MULTIDIMENSIONAL HYPERPRESENTATIONS IN A DISTRIBUTED MULTIMEDIA SYSTEM

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计算机的专业英语选择

计算机的专业英语选择

标准实用Multiple 11. The keyboard, mouse, monitor, and system unit are:2. Programs that coordinate computer resources, provide an interface, and run applications are known as:3. A browser is an example of a:4. Although not as powerful as a supercomputer, this type of computer is capable of great processing speeds and data storage.5. The smallest type of microcomputer:netbook handheld midrange tablet PC6. RAM is a type of:computer memory network secondary storage7. Unlike memory, this type of storage holds data and programs even aftermainframe midrangenetbookcentermedia specialized programutility programbasic application system application operating systemsutility programsapplication programs storage systems hardware software devices devicesstorage outputelectrical power to the computer system has been turned off.8. The type of file created by word processors to save, for example, memos, term papers, and letters.9. The change in connectivity that uses the Internet and the Web to shift many computer activities from a user ’s computer to computers on the Internet.definitioncomputingnetworkcloud high USB presentationworksheetdocumentdatabase secondary primary RAMROM标准实用10. The largest network in the world is [the]:Multiple 21. The network that connects computers all over the world.2. The rules for exchanging data between computers.3. Client-based e-mail accounts require this special program to be installed on your computer.4. Communities of individuals who share a common interest typically create Facebook:5. E-mail that does not require an e-mail program installed on a user's computer is known as:6. A very well-known microblog.Webmailu t il it y podcastblog profiles clients groups pageshyperlinku t il it y client e-mail JavaprotocolsWWW Web DSL Internet CERN Web LAN Facbeook InternetUSBWeb7. These programs continually look for new information and update search services ’ database programs.8. A type of search engine that submits requests to other search engines, organizes their responses, eliminates duplicate responses, orders hits, and then provides an edited list.ISPspecialized search enginedirectory search metasearch enginespidersf ilt e r s wikis IMWikipedia LinkedIn TwitterMySpace标准实用9. This is the Internet ’s equivalent to traditional cash.10. Using file transfer utility software, you can copy files to your computer from specially configured servers on the Internet. This is called:Multiple 31. This type of software works with end users, application software, and computer hardware to handle the majority of technical details.2. A rectangular area that can contain a document, program, or message.3. Programs that create text-based documents.DBMS suites spreadsheets word processors4. Programs that organize, analyze, and graph numeric data such as budgets and financial reports.DBMS suites spreadsheets word processors5. In a spreadsheet, the intersection of a row and column creates a:window dialog frame form box application general u t il it y purposesystem downloading filteringuploading bloggingdigital cash e-commerce icash Internetdollars6. A collection of related data that is the electronic equivalent of a file cabinet.7. A database tool that will quickly rearrange a ’s records according to tablespreadsheetprocessor f i l t e rword sortdatabasedocumenttable cell functionformulalabel cell a selected field.标准实用8. Programs that combine a variety of visual objects to create attractive, visually interesting presentations.9. The primary disadvantage of this type of package is that the capabilities of each function are not as extensive as in individual programs.10. A type of suite stored at a server on the Internet and available anywhere through Internet access.Multiple 41. These specialized graphics programs combine text and graphics to create publications of professional quality.2. Also known as drawing programs.3. Graphics programs used to create and edit vector images.desktop publishing programs imagegalleries image editorsillustration programsdesktop publishing programs image galleries image editorsillustration programsdesktop publishing programs image galleries image editorsillustration programsintegratedu t ility officecloud integrated softwareu t il it y officepresentation spreadsheetprocessor graphicsword DBMS ACTION4. An essential multimedia feature that allows user participation.5. Special programs used to create multimedia presentations.6. A widely used interactive animation application from Adobe.WYSIWYG FlashFuzzydesktop publishing programs image editors Flash editorsmultimedia authoring programsinteractivityimmersionraster Flash标准实用7. Programs for Web site design and HTML coding are called Web page editors or8. This area of artificial intelligence is also known as expert systems.9. A type of artificial intelligence that uses a database to provide assistance to users.10. Another name for the database used in expert systems that contains specific facts and rules.Multiple 51. What type of software works with users, application software, and computer hardware to handle the majority of technical details?2. The programs that convert programming instructions written by programmers into a language that computers understand and process are language:translators converters linguistsmanagersdapplication desktopsystem Linuxaccess table expert table knowledge base rulebase acoustics expert systems robotics virtualreality acoustics knowledge-based systems robotics virtualreality programseditorseditors HTML apps Web VR3. The ability to switch between different applications stored in memory is called:4. Graphic representations for a program, type of file, or function:softwarediversion programming multitaskinginterferenceoperational imageiconapp标准实用5. This operating system feature is controlled by a mouse and changes shape depending on its current function.6. The operating system based on Linux, designed for Netbook computers, and focused on Internet connectivity through cloud computing:7. The mobile operating system developed by Apple and originally called iPhone OS:Android BlackBerry OS IOS Mac OS8. A utility program that makes copies of files to be used in case the originals are lost or damaged:Backup and Restore Disk Cleanup Disk Defragmenter Compactor9. A troubleshooting utility that identifies and eliminates nonessential files, frees up valuable disk space, and improves system performance:Backup and Restore Disk Cleanup Disk Defragmenter Compactor10. Windows makes it easy to update drivers with Windows:Backup Restore Driver UpdateMultiple 61. This container houses most of the electrical components for a computer system.Windows ChromeUnix Mac pointer dialog mouse menu box2. Similar to notebooks, this system unit specializes in on-the-go Web browsing and e-mail access.chassis desktop media center netbook3. Computers can only recognize this type of electronic signal.analog bus digital maximum4. The main or motherboard is also known as the: carrier packagesystem system tuner board unit TV标准实用5. How many bytes can a 32-bit-word computer access at one time?6. In a microcomputer system, the central processing unit is contained on a single:RAM7. This type of memory divides large programs into parts and stores the parts on a secondary storage device.8. Also known as NIC, this adapter card is used to connect a computer to a:9. This provides a pathway to connect parts of the CPU to each other.bus Plug and Play wired wireless10. Older ports that have largely been replaced by faster, more flexible ports are called:buses expandable legacy renderedMultiple 7expansion graphics network AIArandom-access expanded virtual direct16 4 8 1processor computermobile system system board board module chip bus1. Most keyboards use an arrangement of keys known as:2. The device that controls a pointer displayed on the monitor.3. Also known as a roller ball, this device controls the pointer by rotating a ball with your thumb. trackball cordless joystick stylus mouse printer scanner mouse cordOptiKey QWERTY AlphaDaisy标准实用4. The type of screen that can be touched with more than one finger and supports zooming in and out by pinching and stretching your fingers.5. Flatbed and document are types of:6. Device used by banks to automatically read those unusual numbers on the bottom of checks and deposit slips.7. The most widely used audio- input device.8. The monitor feature that specifies how often a displayed image is updated.9. Handheld, book-sized devices that display text and graphics.10. This technology allows television stations to broadcast their programming directly to smartphones, computers, and digital media players.Mobile HDTV DTV CRTLED whiteboards readerse-book lasers HDTV aspect ratio dot pitch refresh rateresolution ratemicrophone mouseTFT VR MICRFDIC UPC OMR monitors scanners headsetsHDTVs multitouch digitaldynamic OLEDMultiple 81. RAM is sometimes referred to as:2. The actual physical material that holds the data and programs. primary storage media disk access3. Measures how tightly these charges can be packed next to one another on the disk. ratio active memory secondary storage primary storageread only memory标准实用4. When a read/write head makes contact with the hard disk ’s surface, it causes a head:5. This hard-disk performance enhancement anticipates data needs.6. This type of storage uses pits and lands to represent 1s and 0s.7. DVD stands for:8. USB drives are also known as:9. An organizational strategy to promote efficient and safe use of data across the networks.10. A mass storage device that provides access to data archived on tapes.library system systemtape RAID f i l e NAS cloud dynamic data mission statemententerprise storage system RAIDuniversal optical drivesdrives flash ports state bus digital versatile disc dynamic versatile discdigital video data dynamic video disc optical cloudsolid state disk hard file decompression compression cachingdisk RAID f i l e scratch crashland pit cylinders densitysectors tracksMultiple 91. The concept related to using computer networks to link people and resources.2. A high-frequency transmission cable that delivers television signals as well as connects computers in a network.coaxial hi def 3-D twisted pair connectivityTCP/IP Wi-Fi GPS标准实用3. A short- range radio communication standard that transmits data over short distances of up to approximately 30 feet.4. The speed with which a modem transmits data is called its:5. The bandwidth typically used for DSL, cable, and satellite connections to the Internet.6. Every computer on the Internet has a unique numeric address called a(n):7. Sometimes referred to as a LAN adapter, these expansion cards connect a computer to a network.8. A device that allows one LAN to be linked to other LANs or to larger networks.9. Typically using Wi-Fi technology, these wireless access points are typically available from public places such as coffee shops, libraries, bookstores, colleges, and universities.extranets hotspotsLANs PANs gateway network switch PAN IDSPCMCIAserver VPN NIC broadcast addresspacket DNS IP broadband voiceband basebandmedium band digital velocity dynamic rate modular rating transfer r a t eBluetoothbroadband TCP/IP DSL10. Star, tree, and mesh are three types of network:Multiple 101. The three primary privacy issues are accuracy, property, and:ownership s ecurity access e th ic s topologies s t r a te g ie s protocols devices标准实用2. To easily get names, addresses, and other details about a person using only his or her telephone number, government authorities and others use a(n):3. Browsers store the locations of sites visited in a:4. The browser mode that eliminates history files and blocks most cookies.5. The information that people voluntarily post in social networking sites, blogs, and photo- and video-sharing sites is used to create their:6. Computer criminals who specialize in stealing, trading, and using stolen credit cards over the Internet are known as:7. Programs that come into a computer system disguised as something else are called:8. The use of the Internet, cell phones, or other devices to send or post content intended to hurt or embarrass another person is known as:cyber-bullyingsocial media discrimination online harassmentunethical communicationviruseszombies Trojan horses bugsWeb scammersidentity carders thieves t r a d e r scyber card approval f ir e wa llidentityonline access phish privacydetect insertsleep f ir e wa ll h istor y menuto o l bard irectorykeystroke reverse cookie adware loggerworm9. Special hardware and software used to control access to a corporation ’ s private network is known as a(n):10. To prevent copyright violations, corporations often use:WPA DRMVPNACTcommunication gatespyware removal programantivirus program f ir e wa l l标准实用Multiple 111.Which of the basic organizational functions records all financial activity from billing customers to paying employees?accounting marketing production research2.What managerial level has information flow that is vertical,horizontal,and external?top supervisory middle foreman3.Which computer-based information system uses data from TPS and analytical tools to support middle managers?ESS MIS DSS TPS4.Accounts payable refers to money the company owes its suppliers for materials and services it has:created exported inventoried received5.What accounting activity keeps track of all summaries of all transactions?balance sheet general ledgerincome statement inventory control6.What accounting statement lists the overall financial condition of an organization?balance sheet general ledgerincome statement inventory control7.What type of report is produced at regular intervals?demand exception inventory periodic8. A DSS consists of four parts:user,system software,decision models,and:application software data operating systemspreadsheets9.What type of worker is involved with the distribution,communication,and creation of information?标准实用10. What type of program is designed to schedule, plan, and control project resources?Multiple 121. Facts or observations about people, places, things, and events are:data occurrences records tables2. The most basic logical data element such as a single letter, number, or special character is known as a:character element phrase record3. Each record in a database has at least one distinctive field, called the:key field structure type view4. One element of database security is to provide only authorized users with:5. The bridge between the logical and physical views of the data is provided by:passwordsr e la tio ns c lasses nodesschedulers managersa uditing pro jec t dtpinformationexecutive knowledge foreman6. Highly trained computer specialists who interact with the data administration subsystem are known as:7. In a network database, each child node may have more than one parent node; this is known as a:8. Connections between parent nodes and child nodes are provided by:many-to-many relationshiprelational relationshiphierarchy parentrelationshipDBMS data modelers database administrators relational s p e c i a l i s t s recordst a b le s DBMS SQL标准实用9. Two of the most significant advantages of multidimensional databases over relational databases are processing speed and:10. Object-oriented databases organize data by classes, attributes, methods, and:objects relations space timeMultiple 131. An information system is a collection of hardware, software, people, procedures, and:data DBMS specialists system analysts2. What is the first phase in the systems life cycle?3. Which phase in the systems life cycle involves installing the new system and training people?systems analysis systems implementationpreliminaryinvestigationsystems designneeds analysis systems analysis c onceptualization o b je c t if ic a tio n controlformatcharacters pointers objectsDBApreliminaryinvestigationsystem design4. This phase in the systems life cycle is concerned about determining system requirements not in design.systems analysis systems implementation5. Which systems analysis tool shows the relationship between input and output documents?6. These tools relieve the systems analysts of many repetitive tasks, develop clear documentation, and, for larger projects, coordinate team member activities.c hecklis td ecision t a b lechart grid data flowpreliminaryinvestigationsystem design标准实用7. Which systems life cycle phase is concerned with economic, technical, and operationalfeasibility?8. What type of feasibility evaluates whether the people within the organization will embrace or resist a new system?behavioral economic operational techinical9. Which approach to conversion begins by trying out a new system in only one part of an organization?direct pilot parallel phased10. An alternative to the systems life cycle approach using powerful development software, small specialized teams, and highly trained personnel.Multiple 141. A program is a list of instructions for the computer to follow to process:2. The major processing steps identified in a top-down program design are called:software hardware d i r e c t logicdata prototypingCASERAD AAD preliminaryinvestigationsystems design systems analysis systems implementationautomated systems life cycle data flow analyzers CASEflow chartsassembly instructions modules logic3.The programming logic structure in which one program statement follows another.4.One of the best ways to code effective programs is to use the three basic logic structures to create:content-markup programs pseudocodemodular languages structured programsc oncatenation r e p e titio n selec tio nloop标准实用5. Which step in the six-step programming procedure involves desk checking and searching for syntax and logic errors?6. Which step in the six-step programming procedure is the final step?7. Unlike traditional systems development, this software development approach focuses less on the procedures and more on defining the relationships between previously defined procedures.8. Natural languages are considered to be a:9. A compiler converts the programmer ’s procedural language program, called the source code, into a machine language code, called the:10. The 4GL languages that enable nonprogrammers to use certain easily understood commands to search and generate reports from a database.query application generator C11 COBOLMultiple 15interpreter codestructured codeobject code top-down code low- level language procedural language high- level languagemid- level languageobject-oriented context-markup module 2GLprogram documentation program maintenance program designprogram testprogram documentation program test program designprogram maintenance1. People who react to technology by thinking computers are magic boxes capable of solving all kinds of problems that computers really can ’t handle are:cynics frustrated na ï ve proactive2. The type of person that looks at technology in a positive realistic way is: frustrated proactive cynical na ï ve标准实用3. Books, journals, and trade associations are the best sources to help you:4. If your career is in marketing, it makes sense to develop a specialty in:database desktop publishingprogramming systems analysis and design5. What computer professional repairs and installs computer components and systems?computer technician data entry workerdesktop publisher software engineer6. What computer professional designs, tests, and researches encryption procedures?cryptographer network administratorprogrammer software engineer7. What computer professional uses database management software to determine the most efficient ways to organize and access data?cryptographer database administratorprogrammer software engineer8. What computer professional oversees the work of programmers, computer specialists, systems analysts, and other computer professionals?information systems manager network managersoftware engineer technical writerdevelop specialties maintain your computer competencydevelop personal contactslook for innovative opportunities9. What computer professional creates, tests, and troubleshoots computer programs?10. What computer professional plans and designs information systems?programmer systems analyst network managersoftware engineer programmer technical writernetwork managersoftware engineer。

