叠前叠后联合反演技术及其在QHD32-6油田的应用研究

What geophysical inversion studied includes the common mathematics physical property of inversion and the constitution and appraisal method of solution in geophysics domain, i.e. using observed physical phenomenon from the earth surface to infer space changing and physical property structure of medium within the earth. Seismic inversion is a branch of geophysical inversion. The basic purpose of seismic inversion is to utilizing seismic wave propagating law in the medium underground to infer stratum structure and space distribution of physical property according to data acquisition, processing and interpretation, and then offer the vital foundation for exploratory development. Poststack inversion is convenient and swift, its acoustic impedance inversion product can reflect reservoir interior changing rule to a certain degree, but poststack data lack abundant amplitude and travel time information included in prestack data because of multiple superimpose and weaken the sensitiveness which reflecting reservoir property. Compared with poststack seismic inversion, prestack seismic inversion has better fidelity and more adequate information. Prestack seismic inversion, including waveform inversion, not only suitable for thin strata physical property inversion, it can also inverse reservoir oil-bearing ability. Prestack seismic inversion and prestack elastic impedance inversion maintain avo information, sufficiently applying seismic gathering data with different incident angle, partial angle stack, gradient and intercept seismic data cube. Prestack inversion and poststack inversion technology were studied in this dissertation. A joint inversion method which synthesize prestack elastic wave waveform inversion, prestack elastic impedance inversion and poststack inversion was proposed by making fully use of prestack inversion multiple information and relatively fast and steady characteristic of poststack inversion. Using the proposed method to extract rock physics attribute cube with clear physical significance and reflecting reservoir characterization, such as P-wave and S-wave impedance, P-wave and S-wave velocity, velocity ratio, density, Poisson ratio and Lame’s constant. Regarding loose sand reservoir in lower member of Minghuazhen formation, 32-6 south districts in Qinhuangdao,as the research object, be aimed at the different between shallow layer loose sand and deep layer tight sand, first of all, acquire physical property parameters suitable for this kind of heavy oil pool according to experimental study, establishing initial pressure and shear wave relational model; Afterwards, performing prestack elastic wave forward and inversion research, summarizing rules under the guidance of theoretical research and numerical simulation, performing elastic impedance inversion, calculating rock physics attributes; Finally, predicting sand body distribution according to rock physics parameters, and predicting favorable oil area combine well-logging materials and made good results.

层状反倾向结构岩质边坡变形机理及稳定性研究

Toppling is a major failure model in anti-dip layered rock slopes. Because of the limited by testing means and experimental apparatus, present research on the deformation mechanism and stability analysis are mainly focus on the 2-Dimensional deformation, and the research really based on 3-Dimension is still limited. Therefore, based on the present research station, the article rely on the important hydroelectric project of typical anti-dip layered rock slopes -- The left bank slope of Long-tan hydropower-station in Guang Xi, China, and focused on the influencing factors, deformation mechanism and stability analysis of anti-dip layered rock slopes, three problems as follows are researched in this paper. (1) Deformation influencing factor analysis on ant-dip layered rock slopes Three influencing factors are included: geological factor, engineering factor and environmental factor. It is concluded that the toppling deformation of anti-dip layered rock slopes are more sensitive to geological and engineering factors, but less sensitive to environmental factor. In addition, the sensitivity of various factors to the rock toppling deformation is also arranged sequentially as follows: construction, gravitation, rainfall (underground water) and rock structure intensity, etc. (2) 3D deformation study on the anti-dip layered toppling rock slopes Used 3D Distinct Element Method (3DEC) analyzed the 3D deformation characteristic of anti-dip layered rock slops. It can be seen that the toppling characteristics are obvious when the inter-angle between slope direction and layer striking direction is under 20o, when the inter-angle is over 20o and equal or less than 40o，the toppling deformation characteristics decrease sharply with increase of inter-angle, when the inter-angle is over 40o , the slope deformation is not controlled by joints but influenced by other failure mode. Therefore, in order to quantify the toppling characteristics, a differential value of displacement vector angle between layered rock slope and block rock slope is proposed as a key index to distinguish failure model for anti-dip layered rock slopes, and it was applied to study the toppling of the rock slopes at Guangxi Long-tan hydropower station, China. The results indicated that the index was effective and instructive for analyzing the anti-dip layered rock slopes. (3) Stability analysis methods Because of the imperfection of some present slope analysis methods, based on slope failure mode and those three influencing factors, “slope stability entropy” method is defined in this paper, which makes good use of the sensitivity of relational matrix to influencing factors on slope stability and the qualification characteristics for information entropy to the irregularity of slope deformation. By this method, not only the randomness of geologic body on the base of dynamic analysis of slope failure mode is fully concerned, but also it makes the analysis time-saving and simple. Finally, the research findings were used to the engineering example successfully, and rational conclusion has been obtained.

