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Objectives We aimed to develop and validate radiologic scores from [18F]FDG PET/CT and MRI to guide individualized induction chemotherapy (IC) for patients with T3N1M0 nasopharyngeal carcinoma (NPC). Methods A total of 542 T3N1M0 patients who underwent pretreatment [18F]FDG PET/CT and MRI were enrolled in the training cohort. A total of 174 patients underwent biopsy of one or more cervical lymph nodes. Failure-free survival (FFS) was the primary endpoint. The radiologic score, which was calculated according to the number of risk factors from the multivariate model, was used for risk stratification. The survival difference of patients undergoing concurrent chemoradiotherapy (CCRT) with or without IC was then compared in risk-stratified subgroups. Another cohort from our prospective clinical trial (N = 353, NCT03003182) was applied for validation. Results The sensitivity of [18F]FDG PET/CT was better than that of MRI (97.7% vs. 87.1%, p p n = 329) stratified by radiologic score benefited from IC (5-year FFS: IC + CCRT 83.5% vs. CCRT 70.5%; p = 0.0044), while low-risk patients (n = 213) did not. These results were verified again in the validation cohort. Conclusions T3N1M0 patients were accurately staged by both [18F]FDG PET/CT and MRI. The radiologic score can correctly identify high-risk patients who can gain additional survival benefit from IC and it can be used to guide individualized treatment of T3N1M0 NPC. Key Points • [18F]FDG PET/CT was more accurate than MRI in diagnosing histologically proven cervical lymph nodes. • Radiologic lymph node characteristics were reliable independent risk factors for FFS in T3N1M0 nasopharyngeal carcinoma patients. • High-risk patients identified by the radiologic score based on [18F]FDG PET/CT and MRI could benefit from the addition of induction chemotherapy.

The communication is needed anywhere and anytime between students and teachers in the hybrid learning of physical education practice. The architecture of FPEHLP is presented to create an environment in our practice, where the hybrid learning of PE can be accomplished through mix-lightweight communication tools. The core components of FPEHLP are Smart Deliverer and Dynamic Learning Space. The Smart Deliver is to integrate the heterogeneous learning resources of different education platforms. The Dynamic Learning Space is composed with Video-editor and IM Adaptor to realize the visibly and flexibility intercourse in the hybrid learning of PE practice. Adopting IM Adaptor, the student and teacher can communicate with each other anytime and anywhere through the lightweight communication tools, such as QQ, MSN, Fetion and so on. The results of experiment show the number of students of experiment group who like physical exercise is 21.6% higher than ones in contracted group. And 87.5% of students in the experiment group think the FPEHLP can afford their physical exercise.

This paper puts forwards a novel method of second harmonic of multi-beam laser heterodyne measurement for the thickness of the glass, which is based on the combination of Doppler effect and heterodyne technology, loaded the information of the thickness to the frequency difference of the multi-beam laser heterodyne signal by frequency modulation of the oscillating mirror, which is in the light path. Heterodyne signal frequency can be obtained by fast Fourier transform, and can obtain values of the thickness accurately after the multi-beam laser heterodyne signal demodulation. This method is used for simulate values of different thickness of the glass through numerical simulation of MATLAB and the obtained result shows that maximal relative error is less than 0.02%.

Blended learning is becoming one of the important applications by integrating e-learning and traditional face-to-face instruction together. As an introduction to the reader challenges in hybrid learning of physical education are provided firstly. In this paper, Video Annotation Module (VAM) is presented to improve blended learning of physical education. Through the user interface of VAM, the teacher can review the student's actions video, pick out the wrong actions and add still annotations. And the student can watch annotated video to find out mistakes and get instructions. In order to control over bandwidths Geometry Primitive Language is proposed, which presents the geometry primitives in XML. The results of experiment show that 80.9% out of students think that the VAM can afford the blended learning of physical education.

Hybrid learning is becoming one of the important applications by integrating e-learning and traditional face-to-face instruction together. The paper presents the architecture of PEHLP which can create an environment where the hybrid learning of physical education can be accomplished efficiently using the national elaborate physical education course resources. To integrate the heterogeneous learning resource of different education platforms, the learning course is logically divided into the present part and the content part and the Smart Deliverer is devised. To realize the visibly communication and intercourse during the hybrid learning process, the Video-editor is proposed. Adopting the Video-editor, the teacher can review students' action video and makes comments on the action which is wrong, and the student can find out the mistakes from his/her action video. To promote the review functioning, the algorithm for key frame extraction is proposed and the results show the algorithm is efficient.

Hybrid Learning is becoming one of important applications by integrating e-learning and traditional face-to-face instruction together. As an introduction to the reader the challenges in hybrid learning of physical education and architecture of Physical Education Hybrid Learning Platform (PEHLP) are firstly provided. The main character of PEHLP is using video instead of textual information as learning material. Then Video Review Module (VRM) is presented. Through the annotation composing functionality of VRM, the teacher can review the student’s actions video, pick out the wrong actions and add still annotations, which for now are either text or specific graphic symbols or audio-recording. And through the annotation viewing/browsing functionality, the student can watch annotated video, find out mistakes and get instructions. In order to control over bandwidths and promote video annotation, the geometry primitives of video annotation graphic symbols are presented in Geometry Primitive Language (GPL) in XML. The experiment shows that the annotation data is 0.37% of the annotation data in JPG format. The user case of this paper shows that 80.9% out of students think that the video review can afford the hybrid learning of physical education, but only 66.7% of them think the hybrid learning instruction mode can attain the same teaching effect in contrasted F2F instruction mode. So we suggest that the proportion of e-learning should be less than 60% in hybrid learning of physical education course.

Hybrid learning is becoming one of the important applications by integrating e-learning and traditional face-to-face instruction together. Instructors are interested in how to design a hybrid course in a more effective way. In this paper one hybrid learning model of physical education is presented. As an introduction to the reader, challenges in hybrid learning of physical education and National Program of Web-Delivery for Elaborate Courses in China are provided. Based on the categories of physical education learning contents, the learning matrix of physical learning is proposed. Adopting it the best instructional strategies can be adopted in hybrid learning of physical education. Then the objectives and results of the research are explained. The results suggest that such instructional advice as hybrid learning is popular and can promote physical education, and the computer-based education platform with video editing functioning can improve e-learning teaching.