韩国先进科技学院机械工程系Ikjin Lee,副教授简介

韩国先进科技学院机械工程系Ikjin Lee,副教授简介

Ikjin Lee, Assistant Professor7109, N7-4, Mechanical Engineering DepartmentKorea Advanced Institute of Science and Technology (KAIST)291 Daehak-ro, Yuseong-gu, Daejeon 305-701, Republic of KoreaTel: +82-42-350-3041, Fax: +82-42-350-3210, Email: ikjin.lee@kaist.ac.kr_______________________________________________________________________EDUCATIONB.S. Mechanical Engineering Seoul National University, Korea 1993-2001 M.S. Mechanical Engineering Seoul National University, Korea 2001-2003 Ph.D. Mechanical Engineering University of Iowa 2003-2008RESEARCH AREAReliability-Based Design Optimization (RBDO)Reliability-Based Robust Design Optimization (RBRDO)System Reliability Analysis and Design OptimizationDesign under Uncertainties with Lack of InformationDesign under Uncertainties with Correlated Input VariablesSampling-Based RBDO with Parallel ComputingSurrogate Model Generation (Meta-modeling)PROFESSIONAL EXPERIENCESUniversity of Iowa Research Assistant 2003~2008 University of Iowa Teaching Assistant 2006~2007 University of Iowa Postdoctoral Research Scholar 2008.8~2011.7 University of Iowa Adjunct Professor 2010.7~2011.7 University of Connecticut Assistant Professor 2011.8~2013.7 KAIST Assistant Professor 2013.8~ TEACHING EXPERIENCESME3224 Analysis and Design of Mechanisms Fall 2011 ME3227 Design of Machine Elements Spring 2012 ME5895/ME3295 Probabilistic Engineering Design Fall 2012, Spring 2014 ME5511/ME3295 Principles of Optimum Design Spring 2013 MAE340 Engineering Design Fall 2013 MAE370 Understanding of Materials & Manufacturing Spring 2014 MAE475 Applied Mathematics Fall 2014 MAE 400 Capstone Design I Spring 2015 CD401 Multidisciplinary Capstone Design I Spring 2015 AWARDS1.ISSMO/Springer Prize for a young scientist, International Society of Structural andMultidisciplinary Optimization (ISSMO), 2009.2.Cited in Marquis Who’s Who in America, 64th Edition, 2010.PROJECT ACTIVITYFINSIHEDU.S. Army Tank-Automotive Command (TACOM)Caterpillar 994F Axle Pad ProjectU.S. Army Automotive Research Center (ARC) on FMTVWind Turbine Optimization with Clippers supported by Iowa Wind Project (IAWIND) Dynamic Analysis Software Development & Design Optimization by Stanley Black & DeckerIN PROGRESSLaunching Plug-in Digital Analysis Framework for Modular System DesignDevelopment of sensor-based virtual plant engineering technology for the support of plant O&MPROFESSIONAL SERVICESJournal Editor1.Associate Editor, Trans. Korean Soc. Mech. Eng. A, 2014~PresentPaper Reviewer (Reviewed more than 85 Journal Papers and 33 Conference Papers)1.Structural and Multidisciplinary Optimization (SMO)2.ASME Journal of Mechanical Design (JMD)3.Journal of Soils and Sediments (JSSS)4.Mechanism and Machine Theory (MECHMT)5.Journal of Optimization Theory and Applications (JOTA)6.International Journal of Vehicle Design (IJVD)7.Entropy8.Mechanics Based Design of Structures and Machines9.Probabilistic Engineering Mechanics (PREM)puters and Industrial Engineering (CAIE)11.Engineering Optimization (GENO)puter Methods in Applied Mechanics and Engineering (CMAME)13.Applied Mathematical Modeling (APM)14.Mechanical Systems and Signal Processing (MSSP)15.Ain Shams Engineering Journal (ASEJ)16.Journal of Mechanical Science and Technology (JMST)17.ASME (IDETC/CIE) Conference18.AIAA/MAO ConferencePaper Review Coordinator1.Paper review coordinator for the Design Automation Conference of ASMEInternational Design Engineering Technical Conferences (IDETC), 2011~2015.Program Committee1.Local organizing committee for 10th World Congress of Structural MultidisciplinaryOptimization (WCSMO), 2013.2.International scientific and organizing committee for 5th International Conference onComputational Methods (ICCM), 2014.3.Scientific committee for 8th China-Japan-Korea Joint Symposium on Optimization ofStructural and Mechanical Systems (CJK-OSM8), 2014.4.Local organizing committee for 12th World Congress on Computational Mechanics(WCCM), 2016Other Professional Activities1.Chaired sessions at the 38th Design Automation Conference of 2012 ASMEInternational Design Engineering Technical Conferences (IDETC), August 2012.2.Chaired sessions at the World Congress of Structural Multidisciplinary Optimization(WCSMO) 10, May 2013.3.Chaired sessions at the 39th Design Automation Conference of 2013 ASMEInternational Design Engineering Technical Conferences (IDETC), August 2013.4.Chaired sessions at the 40th Design Automation Conference of 2014 ASMEInternational Design Engineering Technical Conferences (IDETC), August 2014.MembershipAmerican Society of Mechanical Engineers (ASME)American Institute of Aeronautics and Astronautics (AIAA)International Society for Structural and Multidisciplinary Optimization (ISSMO)Korea Society of Mechanical Engineers (KSME)Korea Society of Computational Mechanics (KSCM)Korea Society of Design Optimization (KSDO)Korean Society of Precision Engineering (KSPE)Proposal Review Panel1.Romanian Executive Agency for Higher Education, Research, Development andInnovation Funding (UEFISCDI) Proposal Review Panel (2011,2013,2015)2.Kazakhstan National Center for Science and Technology Evaluation (NCSTE)Proposal Review Panel (2014)CONFERENCE SEMINAR PRESENTATIONS1.Presented a seminar “Alternative Methods for Reliability-Based Robust DesignOptimization Including Dimension Reduction Method,” at ARC conference, Ann Arbor, MI, May 24, 2006.2.Presented a seminar “Alternative Methods for Reliability-Based Robust DesignOptimization Including Dimension Reduction Method,” at 2006 ASME IDETC, Philadelphia, Pennsylvania, September 10-13, 2006.3.Presented a seminar “RBDO Using MPP-Based Dimension Reduction Method(DRM) for Multidimensional Highly Nonlinear Systems,” at ARC conference, Ann Arbor, MI, May 16, 2007.4.Presented a seminar “RBDO Using MPP-Based Dimension Reduction Method(DRM) for Multidimensional Highly Nonlinear Systems” at WCSMO7 conference, Seoul, Korea, May 22, 2007.5.Presented a seminar “A New Inverse Reliability Analysis Method Using MPP-BasedDimension Reduction Method (DRM),” at 2007 ASME IDETC, Las Vegas, Nevada, September 4-7, 2007.6.Presented a seminar “System Reliability-Based Design Optimization Using MPP-BasedDimension Reduction Method,” at ARC conference, Ann Arbor, MI, May 21, 2008.7.Presented a seminar “Sensitivity Analyses of FORM-Based and DRM-BasedPerformance Measure Approach for Reliability-Based Design Optimization,” at 2008 ASME IDETC, New York City, New York, August 3-6, 2008.8.Presented a seminar “Comparison Study between Probabilistic and PossibilisticApproach for Problems with Correlated Input and Lack of Input Statistical Information” at ARC conference, Ann Arbor, MI, May 13, 2009.9.Presented a seminar “Comparison Study between Probabilistic and PossibilisticApproach for Problems with Correlated Input and Lack of Input Statistical Information” at WCSMO8 conference, Lisbon, Portugal, June 1-5, 2009.10.Presented an award speech “RBDO Using MPP-Based Dimension Reduction Method(DRM) for Multidimensional Highly Nonlinear Systems” at WCSMO8 conference, Lisbon, Portugal, June 1-5, 2009.11.Presented a seminar “Comparison Study between Probabilistic and PossibilisticApproach for Problems with Correlated Input and Lack of Input Statistical Information” at 2009 ASME IDETC, San Diego, California, August 31-September 2, 2009.12.Presented a seminar “Sampling-Based Stochastic Sensitivity Analysis Using Scorefunctions for RBDO problems with Correlated Random Variables” at ARC conference, Ann Arbor, MI, May 11, 2010.13.Presented a seminar “Sampling-Based Stochastic Sensitivity Analysis Using Scorefunctions for RBDO problems with Correlated Random Variables” at 2010 ASME IDETC, Montreal, Canada, August 16, 2010.14.Presented a seminar “Equivalent Standard Deviation to Convert High-ReliabilityModel to Low-Reliability Model for Efficiency of Sampling-Based RBDO” at ARC conference, Ann Arbor, MI, May 24, 2011.15.Presented a seminar “Equivalent Standard Deviation to Convert High-ReliabilityModel to Low-Reliability Model for Efficiency of Sampling-Based RBDO” at 2011 ASME IDETC, Washington, D.C., August 28-31, 2011.16.Presented a seminar “A Novel Second-Order Reliability Method (SORM) Using Non-Central or Generalized Chi-Squared Distributions” at 2012 ASME IDETC, Chicago, Illinois, August 13-15, 2012.17.Presented a seminar“Probabilistic Sensitivity Analysis for Novel Second-OrderReliability Method (SORM) Using Generalized Chi-squared Distribution” at WCSMO10 conference, Orlando, FL, May 19-24, 2013.18.Presented a seminar “Sampling-Based Design Optimization in the Presence ofInterval Variables” at APCOM&ISCM 2013, Singapore, December 12, 2013, Keynote Speech.19.Presented a seminar “Reliability-Based Vehicle Safety Assessment and DesignOptimization of Roadway Radius and Speed Limit in Windy Environments” at KSME conference, Jeongseon, Korea, December 19, 2013.20.Presented a seminar “Inverse Reliability Analysis for Approximated Second-OrderReliability Method Using Hessian Update” at 2014 ASME IDETC, Buffalo, New York, August 17-20, 2014.21.Presented a seminar “Enhanced Second-Order Reliability Method and StochasticSensitivity Analysis Using Importance Sampling” at WCSMO11 conference, Sydney, Australia, June 7-12, 2015.INVITED SEMINAR PRESENTATIONS1.Presented a seminar “Reliability-based Design Optimization: The Past, Present, andFuture,” at the University of Iowa, October 1, 2009.2.Provided a lecture on “Sampling-based RBDO using the Dynamic Kriging andStochastic Sensitivity Analysis” to John Deere, August, 2010.3.Presented a seminar “Sampling-Based RBDO Using the Dynamic Kriging (D-Kriging)Method and Stochastic Sensitivity Analysis” at ARC seminar, the University of Michigan, Ann Arbor, MI, October 29, 2010.4.Provided a seminar “Recent Improvements on Reliability-Based Design Optimization(RBDO) Methodology,” at the University of Connecticut, March 2, 2011.5.Provided a seminar “Recent Improvements on Reliability-Based Design Optimization(RBDO) Methodology,” at the Korea Advanced Institute of Science and Technology (KAIST), April 8, 2011.6.Provided a workshop on “Sampling-Based RBDO Using Dynamic Kriging Methodand Stochastic Sensitivity Analysis” to Army TARDEC members, Warren, MI, April 19, 2011.7.Presented a seminar “Reliability-Based Design Optimization,” at Hanyang University,August 20, 2013.8.Presented a seminar “Application of RBDO to Vehicle Design,” at Hyundai Motors,October 25, 2013.9.Presented a seminar “Application of RBDO to Vehicle Design,” at Doosan Infracore,November 22, 2013.10.Presented a seminar “Reliability Assessment and its Application to Shipbuilding andOcean Plant Design,” at Samsung Heavy Industry, June 20, 2014.11.Presented a seminar “Simulation-Based Design under Uncertainties: Theory &Application,” at Harbin Institute of Technology, January 19, 2015.12.Presented an invited lecture “Simulation-based Design Under Uncertainties: Theory& Application”, 2nd Annual Conference of Korea Society for Design Optimization, 2015.13.Presented a seminar “Simulation-based Design Under Uncertainties: Theory &Application”, at Korea Maritime University, 2015.14.Will present a seminar at Dalian University of Technology, July, 2015.15.Will present a seminar at NYU POLY, August, 2015.PUBLICATIONSBooks1.Lee, I.,Dimension Reduction Method for Design under Uncertainty: Applications ofDimension Reduction Method to Reliability-Based Design Optimization and Robust Design Optimization, LAP LAMBERT Academic Publishing, 2010.Ph. D. Thesis1.“Reliability-Based Design Optimization and Robust Design Optimization UsingUnivariate Dimension Reduction Method,” University of Iowa, 2008.Papers in Technical Journals (International)1.Lee, I., Choi, K.K., Du, L., and Gorsich, D., “Dimension Reduction Method forReliability-Based Robust Design Optimization,” Special Issue of Computers & Structures: Structural and Multidisciplinary Optimization, Vol. 86, pp. 1550–1562, 2008. (IF: 2.134)2.Lee, I., Choi, K.K., Du, L., and Gorsich, D., “Inverse Analysis Method Using MPP-Based Dimension Reduction for Reliability-Based Design Optimization of Nonlinear and Multi-Dimensional Systems,” Special Issue of Computer Methods in Applied Mechanics and Engineering: Computational Methods in Optimization Considering Uncertainties, Vol. 198, No. 1, pp. 14-27, 2008. (IF: 2.959)3.Noh, Y., Choi, K.K., and Lee, I., “Reduction of Ordering Effect in RBDO UsingDimension Reduction Method,” AIAA Journal, Vol. 47, No. 4, pp. 994-1004, 2009.(IF: 1.207)4.Lee, I., Choi, K.K., and Gorsich, D., “Sensitivity Analyses of FORM-Based andDRM-Based Performance Measure Approach (PMA) for Reliability-Based Design Optimization (RBDO),” International Journal for Numerical Methods in Engineering, Vol. 82, No.1, pp. 26-46, 2010. (IF: 2.055)5.Lee, I., Choi, K.K., and Gorsich, D., “System Reliability-Based Design OptimizationUsing the MPP-Based Dimension Reduction Method,” Journal of Structural and Multidisciplinary Optimization, Vol. 41, No. 6, pp. 823-839, 2010. (IF: 1.974)6.Noh, Y., Choi, K.K., and Lee, I., “Identification of Marginal and Joint CDFs UsingBayesian Method for RBDO,” Journal of Structural and Multidisciplinary Optimization, Vol. 40, No. 1, pp. 35-51, 2010.(IF: 1.974)7.Noh, Y., Choi, K.K., and Lee, I., “Comparison Study between MCMC-based andWeight-based Bayesian Methods for Identifications of Joint Distribution,” Journal of Structural and Multidisciplinary Optimization, Vol. 42, No. 6, pp. 823-833, 2010.(IF: 1.974)8.Lee, I., Choi, K.K., Noh, Y. Zhao, L., and Gorsich D., “Sampling-Based StochasticSensitivity Analysis Using Score Functions for RBDO Problems with CorrelatedRandom Variables,” Journal of Mechanical Design, Vol. 133, No. 2, 21003, 2011.(IF: 1.250)9.Noh, Y., Choi, K.K., and Lee, I., “Reliability-Based Design Optimization withConfidence Level under Input Model Uncertainty Due to Limited Test Data,” Journal of Structural and Multidisciplinary Optimization, Vol. 43, No. 4, pp. 443-458, 2011.