微功耗海底地震仪的研制

Our motherland has large area of maritime space. Searching and developing ocean becomes more and more important. So Ocean Bottom Seismometer (OBS) as an absolutely necessary equipment can be used in many oceanic fields. OBS not only is an important instrument for discovering structure of lithosphere of ocean bottom, but also plays a main role of oceanic geophysical exploration. The paper introduces my relational work. The MCI micro-power broad frequency seismometer was developed independently. Its power dissipation is less than 300mW. It has some merits including miniature volumeN light mass and cheap price. It is an ideal device not only for the collection high-resolution natural seismic data, but also for the fields of seismic sounding and engineering seismology. Many new high technique were applied to develop this instrument including over-sampling A/D converter, high performance 32bit Micro Process Unit and Flash memory with smart-media interface. Base on the achievement, I have accomplished the showpiece of OBS, which is applied to the deepwater oil and gas geophysical exploration. Because of micro-power dissipation, the seismograph and the sonar releaser can be integrated into a sphere cabin. By this means, the instrument's frequency of resonance and frequency of couple are improved obviously. The data acquisition system of OBS is improved from MCI seismometer. The capacity of flash memory is enlarge from 1G bytes to 8G bytes. The advance MPU in data acquisition system is used to integrate other function modules such as sonar, GPS, compass and digital transmitter.

SIR: A Computer Program for Semantic Information Retrieval

SIR is a computer system, programmed in the LISP language, which accepts information and answers questions expressed in a restricted form of English. This system demonstrates what can reasonably be called an ability to "understand" semantic information. SIR's semantic and deductive ability is based on the construction of an internal model, which uses word associations and property lists, for the relational information normally conveyed in conversational statements. A format-matching procedure extracts semantic content from English sentences. If an input sentence is declarative, the system adds appropriate information to the model. If an input sentence is a question, the system searches the model until it either finds the answer or determines why it cannot find the answer. In all cases SIR reports its conclusions. The system has some capacity to recognize exceptions to general rules, resolve certain semantic ambiguities, and modify its model structure in order to save computer memory space. Judging from its conversational ability, SIR, is a first step toward intelligent man-machine communication. The author proposes a next step by describing how to construct a more general system which is less complex and yet more powerful than SIR. This proposed system contains a generalized version of the SIR model, a formal logical system called SIR1, and a computer program for testing the truth of SIR1 statements with respect to the generalized model by using partial proof procedures in the predicate calculus. The thesis also describes the formal properties of SIR1 and how they relate to the logical structure of SIR.

Predicting gene function in Saccharomyces cerevisiae

Clare, A. and King R.D. (2003) Predicting gene function in Saccharomyces cerevisiae. 2nd European Conference on Computational Biology (ECCB '03). (published as a journal supplement in Bioinformatics 19: ii42-ii49)

Data mining the yeast genome in a lazy functional language

Clare, A. and King R.D. (2003) Data mining the yeast genome in a lazy functional language. In Practical Aspects of Declarative Languages (PADL'03) (won Best/Most Practical Paper award).

Imagining the Turkish nation through 'othering' Armenians

G?l, A. (2005). Imagining the Turkish nation through 'othering' Armenians. Nations and Nationalism. 11(1), 121-139 RAE2008

Análise Biográfica, do Estilo de Vinculação e da Personalidade, em Indivíduos com História de Abuso de Substâncias e Condutas Delinquentes

Tese de Doutoramento apresentada à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Doutor em Ciências Sociais.

A comunicação com o utente no aconselhamento farmacêutico

Projeto de Pós-Graduação/Dissertação apresentado à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Mestre em Ciências Farmacêuticas

