learning content related to their real-life environment (Rusman, Ternier, & Specht, 2018). Besides, Wong and Looi (2010) presented two novel case studies of MALL that emphasize learner-produced content. In learning English prepositions and Chinese idioms, respectively, the primary school students used the personal mobile devices provided to them to take photos in real-life contexts to construct sentences with the newly acquired prepositions or idioms. This work shows the potential of transforming language learning into an authentic seamless learning experience. According to the research of Lan and Lin (2016), the Chinese as a second language (CSL) learners in the authentic group made significantly fewer errors when executing language tasks than did those in the traditional classroom group. Furthermore, they did not depend on their first language to communicate with the people they visited in the real world and they had more peer cooperation with the support provided by the mobile seamless learning platform (MOSE) compared with those in the classroom group. Wong et al. (2016) conducted a corpus-based analysis of 1043 social media items to determine the patterns of the students’ vocabulary usage. The results show that the quality of artifacts was higher in informal (versus formal) contexts, and in ‘other locations’ (versus classroom). Students were also more inclined to use less frequent。

MTS Advantage TMVideo Extensometer (AVX)Flexible, efficient and repeatable non-contact strain measurementThe Advantage TM Video Extensometer delivers confidence in non-contact strain measurement. The ergonomic design integrates a magnetic-return support arm for precise, repeatable video capture, and calibration verification procedures ensure continuous and traceable data accuracy. Driven by powerful cameras, processors and software, the MTS Advantage Video Extensometer (AVX) delivers unprecedented speed, accuracy and flexibility for non-contact measurement. The extensometer recognizes patterns on the specimen to acquire measurement data, which is then processed by MTS TestSuite TM TW software to calculate specimen strain and modulus.Choose from 16 different quick-attach, interchangeable measurement heads that have predefined gage lengths. Simply select a gage length and strain range that meets your testing needs, and use the corresponding materials testing measurement head to accuratelydetermine Y oung’s modulus, Poisson’s ratio, or select R-Value; or a general purpose measurement head to measure high elongation materials.The AVX’s magnetic-return support arm swings out of the way for access to the specimen when using a chamber or test area enclosure. Also, the video extensometer can easily be mounted to any mechanical test system, and the LED light is integrated into the measurement head.»Load frame-mounted video extensometer »Magnetic-return support arm for precise and repeatable measurements »Quick-attach, pre-defined gage length measurement heads »Simple pass/fail ASTM and ISO calibration verification blocks »Software calibration verification wizards »Up to 0.05 µm resolutionBecause they do not touch the specimen, non-contact extensometers work well when specimens are thin or brittle, have irregular surfaces, require high-temperature or submerged environments or tend to release a great deal of energy at failure.BUILT IN FLEXIBILITY Interchangeable measurement heads can replace dozens of extensometers in your laboratory. Buy multiple measurement heads with your initial purchase or add them as laboratory needs change.PERFECT FOR DELICATE SPECIMEN SAMPLESWhen testing a