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The rapid growth of household photovoltaics poses a significant challenge to the safe operation of distribution networks. To enable the unified monitoring of household photovoltaic inverters by power grid companies, this paper introduces an information interaction device for household photovoltaic inverters based on high-speed power line carrier communication and high-speed radio frequency communication. The study begins by analyzing the information access architecture of the household photovoltaic inverter, followed by a presentation of the hardware and software design of the information interaction device. Subsequent experiments conducted at various photovoltaic stations demonstrate an impressive 98% success rate for information interaction, highlighting the device’s robust reliability.

Aspect-level sentiment analysis is a research focal point for natural language comprehension. An attention mechanism is a very important approach for aspect-level sentiment analysis, but it only fuses sentences from a semantic perspective and ignores grammatical information in the sentences. Graph convolutional networks (GCNs) are a better method for processing syntactic information; however, they still face problems in effectively combining semantic and syntactic information. This paper presents a sentiment-supported graph convolutional network (SSGCN). This SSGCN first obtains the semantic information of the text through aspect-aware attention and self-attention; then, a grammar mask matrix and a GCN are applied to preliminarily combine semantic information with grammatical information. Afterward, the processing of these information features is divided into three steps. To begin with, features related to the semantics and grammatical features of aspect words are extracted. The second step obtains the enhanced features of the semantic and grammatical information through sentiment support words. Finally, it concatenates the two features, thus enhancing the effectiveness of the attention mechanism formed from the combination of semantic and grammatical information. The experimental results show that compared with benchmark models, the SSGCN had an improved accuracy of 6.33–0.5%. In macro F1 evaluation, its improvement range was 11.68–0.5%. [ABSTRACT FROM AUTHOR]

The exploration of optimizing content knowledge representation and enhancing critical thinking capabilities in English as Foreign Language (EFL) learners' writing still needs to be improved. Cultivating adept critical thinking skills and effective content knowledge representation is paramount for EFL learners, given its correlation with heightened writing proficiency. This study sought to examine critical thinking skills as a mediator in the correlation between strategies of content knowledge representation and writing proficiency among EFL learners. A total of 360 English as foreign language participants engaged in the California Critical Thinking Skills Test and responded to a questionnaire on strategies of content knowledge representation conducted at Kaifeng Science Technology and Communication College, China. Subsequently, participants undertook a writing task, and the outcomes underwent analysis using SPSS 26.0, incorporating descriptive analysis, correlational analysis, and AMOS 24.0 for mediating analysis. The findings unveiled a correlation between critical thinking skills and EFL learners' writing proficiency, echoing the association observed between content knowledge representation strategies and writing proficiency. Furthermore, critical thinking skills were identified as a mediator, linking content knowledge representation strategies to writing proficiency among EFL learners. The combination of content knowledge representation and critical thinking skills emerged as a positive role in the writing process. This research underscored the paramount significance of critical thinking skills within a specialized discipline, highlighting their transformative potential for EFL learners' writing competency and accentuating their functions in the broader writing pedagogy. [ABSTRACT FROM AUTHOR]

This study explores the significance of mobile phone usage in English language learning among students at the National University of Modern Languages. By administering an open-ended questionnaire to a sample of 100 Pakistani students enrolled in Advanced English for the Master of English program, the research investigates how smartphones are used, the attitudes and behaviors of students, and the challenges encountered in utilizing mobile technology within the learning environment. The findings demonstrate that smartphones play a crucial role in enhancing students' English language learning, as most participants express a positive view regarding their use in language instruction. This research presents a novel teaching approach for ESL students, underscoring the importance of a robust pedagogical foundation and appropriate training. Additionally, the study suggests the need for further exploration through experimental studies to examine the efficacy of smartphones in English language learning. The outcomes of this study contribute to a comprehensive understanding of the effective integration of mobile technology in ESL education, providing valuable insights for educators and researchers in the field. [ABSTRACT FROM AUTHOR]