A dor no período pós-cirúrgico abdominal em doentes geriátricos

A dor é uma das principais causas do sofrimento humano, comprometendo a qualidade de vida dos indivíduos, em especial o idoso que, devido aos problemas cognitivos e à elevada medicação os torna mais suscetíveis aos efeitos adversos dos medicamentos utilizados para o alívio da dor. Neste contexto, o objetivo deste estudo é avaliar a dor na pós-cirurgia abdominal em doentes geriátricos; identificar a localização e a intensidade dolorosa utilizando a Escala Numérica; analisar a dor nas dimensões sensorial, afetiva e cognitiva, utilizando o Questionário para Dor de McGill; relacionar o processo álgico com a idade, sexo, religião e tipo de abordagem cirúrgica; saber se as intervenções autónomas de enfermagem contribuem para o alívio da dor pós-operatória. Trata-se de um estudo descritivo correlacional longitudinal, com abordagem quantitativa, desenvolvido entre 14 de fevereiro e 30 de março de 2012 num Hospital no Serviço de Cirurgia Geral. A amostra constou de 30 pacientes submetidos a cirurgias abdominais. Os dados que serviram de base a este estudo foram recolhidos através da aplicação da Escala Numérica e do Questionário de Dor de McGill. Os resultados mostraram que 60% eram homens, 50% dos doentes tinham 65 e 69 anos e todos (100%), eram católicos romanos. Na primeira avaliação, 60% apresentaram dor pós-operatória moderada, 30% severa e 10% leve. Os descritores escolhidos com maior frequência foram: fisgada (90%); fina, agulhada e pontada (70%); beliscão (60%); sensível (50%); cansativa (60%) e que incomoda (50%). Nas três avaliações seguintes houve diminuição da dor severa e moderada que, aos 180 minutos era de 0% e 3% respetivamente, aumentando a percentagem de pacientes com dor leve (7%). Não encontramos relação significativa entre a variável dor pós-operatória e o sexo mas, pelo contrário, a intensidade da dor pós-operatória e a idade. O índice de dor total e sensitiva é influenciado pelo sexo. A localização da dor é influenciada pelo tipo de cirurgia, pela idade e pelo sexo. A dor pós-operatória era, principalmente, de intensidade moderada. Mesmo nos doentes a quem não foi administrado fármaco (50%), a dor foi aliviada ao longo das quatro avaliações. Desta forma, podemos inferir que as que as intervenções autónomas de enfermagem contribuem para o alívio da dor. A informação/atualização permanente dos profissionais de saúde é indispensável para que seja possível evitar ou minimizar a ocorrência de dor.

Computer-Mediated Communication and Ecclesiological Challenges To and From the Reformed Tradition

Communities of faith have appeared online since the inception of computer -­ mediated communication (CMC)and are now ubiquitous. Yet the character and legitimacy of Internet communities as ecclesial bodies is often disputed by traditional churches; and the Internet's ability to host the church as church for online Christians remains a question. This dissertation carries out a practical theological conversation between three main sources: the phenomenon of the church online; ecclesiology (especially that characteristic of Reformed communities); and communication theory. After establishing the need for this study in Chapter 1, Chapter 2 investigates the online presence of Christians and trends in their Internet use, including its history and current expressions. Chapter 3 sets out an historical overview of the Reformed Tradition, focusing on the work of John Calvin and Karl Barth, as well as more contemporary theologians. With a theological context in which to consider online churches in place, Chapter 4 introduces four theological themes prominent in both ecclesiology and CMC studies: authority; community; mediation; and embodiment. These themes constitute the primary lens through which the dissertation conducts a critical-­confessional interface between communication theory and ecclesiology in the examination of CMC. Chapter 5 continues the contextualization of online churches with consideration of communication theories that impact CMC, focusing on three major communication theories: Narrative Theory; Interpretive Theory; and Speech Act Theory. Chapter 6 contains the critical conversation between ecclesiology and communication theory by correlating the aforementioned communication theories with Narrative Theology, Communities of Practice, and Theo-­Drama, and applying these to the four theological themes noted above. In addition, new or anticipated developments in CMC investigated in relationship to traditional ecclesiologies and the prospect of cyber-­ecclesiology. Chapter 7 offers an evaluative tool consisting of a three-­step hermeneutical process that examines: 1) the history, tradition, and ecclesiology of the particular community being evaluated; 2) communication theories and the process of religious-­social shaping of technology; and 3) CMC criteria for establishing the presence of a stable, interactive, and relational community. As this hermeneutical process unfolds, it holds the church at the center of the process, seeking a contextual yet faithful understanding of the church.