specimen sample that is fragile, brittle or irregularly shaped, non-contact extensometry prevents damage caused by the contact forces of a clip-on extensometer.TAKE MULTIPLE MEASUREMENTSUnlike other strain measurement technologies, the AVX allows users to take up to 200 measurements in real time with one instrument. Options allow users to upgrade to a more advanced package to measure strain, Poisson’s ratio, rotation or shear strain.TEST ONCE, MEASURE OVER AND OVER AGAINThe AVX reduces the chance for operator error in placing the extensometer on the specimen, and allows repeatable measurementsto be taken after the physical test is complete in post process mode.Put the MTS Advantage Video Extensometer to Work for YouThe AVX allows for non-contact multi-point measurement of strain, rotation, and displacement by using pattern recognition and sub-pixel interpolation to measure exact displacements of selected points on a video image.TENSILE TESTING From testing nanowires to high elongation plastics, you can configure your AVX to test virtually any gage length with the correct measurement head. Additionally, AVX avoids common tensile testing problems like slipping, adding stress concentrations or breaking during high-energy fractures.COMPRESSION TESTINGCompression platens often inhibit access to the specimen, but unlike contacting methods the AVX only requires line of site through to the specimen. Without specimen contact, there is little risk of damage to the strain measurement device.MULTI-POINT BEND TESTINGHigh-precision deflection measurements may be taken during a multi-point bend test. Point deflection measurements may be taken for the rollers or specimen, or strain can be directly measured from the surface in tension.SHEAR TESTING2D multi-point tracking allows for direct measurements of shear strain. Direct measurements can be taken through measuring the change in angle between three points. Shear modulus measurements can be taken using these methods for v-notch or short beam specimens of any size using the appropriate hardware and minimal specimen preparation.3MATERIALS TESTING MEASUREMENT HEADSSpecially designed optics in the XT-200 series or materials testing measurement heads enable the determination of materials properties at low strains (from 0.01%), such as Y oung’s modulus, Poisson’s ratio, and R-value. Choose from nine measurement heads with data collection rates of either 0.1 to 30 Hz or 0.1 to 500 Hz.GENERAL PURPOSE MEASUREMENT HEADSMore conventional optics offer excellent results when measuring strains greater than 10%. Choose from seven measurement heads capable of measuring high elongation materials.TEST AT HIGH AND LOW TEMPERATURESHigh-temperature testing may be performed as long as the unit has a line of site through the chamber window. Magnetic-return support arm easily moves out of the way for easy specimen access.Confidence and Flexibility in One PackageUniformly illuminate your specimen with the integrated LED lightFinely adjust the measurement head forward and backwardto hundreds of positions over three axesQuick-attach, interchangeable predefined gage length measurement headsReturn to the same position over and over with the magnetic-return support armright, front or back of load frameMove up and down manually or with a power drillAVX software combines the control, capture, processing, and analysis of ultra-highresolution measurements into an intuitive user interface. After half a day’s training, anyuser will feel confident that they are obtaining accurate results. Built on top of patentedsub-pixel pattern recognition technology, the