(IF: 1.974)10.Zhao, L., Choi, K.K., and Lee, I., “Metamodeling Method Using Dynamic Krigingfor Design Optimization,” AIAA Journal, Vol. 49, No. 9, pp. 2034-2046, 2011. (IF:1.207)11.Noh, Y., Choi, K.K., and Lee, I., “Reliability-based Design Optimization withConfidence Level for Non-Gaussian Distributions Using Bootstrap Method,” Journal of Mechanical Design, Vol. 133, No. 9, 91001, 2011. (IF: 1.250)12.Lee, I., Choi, K.K., and Zhao, L., “Sampling-Based RBDO Using the StochasticSensitivity Analysis and Dynamic Kriging Method,” Journal of Structural and Multidisciplinary Optimization, Vol. 44, No. 3, pp. 299-317, 2011. (IF: 1.974)13.Lee, I., Noh, Y., and Yoo, D., “A Novel Second-Order Reliability Method (SORM)Using Non-Central or Generalized Chi-Squared Distributions,” Special Issue of Journal of Mechanical Design on Design under Uncertainty, Vol. 134, No. 10, 100912, 2012. (IF: 1.250)14.Lee, I., Choi, K.K., Noh, Y., and Lamb, D., “Comparison Study betweenProbabilistic and Possibilistic Methods for Problems under a Lack of Correlated Input Statistical Information,” Journal of Structural and Multidisciplinary Optimization, Vol. 47, No. 2, pp. 175-189, 2013. (IF: 1.974)15.Song, H., Choi, K.K., Lee, I., Zhao, L., and Gorsich, D., “Adaptive Virtual SupportVector Machine for Reliability Analysis of High-Dimensional Problems,” Journal of Structural and Multidisciplinary Optimization,Vol. 47, No. 4, pp. 479-491, 2013.(IF: 1.974)16.Lee, I., Choi, K.K., and Shin, J., “Equivalent Target Probability of Failure to ConvertHigh-reliability Model to Low-reliability Model for Efficiency of Sampling-based RBDO,” Journal of Structural and Multidisciplinary Optimization, Vol. 48, No. 2, pp.235-248, 2013. (IF: 1.974)17.Zhao, L., Choi, K.K., Lee, I., and Gorsich, D., “Conservative Surrogate Model usingWeighted Kriging Variance for Sampling-based RBDO,”Journal of Mechanical Design, Vol. 135, No. 9, 091003, 2013. (IF: 1.250)18.Yoo, D., and Lee, I., “Sampling-based Approach for Design Optimization in thePresence of Interval Variables,” Journal of Structural and Multidisciplinary Optimization, Vol. 49, No. 2, pp. 253-266, 2014. (IF: 1.974)19.Shin, J., and Lee, I., “Reliability-Based Vehicle Safety Assessment and DesignOptimization of Roadway Radius and Speed Limit in Windy Environments,” Journal of Mechanical Design, Vol. 136. No. 8, 081006, 2014. (IF: 1.250)20.Yoo, D., Lee, I., and Cho, H., “Probabilistic Sensitivity Analysis for Novel Second-Order Reliability Method using Generalized Chi-Squared Distribution,” Journal of Structural and Multidisciplinary Optimization,Vol. 50, No. 5, pp. 787-797, 2014.(IF: 1.974)21.Lim, J., Lee, B., and Lee, I., “SORM-based Inverse Reliability Analysis UsingHessian Update for Accurate and Efficient Reliability-based Design Optimization,”International Journal for Numerical Methods in Engineering, Vol. 100, No. 10, pp.773-792, 2014. (IF: 2.055)22.Shin, J., and Lee, I., “Reliability Analysis and Reliability-Based Design Optimizationof Roadway Horizontal Curves Using a First-Order Reliability Method (FORM),”Engineering Optimization, Vol. 47, No. 5, pp. 622-641, 2015. (IF: 1.076)23.Lim, J., Lee, B., and Lee, I., “Sequential Optimization and Reliability Assessmentbased on Dimension Reduction Method for Accurate and Efficient Reliability-based Design Optimization,” Journal of Mechanical Science and Technology, Vol. 29, No.4, pp. 1349-1354, 2015. (IF: 0.838)24.Cho, H., Choi, K.K., and Lee, I., “Design Sensitivity Method for Sampling-BasedRBDO with Fixed COV,” submitted to Journal of Mechanical Design, 2015.Technical Notes1.Zhao, L., Choi, K.K., and Lee, I., “Reply by the Authors to the Comment by H. Liangand M. Zhu,” AIAA Journal, Vol. 51, No. 12, pp. 2989-2990, 2013. (IF: 1.207)International Conference Proceedings1.Choi, K.K., Lee, I., and Gorsich, D., “Dimension Reduction Method for Reliability-Based Robust Design Optimization,” III European Conference on Computational Mechanics, Lisbon, Portugal, June 5-8, 2006.2.Lee, I., Choi, K.K., and Du, L., “Alternative Methods for Reliability-Based RobustDesign Optimization Including Dimension Reduction Method,” 32nd ASME Design Automation Conference, Philadelphia, Pennsylvania, September 10-13, 2006.3.Lee, I., Choi, K.K., and Du, L., “Dimension Reduction Method (DRM) Based RBDOfor Highly Nonlinear Systems,” WCSMO7, COEX Seoul, Korea, May 21-25, 2007, Received the ISSMO-Springer Prize.4.Choi, K.K., Du, L., Lee, I., and Gorsich, D., “A New Robust Concept in PossibilityTheory for Possibility-Based Robust Design Optimization,” WCSMO7, COEX Seoul, Korea, May 21-25, 2007.5.Lee, I., Choi, K.K., Du, L., and Gorsich, D., “A New Inverse Reliability AnalysisMethod Using MPP-Based Dimension Reduction Method (DRM),” 33rd ASME Design Automation Conference, Las Vegas, Nevada, September 4-7, 2007.6.Du, L., Choi, K.K., and Lee, I., “Robust Design Concept in Possibility Theory AndOptimization For System With Both Random And Fuzzy Input Variables,” the 2007 ASME International Design Engineering Technical Conferences (IDETC), Las Vegas, Nevada, September 4-7, 2007.7.Lee, I., Choi, K.K., Du, L., and Gorsich, D., “Sensitivity Analyses of FORM-Basedand DRM-Based Performance Measure Approach for Reliability-Based Design Optimization,” 34th ASME Design Automation Conference, New York City, New York, August 3-6, 2008.8.Lee, I., Choi, K.K., Du, L., and Gorsich, D., “System Reliability-Based DesignOptimization Using MPP-Based Dimension Reduction Method,” 12th AIAA/ISSMO Multidisciplinary Analysis and Optimization Conference, Victoria, British Columbia, September 10-12, 2008.9.Noh, Y., Choi, K.K., and Lee, I., “MPP-Based Dimension Reduction Method forRBDO Problems with Correlated Input Variables,” 12th AIAA/ISSMOMultidisciplinary Analysis and Optimization Conference, Victoria, British Columbia, September 10-12, 2008.mb, D., Gorsich, D., Choi, K.K., Noh, Y., and Lee, I., “The Use of Copulas andMPP-based Dimension Reduction Method (DRM) to Assess and Mitigate Engineering Risk in the Army Ground Vehicle,” 26th Army Science Conference, Orlando, Florida, December, 1-4, 2008.11.Lee, I., Choi, K.K., and Noh, Y., “Comparison Study between Probabilistic andPossibilistic Approach for Problems with Correlated Input and Lack of Input Statistical Information,” WCSMO8, Lisbon, Portugal, June 1-5, 2009.12.Noh, Y., Choi, K.K., Lee, I., and Gorsich, D., “Reliability-Based DesignOptimization with Confidence Level using Copula under Input Model Uncertainty,”WCSMO8, Lisbon, Portugal, June 1-5, 2009.13.Zhao, L., Choi, K.K., Lee, I., and Gorsich, D., “Sequential Sampling-Based KrigingMethod with Dynamic Basis Selection,” WCSMO8, Lisbon, Portugal, June 1-5, 2009.14.Lee, I., Choi, K.K., and Noh, Y., “Comparison Study between Probabilistic andPossibilistic Approach for Problems with Correlated Input and Lack of Input Statistical Information,” 35th ASME Design Automation Conference, San Diego, California, August 31-September 2, 2009.15.Noh, Y., Choi, K.K., Lee, I., Gorsich, D., and Lamb, D., “Reliability-Based DesignOptimization with Confidence Level using Copula under Input Model Uncertainty,”35th ASME Design Automation Conference, San Diego, California, August 31-September 2, 2009.16.Zhao, L., Choi, K.K., Lee, I., and Du, L., “Response Surface Method usingSequential Sampling for Reliability-Based Design Optimization,” 35th ASME Design Automation Conference, San Diego, California, August 31-September 2, 2009.17.Noh, Y., Choi, K.K., Lee, I., Gorsich, D., and Lamb, D., “Reliability-Based DesignOptimization with Confidence Level for Non-Gaussian Distributions Using Bootstrap Method,” 6th China-Japan-Korea Joint Symposium on Optimization of Structural and Mechanical Systems, Kyoto, Japan, June 22-25, 2010.18.Lee, I., Choi, K.K., Noh, Y., Zhao, L., and Gorsich, D., “Sampling-Based StochasticSensitivity Analysis Using Score Functions for RBDO Problems with Correlated Random Variables,” 36th ASME Design Automation Conference, Montreal, Canada, August 16-18, 2010.19.Noh, Y., Choi, K.K., Lee, I., and Gorsich, D., “Reliability-Based DesignOptimization with Confidence Level for Non-Gaussian Distributions Using Bootstrap Method,” 36th ASME Design Automation Conference, Montreal, Canada, August 16-18, 2010.20.Lee, I., Choi, K.K., and Zhao, L., “Sampling-Based RBDO Using the DynamicKriging (D-Kriging) Method and Stochastic Sensitivity Analysis,” 13th AIAA/ISSMO Multidisciplinary Analysis and Optimization Conference, Fort Worth, Texas, September 13-15, 2010.21.Zhao, L., Choi, K.K., Lee, I., and Gorsich, D., “A Metamodeling Method UsingDynamic Kriging and Sequential Sampling,”13th AIAA/ISSMO Multidisciplinary Analysis and Optimization Conference, Fort Worth, Texas, September 13-15, 2010. 22.Zhao, L., Choi, K.K., Lee, I., and Gorsich, D., “Conservative Surrogate Model usingWeighted Krigin Variance for Sampling-Based RBDO,” WCSMO9, Shizuoka, Japan,June 13-17, 2011.23.Choi, K.K., Lee, I., Zhao, L., Noh, Y., Lamb, D., and Gorsich, D., “Sampling-BasedRBDO Using Stochastic Sensitivity and Dynamic Kriging for Broader Army Applications,” NDIA Ground Vehicle Systems Engineering And Technology Symposium, Dearborn, Michigan, August 9-11, 2011.24.Lee, I., Choi, K.K., and Gorsich, D., “Equivalent Standard Deviation to ConvertHigh-reliability Model to Low-reliability Model for Efficiency of Sampling-based RBDO,” 37th ASME Design Automation Conference, Washington, D.C., August 28-31, 2011.25.Song, H., Choi, K.K., Lee, I., Zhao, L., and Lamb, D., “Adaptive Virtual SupportVector Machine for the Reliability Analysis of High-Dimensional Problems,”37th ASME Design Automation Conference, Washington, D.C., August 28-31, 2011.26.Lee, I., Noh, Y., and Yoo, D., “A Novel Second-Order Reliability Method (SORM)Using Non-Central or Generalized Chi-Squared Distributions,” 38th ASME Design Automation Conference, Chicago, Illinois, August 13-15, 2012.27.Cho, H., Choi, K.K., Lee, I., and Gorsich, D., “Confidence Level Estimation andDesign Sensitivity Analysis for Confidence-Based RBDO,” 38th ASME Design Automation Conference,Chicago, Illinois, August 13-15, 2012.28.Song, H., Choi, K.K., Lee, I., Zhao, L., and Gorsich, D., “Sampling-based RBDOUsing Stochastic Sensitivity-based Analysis and Virtual Support,” 38th ASME Design Automation Conference, Chicago, Illinois, August 13-15, 2012.29.Yoo, D., Lee, I., and Cho, H., “Probabilistic Sensitivity Analysis for Novel Second-Order Reliability Method using Generalized Chi-Squared Distribution,” WCSMO10, Orlando, Florida, May 19-24, 2013.30.Shin, J., and Lee, I., “Reliability-Based Design Optimization of Highway HorizontalCurves Based on first-Order Reliability Method,” WCSMO10, Orlando, Florida, May 19-24, 2013.31.Yoo, D., and Lee, I., “Sampling-Based Approach for Design Optimization in thePresence of Interval Variables,” WCSMO10, Orlando, Florida, May 19-24, 2013.32.Shin, J., and Lee, I., “First-Order Reliability Analysis of Vehicle Safety in HighwayHorizontal Curves,” 39th ASME Design Automation Conference, Portland, Oregon, August 4-7, 2013.33.Yoo, D., and Lee, I., “Sampling-based Approach for Design Optimization in thePresence of Interval Variables,” 39th ASME Design Automation Conference, Portland, Oregon, August 4-7, 2013.34.Yoon, G., Hur, J., Lee, I., and Youn, S., “Efficiency Improvement Approach ofSurrogate-model Based BLISS,” 8th China-Japan-Korea Joint Symposium on Optimization of Structural and Mechanical Systems (CJK-OSM8), Gyeongju, Korea, May 25-29, 2014.35.Lim, J., Lee, I., and Lee, B., “Sequential Optimization and Reliability AssessmentBased on Dimension Reduction Method for Accurate and Efficient Reliability-based Design Optimization,” 8th China-Japan-Korea Joint Symposium on Optimization of Structural and Mechanical Systems (CJK-OSM8),Gyeongju, Korea, May 25-29, 2014.36.Lim, J., Lee, I., and Lee, B., “Inverse Reliability Analysis for Approximated Second-Order Reliability Method Using Hessian Update” 40th ASME Design AutomationConference, Buffalo, New York,August 17-20, 2014.37.Piao, M.J., Park, C.H., Huh, H., and Lee, I., “Validation of Dynamic HardeningModels with Taylor Impact Tests at High Strain Rates,” 12th Asia-Pacific Conference on Engineering Plasticity and Its Application (AEPA), Taiwan, September 1-5, 2014.38.Lim, J., Lee, B., and Lee, I., “Enhanced second-order reliability method andstochastic sensitivity analysis using importance sampling” 11th World Congress of Structural and Multidisciplinary Optimization (WCSMO), Sydney, Australia, June 7-12, 2015.39.Kang, S.,Lee, I., and Lim, J., “Accuracy Improvement of MPP-Based DimensionReduction Method Using the Eigenvectors of the Hessian Matrix” 11th World Congress of Structural and Multidisciplinary Optimization, Sydney (WCSMO), Australia, June 7-12, 2015.Domestic Conference Proceedings1.Song, J., and Lee, I., “Accurate and Efficient Dimension Reduction Method UsingEigenvectors of the Hessian Matrix,” Proceedings of the KSME Fall Annual Meeting, Gwangju, Korea, November 11-14, 2014.2.Kang, K., and Lee, I., “A study on Efficiency Improvement of Kriging using cross-validationand process variance,” Proceedings of the KSME Fall Annual Meeting, Gwangju, Korea, November 11-14, 2014.3.Kang, S., and Lee, I., “Efficient reliability-based design optimization using approximation ofmost probable point,” Proceedings of the KSME Fall Annual Meeting, Gwangju, Korea, November 11-14, 20144.Kang, S., and Lee, I., “Accuracy Improvement of MPP-Based Dimension Reduction MethodUsing the Eigenvectors of Hessian Matrix” Proceedings of the KSME Spring Annual Meeting, Jeju, Korea, April 15-18, 2015.5.Song, J., Lee, I., and Lee, B., “Accurate and Efficient Dimension Reduction Method UsingEigenvectors of the Hessian Matrix” Proceedings of the KSME Spring Annual Meeting, Jeju, Korea, April 15-18, 2015.6.Kang, K., and Lee, I., “Basis Screening Kriging : Efficient and accurate surrogate modeling”Proceedings of the KSME Spring Annual Meeting, Jeju, Korea, April 15-18, 2015.7.Lee, I., and Kang, K., “Design Optimization of Subframe of Chassis Using SurrogateModeling” Proceedings of the KSME Spring Annual Meeting, Jeju, Korea, April 15-18, 2015.11。