Large-Scale Neural Systems for Vision and Cognition

— Consideration of how people respond to the question What is this? has suggested new problem frontiers for pattern recognition and information fusion, as well as neural systems that embody the cognitive transformation of declarative information into relational knowledge. In contrast to traditional classification methods, which aim to find the single correct label for each exemplar (This is a car), the new approach discovers rules that embody coherent relationships among labels which would otherwise appear contradictory to a learning system (This is a car, that is a vehicle, over there is a sedan). This talk will describe how an individual who experiences exemplars in real time, with each exemplar trained on at most one category label, can autonomously discover a hierarchy of cognitive rules, thereby converting local information into global knowledge. Computational examples are based on the observation that sensors working at different times, locations, and spatial scales, and experts with different goals, languages, and situations, may produce apparently inconsistent image labels, which are reconciled by implicit underlying relationships that the network’s learning process discovers. The ARTMAP information fusion system can, moreover, integrate multiple separate knowledge hierarchies, by fusing independent domains into a unified structure. In the process, the system discovers cross-domain rules, inferring multilevel relationships among groups of output classes, without any supervised labeling of these relationships. In order to self-organize its expert system, the ARTMAP information fusion network features distributed code representations which exploit the model’s intrinsic capacity for one-to-many learning (This is a car and a vehicle and a sedan) as well as many-to-one learning (Each of those vehicles is a car). Fusion system software, testbed datasets, and articles are available from http://cns.bu.edu/techlab.

Living long-term with acquired brain injury in Ireland: towards a counter discourse

Irish literature on Acquired Brain Injury (ABI) is very scant and is mainly deficits and/or needs based. The focus is generally on how to manage the short term needs of the younger population with ABI. The starting position of my thesis is that people living long-term with ABI are important participants in developing knowledge about this social phenomenon, living with ABI while accepting that their brain injury does not determine them. Six mature adults with ABI and their six significant others participated in this longitudinal study. Using a narrative approach in interviews, over twenty months, five repeat individual interviews with each of the twelve participants was held. From this I gained an understanding of their lived experiences, their life-world and their experiences of our local public ABI/disability services, systems and discourse. Along with this new empirical data, theoretical developments from occupational therapy, occupational science, sociology, and disability studies were also used within a meta-narrative informed by critical theory and critical realism to develop a synthesis of this study. Social analysis of their narratives co-constructed with me, allowed me generate nuanced insights into tendencies and social processes that impacted and continues to impact on their everyday-everynight living. I discuss in some depth here, the relational attitudinal, structural, occupational and environmental supports, barriers or discrimination that they face(d) in their search for social participation and community inclusion. Personal recognition of the disabled participants by their family, friends and/or local community, was generally enhanced after much suffering, social supports, slow recovery, and with some form of meaningful occupational engagement. This engagement was generally linked with pre-injury interests or habits, while Time itself became both a major aid and a need. The present local ABI discourse seldom includes advocacy and inclusion in everyday/every night local events, yet most participants sought both peer-support or collective recognition, and social/community inclusion to help develop their own counter-discourse to the dominant ABI discourse. This thesis aims to give a broad social explanation on aspects of their social becoming, 'self-sameness' and social participation, and the status of the disabled participants wanting to live 'the slow life'. Tensions and dialectical issues involved in moving from the category of a person in coma, to person with a disability, to being a citizen should not demote the need for special services. While individualized short-term neuro-rehabilitation is necessary, it is not sufficient. Along with the participants, this researcher asks that community health and/or social care planners and service-providers rethink how ABI is understood and represented, and how people with ABI are included in their local communities

Team-teaching for inclusive learning: Purposes, practices and perceptions of a team-teaching initiative in Irish post-primary schools