AVX software can measure almost anymaterial, anywhere, using the most robust pattern tracking algorithms available. Maximize Efficiency with Easy-to-use SoftwareDRAG AND DROP MEASUREMENT TOOLBOXDrag and drop a full selection of virtual measurement devices onto your specimen. Pre-configured devices are equivalent to traditional devices, but without the hardware cost or headaches. Position a strain gage on your specimen in seconds, and save hours in specimen preparation.MOVEMENT AND STRAIN TOOLS AT YOUR FINGERTIPSSelect from10 different virtual measurement devices in our advanced software to easily measure position, displacement, distance, or rotation. Virtual strain measurement devices convert motion into axial strain, dual average strain, Poisson’s ratio, shear strain and 2D strain maps.UNDERSTAND RESULTS QUICKLY WITH INTUITIVE GRAPHICAL DATA DISPLAYS MTS TestSuite TW software and AVX software create easy to interpret charts and graphs. Ethernet communication betweensystems sends ±10 V signals to the MTS TestSuite TW software.Upgrade to Include 2D Digital Image Correlation (DIC)The AVX packages include an option of adding DIC capability tocreate planar strain maps with real-time measurements. Thisconvenient visual tool for scanning an area under load helps toidentify areas of high stress, crack opening or other discontinuities.The DIC option creates high-resolution, full-field maps that areoverlaid on the original video files. Results are easy to interpretand it is possible to toggle between all measurement optionswithout reprocessing a test.EASILY VISUALIZE STRAIN AND DISPLACEMENT GRADIENTSThe DIC software outputs 2D contour plots where color gradientsshow levels of strain. The software allows the user to define thex-axis and show Exx, Eyy or Exy.5Confidence in Your Test DataConfirm that your set-up meets your ASTM E83 or ISO 9513 calibration with a pass/fail calibration wizard following these simple steps:1) Place your verification block in front of your specimen2) Select your desired ASTM E83 or ISO 9513 class from a drop down menu 3) Move the measurement head until blue cursor lands within green bar4) Lock the support arm in placeEach AVX Measurement Head includes an inspected, traceable validation block, which can be used to confirm calibration at the beginning a series of tests. Validation blocks are serialized and include an ISO 17025 AccreditationCalibration Report.Portable, powerful, and compact AVX controllers move between test systems with ease. Each controller includes pre-installed software, solid state memory drives with ample data storage, and Ethernet connectivity to the system controller.Powerful Controllers with Integrated SoftwareChoose One of Three Software PackagesBASIC PACKAGEIdeal for quality acceptance and quality control applications where measurements are simple and well defined.ROUTINE PACKAGEWorks well for users that need more flexibility in measurements. Includes drag-and-drop preconfigured measurement tools including virtual displacement gages,extensometers and strain gages.ADVANCED PACKAGEDesigned for the test lab that requires the flexibility to measure practically any physical displacement. Provided with unlimited drag-and-drop virtual measurements and the capability tomeasure up to 200 points in real time.Mounts to MTS Criterion ® and MTS Exceed ® Test Systems Mounting brackets are available for all MTS Criterion and MTS Exceed test systems. Legacy, electrodynamic, servohydraulic and competitive mounting optionsare available upon request.7Measurement Head SpecificationsEach AVX Measurement Head includes an inspected, traceable