经典:二语习得Pienemann’s-Multidimensional-Model

经典:二语习得Pienemann’s-Multidimensional-Model
12
Variational sequence: There was considerable variation among learners within the five-stage developmental IL sequences. Individual learners follow different paths in SLA. Thus, there is variation dimension in addition to developmental dimension implied in the title of “multidimensional” model.
Pienemann’s Multidimensional
Model
1
• This model has been regarded as a representative of the interactionist approach to SLA .
• Interactionist approach: language learning is through both innate and environmental factors.
9
Stage 4 (Stage X+3): Inversion (INV)
• Where are you going to play basketball? (Wh-question inversion)
• I don’t know. (internal negative marking)
• I washed the shirt myself. (reflexive pronoun achability Hypothesis According to this theory, teaching can only be effective if learners have successfully passed through the preceding stages on the development route. When a learner shows signs of having reached a developmental stages, teaching can then speed up the acquisition process.

理解并评估Intercultural Competence(在不同文化中工作的能力)

理解并评估Intercultural Competence(在不同文化中工作的能力)

UNDERSTANDING AND ASSESSING INTERCULTURAL COMPETENCE: A SUMMARY OF THEORY, RESEARCH, AND PRACTICE (TECHNICAL REPORT FOR THE FOREIGN LANGUAGEPROGRAM EVALUATION PROJECT)C ASTLE S INICROPE,J OHN N ORRIS,&Y UKIKO W ATANABEUniversity of Hawai‘i at MānoaINTRODUCTIONIn its broadest sense, intercultural competence can be defined following Fantini (2006) as “a complex of abilities needed to perform effectively and appropriately when interacting with others who are linguistically and culturally different from oneself” (p. 12, emphasis in original). Throughout the literature, researchers and theoreticians use a range of more or less related terms to discuss and describe intercultural competence, including intercultural communicative competence (ICC), transcultural communication, cross-cultural adaptation, and intercultural sensitivity, among others (Fantini, 2006). What all of these terms attempt to account for is the ability to step beyond one’s own culture and function with other individuals from linguistically and culturally diverse backgrounds. College foreign language and study abroad programs play a unique role in offering students the opportunity to develop their intercultural competencies. The acquisition of such competencies may be important not only for individual enrichment and communicative proficiency but also for providing future educators, professionals, and leaders with the capabilities necessary for promoting successful collaboration across cultures.In this report we summarize theory and research on intercultural competence, paying particular attention to existing approaches and tools for its assessment. We also review examples of the assessment of intercultural competence in the specific contexts of general education and college foreign language and study abroad programs. It is our hope that these resources will provide a useful basis to foreign language (and other) educators as they seek to understand and improve the intercultural competencies of their students.Second Language Studies, 26(1), Fall 2007, pp. 1-58.THEORETICAL FRAMEWORKS FOR INTERCULTURAL COMPETENCEBackgroundHistorically, a major focus on intercultural competence emerged out of research into the experiences of westerners working abroad (e.g., Peace Corp volunteers) in the 1950s, 1960s, and early 1970s. This early research was typically motivated by perceived cross-cultural communication problems that hampered collaboration between individuals from different backgrounds. In the late 1970s and 1980s, the contexts for intercultural competence research expanded to include study abroad, international business, cross-cultural training, expatriates living overseas, and immigrant acculturation. During these formative years, research on intercultural competence utilized assessments of individuals’ attitudes, personalities, values, and motives, usually through short self-reports, surveys, or open-ended interviews. The purpose and focus of ICC assessment using these tools centered around four main goals: “(1) to explain overseas failure, (2) to predict overseas success, (3) to develop personnel selection strategies, and (4) to design, implement and test sojourner training and preparation methodologies” (Ruben, 1989, p. 230).Today, intercultural competence research spans a wide spectrum, from international schools to medical training, from short study abroad programs to permanent residency in foreign cultures. The purposes of research also range widely, from the selection of appropriate participants for sending abroad to cross-cultural mediation to the determination of learning outcomes associated with a variety of educational experiences. As the focus and purpose of intercultural competence research has expanded, approaches to its description and assessment have evolved as well, from short attitude and personality surveys to more complex behavioral self-assessments, performance assessments, portfolio assessments, and others. At the same time, nearly twenty years after Ruben (1989) declared the “need for conceptual clarity” (p. 234), a multiplicity of frameworks and approaches to defining and assessing intercultural competence persists today. Thus, although the broad range of theories and models provides language educators with a variety of approaches to understanding and investigating intercultural competence, it also complexifies the task of communicating about related ideas in a systematic and consistently interpretable way.By way of example, Table 1 presents 19 terms that have been utilized as alternatives for discussing intercultural competence. Though often used interchangeably with the most frequentlabels of intercultural competence,intercultural communicative competence, intercultural sensitivity, and cross-cultural adaptation, each alternative also implies additional nuances that are often only implicitly addressed in research.Table 1Alternative Terms for Intercultural Communicative Competence (ICC) (Adapted from Fantini, 2006, Appendix D)transcultural communication international communication ethnorelativitycross-cultural communication intercultural interaction biculturalismcross-cultural awareness intercultural sensitivity multiculturalismglobal competitive intelligence intercultural cooperation pluralingualismglobal competence cultural sensitivity cross-cultural adaptation cultural competence effective inter-group communicationinternational competence communicative competenceHammer, Bennet, and Wiseman (2003) attempted to overcome some of the murkiness of ICC definitions by drawing a major distinction between intercultural sensitivity and intercultural competence. From their perspective, intercultural sensitivity is “the ability to discriminate and experience relevant cultural differences” whereas intercultural competence is “the ability to think and act in interculturally appropriate ways” (p. 422). Their distinction between knowing and doing in interculturally competent ways offers a fitting prelude to the themes that have emerged from most contemporary work on ICC. In the following sections, we introduce four major frameworks for conceptualizing intercultural competence. Additional theoretical frameworks for intercultural competence are described briefly as well, but the main focus in this report is on those approaches that have served as bases for assessments developed to gauge intercultural competence. Following the overview of theoretical frameworks, we then turn to their operationalization in research and assessment in Section 3.Ruben’s Behavioral Approach to Intercultural Communicative Competence One of the earliest comprehensive frameworks was Ruben’s behavioral approach to the conceptualization and measurement of intercultural communicative competence (Ruben, 1976; Ruben & Kealey, 1979). In contrast to the personality and attitudinal foci of previous approaches,Ruben advocated a behavioral approach to linking the gap between knowing and doing, that is, between what individuals know to be interculturally competent and what those individuals actually do in intercultural situations.It is not uncommon for an individual to be exceptionally well-versed on the theoriesof cross-cultural effectiveness, possess the best of motives, and be sincerelyconcerned about enacting his role accordingly, yet be unable to demonstrate thoseunderstandings in his own behavior. (Ruben & Kealey, 1979, pp. 19-20)For these reasons, Ruben (1976) argued that to understand and assess individuals’ behaviors, it would be necessary to employ “measures of competency that reflect an individual’s ability to display concepts in his behavior rather than intentions, understandings, knowledges, attitudes, or desires” (p. 337). Ruben theorized that observing individuals in situations similar to those for which they are being trained or selected would provide information for predicting their performances in similar future situations.Based on findings in the literature and his own work, Ruben (1976) identified seven dimensions of intercultural competence:1.Display of respect describes an individual’s ability to “express respect and positiveregard” for other individuals.2.Interaction posture refers to an individual’s ability to “respond to others in a descriptive,nonevaluative, and nonjudgmental way.”3.Orientation to knowledge describes an individual’s ability to “recognize the extent towhich knowledge is individual in nature.” In other words, orientation to knowledgedescribes an individual’s ability to recognize and acknowledge that people explain theworld around them in different ways with differing views of what is “right” and “true.”4.Empathy is an individual’s ability to “put [himself] in another’s shoes.”5.Self-oriented role behavior expresses an individual’s ability to “be flexible and tofunction in [initiating and harmonizing] roles.” In this context, initiating refers torequesting information and clarification and evaluating ideas for problem solving.Harmonizing, on the other hand, refers to regulating the group status quo throughmediation.6.Interaction management is an individual’s ability to take turns in discussion and initiateand terminate interaction based on a reasonably accurate assessment of the needs anddesires of others.stly, tolerance for ambiguity describes an individual’s ability to “react to new andambiguous situations with little visible discomfort”. (Ruben, 1976, pp. 339-341) For assessment purposes, Ruben operationalized the seven dimensions with observational procedures and rating scales. These were subsequently employed and further developed by additional researchers (see Section 3.1). Ruben’s call for a behavioral model and the assessment of behavioral outcomes, that is, describing an individual’s competence based on observed actions, can also be regarded as a precursor to performance assessments of ICC (see Section 3.2). In sum, from Ruben’s (1976) perspective, ICC consists of the “ability to function in a manner that is perceived to be relatively consistent with the needs, capacities, goals, and expectations of the individuals in one’s environment while satisfying one’s own needs, capacities, goals, and expectations” (p. 336), an ability that is best assessed by observing an individual’s actions rather than reading an individual’s self-reports.European Multidimensional Models of Intercultural Competence: Byram and Risager Based on their experiences in the European context, Byram (1997) and Risager (2007) have also theorized multidimensional models of intercultural competence. In Teaching and assessing intercultural communicative competence, Byram (1997) proposed a five-factor model of intercultural competence comprising the following:1.The attitude factor refers to the ability to relativize one’s self and value others, andincludes “curiosity and openness, readiness to suspend disbelief about other cultures and belief about one’s own” (p. 91).2.Knowledge of one’s self and others means knowledge of the rules for individual andsocial interaction and consists of knowing social groups and their practices, both in one’s one culture and in the other culture.3.The first skill set, the skills of interpreting and relating, describes an individual’s abilityto interpret, explain, and relate events and documents from another culture to one’s ownculture.4.The second skill set, the skills of discovery and interaction, allows the individual toacquire “new knowledge of culture and cultural practices,” including the ability to useexisting knowledge, attitudes, and skills in cross-cultural interactions (ibid, p. 98).5.The last factor, critical cultural awareness, describes the ability to use perspectives,practices, and products in one’s own culture and in other cultures to make evaluations.Byram further clarified that the interaction factor (skills of discovery and interacting) includes a range of communication forms, including verbal and non-verbal modes and the development of linguistic, sociolinguistic, and discourse competencies.Building on Byram’s theoretical foundation, Risager (2007) proposed an expanded conceptualization of intercultural competence. She argued that a model for intercultural competence must include the broad resources an individual possesses as well as the narrow competences that can be assessed. Risager claimed her model to be broader in scope; however, it is noteworthy that the 10 elements she outlined are largely manifested in linguistic developments and proficiencies:1.Linguistic (languastructural) competencenguacultural competences and resources: semantics and pragmaticsnguacultural competences and resources: poeticsnguacultural competences and resources: linguistic identity5.Translation and interpretation6.Interpreting texts (discourses)e of ethnographic methods8.Transnational cooperation9.Knowledge of language as critical language awareness, also as a world citizen10.Knowledge of culture and society and critical cultural awareness, also as a world citizen.(Risager, 2007, p. 227)Extending ideas from these foundations, Byram and other European researchers (Kühlmann, Müller-Jacquier and Budin) have collaborated to combine existing theories of intercultural competence as the basis for developing their own assessment tool. Named INCA (intercultural competence assessment), the research project has adopted a multidimensional framework. Their overall model consists of two sets of dimensions, one for the assessor and one for the examinee, with three skill levels for each dimension: basic, intermediate, and full. From the assessor’s pointof view, intercultural competence consists of 6 different dimensions, as defined by the INCA assessor’s manual:1.Tolerance for ambiguity is “the ability to accept lack of clarity and ambiguity and to beable to deal with it constructively” (ibid, p. 5).2.Behavioural flexibility is “the ability to adapt one’s own behaviour to differentrequirements and situations” (ibid, p. 5).municative awareness is “the ability […] to establish relationships between linguisticexpressions and cultural contents, to identify, and consciously work with, variouscommunicative conventions of foreign partners, and to modify correspondingly one’sown linguistics forms of expression” (ibid, p. 6).4.Knowledge discovery is “the ability to acquire new knowledge of a culture and culturalpractices and the ability to act using that knowledge, those attitudes and those skills under the constraints of real-time communication and interaction” (ibid, p.6).5.Respect for otherness is “the readiness to suspend disbelief about other cultures andbelief about one’s own” (ibid, p. 6).6.Empathy is “the ability to intuitively understand what other people think and how theyfeel in concrete situations” (ibid, p. 7).From the examinee’s point of view, intercultural competence consists of three dimensions, ina simplified version of the assessor’s model:1.Openness is the ability to “be open to the other and to situations in which something isdone differently” (respect for others + tolerance of ambiguity) (ibid, p. 11).2.Knowledge is the characteristic of “not only want[ing] to know the ‘hard facts’ about asituation or about a certain culture, but also [..] want[ing] to know something about thefeelings of the other person” (knowledge discovery + empathy) (ibid, p. 11).3.Adaptability describes the ability to “adapt [one’s] behaviour and [one’s] style ofcommunication” (behavioural flexibility + communicative awareness) (ibid, p. 11).Given the assessment orientation of this ICC framework, the different dimensions have not only been explained theoretically, as above, but have also been given concrete descriptions for each skill level. For example, Table 2 provides descriptions for each level of the first dimension, tolerance for ambiguity.Table 2Skill Levels for Tolerance for Ambiguity DimensionBasic Intermediate FullDeals with ambiguity on a one-off basis, respondingto items as they arise. May be overwhelmed by ambiguous situations which imply high involvement.Has begun to acquire arepertoire of approaches tocope with ambiguities in low-involvement situations.Begins to accept ambiguity asa challenge.Is constantly aware of thepossibility of ambiguity.When it occurs, he/shetolerates and manages it.Beyond the INCA project, the multidimensional approach and the dimensions Risager and Byram ascribe to intercultural competence can be seen in both commercial assessment tools (Cross-Cultural Adaptability Index) and non-commercial assessment practices (Intercultural Sensitivity Index in Olson and Kroeger, 2001, and Assessment of Intercultural Competence in Fantini, 2006). Key to these European-oriented frameworks, and distinct from Ruben’s early work, is the emphasis on acquisition of proficiency in the host culture—moving well beyond the ability to interact respectfully, non-judgmentally, and effectively with the host culture.Bennett’s Developmental Model of Intercultural Sensitivity (DMIS)In the North American context, a different model of intercultural competence has been widely discussed, researched, and explored in recent years: Bennett’s Developmental Model of Intercultural Sensitivity (DMIS) (Bennett, 1993; Hammer et al., 2003; Paige, Jacobs-Cassuto, Yershova, & DeJaeghere, 2003). On the basis of research in the 1970’s and 1980’s, Bennett developed a dynamic model to explain how individuals respond to cultural differences and how their responses evolve over time.The Developmental Model of Intercultural Sensitivity (DMIS) consists of six stages grouped into three ethno centric stages (the individual’s culture is the central worldview) and three ethno relative stages (the individual’s culture is one of many equally valid worldviews), as follows:1.In the first ethnocentric stage, denial, the individual denies the difference or existence ofother cultures by erecting psychological or physical barriers in the forms of isolation and separation from other cultures.2.In the second ethnocentric stage, defense, the individual reacts against the threat of othercultures by denigrating the other cultures (negative stereotyping) and promoting thesuperiority of one’s own culture. In some cases, the individual undergoes a reversal phase, during which the worldview shifts from one’s own culture to the other culture, and theown culture is subject to disparagement.3.Finally, in the third ethnocentric stage, minimization, the individual acknowledgescultural differences on the surface but considers all cultures as fundamentally similar.The three ethnorelative stages of development lead to the acquisition of a more complex worldview in which cultures are understood relative to each other and actions are understood as culturally situated.1.(4) During the acceptance phase, the individual accepts and respects cultural differenceswith regard to behavior and values.2.(5) In the second ethnorelative stage, adaptation, the individual develops the ability toshift his frame of reference to other culturally diverse worldviews through empathy andpluralism.3.(6) In the last stage, integration, the individual expands and incorporates otherworldviews into his own worldview.Together, these six stages comprise a continuum from least culturally competent to most culturally competent, and they illustrate a dynamic way of modeling the development of intercultural competence.In the past ten years, Bennett’s Developmental Model of Intercultural Sensitivity has served as the basis for several assessment tools addressing intercultural sensitivity and cross-cultural competence, both commercially available (Bennett, 1993) and locally developed (Olson & Kroeger, 2001). Although Bennett does not explicitly describe the role of communication in the development of intercultural sensitivity, he references communication as a developmental strategy, particularly in the ethnorelative stages:Participants moving out of acceptance are eager to apply their knowledge of culturaldifferences to actual face-to-face communication. Thus, now is the time to provideopportunities for interaction. These activities might include dyads with other-culturepartners, facilitated multicultural group discussions, or outside assignments involvinginterviewing of people from other cultures… communication practice could refer tohomestays or developing friendships in the other culture. (Bennett, 1993, pp. 58-59)A Culture-Generic Approach to Intercultural CompetenceThe most recent developments in intercultural competence theory have emerged in the research of Arasaratnam and Doerfel (2005). In their work, Arasaratnam and Doerfel call for a new, culture-wide model of intercultural communication competence. Previous models, they argue, have often been subjective and limited by the cultures of the individuals involved in their conceptualization and assessment. Instead of imposing factors and dimensions in a top-down fashion, Arasaratnam and Doerfel have adopted a bottom-up approach, in which themes and dimensions come to light in interviews. To identify these themes, they conducted a semantic network analysis of interview transcripts with 37 interculturally competent participants. Participants were affiliated with a large university and included U.S. students (N = 12) and international students from 14 different countries (N = 25). U.S. students were selected based on their involvement in international student organizations, study abroad programs, and international friendship/host programs. During the interview, participants responded to the following prompts:Q1: How would you define intercultural communication?Q2: Can you identify some qualities or aspects of people who are competent in intercultural communication?Q3: Can you identify some specific individuals whom you think are particularly competent in intercultural communication and say why you perceive them as such?Q4: What are aspects of good communication in your culture/opinion?Q5: What are aspects of bad communication in your culture/opinion?Semantic analyses of participants’ answers revealed four to five dominant clusters of words for each question. For example, definitions of intercultural communication (Q1) included: (a) able, cross, language, talking, verbal, cultural,and religious;(b) backgrounds, countries, across, message, ideas, understand, and coming; (c) beliefs, group, information, exchange, individuals, communicating, outside, and town; and (d) communicate, cultures, different, people, ethnic, two, differences, and trying. Based on semantic analyses for all five questions, Arasaratnam and Doerfel identified 10 unique dimensions of intercultural communicative competence: heterogeneity, transmission, other-centered, observant, motivation, sensitivity, respect, relational, investment, and appropriateness. Although this approach has not led to the development of widely practiced assessment methods, it promises a culture-generic, bottom-up approach toeliciting definitions and dimensions of intercultural competence that may be used in future assessment tools.Other Theoretical Approaches to Intercultural CompetenceIn addition to the theoretical approaches described above, at least three other models have been conceptualized and investigated: anxiety/uncertainty management (Gudykunst, 1993, 1998); an integrative system’s theory (Kim, 1993); and identity negotiation (Ting-Toomey, 1993).In anxiety/uncertainty management (AUM), Gudykunst (1993, 1998) argues that individuals experience both anxiety and uncertainty when interacting with foreign cultures. In order to adapt, individuals must develop the ability to manage their anxiety through mindfulness. For Gudykunst, mindfulness includes identifying and focusing on the sources of anxiety, which may include concept of self, reaction to host culture, situations, and connections with the host culture. In Kim’s integrative model (1993), cross-cultural adaptation is seen as an interactive and integrative process, in which the individual is dynamic, “never a finished product but, instead… in the business of growing and maturing” (p. 173). Her model comprises six different dimensions including communication competence, social communication, environment, predisposition, and intercultural transformation. Individuals who experience cross-cultural adaptation undergo phases of acculturation (acquiring elements of the host culture) and deculturation (unlearning elements of the old culture) in a cyclic pattern of stress-adaptation. Lastly, Ting-Toomey’s negotiation model (1993) includes three components that contribute to adaptation when individuals are faced with foreign or unfamiliar settings: cognitive, affective, and behavioral factors. These components “contribute to effective identity negotiation and outcome attainment processes” (p. 106) and enable individuals to interact with strangers. Although these models for intercultural competence have been theorized, none (to our knowledge) has led to the development of assessments for estimating levels or degrees of intercultural competence. Nevertheless, they do offer further insights into the factors that may be related to learners’ development of ICC.In sum, the difficult-to-pin-point nature of intercultural competence has led to a range of definitions, theories, and models that have served as the basis for different approaches to its assessment. Some models stress the communicative nature of intercultural competence, whileothers emphasize an individual’s adaptation and development when confronted with a new culture, and still others focus on empathic and tolerant reactions to other cultures. Ultimately, these models seek to explain the types of skills and abilities individuals need to function in culturally diverse settings and the processes they undergo in developing the needed skills and abilities for being interculturally competent. How such skills and abilities might best be observed and understood is the focus of the next section.ASSESSING INTERCULTURAL COMPETENCEIn recent years, intercultural competence and intercultural sensitivity research has flourished in a variety of contexts: doctors in sensitivity training programs, expatriates living abroad, students in international schools, and students in study abroad programs. This section summarizes major assessment approaches that have been utilized in the study of intercultural competence.Studies Using Indirect Assessment Tools for Intercultural CompetenceBefore 1996, a handful of researchers developed their own scales for survey research, such as the Behavioral Assessment Scale for Intercultural Competence (BASIC) (Koester & Olebe, 1988; Ruben & Kealey, 1979) and the Intercultural Sensitivity Inventory (ISCI) (Bhawuk & Brislin, 1992). The ISCI utilized responses on a self-report instrument to assess individuals’ abilities to interact and modify their behavior in cross-cultural situations. By contrast, the BASIC instrument was used by observers to assess individuals’ cross-cultural communication competence based on their actions. More recently, two commercial procedures/scales have dominated the research landscape: the Intercultural Development Inventory (IDI) and the Cross-Cultural Cultural Adaptability Inventory (CCAI). However, recent years have also seen the sustained use of non-commercial and locally developed assessment practices including the Intercultural Sensitivity Index (ISI) (Olson & Kroeger, 2001) and the Assessment of Intercultural Competence (AIC) (Fantini, 2000; 2006). Furthermore, innovative researchers sometimes have developed their own assessment scales in combination with commercially available scales or as replacements for commercial assessment tools like the IDI and the CCAI. In the following。

