In the interaction between waves and structures, the maximum wave run-up height on the surface of the structure and the wave field distribution around the cylinder are important factors to be considered in the design of marine structures. In this paper, the open source software OpenFOAM is used to simulate the wave run-up phenomenon of a truncated cylinder under regular waves by solving the Reynolds-averaged Navier–Stokes equation. The established numerical model is verified with the experimental data, and the good consistency demonstrates the accuracy in simulating the interaction between waves and fixed truncated cylinders. The numerical results show that the draft of the cylinder under regular waves has little effect on its maximum wave run-up height, but has a significant effect on the horizontal wave force. At the same wave steepness, the radial dimensionless run-up height increases with the increase of scattering parameters ka, where k is the wave number and a is the cylinder radius. The radial run-up height decreases gradually along the radial direction in the upstream, and increases gradually along the radial direction in the downstream.

CET-4 is a large-scale test used to test the English proficiency of Chinese non-English majors. However, the number of empirical studies on CET-4 is not large. This paper conducted an empirical study on the effect of the machine learning-based CET-4 listening test on listening learning. This paper first introduces the related concepts and influencing factors of listening and then summarizes the college English test and listening research, and then proposes machine learning related algorithms, including support vector machines, principal component analysis, statistical learning methods, and BP neural network. Finally, the method of questionnaire survey is used to conduct the research. In this study, 520 non-English major students were selected by random sampling to conduct a questionnaire survey, of which 400 were valid questionnaires. The experimental results showed that students listening learning strategies (Sig.=. 000.05), learning behaviors (Sig.=. 000.05), and learning attitudes (Sig.=. 00 3 .05) were significantly different and students with higher listening scores paid more attention to the use of learning strategies.