validation block, which can be used to confirm calibration at the beginning a series of tests. Validation blocks are serialized and include an ISO 17025 Accreditation Calibration Report. XT-100 Series Measurement Heads1. Strain ranges assume a distance between the grips of twice the GL, with a centrally positioned gage. Actual strainranges may be greater or less than these values, depending on gage positioning, grip separation and specimen behavior.2. Maximum transverse GL and tracking speed is quoted at a measurement rate of 100 Hz. 3. Resolution is based on typical lab performance.4. For Class B-1, minimum specimen width for transverse gage lengths should be increased by 65%.1. Specified strain ranges assume a distance between the grips of twice the GL, with a centrally positioned gage. Actual strainranges may be greater or less than these values, depending on gage positioning, grip separation and specimen behavior.2. Maximum transverse GL and tracking speed is quoted at a measurement rate of 15Hz (XT-20x series) and 100 Hz (XT-25x series).3. Resolution based on typical lab performance.Ideal for determining higher strain (>10%) materials properties such as yield point & elongation, and for long gage lengths. All models are capable of meeting Class B-2 (ASTM E-83) & Class 0.5 (ISO 9513) at the specified gage lengths and strain ranges (>10%). They are also capable of meeting Class B-1 (ASTM E-83) over most of their operating range (gage lengths where maximum axial tensile strain less than 600%).The XT-100 series operate at measurement rates from 0.1 - 500 Hz.Ideal for determining low strain materials properties (from 0.01%), such as tensile & compressive modulus, Poisson’s ratio & R-value. All models are capable of meeting Class B-1 (ASTM E-83) & Class 0.5 (ISO 9513) at the specified gage lengths and strain ranges.The XT-200 series are our highest accuracy measurement heads. These models operate at measurement rates from 0.1 - 30 Hz. The XT-250 series are suitable for many high accuracy dynamic applications, and operate at measurement rates from 0.1 - 500 Hz.XT-200 Series Measurement HeadsMTS Systems Corporation 14000 Technology DriveEden Prairie, MN 55344-2290 USA Telephone: 1.952.937.4000Toll Free: 1.800.328.2255 Fax: 1.952.937.4515E-mail:************ISO 9001 Certified QMS MTS, MTS Criterion and Exceed are registered trademarks, and Advantage and MTS TestSuite are trademarks of MTS Systems Corporation within the United States. These trademarks may be protected in other countries.RTM No. 211177.© 2016 MTS Systems Corporation.100-248-318c AdvantageVideoAVX Printed in U.S.A. 12/16。

EDS-G512E Series12G-port(with8PoE+ports option)full Gigabit managed EthernetswitchesFeatures and Benefits•8IEEE802.3af and IEEE802.3at PoE+standard ports•36-watt output per PoE+port in high-power mode•Turbo Ring and Turbo Chain(recovery time<50ms@250switches),RSTP/ STP,and MSTP for network redundancy•RADIUS,TACACS+,MAB Authentication,SNMPv3,IEEE802.1X,MAC ACL, HTTPS,SSH,and sticky MAC-addresses to enhance network security •Security features based on IEC62443•EtherNet/IP,PROFINET,and Modbus TCP protocols supported for device management and monitoring•Supports MXstudio for easy,visualized industrial network management•V-ON™ensures millisecond-level multicast data and video network recoveryCertificationsIntroductionThe EDS-G512E Series is equipped with12Gigabit Ethernet ports and up to4fiber-optic ports,making it ideal for upgrading an existing network to Gigabit speed or building a new full Gigabit backbone.It also comes with810/100/1000BaseT(X),802.3af(PoE),and802.3at(PoE+)-compliant