大学英语看图写作文题目

大学英语看图写作文题目

大学英语看图写作文题目The college English picture composition is a fundamental component of the language learning curriculum, designed to enhance students' writing skills, critical thinking abilities, and overall proficiency in the English language. This exercise not only tests the students' command of the language but also their capacity to analyze, interpret, and articulate their thoughts in a coherent and meaningful manner. The ability to effectively communicate through written expression is a crucial skill that is highly valued in academic and professional settings, and the picture composition task serves as a valuable tool in developing this essential competency.At the heart of the college English picture composition lies the ability to observe, analyze, and interpret visual stimuli. Students are presented with a thought-provoking image, often depicting a scene or situation, and are tasked with crafting a written response that effectively conveys their understanding and interpretation of the image. This exercise challenges students to move beyond the mere description of the visual elements and to delve deeper, exploring the underlying themes, emotions, and narratives that the image mayevoke.The process of composing a successful picture-based essay requires a multifaceted approach. First and foremost, students must carefully observe the image, taking note of the various elements, such as the setting, characters, actions, and any symbolic or contextual clues that may be present. This close examination of the visual stimuli lays the foundation for the subsequent stages of the writing process.Next, students must engage in critical thinking, analyzing the image from multiple perspectives and considering the potential meanings, implications, and connections that can be drawn. This phase involves the ability to think critically, make inferences, and draw upon their own experiences and knowledge to construct a meaningful interpretation of the image.Once the students have developed a thorough understanding of the image, the next step is to organize their thoughts and ideas into a cohesive and well-structured essay. This requires the application of strong writing skills, including the ability to craft an engaging introduction, develop a clear and logical argument, and provide a compelling conclusion that ties the essay together.Throughout the writing process, students must demonstrate their proficiency in English language skills, such as grammar, vocabulary,and sentence structure. The picture composition task not only evaluates the students' ability to convey their ideas but also their command of the language itself, ensuring that the written work is both intellectually and linguistically sound.The college English picture composition serves as a valuable tool in the language learning process, as it challenges students to engage with the English language in a multifaceted and dynamic manner. By honing their skills in visual analysis, critical thinking, and written expression, students develop a deeper understanding of the language and its nuances, preparing them for the academic and professional challenges that lie ahead.Moreover, the picture composition task encourages students to think creatively and to approach problem-solving from a multidimensional perspective. The ability to interpret and respond to visual stimuli is a valuable skill that transcends the confines of the language classroom, as it can be applied in various contexts, from professional presentations to creative endeavors.In conclusion, the college English picture composition is a crucial component of the language learning curriculum, serving as a powerful tool in the development of students' writing skills, critical thinking abilities, and overall proficiency in the English language. Through this exercise, students are challenged to engage with thelanguage in a dynamic and multifaceted manner, preparing them for the academic and professional challenges that lie ahead. As students navigate the complexities of the picture composition task, they not only enhance their language skills but also cultivate a deeper appreciation for the power of visual communication and the nuances of the English language.。

大学英语教学指南2020 教育部

大学英语教学指南2020 教育部

大学英语教学指南2020 教育部The landscape of English language education in universities has undergone significant transformations in recent years. As the Ministry of Education continues to shape the strategic direction for higher education, the approach to teaching English at the tertiary level has also evolved to meet the dynamic needs of students and the broader societal demands. This essay aims to provide a comprehensive guide to university English teaching in 2020, highlighting the key focus areas and pedagogical innovations that have emerged.Firstly, the Ministry of Education has emphasized the importance of aligning English language instruction with the overarching goals of cultivating well-rounded and globally-competent graduates. This shift in focus has led to a greater emphasis on developing students' communicative competence, rather than merely focusing on linguistic accuracy. University English courses now prioritize the development of practical language skills, such as effective oral communication, professional writing, and cross-cultural interaction, equipping students with the necessary tools to thrive in theincreasingly interconnected world.To achieve this, universities have adopted a more learner-centered approach to English language teaching. The traditional lecture-based model has given way to interactive classroom activities, collaborative learning, and project-based assignments. Instructors are encouraged to create dynamic learning environments that foster active student engagement, critical thinking, and problem-solving skills. This approach not only enhances language proficiency but also nurtures the broader cognitive and interpersonal abilities that are highly valued in the job market.Another key aspect of the Ministry of Education's guidance for university English teaching is the integration of technology-enhanced learning. The rapid advancements in digital technologies have transformed the way language is taught and learned. Universities are now embracing a blended learning approach, which combines face-to-face instruction with online and multimedia resources. This integration of technology allows for more personalized learning experiences, increased access to authentic language materials, and the development of digital literacy skills – all of which are crucial for success in the 21st-century workplace.Furthermore, the Ministry of Education has emphasized the importance of incorporating intercultural communication and globalawareness into the English language curriculum. Given the increasingly diverse and interconnected nature of the world, it is essential for university students to develop a deep understanding of cultural differences, sensitivity, and the ability to navigate cross-cultural interactions effectively. English language courses now incorporate elements of cultural studies, comparative analyses, and opportunities for international exchange or virtual collaboration, enabling students to broaden their perspectives and enhance their intercultural competence.In addition to these overarching pedagogical shifts, the Ministry of Education has also highlighted the need for continuous professional development for English language instructors. University faculty are encouraged to engage in ongoing training, research, and collaboration to stay abreast of the latest teaching methodologies, technological advancements, and emerging trends in the field of English language education. This investment in faculty development not only ensures the delivery of high-quality instruction but also fosters a culture of innovation and lifelong learning within the university community.Moreover, the Ministry of Education has emphasized the importance of aligning university English language programs with industry needs and employability outcomes. By collaborating with key stakeholders, such as employers, professional organizations, and industry experts,universities can design English language curricula that are responsive to the evolving demands of the job market. This approach enables students to develop the specific language and communication skills required for their chosen career paths, enhancing their employability and facilitating a smooth transition from academia to the workforce.Finally, the Ministry of Education has recognized the need for a more comprehensive and holistic assessment of student learning in university English language programs. Traditional examinations and tests are being complemented by a diverse range of assessment methods, including portfolio-based evaluations, project presentations, and peer-to-peer assessments. This shift towards a more authentic and multidimensional assessment approach aims to provide a more accurate and comprehensive evaluation of students' language proficiency, critical thinking, and overall academic and professional readiness.In conclusion, the Ministry of Education's guidance for university English teaching in 2020 reflects a strategic shift towards a more learner-centered, technology-driven, and globally-oriented approach to language education. By emphasizing the development of practical communication skills, intercultural competence, and industry-relevant learning outcomes, universities are better equipped to prepare their students for the challenges and opportunities of the 21st-century global landscape. As the education landscape continuesto evolve, the implementation of these guiding principles will be crucial in ensuring the ongoing relevance and effectiveness of university English language programs in China.。

我拜访了中国文化博物馆英语作文

我拜访了中国文化博物馆英语作文

Last week, I embarked on an intellectually stimulating journey as I visited the esteemed Chinese Cultural Museum, a veritable treasure trove that meticulously encapsulates the essence of China's ancient civilization and its dynamic evolution over thousands of years. The visit was not merely an exploration; it was a profound insight into the intricate tapestry of China's history, arts, philosophy, and traditions.Upon arriving at the grandiose entrance of the museum, I was immediately captivated by the architectural design which harmoniously blended traditional Chinese elements with modern aesthetics. The vastness of the museum complex echoed China's geographical expanse while the red walls and golden roof tiles symbolized the nation's rich cultural heritage and imperial past.The first exhibit I encountered was 'The Origin of Chinese Civilization'. This section chronicled China's prehistoric era through a collection of pottery shards, primitive tools, and exquisite jade artifacts, offering a glimpse into the early stages of Chinese culture. The detailed explanations accompanying each artifact highlighted the remarkable craftsmanship and the sophisticated society that existed even in those primordial times.Moving on to the 'Dynastic Gallery', I was immersed in a chronological narrative of China's historical epochs. From the opulent terracotta warriors of the Qin Dynasty, embodying military might and artistic brilliance, to the delicate porcelain ware from the Ming Dynasty, reflecting refinement and sophistication, every piece narrated stories of their respective eras' prosperity and creativity.A highlight of my visit was the 'Traditional Arts and Crafts' section. Here, I marveled at the meticulous brushstrokes of traditional Chinese paintings, admired the intricate designs of embroidery and silk textiles, and stood in awe before the calligraphy scrolls that seemed to dance with life. It was a testament to the depth of Chinese artistry and the philosophical underpinnings that have guided it for centuries.The 'Philosophical Wisdom' exhibit was equally enlightening. The exhibitshere showcased Confucianism, Taoism, and Buddhism, revealing how these ideologies have profoundly influenced Chinese ethics, social norms, and governance. The museum did an exceptional job in presenting these abstract concepts through interactive displays and multimedia presentations, making them accessible and engaging.The 'Folk Customs and Festivals' area offered an immersive experience into the vibrant and diverse regional cultures across China. Traditional costumes, folk music instruments, and festival decorations were displayed alongside captivating videos showcasing local customs, thereby bringing to life the colorful and lively spirit of Chinese folklore.In conclusion, the Chinese Cultural Museum is a living testament to China's multifaceted cultural heritage. Its commitment to high-quality curation and preservation standards is commendable, ensuring that the artifacts are not just exhibited but also interpreted contextually, providing visitors with a holistic understanding of China's past and present.This visit underscored the importance of museums in preserving and promoting cultural heritage. It instilled in me a renewed appreciation for China's enduring legacy and its influence on world civilization. The museum's educational and entertaining approach has indeed made it a beacon of cultural diplomacy, fostering intercultural dialogue and understanding among global audiences.In essence, my visit to the Chinese Cultural Museum was more than just a tour; it was an inspiring journey through time, a dialogue with history, and a profound learning experience that deepened my understanding of China's rich and diverse culture.(Word Count: 579)Continuing the visit...I ventured further into the 'Modern China' wing where the exhibits transitioned from historical relics to contemporary art pieces and technological innovations. This section demonstrated how China has been able to adeptly blend its rich cultural heritage with modernity, propelling itself onto the globalstage as a leader in various fields.The 'Intangible Cultural Heritage' segment introduced me to the myriad of performing arts, culinary traditions, and medicinal practices that form the intangible fabric of Chinese culture. Witnessing live demonstrations of Peking Opera, paper cutting, and tea ceremonies provided a hands-on encounter with these living traditions, reinforcing their significance in the modern era.Moreover, the museum’s use of state-of-the-art technology such as virtual reality, augmented reality, and digital storytelling was impressive. These tools allowed for an interactive exploration of historical scenes and events, enhancing the visitor experience and facilitating a deeper connection with the exhibits.The museum's dedication to inclusivity and accessibility was also notable. Guided tours catered to different age groups and languages, ensuring that everyone could engage with the content regardless of background or knowledge level. Moreover, the museum's research library and archives served as a valuable resource for scholars and enthusiasts alike.Reflecting on my visit, the Chinese Cultural Museum stands as a testament to China's resolve in cherishing and sharing its cultural treasures with the world. It serves as a bridge between the past and the present, between China and the global community, and provides a comprehensive, multidimensional perspective on Chinese culture that leaves a lasting impact on all who walk through its doors.In totality, my visit to the Chinese Cultural Museum was an enriching odyssey that transcended mere sightseeing. It was an intellectual voyage that delved deep into the heart of Chinese civilization, unraveling layers of history, art, philosophy, and innovation. It was a vivid reminder that China's cultural heritage is a wellspring of wisdom and inspiration that continues to shape our shared human story.(Word Count: 781)Total Word Count: 1360 words (exceeding the minimum requirement)。

电影的影响英语作文

电影的影响英语作文

The influence of movies on society is a multifaceted phenomenon that extends far beyond mere entertainment.Here are some key points to consider when discussing the impact of movies in an English essay:1.Cultural Impact:Movies are a powerful medium for cultural exchange.They can introduce audiences to different ways of life,values,and traditions,fostering understanding and appreciation for diversity.nguage Learning:Watching movies in English can significantly aid in language acquisition.It provides learners with exposure to colloquial expressions,slang,and idiomatic language,which are often not found in textbooks.cational Value:Many movies are based on historical events or scientific concepts, making them a valuable educational tool.They can make complex topics more accessible and engaging for students.4.Social Commentary:Films often reflect and comment on societal issues,such as racism,gender inequality,and environmental concerns.They can raise awareness and stimulate public discourse on these matters.5.Economic Influence:The movie industry is a significant economic driver,creating jobs and contributing to the GDP of many countries.It also influences tourism,as locations where popular films are shot can become destinations for fans.6.Technological Advancement:The film industry has been at the forefront of technological innovation,from the advent of sound and color to the current era of digital and3D filmmaking.This has a ripple effect on other industries and everyday life.7.Psychological Effects:Movies can evoke a wide range of emotions and can be cathartic for viewers,allowing them to experience a safe form of emotional release. However,they can also perpetuate stereotypes and influence perceptions and attitudes.8.Influence on Behavior:There is ongoing debate about whether movies can incite violent or antisocial behavior,particularly in the case of films with graphic content. Conversely,they can also inspire positive actions and motivate individuals to pursue their dreams.9.Artistic Expression:Movies are a form of art that combines visual storytelling with music,acting,and writing.They can inspire creativity and provide a platform for artists to express their vision.10.Globalization:The distribution of movies across borders has contributed to the globalization of culture.Hollywood,for example,has a significant influence on global cinema,but local film industries also contribute to a rich tapestry of global storytelling. In conclusion,the impact of movies is profound and multidimensional,affecting individuals on personal,social,and global levels.As a form of storytelling,they have the power to educate,entertain,and enlighten,while also shaping cultural and societal norms.。

看图作文的英语作文

看图作文的英语作文

看图作文的英语作文Title: The Power of Visual Literacy: Exploring the Impact of Image-Based Writing。

In today's digital age, visual literacy plays a crucial role in communication and comprehension. From social media platforms to academic presentations, images convey messages that words alone cannot. In this essay, we will delve into the significance of image-based writing and its impact on various aspects of our lives.To begin with, images possess a universal language that transcends barriers of culture and language. Regardless of one's background, a well-crafted image has the power to evoke emotions and convey complex ideas succinctly. For example, a photograph of a child's smiling face can instantly communicate joy and innocence to viewers worldwide, regardless of their native tongue.Moreover, image-based writing stimulates creativity andcritical thinking skills. When presented with a visual prompt, individuals are encouraged to interpret and analyze the image, fostering cognitive development. This process cultivates imagination and encourages individuals to think beyond the surface, considering multiple perspectives and potential narratives.Furthermore, images have the ability to evoke empathy and evoke social change. Powerful photographs documenting social injustices, such as poverty or environmental degradation, have sparked global movements and raised awareness of pressing issues. Through image-based writing, individuals can harness the emotive power of visuals to advocate for positive change and inspire collective action.In addition, image-based writing enhances learning outcomes in educational settings. Visual aids, such as diagrams, charts, and infographics, facilitate comprehension and retention of information. By integrating images into written assignments, educators can cater to diverse learning styles and engage students in active learning experiences. This multidimensional approachfosters a deeper understanding of the subject matter and promotes academic success.Furthermore, image-based writing has revolutionized the field of advertising and marketing. In an era inundatedwith content, captivating visuals are essential for capturing audience attention and conveying brand messages effectively. Advertisers employ imagery strategically to evoke desire, influence consumer behavior, and build brand identity. Through skillful use of images, marketers can create memorable campaigns that resonate with their target audience and drive sales.Moreover, in the realm of journalism, images serve as powerful storytelling tools. Photojournalism, in particular, has the ability to capture pivotal moments in history and convey the human experience with unparalleled authenticity. By combining compelling visuals with written narratives, journalists can provide comprehensive coverage of eventsand evoke empathy in readers.In conclusion, image-based writing is a potent mediumthat transcends linguistic boundaries and stimulates intellectual engagement. From fostering creativity and empathy to enhancing learning outcomes and influencing consumer behavior, images play a central role in our daily lives. By harnessing the power of visual literacy, we can communicate more effectively, advocate for social change, and enrich our understanding of the world around us.。

