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CFD simulation for a PWR is an important part for the development of Numerical Virtual Reactor (NVR) in Harbin Engineering University of China. CFD simulation can provide the detailed information of the flow and heat transfer process in a PWR. However, a large number of narrow flow channels with numerous complex structures (mixing vanes, dimples, springs, etc.) are located in a typical PWR. To obtain a better CFD simulation, the challenges created by these structural features were analyzed and some quantitative regularity and estimation were given in this paper. It was found that both computing resources and time are in great need for the CFD simulation of a whole reactor. These challenges have to be resolved, so two schemes were designed to assist/realize the reduction of the simulation burden on resources and time. One scheme is used to predict the combined efficiency of the simulation conditions (configuration of computing resources and application of simulation schemes), so it can assist the better choice/decision of the combination of the simulation conditions. The other scheme is based on the suitable simplification and modification, and it can directly reduce great computing burden.

Automatic Text Scoring (ATS) is a widely-investigated task in education. Existing approaches often stressed the structure design of an ATS model and neglected the training process of the model. Considering the difficult nature of this task, we argued that the performance of an ATS model could be potentially boosted by carefully selecting data of varying complexities in the training process. Therefore, we aimed to investigate the effectiveness of curriculum learning (CL) in scoring educational text. Specifically, we designed two types of difficulty measurers: (i) pre-defined, calculated by measuring a sample's readability, length, the number of grammatical errors or unique words it contains; and (ii) automatic, calculated based on whether a model in a training epoch can accurately score the samples. These measurers were tested in both the easy-to-hard to hard-to-easy training paradigms. Through extensive evaluations on two widely-used datasets (one for short answer scoring and the other for long essay scoring), we demonstrated that (a) CL indeed could boost the performance of state-of-the-art ATS models, and the maximum improvement could be up to 4.5%, but most improvements were achieved when assessing short and easy answers; (b) the pre-defined measurer calculated based on the number of grammatical errors contained in a text sample tended to outperform the other difficulty measurers across different training paradigms.

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