Ethernet port options to connect high-bandwidth PoE devices.Gigabit transmission increases bandwidth for higher performance and transfers large amounts of triple-play services across a network quickly.Redundant Ethernet technologies such as Turbo Ring,Turbo Chain,RSTP/STP,and MSTP increase the reliability of your system and improve the availability of your network backbone.The EDS-G512E Series is designed specifically for communication demanding applications,such as video and process monitoring,ITS,and DCS systems,all of which can benefit from a scalable backbone construction.Additional Features and Benefits•Command line interface(CLI)for quickly configuring majormanaged functions•Advanced PoE management function(PoE port setting,PD failurecheck,and PoE scheduling)•DHCP Option82for IP address assignment with different policies•Supports EtherNet/IP,PROFINET,and Modbus TCP protocols fordevice management and monitoring•IGMP snooping and GMRP for filtering multicast traffic•Port-based VLAN,IEEE802.1Q VLAN,and GVRP to ease networkplanning•Supports the ABC-02-USB(Automatic Backup Configurator)forsystem configuration backup/restore and firmware upgrade•Port mirroring for online debugging•QoS(IEEE802.1p/1Q and TOS/DiffServ)to increase determinism•Port Trunking for optimum bandwidth utilization•RADIUS,TACACS+,MAB Authentication,SNMPv3,IEEE802.1X,MACACL,HTTPS,SSH,and sticky MAC address to enhance networksecurity•SNMPv1/v2c/v3for different levels of network management•RMON for proactive and efficient network monitoring•Bandwidth management to prevent unpredictable network status•Lock port function for blocking unauthorized access based on MACaddress•Automatic warning by exception through email and relay outputSpecificationsInput/Output InterfaceAlarm Contact Channels1,Relay output with current carrying capacity of1A@24VDCButtons Reset buttonDigital Input Channels1Digital Inputs+13to+30V for state1-30to+3V for state0Max.input current:8mAEthernet Interface10/100/1000BaseT(X)Ports(RJ45connector)EDS-G512E-4GSFP:8Auto negotiation speedFull/Half duplex modeAuto MDI/MDI-X connectionEDS-G512E-4GSFP-T:8Auto negotiation speedFull/Half duplex modeAuto MDI/MDI-X connectionPoE Ports(10/100/1000BaseT(X),RJ45connector)EDS-G512E-8PoE-4GSFP:8EDS-G512E-8PoE-4GSFP-T:8100/1000BaseSFP Slots4Standards IEEE802.3for10BaseTIEEE802.3u for100BaseT(X)and100BaseFXIEEE802.3ab for1000BaseT(X)IEEE802.3z for1000BaseSX/LX/LHX/ZXIEEE802.3x for flow controlIEEE802.1D-2004for Spanning Tree ProtocolIEEE802.1w for Rapid Spanning Tree ProtocolIEEE802.1s for Multiple Spanning Tree ProtocolIEEE802.1p for Class of ServiceIEEE802.1Q for VLAN TaggingIEEE802.1X for authenticationIEEE802.3ad for Port Trunk with LACPEthernet Software FeaturesFilter802.1Q VLAN,Port-based VLAN,GVRP,IGMP v1/v2/v3,GMRPIndustrial Protocols EtherNet/IP,Modbus TCP,PROFINET IO DeviceManagement LLDP,Back Pressure Flow Control,BOOTP,Port Mirror,DHCP Option66/67/82,DHCPServer/Client,Fiber check,Flow control,IPv4/IPv6,RARP,RMON,SMTP,SNMP Inform,SNMPv1/v2c/v3,Syslog,Telnet,TFTPMIB Ethernet-like MIB,MIB-II,Bridge MIB,P-BRIDGE MIB,Q-BRIDGE MIB,RMON MIBGroups1,2,3,9,RSTP MIBRedundancy Protocols Link Aggregation,MSTP,RSTP,STP,Turbo Chain,Turbo Ring v1/v2Security Broadcast storm protection,HTTPS/SSL,TACACS+,SNMPv3,MAB authentication,Sticky MAC,NTP authentication,MAC ACL,Port Lock,RADIUS,SSH,SMTP with TLS Time Management NTP Server/Client,SNTPSwitch PropertiesIGMP Groups2048Jumbo Frame Size9.6KBMAC Table Size8KMax.No.of VLANs256Packet Buffer Size4MbitsPriority Queues4VLAN ID Range VID1to4094USB InterfaceStorage Port USB Type ALED