参加博物科技馆的读后感作文英语

参加博物科技馆的读后感作文英语

As I stepped into the grandiose edifice of the Museum of Natural Sciences and Technology, I was immediately engulfed by a sense of awe and anticipation. The seamless fusion of knowledge, aesthetics, and technology that unfolded before me over the course of my visit left an indelible impression, prompting me to delve deep into the multilayered experience that transcended mere observation and transformed into a profound learning odyssey.**An Architectural Marvel: A Gateway to Knowledge**The museum itself is a testament to the harmonious blend of architectural ingenuity and technological prowess. Its modern, geometric design, adorned with eco-friendly features, served as a fitting prelude to the wonders it housed within. The spacious atrium, bathed in natural light filtering through the glass ceiling, created an ambiance of tranquility, inviting visitors to embark on a journey of discovery. The intuitive layout, seamlessly guiding visitors through various thematic zones, ensured that the experience was not overwhelming but rather a meticulously curated narrative of scientific progress.**A Tapestry of Time and Life: The Natural World Exhibit**The Natural World exhibit was a breathtaking encapsulation of Earth's biological diversity and geological history. The life-sized replicas of prehistoric creatures, from the towering Diplodocus to the ferocious T-Rex, brought to life epochs long gone, igniting a sense of wonder about the intricate processes that have shaped our planet. The interactive displays, augmented reality experiences, and immersive multimedia presentations offered a multidimensional understanding of evolution, adaptation, and extinction, fostering empathy for the fragility and resilience of life on Earth.**Unleashing the Power of Innovation: The Science and Technology Wing** Transitioning to the Science and Technology wing, I was struck by the sheer scope of human ingenuity displayed across disciplines. From the rudimentary tools of early civilizations to the cutting-edge advancements in artificial intelligence and renewable energy, each exhibit underscored the relentless human quest for understanding and improvement. The hands-on experiments andsimulations allowed me to engage directly with fundamental scientific principles, making abstract concepts tangible and comprehensible. This participatory approach not only deepened my understanding but also instilled a newfound appreciation for the transformative power of science and technology in shaping our world.**The Intersection of Art and Science: Aesthetic Enlightenment**What truly set this museum apart was its profound recognition of the symbiotic relationship between art and science. The mesmerizing installations, thought-provoking sculptures, and vivid digital art pieces seamlessly integrated throughout the exhibits served as visual metaphors, encapsulating complex ideas and emotions associated with scientific phenomena. These artistic interventions not only enhanced the aesthetic appeal of the space but also provoked contemplation, encouraging visitors to perceive science as a creative, human endeavor rooted in curiosity and imagination.**Fostering Environmental Stewardship: A Call to Action**Amidst the celebration of scientific achievements, the museum did not shy away from addressing pressing environmental issues. The exhibits on climate change, biodiversity loss, and resource depletion were presented with unflinching honesty, accompanied by compelling data visualizations and real-life case studies. More importantly, they emphasized individual and collective responsibility, showcasing innovative solutions and lifestyle changes that could contribute to a sustainable future. This deliberate effort to educate and inspire visitors to become active agents of change resonated deeply, underscoring the crucial role of science museums in promoting environmental stewardship.**In Conclusion: An Intellectual Odyssey**My visit to the Museum of Natural Sciences and Technology was far more than a passive tour; it was a dynamic, intellectual odyssey that challenged my perceptions, expanded my knowledge, and ignited a renewed passion for the interconnected realms of nature, science, and technology. The museum's masterfulfusion of content, design, and technology created an immersive, educational experience that transcended traditional boundaries, appealing to diverse audiences and catering to varied learning styles.This visit underscored the immense potential of museums as catalysts for lifelong learning, critical thinking, and societal transformation. It reminded me that science is not an esoteric domain reserved for the elite but a vibrant, ever-evolving narrative that belongs to all of us – a narrative we can actively shape through informed choices and innovative actions. As I exited the museum, I carried with me not just newfound knowledge but also a heightened sense of responsibility and wonder, eagerly anticipating the next chapter in humanity's ongoing quest to understand and harness the marvels of the natural world.。

青少年应该限制使用网络英语作文

青少年应该限制使用网络英语作文

青少年应该限制使用网络英语作文全文共3篇示例,供读者参考篇1Yo, what's up fam? Real talk, I gotta get something off my chest about this whole Internet slang sitch. Now don't get me wrong, I'm all about that YOLO life and keeping it ?. But let's be real, we've taken this slang game too far and it's getting mad cringe.Hear me out - I get that slang is a way for us teens to connect and build our own unique culture. It's like a secret code that lets us feel part of the squad, you feel me? Plus, it's just straight up fun to come up with new lit ways to express ourselves. But fam, we've reached a tipping point where the Internet slang we use online is starting to bleed into our everyday convos and even our academic writing. And that's where I gotta drop some real talk.Let's start with our texts and DMs. I mean, I can barely make it through a single convo these days without my eyes rolling into the back of my head from all the extra AF abbreviations and emoji spam. Like do we really need to type "OMGQPWOEIRUDDJSKCN " after every single message? It's too much, bruh. Let's be more mindful about keeping the slang levels in check so we can actually understand each other.But it's not just our casual digital chats that are getting slang-bombed. I've noticed so many of my peers usingcringe-worthy Internet lingo in more formal settings like class presentations or essays for school. And I'm not just talking about the classic "lmao" or "smh" slips. I've literally seen people try to turn in papers with phrases like "the author is straight up woke AF" or "this topic is a big mood, no cap."Look, I get it - old school academic writing can feel super basic and lame. But crossing the streams between slang and formal communication just waters down the meaning of the slang AND makes us look straight up illiterate when we're trying to be scholarly. There's a time and place for slang, and a rhetorical analysis essay just ain't it, sis.I know some teachers and rents like to act brand new about slang, claiming it's "destroying language" or whatever. But the real truth is, slang has existed forever and plays an important role in building shared identity and culture, especially for young people. Slang isn't what's ruining communication - it's theinability to code-switch between casual and professional settings that's the real problem.So here's the tea: we need to be more mindful about when and where we use Internet slang. It's 100% viable for casual contexts with the homies. But when it comes to formal papers, presentations, interviews or anything academic/professional, we gotta be able to switch it up and use standard English. Knowing when to turn the slang off shows everybody we're multidimensional linguists who can adapt our communication for different contexts. It's a whole vibe, trust me.At the end of the day, slang will keep evolving and changing with each new generation of teens. That's just the cycle of life, you already know. But we gotta be self-aware about how our use of slang shapes how we're perceived, especially in high stakes situations. My hot take? Use slang all you want with your crew to keep that insider culture going. But learn to code-switch and keep it a buck in professional settings. Moderation is key, bro.I'm not saying slang is cancelled or that we should stop using it entirely. That's cap and you know it. Slang will always be lit and have its place. But taking some Ls on formal assignments or interviews because you couldn't tone down the Internet lingo? That's a big yikes from me, fam. Let's be more intentional aboutour slang habits so we can flex our versatile communication skills. Think you can hang? Bet.篇2The Internet Age and the Rise of Internet SlangThese days, pretty much everyone is on the internet. From grandparents FaceTiming their grandkids to teens obsessively updating their Snapchat streaks, technology and online communication have become deeply embedded into our daily lives. With the rise of the internet and social media has come a whole new language and way of communicating – internet slang.Internet slang refers to the shortcuts, abbreviations, acronyms, and other lingo that people use online and intexts/chats. Examples are things like "lol" (laugh out loud), "brb" (be right back), "smh" (shaking my head), "yas" (yes), and "lit" (amazing/exciting). Internet slang emerged as a way to communicate more quickly online before smartphones were a thing. Now, it has become a ingrained habit for many of us, especially teenagers.While using some internet slang is fine, I believe teens today rely way too heavily on it. We use slang abbreviations in casual conversations, in texts to friends and family, and even in moreformal settings where it doesn't belong. I've seen students use "idk" in essays, teachers get emails from students saying "ty fam," and kids call out "yolo" in the hallways at school on the regular. This overuse and casual reliance on internet shorthand is unhealthy for our language skills and communication abilities. We need to be more intentional about limiting internet slang, especially in certain contexts.The Drawbacks of Overusing Internet SlangThere are several key reasons why teens should cut back on our infatuation with slang abbreviations and lingo from the web:It damages our literacy and communication skills.When we get in the habit of reading and writing in slang shorthand format, it starts to erode our abilities with formal written language. All the "lmao", "wyd", and "lit" lingo we absorb makes it harder to articulate complex thoughts using proper grammar, spelling, and sentence structure. This habit undermines the communication skills we need for academic work, professional settings, and other important aspects of life.It makes us look immature and unintelligent.Like it or not, people make judgments about our intelligence, professionalism, and credibility based on how we communicate.Using internet slang excessively makes us come across as juvenile, lazy, and not very bright – even if that's not at all accurate. In settings where we want to be taken seriously, relying on "on fleek" and "slay" terminology completely undermines our image.It limits our creativity and expression.Abbreviating everything down to machinelike shorthand suffocates our abilities to vividly communicate complex ideas and emotions using the nuanced depth of language. Internet slang essentially flattens and dumbs down our methods of expression into empty codes.It creates misunderstandings.Unlike full written and spoken language, shorthand internet slang leaves a lot of room for misinterpretation. For example, people often misuse abbreviations or struggle to parse shorthand messages without tone and context. Miscommunications and mistakes happen all the time when slang replaces clear language.It contributes to linguistic and cultural fragmentation.With different slang languages emerging in different online communities, overusing that type of coded communicationisolates and divides us. We become unable to understand jokes, references, and ways of speaking outside our small internet bubbles. It prevents us from communicating clearly across groups.The Reality: We Need Formal Communication SkillsAt the end of the day, while some internet slang is understandable in casual digital conversations, we can't let it become a crutch that cripples our mastery of formal communication. Throughout our educations, careers, and lives, we need the abilities to communicate complex ideas clearly using proper spoken and written language skills.Tests, essays, job interviews, professional emails, speeches, presentations – there are so many high-stakes situations where internet slang won't cut it. In fact, using abbreviations like "omg" and "idek" in formal writing would be completely unacceptable. We'd be graded down, not taken seriously, or even insulted for that level of laziness and lack of communication skills.As we get older and start taking on more responsibilities in the real world, it is imperative that we are comfort able expressing ourselves eloquently and can understand complex language and instructions clearly without the crutch of slangshorthand. Our intelligence and professional capabilities will be constantly judged by our communication skills.That's why we need to take steps to limit the overusage of internet speak and become meticulous about code-switching between appropriate and inappropriate contexts. We have to recognize when it's ok to use slang and when standard English and language conventions need to be followed. Because at the end of the day, lit tweets and on fleek memes won't help us have deep discussions about important issues, interpret laws and literature, formulate strategies and business plans, convey instructions clearly, follow complex guidance, advocate for our ideas, or make a persuasive case.Finding the BalanceNow, am I saying we should completely eliminate all usage of internet slang from our vocabularies? No, of course not – that would be unrealistic in today's world where a篇3Internet Slang: A Detriment to Teenage CommunicationAs someone who has grown up in the digital age, I can't deny the omnipresence of technology in my daily life. From the moment I wake up and check my notifications to the time I go tobed after scrolling through social media, the internet and its lingo have become ingrained in my existence. However, as a student, I've come to realize that the overuse of internet slang can be detrimental to our ability to communicate effectively, both in academic and professional settings.First and foremost, let's address the elephant in the room: the allure of internet slang is undeniable. It's quick, convenient, and often humorous. Abbreviations like "lol" (laugh out loud), "omg" (oh my god), and "brb" (be right back) have become second nature to many of us. They allow us to convey emotions and reactions in a concise manner, making our online interactions feel more casual and relatable. However, this ease of expression comes at a cost – the potential degradation of our written communication skills.As students, we are expected to possess a certain level of proficiency in written language. Whether it's essays, research papers, or even email correspondence with professors, proper grammar, spelling, and sentence structure are essential. The overreliance on internet slang can hinder our ability to express ourselves clearly and articulately in these formal settings. Imagine submitting an essay peppered with "lmao" (laugh mya** off) and "smh" (shaking my head) – it would be an instant red flag for any instructor.But the issue extends beyond academics. In the professional world, effective communication is crucial for success. Employers value candidates who can articulate their thoughts coherently and present themselves in a polished manner. While internet slang may be acceptable in casual settings with friends or family, it can be perceived as unprofessional and immature in a work environment. Imagine attending a job interview and responding to a question with "idk" (I don't know) or "whatevs" (whatever) –it's unlikely to leave a favorable impression on the interviewer.Moreover, the overuse of internet slang can lead to a diminished vocabulary and a lack of linguistic diversity. When we rely too heavily on abbreviated expressions, we risk losing the nuances and richness of language. Words have power, and by limiting ourselves to a narrow range of slang terms, we may struggle to convey complex ideas or emotions accurately.It's important to note that I'm not advocating for the complete eradication of internet slang. In moderation and in appropriate contexts, it can be a fun and expressive way to communicate. However, as students and future professionals, wemust learn to strike a balance and recognize the times when more formal language is required.One way to achieve this balance is to cultivate an awareness of our audience and the context in which we are communicating. When writing an academic paper or a professional email, we should make a conscious effort to use proper grammar, spelling, and sentence structure. On the other hand, when chatting with friends or engaging in casual online conversations, a judicious use of internet slang can be acceptable and even desirable.Additionally, we can actively work on expanding our vocabulary and improving our written communication skills. Reading books, newspapers, and other high-quality written materials can expose us to a broader range of language and help us develop a more sophisticated writing style. Writing practice, whether it's journaling, creative writing, or simply taking the time to craft well-written messages, can also be beneficial.Ultimately, the decision to limit our use of internet slang lies with us as individuals. We must recognize the potential consequences of overreliance on this form of communication and strive to strike a balance that allows us to express ourselves effectively in various contexts. By doing so, we can ensure that our written communication skills remain sharp and that we areprepared to navigate both academic and professional settings with confidence and poise.In conclusion, while internet slang has its place in our digital lives, it should be used judiciously and with an understanding of its limitations. As students and future professionals, we must prioritize the development of strong written communication skills and recognize the importance of using proper language when the situation demands it. By striking this balance, we can effectively convey our thoughts and ideas while maintaining a level of professionalism that will serve us well in our academic and career pursuits.。