Background. Schools unequivocally privilege solo-teaching. This research seeks to enhance our understanding of team-teaching by examining how two teachers, working in the same classroom at the same time, might or might not contribute to the promotion of inclusive learning. There are well-established policy statements that encourage change and moves towards the use of team-teaching to promote greater inclusion of students with special educational needs in mainstream schools and mainstream classrooms. What is not so well established is the practice of team-teaching in post-primary settings, with little research conducted to date on how it can be initiated and sustained, and a dearth of knowledge on how it impacts upon the students and teachers involved. Research questions and aims. In light of the paucity and inconclusive nature of the research on team-teaching to date (Hattie, 2009), the orientating question in this study asks ‘To what extent, can the introduction of a formal team-teaching initiative enhance the quality of inclusive student learning and teachers’ learning at post-primary level?’ The framing of this question emerges from ongoing political, legal and educational efforts to promote inclusive education. The study has three main aims. The first aim of this study is to gather and represent the voices and experiences of those most closely involved in the introduction of team-teaching; students, teachers, principals and administrators. The second aim is to generate a theory-informed understanding of such collaborative practices and how they may best be implemented in the future. The third aim is to advance our understandings regarding the day-to-day, and moment-to-moment interactions, between teachers and students which enable or inhibit inclusive learning. Sample. In total, 20 team-teaching dyads were formed across seven project schools. The study participants were from two of the seven project schools, Ash and Oak. It involved eight teachers and 53 students, whose age ranged from 12-16 years old, with 4 teachers forming two dyads per school. In Oak there was a class of first years (n=11) with one dyad and a class of transition year students (n=24) with the other dyad. In Ash one class group (n=18) had two dyads. The subjects in which the dyads engaged were English and Mathematics. Method. This research adopted an interpretive paradigm. The duration of the fieldwork was from April 2007 to June 2008. Research methodologies included semi-structured interviews (n=44), classroom observation (n=20), attendance at monthly teacher meetings (n=6), questionnaires and other data gathering practices which included school documentation, assessment findings and joint examination of student work samples (n=4). Results. Team-teaching involves changing normative practices, and involves placing both demands and opportunities before those who occupy classrooms (teachers and students) and before those who determine who should occupy these classrooms (principals and district administrators). This research shows how team-teaching has the potential to promote inclusive learning, and when implemented appropriately, can impact positively upon the learning experiences of both teachers and students. The results are outlined in two chapters. In chapter four, Social Capital Theory is used in framing the data, the change process of bonding, bridging and linking, and in capturing what the collaborative action of team-teaching means, asks and offers teachers; within classes, between classes, between schools and within the wider educational community. In chapter five, Positioning Theory deductively assists in revealing the moment-to-moment, dynamic and inclusive learning opportunities, that are made available to students through team-teaching. In this chapter a number of vignettes are chosen to illustrate such learning opportunities. These two theories help to reveal the counter-narrative that team-teaching offers, regarding how both teachers and students teach and learn. This counter-narrative can extend beyond the field of special education and include alternatives to the manner in which professional development is understood, implemented, and sustained in schools and classrooms. Team-teaching repositions teachers and students to engage with one another in an atmosphere that capitalises upon and builds relational trust and shared cognition. However, as this research study has found, it is wise that the purposes, processes and perceptions of team-teaching are clear to all so that team-teaching can be undertaken by those who are increasingly consciously competent and not merely accidentally adequate. Conclusions. The findings are discussed in the context of the promotion of effective inclusive practices in mainstream settings. I believe that such promotion requires more nuanced understandings of what is being asked of, and offered to, teachers and students. Team-teaching has, and I argue will increasingly have, its place in the repertoire of responses that support effective inclusive learning. To capture and extend such practice requires theoretical frameworks that facilitate iterative journeys between research, policy and practice. Research to date on team-teaching has been too focused on outcomes over short timeframes and not focused enough on the process that is team-teaching. As a consequence team-teaching has been under-used, under-valued, under-theorised and generally not very well understood. Moving from classroom to staff room and district board room, theoretical frameworks used in this research help to travel with, and understand, the initiation, engagement and early consequences of team-teaching within and across the educational landscape. Therefore, conclusions from this study have implications for the triad of research, practice and policy development where efforts to change normative practices can be matched by understandings associated with what it means to try something new/anew, and what it means to say it made a positive difference.

Covert conversations: disciplined improvisation and meaning-making in the masters (MA) supervisory relationship

This research asks the question: “What are the relational dynamics in Masters (MA) supervision?” It does so by focusing upon the supervisory relationship itself. It does this through dialoguing with the voices of both MA supervisors and supervisees in the Humanities using a Cultural Historical Activity Theory (CHAT) framework. In so doing, this research argues for a re-evaluation of how MA supervision is conceptualised and proposes a new theoretical framework for conceptualising MA supervision as a relational phenomenon. The research design was derived from an Activity Theory-influenced methodology. Data collection procedures included the administration of Activity Theory Logs, individual semi-structured interviews with both supervisors and supervisees and the completion of reflective journals. Grounded Theory was used to analyse the data. The sample for the study consists of three supervisor-supervisee dyads from three disciplines in the Humanities. Data was collected over the course of one academic year, 2010-2011. This research found that both individual and shared relational dynamics play an important role in MA supervision. Individual dynamics, such as supervisors’ iterative negotiation of ambiguity/clarity and supervisees’ boundary work, revealed that both parties attempt to negotiate a separation between their professional-academic identities and personal identities. However, an inherent paradox emerged when the shared relational dynamics of MA supervision were investigated. It was found that the shared space created by the supervisory relationship did not only exist in a physical setting, but was also psychoactive in nature and held strong emotional resonances for both parties involved. This served to undermine the separation between professional-academic and personal identities. As a result, this research argues that the interaction between the individual and shared relational dynamics in MA supervision enables, for both supervisors and supervisees, a disciplined improvisation of academic identity.