InterfaceLED Indicators PWR1,PWR2,STATE,FAULT,10/100M(TP port),1000M(TP port),100/1000M(SFPport),MSTR/HEAD,CPLR/TAIL,smart PoE LED(EDS-G512E-8PoE-4GSFP Series only) Serial InterfaceConsole Port USB-serial console(Type B connector)DIP Switch ConfigurationDIP Switches Turbo Ring,Master,Coupler,ReservePower ParametersConnection2removable4-contact terminal block(s)Input Current EDS-G512E-4GSFP models:0.34A@24VDCEDS-G512E-8PoE-4GSFP models:5.30A@48VDCInput Voltage EDS-G512E-4GSFP models:12/24/48/-48VDCEDS-G512E-8PoE-4GSFP models:48VDC,Redundant dual inputsOperating Voltage EDS-G512E-4GSFP models:9.6to60VDCEDS-G512E-8PoE-4GSFP models:44to57VDC(>50VDC for PoE+outputrecommended)Overload Current Protection SupportedReverse Polarity Protection SupportedPower Budget EDS-G512E-8PoE-4GSFP:Max.240W for total PD consumptionEDS-G512E-8PoE-4GSFP:Max.36W for each PoE portPower Consumption(Max.)EDS-G512E-8PoE-4GSFP:Max.14.36W full loading without PDs’consumptionEDS-G512E-8PoE-4GSFP-T:Max.14.36W full loading without PDs’consumptionEDS-G512E-8PoE-4GSFP:When selecting a power supply,check the PD powerconsumption.EDS-G512E-8PoE-4GSFP-T:When selecting a power supply,check the PD powerconsumption.Physical CharacteristicsHousing MetalIP Rating IP30Dimensions79.2x135x137mm(3.1x5.3x5.4in)Weight EDS-G512E-4GSFP:1,440g(3.18lb)EDS-G512E-8PoE-4GSFP:1,540g(3.40lb)Installation DIN-rail mounting,Wall mounting(with optional kit)Environmental LimitsOperating Temperature Standard Models:-10to60°C(14to140°F)Wide Temp.Models:-40to75°C(-40to167°F)Storage Temperature(package included)-40to85°C(-40to185°F)Ambient Relative Humidity5to95%(non-condensing)Standards and CertificationsSafety EDS-G512E-4GSFP/EDS-G512E-8PoE-4GSFP models:UL508EDS-G512E-8PoE-4GSFP models:EN60950-1(LVD)EMC EN61000-6-2/-6-4EMS EDS-G512E-4GSFP:IEC61000-4-2ESD:Contact:8kV;Air:15kVEDS-G512E-4GSFP:IEC61000-4-3RS:80MHz to1GHz:10V/mEDS-G512E-8PoE-4GSFP:IEC61000-4-3RS:80MHz to1GHz:20V/mEDS-G512E-4GSFP-T:IEC61000-4-3RS:80MHz to1GHz:10V/mEDS-G512E-8PoE-4GSFP-T:IEC61000-4-3RS:80MHz to1GHz:20V/mEDS-G512E-4GSFP:IEC61000-4-4EFT:Power:4kV;Signal:4kVEDS-G512E-8PoE-4GSFP:IEC61000-4-4EFT:Power:2kV;Signal:2kVEDS-G512E-8PoE-4GSFP-T:IEC61000-4-4EFT:Power:2kV;Signal:2kVEDS-G512E-4GSFP-T:IEC61000-4-4EFT:Power:4kV;Signal:4kVEDS-G512E-4GSFP:IEC61000-4-5Surge:Power:4kV;Signal:4kVEDS-G512E-8PoE-4GSFP:IEC61000-4-5Surge:Power:2kV;Signal:4kVEDS-G512E-4GSFP:IEC61000-4-5Surge:Power:4kV;Signal:4kVEDS-G512E-4GSFP-T:IEC61000-4-5Surge:Power:4kV;Signal:4kVEDS-G512E-8PoE-4GSFP:IEC61000-4-5Surge:Power:2kV;Signal:2kVEDS-G512E-8PoE-4GSFP-T:IEC61000-4-5Surge:Power:2kV;Signal:2kVIEC61000-4-6CS:10VIEC61000-4-8PFMFEMI FCC Part15B Class AHazardous Locations EDS-G512E-4GSFP Series:ATEX,Class I Division2Maritime EDS-G512E-4GSFP models:DNV,LR,ABS,NKPower Substation IEC61850-3,IEEE1613Railway EN50121-4Traffic Control EDS-G512E-4GSFP:NEMA TS2Shock IEC60068-2-27Freefall IEC60068-2-32Vibration IEC60068-2-6MTBFTime EDS-G512E-4GSFP(-T)models:816,823hrsEDS-G512E-8PoE-4GSFP(-T)models:788,215hrsStandards Telcordia(Bellcore),GBWarrantyWarranty Period5yearsDetails See /warrantyPackage ContentsDevice1x EDS-G512E Series switchCable1x USB type A male to USB type B maleInstallation Kit4x cap,plastic,for RJ45portDocumentation1x quick installation guide1x warranty card1x product certificates of quality inspection,Simplified Chinese1x product notice,Simplified ChineseNote SFP modules need to be purchased separately for use with this product.DimensionsOrdering InformationModel Name10/100/1000BaseT(X)Ports,RJ45ConnectorPoE Ports,10/100/1000BaseT(X),RJ45ConnectorIEEE802.3af/at forPoE/PoE+Output100/1000Base