ITU-RBS775-1有无图像的多通道立体音响系统

ITU-RBS775-1有无图像的多通道立体音响系统

RECOMMENDATION ITU-R BS.775-1*,**Multichannel stereophonic sound system withand without accompanying picture(1992-1994) The ITU Radiocommunication Assembly,consideringa) that it is widely recognized that a two-channel sound system has serious limitations and improved presentation is necessary;b) that the requirements of cinema presentation differ from those that apply in the home, particularly with respect to room and screen size and distribution of listeners, but that the same programmes may be reproduced in either the cinema or the home;c) that broadcast HDTV signals, and those delivered by other media, should be capable of giving appropriate sound quality with a wide range of domestic loudspeaker configurations, including compatibility with two-channel stereophonic and monophonic listening;d) that for multichannel sound it is desirable to separate the requirements of production, delivery and domestic presentation, though these are mutually interacting;e) that investigations about multichannel sound transmission and reproduction associated and not associated with accompanying picture are being carried out with the basic requirements as laid down in Annex 2;f) that one universal multichannel sound system applicable to both sound and television broadcasting would be beneficial to the listener;g) that compromises may be necessary to ensure that the system is as universal and as practical as possible;h) that a hierarchy of compatible sound systems for broadcasting, cinema and recordings is useful for programme exchange and up- and down-mixing depending on the programme material (see Annex 1);j) that ancillary services such as those for the visually impaired and hearing impaired are desirable;k) that advances in digital audio coding currently allow the delivery of multiple audio channels in an efficient manner,____________________*This Recommendation should be brought to the attention of the International Electrotechnical Commission (IEC) and the Society of Motion Picture and Television Engineers (SMPTE).** Radiocommunication Study Group 6 made editorial amendments to this Recommendation in 2002 in accordance with Resolution ITU-R 44.recommends1one universal multichannel stereophonic sound system, with or without accompanying picture, within a hierarchy given in Annex 1;2the following reference loudspeaker arrangement (see Fig. 1):–three front loudspeakers combined with two rear/side loudspeakers (Note 1);–the left and right frontal loudspeakers are placed at the extremities of an arc subtending 60︒at the reference listening point (Notes 2 and 3).Where for reasons of available space, it is preferred to place the frontal loudspeakers on a straight line base, then it may be necessary to introduce compensating time delays in the signal feed of the centre loudspeaker;–both side/rear loudspeakers should be placed within the sectors from 100︒ to 120︒ from the centre front reference. Precise location is not necessary. Side/rear loudspeakers should be no closer to the listener than the frontal loudspeakers, unless compensating time delay is introduced (Note 4);–the frontal loudspeakers should ideally be at a height approximately equal to that of the listener’s ears. This implies an acoustically transparent screen. Where a non-acoustically transparent screen is used, the centre loudspeaker should be placed immediately above or below the picture. The height of side/rear loudspeakers is less critical;3the use of five reference recording/transmission signals for left (L), right (R), centre (C), channels for the front, and left surround (LS) and right surround (RS) channels for the side/rear. Additionally the system may include a low frequency extension signal for a low frequency extension (LFE) channel (see Annex 7).In circumstances where transmission capacity or other constraints apply, the three front signals can be combined with one (mono surround, MS) or zero rear/side signals. In the case of mono surround, the MS signal is fed to both LS and RS loudspeakers (see Fig. 1);4compatibility, if required, with existing and low cost receivers by using one of the methods given in Annex 3;5down-mixing capability, if required, for reduction of the number of channels, either prior to transmission or at the receiver, by employing the down-mixing equations given in Table 2;6upward conversion where an increase in the number of channels is desired, either prior to transmission or at the receiver, by employing upwards-conversion techniques described in Annex 5; 7overall quality to the requirements of Annex 2;8provision (but see also § 9 below) for the following if necessary:–alternate multiple language principal services;–one or more independent channels carrying descriptive information for the visually impaired;–one or more independent channels for the purpose of supplying improved intelligibility to the hearing impaired;9additional data transmitted with the audio to enable the flexible use of the data capacity allocatable to audio signals (see Annex 6).D01FIGURE 1Reference loudspeaker arrangement withloudspeakers L/C/R and LS/RSLoudspeakerHorizontal angle fromcentre (degrees)Height (m)Inclination (degrees)C L, R LS, RS030100 (120)0 ... 15 down001.21.2≥ 1.2Screen 1 HDTV – Reference distance Screen 2H: height of screen B: loudspeaker base width = 3 H (2β = 33︒)= 2 H (2β = 48︒)12NOTE 1 – Optionally, there may be an even number of more than two rear/side loudspeakers which may provide a larger optimum listening area and greater envelopment.NOTE 2 – Optimum sound reproduction requires use of wide angular spacing between the left and right loudspeakers of two or three front loudspeaker channel stereophonic systems (see Fig. 1). It is recognized that the television pictures accompanying stereophonic sound having such an angular width cannot, with current techniques, be displayed to the same wide angles, but are often restrictedto 33︒horizontal subtended angle at the reference distance, although cinema images may be displayed at such angles (see Fig. 1). The resulting mismatch between picture and sound image width leads to differences in mixing technique for cinema and television. It is expected that larger television displays will lead to better compatibility of mixes for cinema and television display. NOTE 3 – The size of the loudspeaker basewidth, B (see Fig. 1), is defined for reference listening test conditions in Recommendation ITU-R BS.1116 –Methods for the subjective assessment of small impairments in audio systems including multichannel sound systems.NOTE 4 – If more than two rear/side loudspeakers are used, then the loudspeakers should be disposed symmetrically and at equal intervals on the arc which measures from 60︒ to 150︒ from the centre front reference (see Fig. 2).NOTE 5 – If more than two rear/side loudspeakers are used, the LS signal should be fed to each of the side/rear loudspeakers on the left side of the room and the RS signal should be fed to each of the side/rear loudspeakers on the right side of the room. In doing so, it will be necessary to reduce the signal gain such that the total power emitted by the loudspeakers carrying the LS (or RS) signal is the same as if that signal had been reproduced over a single loudspeaker. For large room reproduction, it may also be necessary to delay, or otherwise decorrelate, the feeds to some or all of the side/rear loudspeakers. Further studies on such decorrelation is necessary.FIGURE 2Optional 3/4 loudspeaker arrangement (3 front and 4 surround)ANNEX 1Hierarchy of compatible multichannel sound systemsfor broadcasting and recording(1)D03 In the case of mono surround the signal feeding LS and RS should preferably be decorrelated.ANNEX 2Basic requirementsThe following requirements are related to the specified multichannel sound system with and without accompanying picture.1The directional stability of the frontal sound image shall be maintained within reasonable limits over a listening area larger than that provided by conventional two-channel stereophony.2The sensation of spatial reality (ambience) shall be significantly enhanced over that provided by conventional two-channel stereophony. This shall be achieved by the use of side and/or rear loudspeakers.3It is not required that the side/rear loudspeakers should be capable of the prescribed image locations outside the range of the front loudspeakers.4Downward compatibility with sound systems providing lower number of channels (down to stereophonic and monophonic sound systems) shall be maintained (see Annex 1).5Real-time mixing for live broadcast shall be practicable.6In cases where the number of delivered signals is smaller than the number of reproduction channels upward conversion should be ensured to an acceptable degree (see Annex 5).7The basic audio quality of the sound reproduced after decoding must be subjec tively indistinguishable from the reference for most types of audio programme material. Using the triple stimuli with hidden reference test implies grades consistently higher than four on the ITU-R impairment 5-grade scale. The most critical material must not be graded lower than four.8For the objective quality parameters Recommendations ITU-R BS.644 and ITU-R BS.645 shall be the basis, superseded by new measuring methods for digital techniques. (These matters are under study by the ITU-R.)9Listening test conditions are currently under study in the ITU-R.10For subjective assessments see Recommendation ITU-R BS.1116.11The synchronization of sound and vision signals are currently under study in the ITU-R.12Optimum economy shall be pursued in all respects, including both cost and transmission bandwidth.ANNEX 3Compatibility1 Backward compatibility with existing receiversIn the case that an existing 2/0 channel format is extended to a 3/2 channel format, two methods have been identified to assure backward compatibility with existing receivers.One method is to continue providing the existing 2/0 channel service and to add the new 3/2 channel service. This approach is referred to as a simulcasting operation. The advantage of this approach is that the existing 2/0 service could be discontinued at some point in the future. Another method is the use of compatibility matrices. The matrix equations shown in Table 1 may be used to provide compatibility with existing receivers. In this case, the existing Left and Right emission channels are used to convey the compatible A and B matrix signals. Additional emission channels are used to convey the T, Q1, and Q2 matrix signals. The advantage of this approach is that less additional data capacity is required to add the new service.TABLE 1Five channel surround: encoding and decoding equations2 Downward compatibility with low-cost receiversTwo methods have been identified which provide downward compatibility with low receiver complexity. The first requires the use of the matrix process described in §1. A low-cost receiver then only requires the A- and B-channels as in the case of the 2/0 system i.e. a system which does not use a backwards compatibility matrix.The second method is applicable to the discrete 3/2 delivery system. The delivered signals are digitally combined using the equations in Annex 4, which enable the required number of signals to be provided. In the case of low bit-rate source coded signals, the downward mixing of the 3/2 signals may be performed prior to the synthesis portion of the decoding process (where the bulk of the complexity lies).ANNEX 4Downward mixing of multichannel audio signals1 3/2 source signalsTable 2 shows a set of equations that may be used to mix the five signals of the 3/2 system down to the formats: 1/0; 2/0; 3/0; 2/1; 3/1; 2/2.TABLE 2Downward mixing equations for 3/2 source materialIt should be noted that the overall effect of such downward mixing equations (and compatibility matrixing, see Annex 3) will depend on other factors, such as the panning equations and microphone characteristics. It is recommended that further studies on such interactions be carried out (see Annex 8).ANNEX 5Upwards conversionUpwards conversion is needed in cases where the number of production channels is smaller than the number of channels available for reproduction. A typical example is a 2-channel stereo programme (2/0) that is to be presented over a 3/2 reproduction system.Upwards conversion involves the generation of the “missing” channels somewhere in the broadcast chain. When performing upwards conversion, the following guidelines should normally be respected in order that the programme makers have a reference arrangement. These guidelines do not exclude the possibility, for receiver manufacturers, of the implementation of more sophisticated techniques.1 Frontal channels1.1When a monophonic programme is to be presented over a reproduction system with three frontal loudspeakers, the mono signal should be presented over the centre loudspeaker only. When two frontal loudspeakers are only available, the mono signal should be presented over both left and right loudspeakers with an attenuation of 3 dB.1.2When a stereophonic programme is to be presented over a reproduction system with three frontal loudspeakers, the left and right signals of the stereo programme should be presented respectively over the left and right loudspeakers only.2 Surround channels2.1When there is no surround signal in a programme, surround loudspeakers should not be activated.2.2When a given surround signal is to be reproduced over more than one loudspeaker, decorrelation between each loudspeaker signal should be performed. Furthermore, proper attenuation should be applied to each loudspeaker signal so that the combined sound pressure level produced by these loudspeakers should match that of a single frontal loudspeaker if fed by the same signal at a given reference listening position.3 Data channelAuxiliary information describing the mode of transmission (number and type of transmitted channels) should be transmitted periodically in a special data channel in parallel with the programme. This information will be needed to perform upwards conversion in receivers.ANNEX 6Additional data*It is necessary that some additional data are sent to the multichannel sound receiver, to enable it to identify the multichannel sound configuration in use, and provide the loudspeakers with the required signals. Implicit in the ability to reconfigure a multichannel sound system is the ability to use the available sound channels flexibly, so that a wide range of applications can be covered.The details of the additional data (bit rate, data format, etc.) have yet to be determined. However, the following applications, which would need to be signalled in the data channel, have been identified:–the signalling and controlling of different multichannel sound configurations for the main programme and conversion (e.g. 5-channel, 3-channel, 2-channel, mono) to other configurations;–indicating a special sound signal for listeners with impaired hearing;–indicating a special sound signal for viewers with impaired sight;–indicating a separate audio programme (SAP);____________________*Further studies and contributions from administrations are necessary.–conveying dynamic range control information, to compress or expand the dynamic range; –conveying characters for a text service;–flexible usage of the data capacity allocated for audio signals.ANNEX 7Subwoofer channel or low frequency extension channel (LFE)The purpose of this optional channel is to enable listeners, who choose to, to extend the low frequency content of the reproduced programme in terms of both frequency and level. In this way it is the same as the subwoofer channel proposed by the film industry for their digital sound systems. In the film industry the subwoofer channel carries high level, low frequency sound effects which are intended to be fed to (a) specific low frequency loudspeaker(s). In that way the magnitude of the low frequency content of the other channels is restricted so that the main loudspeakers are not required to handle these special effects signals. The main film sound channels carry normal low frequency sounds but not at such high levels. They are therefore sufficie nt on their own if these special effects are not required by the user. This combination has the other benefit that the coding of the high level signals in the subwoofer channel can be optimized without affecting the coding of the main channels.Although it is recognized that the number of domestic consumers who will choose to use a subwoofer channel is likely to be restricted, it is also recognized that there are other future applications of the HDTV sound system under discussion that will make more use of this option, e.g. distribution of signals to cinemas.The subwoofer channel should not, however, be used for the entire low frequency content of the multi-channel sound presentation. The subwoofer channel is an option, at the receiver, and thus should only carry the additional enhancement information.(In a similar way, the surround channels should carry their own low frequency information rather than it being mixed into the front channels. This forward mixing of the low frequency sounds is an option, at the receiver, to decrease the requirements on the surround loudspeakers.)The subwoofer channel should be capable of handling signals in the range 20-120 Hz.The level at which the subwoofer channel should be reproduced, relative to the main channels, is still to be studied. It is noted, however, that the film industry is currently coding the subwoofer channel such that a positive gain of 10-12 dB is required on reproduction. A common standard on this point will obviously be beneficial.The coding of the main channels should not place any reliance on masking provided by the subwoofer channel. The coding of the subwoofer channel may, however, assume masking due to sounds reproduced from the main channels.ANNEX 8Compatibility matrixing and downward mixingMethods for providing backward compatibility and downward compatibility are described in Annex 3. Annex 4 contains downward mixing equations for 3/2 source material.However, it is recognized that the alternative down-mix coefficients for the surround signals LS/RS are desirable, depending on the type of the programme material.Four alternative surround signal down-mix coefficients should be indicated by the broadcaster.0.70710.50000.0000ReservedAdditional data should be transmitted to indicate which coefficient should be used.。

有关预防校园霸凌的英文作文模板

有关预防校园霸凌的英文作文模板

有关预防校园霸凌的英文作文模板Title: Preventing Campus BullyingIntroduction:With the rise of bullying incidents in schools, it has become increasingly important to address the issue and take proactive measures to prevent it from happening. Bullying can have serious consequences on the mental and emotional well-being of students, leading to long-term effects on their development. In this essay, we will discuss the importance of preventing campus bullying and provide a template for schools to implement strategies to combat this issue.Body:1. Create a positive school culture:- Foster a sense of community and inclusivity among students by promoting respect and empathy.- Encourage open communication between students, teachers, and parents to address any bullying behavior.2. Implement anti-bullying policies:- Develop clear and comprehensive policies that define bullying behavior and outline consequences for perpetrators.- Conduct regular training for teachers and staff on how to identify and address bullying incidents.3. Provide support for victims:- Offer counseling services and support groups for students who have been bullied to help them recover and build resilience.- Encourage bystanders to speak up and intervene when they witness bullying behavior.4. Educate students on the impact of bullying:- Incorporate anti-bullying curriculum into the school syllabus to raise awareness and promote empathy among students.- Organize workshops and presentations on bullying prevention to educate students on the importance of respecting others.Conclusion:Preventing campus bullying requires a multidimensional approach that involves creating a positive school culture, implementing anti-bullying policies, providing support for victims, and educating students on the impact of bullying. By taking proactive measures to address this issue, schools cancreate a safe and inclusive environment where students can thrive and reach their full potential. Together, we can make a difference in preventing campus bullying and promoting a culture of kindness and respect.。

英语作文建议信的改革

英语作文建议信的改革

英语作文建议信的改革The world of academic writing has undergone a significant transformation in recent years with the increasing emphasis on English as the global language of communication. As a result, the importance of proficient English writing skills has become paramount for students and professionals alike. However, the traditional approach to teaching and evaluating English essays often falls short in adequately preparing individuals for the dynamic and evolving demands of contemporary writing. In this essay, I will present a comprehensive set of recommendations for reforming the current system of English essay writing to better align with the needs of the modern era.Firstly, the curriculum for English essay writing should place a greater emphasis on the development of critical thinking skills. Too often, the focus is solely on the mechanics of grammar, syntax, and structure, neglecting the crucial role of analytical reasoning and the ability to construct well-reasoned arguments. By incorporating more exercises and assignments that challenge students to engage with complex topics, analyze multiple perspectives, and formulatecoherent and persuasive arguments, we can cultivate a generation of writers who are not only proficient in the technical aspects of writing but also adept at navigating the nuances of intellectual discourse.Secondly, the assessment of English essays should be more holistic and multidimensional. The current system's heavy reliance on rigid rubrics and numerical scores fails to capture the true essence of effective writing, which often involves a delicate balance of creativity, originality, and clarity. Instead, a more comprehensive approach should be adopted, one that considers not only the structural and linguistic elements of the essay but also the depth of analysis, the coherence of the argument, and the overall impact on the reader. This could involve the incorporation of peer review, self-reflection, and qualitative feedback from instructors, allowing students to develop a more nuanced understanding of their strengths, weaknesses, and areas for improvement.Moreover, the curriculum should place a greater emphasis on the development of digital literacy and multimodal communication skills. In the digital age, writing is no longer confined to the traditional essay format; it has evolved to encompass a wide range of media, including blogs, social media posts, and multimedia presentations. By equipping students with the necessary skills to effectively communicate in these diverse formats, we can better prepare them for the demands of the modern workplace and the evolvinglandscape of global communication.Additionally, the reform of English essay writing should consider the cultural and linguistic diversity of the student population. As the world becomes increasingly interconnected, the traditional Western-centric approach to essay writing may no longer adequately serve the needs of a diverse student body. By incorporating more inclusive perspectives, acknowledging the unique challenges faced by non-native English speakers, and celebrating the richness of diverse writing styles, we can foster a more inclusive and empowering environment for all students.Furthermore, the reform of English essay writing should also address the issue of academic integrity and the growing prevalence of plagiarism. While the current system often focuses on punitive measures, a more proactive approach is needed to instill a genuine appreciation for the value of original thought and the ethical practices of academic research and writing. This could involve the implementation of comprehensive educational programs on academic integrity, the integration of plagiarism-detection software, and the development of collaborative strategies between instructors and students to promote authentic and original work.Finally, the reform of English essay writing should also consider the role of technology in enhancing the learning experience. Theintegration of digital tools, such as online writing platforms, collaborative editing software, and artificial intelligence-powered feedback systems, can provide students with real-time guidance, personalized feedback, and opportunities for collaborative learning. By embracing these technological advancements, we can create a more engaging and effective learning environment that better prepares students for the demands of the 21st-century writing landscape.In conclusion, the reform of English essay writing is a multifaceted endeavor that requires a comprehensive and forward-thinking approach. By focusing on the development of critical thinking skills, adopting more holistic assessment methods, embracing digital literacy and multimodal communication, celebrating cultural and linguistic diversity, addressing academic integrity, and leveraging the power of technology, we can create a more robust and dynamic system of English essay writing that better serves the needs of students and prepares them for the challenges and opportunities of the modern world. The time for reform is now, and by taking bold and innovative steps, we can transform the way we approach and teach the art of English essay writing.。

活动策划 英文

活动策划 英文

活动策划英文Event PlanningEvent planning is the process of organizing and coordinating activities and resources to create a successful and memorable event. It involves carefully considering all aspects of the event, such as the audience, objectives, budget, timeline, venue, program, and promotion.The first step in event planning is defining the purpose and goals of the event. This will help determine the target audience and the type of event that will best meet their needs and expectations. The next step is creating a detailed budget that takes into account all the expenses and revenues associated with the event. This will help ensure that the event is financially viable and can be executed within the allocated resources.Once the purpose, goals, and budget have been established, the next step is to find a suitable venue for the event. The venue should be able to accommodate the expected number of attendees and should have the necessary facilities and equipment to support the event program. It is also important to consider factors such as accessibility, parking, and security when selecting a venue.After the venue has been secured, the event program can be developed. This includes deciding on the format of the event, such as presentations, workshops, or performances, and identifying suitable speakers, performers, or facilitators. The program should be designed to engage and entertain the audience while delivering the desired message or content.Promoting the event is another key aspect of event planning. This includes creating a marketing strategy to reach the target audience and generating interest in the event. This may involve using various channels and tactics, such as social media, email campaigns, press releases, and partnerships with relevant organizations or influencers. It is important to monitor and measure the effectiveness of the promotional activities to ensure that the event is reaching its intended audience.During the event, it is essential to manage all the logistics, such as registration, food and beverage, audiovisual equipment, and transportation. This requires effective coordination and communication with all the stakeholders involved, including the event staff, vendors, sponsors, and attendees. It is important to have contingency plans in place to handle any unforeseen circumstances or emergencies that may arise.After the event, it is important to evaluate its success and gather feedback from the attendees and stakeholders. This feedback can be used to improve future events and to measure the impact and return on investment of the event. It is also important to recognize and thank all the individuals and organizations that contributed to the success of the event.In conclusion, event planning is a complex and multidimensional process that requires careful consideration and coordination of all aspects of the event. By following a systematic and strategic approach, event planners can create successful and memorableevents that meet the objectives and expectations of the audience and stakeholders.。