SFPSlotsOperating Temp.EDS-G512E-4GSFP8––4-10to60°C EDS-G512E-4GSFP-T8––4-40to75°C EDS-G512E-8PoE-4GSFP–8✓4-10to60°C EDS-G512E-8PoE-4GSFP-T–8✓4-40to75°C Accessories(sold separately)Storage KitsABC-02-USB Configuration backup and restoration tool,firmware upgrade,and log file storage tool for managedEthernet switches and routers,0to60°C operating temperatureABC-02-USB-T Configuration backup and restoration tool,firmware upgrade,and log file storage tool for managedEthernet switches and routers,-40to75°C operating temperatureRack-Mounting KitsRK-4U19-inch rack-mounting kitWall-Mounting KitsWK-51-01Wall mounting kit with2plates(51.6x67x2mm)and6screwsSFP ModulesSFP-1FELLC-T SFP module with1100Base single-mode with LC connector for80km transmission,-40to85°Coperating temperatureSFP-1FEMLC-T SFP module with1100Base multi-mode,LC connector for2/4km transmission,-40to85°C operatingtemperatureSFP-1FESLC-T SFP module with1100Base single-mode with LC connector for40km transmission,-40to85°Coperating temperatureSFP-1G10ALC WDM-type(BiDi)SFP module with11000BaseSFP port with LC connector for10km transmission;TX1310nm,RX1550nm,0to60°C operating temperatureSFP-1G10ALC-T WDM-type(BiDi)SFP module with11000BaseSFP port with LC connector for10km transmission;TX1310nm,RX1550nm,-40to85°C operating temperatureSFP-1G10BLC WDM-type(BiDi)SFP module with11000BaseSFP port with LC connector for10km transmission;TX1550nm,RX1310nm,0to60°C operating temperatureSFP-1G10BLC-T WDM-type(BiDi)SFP module with11000BaseSFP port with LC connector for10km transmission;TX1550nm,RX1310nm,-40to85°C operating temperatureSFP-1G20ALC WDM-type(BiDi)SFP module with11000BaseSFP port with LC connector for20km transmission;TX1310nm,RX1550nm,0to60°C operating temperatureSFP-1G20ALC-T WDM-type(BiDi)SFP module with11000BaseSFP port with LC connector for20km transmission;TX1310nm,RX1550nm,-40to85°C operating temperatureSFP-1G20BLC WDM-type(BiDi)SFP module with11000BaseSFP port with LC connector for20km transmission;TX1550nm,RX1310nm,0to60°C operating temperatureSFP-1G20BLC-T WDM-type(BiDi)SFP module with11000BaseSFP port with LC connector for20km transmission;TX1550nm,RX1310nm,-40to85°C operating temperatureSFP-1G40ALC WDM-type(BiDi)SFP module with11000BaseSFP port with LC connector for40km transmission;TX1310nm,RX1550nm,0to60°C operating temperatureSFP-1G40ALC-T WDM-type(BiDi)SFP module with11000BaseSFP port with LC connector for40km transmission;TX1310nm,RX1550nm,-40to85°C operating temperatureSFP-1G40BLC WDM-type(BiDi)SFP module with11000BaseSFP port with LC connector for40km transmission;TX1550nm,RX1310nm,0to60°C operating temperatureSFP-1G40BLC-T WDM-type(BiDi)SFP module with11000BaseSFP port with LC connector for40km transmission;TX1550nm,RX1310nm,-40to85°C operating temperatureSFP-1GEZXLC SFP module with11000BaseEZX port with LC connector for110km transmission,0to60°C operatingtemperatureSFP-1GEZXLC-120SFP module with11000BaseEZX port with LC connector for120km transmission,0to60°C operatingtemperatureSFP-1GLHLC SFP module with11000BaseLH port with LC connector for30km transmission,0to60°C operatingtemperatureSFP-1GLHLC-T SFP module with11000BaseLH port with LC connector for30km transmission,-40to85°C operatingtemperatureSFP-1GLHXLC SFP module with11000BaseLHX port with LC connector for40km transmission,0to60°C operatingtemperatureSFP-1GLHXLC-T SFP module with11000BaseLHX port with LC connector for40km transmission,-40to85°Coperating temperatureSFP-1GLSXLC SFP module with11000BaseLSX port with LC connector for1km/2km transmission,0to60°Coperating temperatureSFP-1GLSXLC-T SFP module with11000BaseLSX port with LC connector for1km/2km transmission,-40to85°Coperating temperatureSFP-1GLXLC SFP module with11000BaseLX port with LC connector for10km transmission,0to60°C operatingtemperatureSFP-1GLXLC-T SFP module with11000BaseLX port with LC connector for10km transmission,-40to85°C operatingtemperatureSFP-1GSXLC SFP module with11000BaseSX port with LC connector for300m/550m transmission,0to60°Coperating temperatureSFP-1GSXLC-T SFP module with11000BaseSX port with LC connector for300m/550m transmission,-40to85°Coperating temperatureSFP-1GZXLC SFP module with11000BaseZX port with LC connector for80km transmission,0to60°C operatingtemperatureSFP-1GZXLC-T SFP module with11000BaseZX port with LC connector for80km transmission,-40to85°C operatingtemperatureSFP-1GTXRJ45-T SFP module with11000BaseT port with RJ45connector for100m transmission,-40to75°C operatingtemperatureSoftwareMXview-50Industrial network management software with a license for50nodes(by IP address)MXview-100Industrial network management software with a license for100nodes(by IP address)MXview-250Industrial network management software with a license for250nodes(by IP address)MXview-500Industrial network management software with a license for500nodes(by IP address)MXview-1000Industrial network management software with a license for1000nodes(by IP address)MXview-2000Industrial network management software with a license for2000nodes(by IP address)MXview Upgrade-50License expansion of MXview industrial network management software by50nodes(by IP address)©Moxa Inc.All rights reserved.Updated June16,2022.This document and any portion thereof may not be reproduced or used in any manner whatsoever without the express written permission of Moxa Inc.Product specifications subject to change without notice.Visit our website for the most up-to-date product information.。

colmap操作流程colmap 操作流程1. 新建⼀个项⽬数据库⽂件，放在Project workplace⽂件夹下2. 点击 Processing > Feature Extraction 进⾏特征提取参数，默认即可3. 点击Processing > Feature matching 进⾏特征匹配，参数默认，时间会⽐特征提取长4. 点击reconstruction > start reconstruction 进⾏ SfM 与三⾓化建⽴稀疏点云，期间伴随着光束法平差（Bundle Adjustment）。

重建的结果是稀疏点云（就是刚刚提取的特征点三⾓化后的三维坐标）和相机位姿恢复的⽰意图。

可以把稀疏点云导出为.ply⽂件查看5. 点击reconstruction>dense reconstruction 进⼊稠密重建步骤（如果你电脑没cuda到这⼀步之后就可以结束了）6. 点击右上⾓select选择稠密重建项⽬保存的⽂件夹，可以在workplace下建⼀个dense⽂件夹来保存。

7. 点击Undistortion 进⾏图像的去畸变8. 点击Stereo 进⾏密集匹配（过程漫长）。

完成密集匹配后可以看到⽣成的深度图，colmap采⽤的是PatchMatch的倾斜窗⼝密集匹配算法。

9. 点击 Fusion 进⾏深度图融合⽣成稠密点云。

可以导出稠密点云结果将其保存。

10. 这⾥有两个选项，Possion是泊松表⾯重建，Delaunay是狄洛尼三⾓⽹重建。

11. 结果需要在Meshlab上看，打开dense⽂件夹下的meshed-possion.ply⽂件。

colmap官⽹对于流程步骤的作⽤解释Structure-from-MotionStructure-from-Motion (SfM) is the process of reconstructing 3D structure from its projections into a series of images. The input is a set of overlapping images of the same object, taken from different viewpoints. The output is a 3-D reconstruction of the object, and the reconstructed intrinsic and extrinsic camera parameters of all images. Typically, Structure-from-Motion systems divide this process into three stages:1.Feature detection and extraction2.Feature matching and geometric verification3.Structure and motion reconstructionMulti-View StereoMulti-View Stereo (MVS) takes the output of SfM to compute depth and/or normal information for every pixel in an image.Fusion of the depth and normal maps of multiple images in 3D then produces a dense point cloud of the scene.Using the depth and normal information of the fused point cloud, algorithms such as the (screened) Poisson surface reconstruction can then recover the 3D surface geometry of the scene.。

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