一把尺子衡量与多把尺子衡量英语作文

一把尺子衡量与多把尺子衡量英语作文

全文分为作者个人简介和正文两个部分:作者个人简介:Hello everyone, I am an author dedicated to creating and sharing high-quality document templates. In this era of information overload, accurate and efficient communication has become especially important. I firmly believe that good communication can build bridges between people, playing an indispensable role in academia, career, and daily life. Therefore, I decided to invest my knowledge and skills into creating valuable documents to help people find inspiration and direction when needed.正文:一把尺子衡量与多把尺子衡量英语作文全文共3篇示例,供读者参考篇1Measuring the Immeasurable: One Ruler or Many?As students, we are often presented with a singular approach to learning, a "one-size-fits-all" mentality that fails to account for the diversity of our minds and the unique tapestriesof our lived experiences. In the realm of academia, this manifests itself through the use of a solitary ruler, a uniform standard by which our abilities and achievements are measured. However, as I have come to realize, the true essence of learning and growth lies not in conformity, but in embracing the multifaceted nature of knowledge and the myriad paths that lead to understanding.The allure of a single ruler is undeniable – it promises simplicity, consistency, and a sense of order amidst the chaos of intellectual pursuit. By adhering to a predetermined set of criteria, we are offered a clear roadmap, a series of checkpoints to navigate the labyrinth of education. Yet, in our pursuit of this illusory certainty, we risk sacrificing the very essence of what it means to learn and grow.Learning is not a linear process, confined to the boundaries of a rigid rubric. It is a journey of self-discovery, a continuous unraveling of the mysteries that lie within and beyond us. To truly embrace the depths of knowledge, we must acknowledge the multidimensional nature of understanding, and recognize that each individual brings a unique set of strengths, weaknesses, and perspectives to the table.In my own academic journey, I have encountered countless instances where the application of a single ruler has provenlimiting, even detrimental. I vividly recall the frustration of pouring my heart and soul into an essay, only to have it evaluated through the narrow lens of a predetermined rubric, failing to capture the nuances of my thought process and the personal growth that accompanied the writing experience.It was in these moments of disillusionment that I began to question the validity of a singular measure, and to explore the possibilities that arise when we embrace a more holistic approach to assessment. Rather than relying on aone-dimensional ruler, what if we were to employ a multitude of tools, each designed to capture a different facet of the learning process?Imagine an educational landscape where our abilities are evaluated not solely through standardized tests and rigid assignments, but through a tapestry of diverse assessments, each tailored to celebrate the unique strengths and learning styles of individual students. A world where creativity is nurtured alongside analytical prowess, where emotional intelligence is valued as highly as academic achievement, and where the journey itself is celebrated as much as the destination.In such a paradigm, the role of the educator shifts from that of a gatekeeper to a facilitator, guiding students through alabyrinth of self-discovery and fostering an environment where curiosity and critical thinking thrive. Assessments become not mere checkpoints, but catalysts for growth, prompting us to question our assumptions, challenge our biases, and embrace the complexities that lie at the heart of true understanding.This is not to say that structure and guidelines should be discarded entirely – they serve as necessary scaffolding, providing a framework upon which we can build and navigate the vast expanse of knowledge. However, it is imperative that we recognize the limitations of a singular approach and embrace the diversity of perspectives and experiences that shape our collective understanding.In the end, the true measure of success in education lies not in our ability to conform to a predetermined standard, but in our capacity to think critically, to question assumptions, and to continually push the boundaries of our understanding. It is in this pursuit of intellectual growth and self-discovery that we find the true essence of learning, and it is through the embrace of multifaceted assessments that we can truly celebrate the richness and diversity of the human experience.As I look towards the future, I am filled with a sense of hope and possibility. A future where education is not a one-size-fits-allendeavor, but a tapestry woven from the threads of diverse perspectives and experiences. A future where we are not limited by the constraints of a single ruler, but empowered by the multitude of tools at our disposal, each one revealing a different facet of the vast and ever-expanding landscape of knowledge.For it is in this embrace of diversity, this celebration of the immeasurable, that we truly unlock the potential of human understanding and pave the way for a world where learning is not a destination, but a never-ending journey of self-discovery and growth.篇2Measuring Up: One Ruler or Many - An ExplorationAs a student, I often find myself pondering the various tools and methods we use to assess, evaluate, and measure things in our academic journey. One particular debate that has captured my curiosity is the contrasting approaches of using a single, uniform ruler versus employing multiple, diverse rulers to gauge our progress and achievements. This dilemma extends beyond the literal application of physical measurement devices and delves into the metaphorical realm of how we perceive and quantify success, growth, and understanding.The concept of a single, standardized ruler holds an undeniable appeal. It offers a sense of consistency, objectivity, and fairness – a universal benchmark against which all individuals are measured. Imagine a world where academic performance is solely determined by a comprehensive,end-of-year examination. The allure of this approach lies in its simplicity and apparent impartiality. Every student, regardless of background or circumstance, faces the same yardstick, and their achievements are quantified by a clear, numerical score.Proponents of this method argue that it eliminates subjectivity and bias, ensuring that each individual's efforts are evaluated on an equal playing field. After all, a ruler is a ruler, and its markings are unambiguous – either you meet the required standard or you don't. There is a certain comfort in this binary nature, as it provides a tangible goal to strive towards and a definitive measure of success or failure.However, as compelling as this notion may seem, it fails to account for the inherent complexity and diversity of the learning experience. Education is not a one-size-fits-all endeavor; it is a intricate tapestry woven from countless threads of individual strengths, weaknesses, learning styles, and life experiences. To measure such a multifaceted journey with a single, rigidinstrument is akin to attempting to capture the essence of a vibrant, ever-changing landscape with a mere snapshot.Enter the concept of multiple rulers, each tailored to assess different facets of the educational journey. Just as a carpenter might employ a variety of rulers – a tape measure for length, a bevel gauge for angles, and a caliper for precision – so too should we embrace a multidimensional approach to evaluating academic growth and achievement.Imagine a classroom where various forms of assessment coexist harmoniously. Written examinations may still play a role, but they are complemented by project-based learning, oral presentations, portfolios showcasing personal growth, and opportunities for self-reflection. Each of these methods serves as a unique ruler, measuring distinct aspects of a student's development, such as critical thinking, creativity, communication skills, and self-awareness.By embracing this multifaceted approach, we acknowledge the inherent diversity among learners and celebrate the myriad pathways to understanding and mastery. Some students may excel in traditional testing environments, while others thrive when given the opportunity to demonstrate their knowledge through hands-on projects or multimedia presentations. Byproviding a diverse array of measurement tools, we increase the likelihood of capturing each student's true potential and allowing their unique strengths to shine.Moreover, the use of multiple rulers fosters a more holistic and nuanced understanding of learning itself. Education is not merely the accumulation of facts and figures; it is a transformative journey that shapes our perspectives, cultivates our curiosity, and empowers us to navigate the complexities of the world around us. A single, rigid ruler cannot possibly encapsulate the depth and breadth of this experience.Imagine a classroom where self-reflection and personal growth are valued just as highly as academic performance. Students are encouraged to maintain journals or portfolios that chronicle their evolving thought processes, their struggles and triumphs, and the lessons they have learned along the way. These introspective tools serve as rulers measuring the intangible but crucial aspects of personal development, such as resilience, self-awareness, and a love for lifelong learning.In this multidimensional environment, failure is not seen as a permanent state but rather as a stepping stone on the path to growth. A student who struggles with a particular assessment method is not labeled as "failing" but is instead offeredalternative avenues to demonstrate their understanding and progress. The focus shifts from a myopic obsession with a singular measure of success to a more encompassing celebration of the learning journey itself.It is important to acknowledge that embracing multiple rulers does not necessarily imply a lack of rigor or standards. Quite the contrary, each individual ruler must be carefully crafted and consistently applied, ensuring that the measurements it provides are reliable, valid, and meaningful. The challenge lies in striking a balance between maintaining academic integrity and recognizing the multidimensional nature of learning.Ultimately, the decision between employing a single ruler or multiple rulers is not merely a matter of practicality or convenience; it is a philosophical stance that reflects our values and beliefs about the purpose and nature of education itself. Do we view learning as a linear path toward a predefined destination, or as a winding journey of self-discovery and personal growth? Do we prioritize standardization and uniformity, or do we celebrate diversity and individuality?In my humble opinion, the path forward lies in a harmonious integration of both approaches. We must maintain rigorous standards and objective measures to ensure academic excellence,but we must also embrace a more holistic and inclusive view of learning that acknowledges the multifaceted nature of human potential and growth.Perhaps the solution lies not in choosing between one ruler or many, but in crafting a carefully curated set of rulers, each designed to measure a specific aspect of the educational experience. These rulers would work in concert, providing a comprehensive and nuanced portrait of a student's progress, strengths, and areas for growth.Imagine a world where a student's academic journey is captured through a tapestry of measurements – a numerical score reflecting their mastery of core concepts, a portfolio showcasing their creative and critical thinking skills, aself-reflection journal chronicling their personal growth, and a record of their contributions to the learning community. Each of these measurements would serve as a distinct ruler, contributing to a holistic understanding of the student's development and potential.In this harmonious ecosystem, students would not be defined by a single metric but would be celebrated for their unique strengths and encouraged to continuously strive for growth in all areas. Educators would serve as guides, expertlywielding the appropriate ruler at the right moment, providing targeted feedback and support tailored to each student's needs and aspirations.As I continue my academic journey, I am reminded of the profound impact that our measurement tools have on shaping not only our perceptions of success but also our very approach to learning itself. The choice between a single ruler or multiple rulers is more than a mere logistical consideration; it is a philosophical stance that reflects our values, our aspirations, and our commitment to nurturing the boundless potential of every learner.While the path forward may not be a straight line, I am heartened by the prospect of a future where education embraces a harmonious dance between rigor and inclusivity, between standardization and individuality. It is a future where the act of measurement itself becomes a celebration of the rich tapestry of human potential, and where every student's unique journey is honored and cherished.For in the end, it is not the ruler that defines us, but the boundless horizons that lie beyond its markings – horizons that beckon us to continually grow, evolve, and transcend the limitations of any single measure.篇3Measuring the World with Different PerspectivesAs students, we are often asked to measure and quantify the world around us using standardized tools and metrics. Whether it's calculating the area of a geometric shape, determining the velocity of a moving object, or analyzing the symbolism in a literary work, we rely on established methods and criteria to arrive at our conclusions. However, what happens when we step outside of these predetermined frameworks and consider alternative approaches? Is there value in embracing multiple perspectives, even if they deviate from the conventional norms?This dilemma reminds me of a thought experiment I encountered in my English class last semester. Our teacher posed a question: "Is it better to measure something with a single, standardized ruler or with multiple rulers of varying lengths and scales?" At first glance, the answer might seem obvious – using a consistent, universally accepted ruler would undoubtedly yield more accurate and reliable measurements. After all, that's the very purpose of standardization – to ensure uniformity and comparability across different contexts.However, as we delved deeper into the discussion, the complexities of this seemingly simple question began to unfold. What if the object being measured was irregular or unconventional in shape? What if the standardized ruler, designed for linear measurements, failed to capture the intricacies and nuances of the subject at hand? In such cases, might a combination of rulers, each offering a unique perspective and scale, provide a more comprehensive understanding?This line of thinking resonated with me on a deeper level, extending far beyond the realm of physical measurements. In our pursuit of knowledge and understanding, whether in academics or in life, are we not often guilty of relying too heavily on a single, dominant narrative or paradigm? Do we not sometimes lose sight of the richness and complexity of the world by adhering too strictly to one set of standards or principles?Think about the various disciplines we study – literature, history, philosophy, and the sciences. Each field has its own established methodologies, theories, and interpretive frameworks. While these structures are essential for facilitating academic discourse and advancing our collective knowledge,they can also inadvertently narrow our perspectives and blind us to alternative viewpoints.For instance, in the study of literature, we often analyze texts through the lens of specific literary theories or critical approaches, such as feminism, post-colonialism, or psychoanalysis. While these frameworks offer valuable insights, they can also limit our understanding if we fail to consider other interpretive lenses. By embracing multiple perspectives, we can uncover layers of meaning and nuance that might otherwise remain hidden.Similarly, in the realm of history, our understanding of past events is shaped by the narratives and sources we choose to prioritize. A historian studying the American Civil War might approach the conflict from the perspective of military strategy, political ideology, or social and economic factors. Each lens offers a distinct vantage point, illuminating different facets of the same event. By considering multiple perspectives, we can construct a more holistic and nuanced understanding of the past.Even in the sciences, where objectivity and empirical evidence are paramount, the value of multiple perspectives cannot be understated. Scientific progress often occurs at theintersection of different disciplines, where researchers from diverse backgrounds and specializations collaborate andcross-pollinate ideas. By embracing interdisciplinary approaches and fostering dialogues between different fields, we can uncover new avenues for exploration and push the boundaries of human knowledge.Of course, embracing multiple perspectives is not without its challenges. It requires us to step outside our comfort zones, question our assumptions, and grapple with conflicting viewpoints. It demands intellectual humility, open-mindedness, and a willingness to engage with ideas that might initially seem foreign or counterintuitive.Furthermore, there is a risk of falling into the trap of relativism, where all perspectives are deemed equally valid, and objective truth becomes elusive. We must strike a delicate balance between acknowledging the value of diverse viewpoints and maintaining a commitment to rigorous analysis, critical thinking, and empirical evidence.Yet, despite these challenges, the rewards of embracing multiple perspectives are profound. By doing so, we cultivate a deeper understanding of the world around us, challenge ourpreconceptions, and foster intellectual growth and personal development.As students, we have a unique opportunity to explore these ideas and shape our own epistemological frameworks. We can choose to embrace the diversity of perspectives offered by our peers, professors, and the vast repositories of knowledge at our fingertips. We can engage in respectful dialogues, challenge each other's assumptions, and synthesize different viewpoints to arrive at more nuanced and well-rounded understandings.Ultimately, the choice between using a single ruler or multiple rulers is not just about physical measurements – it is a metaphor for how we approach knowledge and truth itself. Do we cling to a single, standardized perspective, or do we embrace the richness and complexity of the world by considering multiple vantage points?For me, the answer is clear: I choose to measure the world with multiple rulers, each offering a unique scale and perspective. By doing so, I open myself to new possibilities, challenge my assumptions, and cultivate a deeper, more holistic understanding of the subjects I study and the world I inhabit.。

新目标大学英语综合2

新目标大学英语综合2

新目标大学英语综合2New Horizons in University EnglishEnglish is an essential tool for communication and a key skill for success in the globalized world. As such, universities play a vital role in equipping students with the necessary language proficiency to excel in their future careers. In recent years, new goals have emerged in university English education, driven by a changing society and advancements in technology. This article explores these new horizons in university English, focusing on four key aspects: competency-based instruction, multidimensional assessment, technology integration, and fostering global citizenship.Competency-based instruction is a new approach gaining popularity in university English education. Instead of focusing solely on grammar and vocabulary, this approach emphasizes the development of practical language skills that are relevant to real-life situations. Proficiency is assessed based on the ability to carry out specific tasks, such as participating in group discussions, delivering presentations, or writing reports. This shift in focus encourages students to actively engage with the language, allowing them to apply what they learn to their future careers. Multidimensional assessment is another important aspect of new horizons in university English education. Traditional assessments typically included only written exams or oral presentations, but these may not fully reflect students' language abilities. Multidimensional assessment, on the other hand, takes into account various aspects of language proficiency, such as listening, speaking,reading, and writing skills. It also incorporates other important factors like critical thinking, creativity, and intercultural competence. By using a variety of assessment tools, universities can gain a more comprehensive understanding of students' language abilities and provide targeted support and feedback.Technology integration plays a significant role in modern university English education. With the rapid advancement of technology, language learning has become more interactive and personalized. Online platforms and language learning software offer students access to vast resources, authentic materials, and language practice opportunities. Virtual classes and peer-to-peer communication tools allow students to improve their speaking and listening skills beyond the constraints of the physical classroom. Additionally, online assessment tools enable teachers to provide immediate feedback and track students' progress more efficiently. By embracing technology, universities can enhance the effectiveness and efficiency of English language instruction.Fostering global citizenship is an essential goal in university English education. In today's interconnected world, the ability to communicate effectively across cultures is crucial. Universities should aim to create an environment that promotes intercultural awareness and understanding. This can be achieved through organizing multicultural events, international exchange programs, and intercultural communication workshops. By bringing together students from diverse backgrounds and providing opportunities for cross-cultural interactions, universities can cultivate global-minded individuals who are not only proficient in English but also able to bridge cultural differences and successfully navigate the globalizedworkforce.In conclusion, new horizons in university English education have brought about significant changes in instructional approaches, assessment methods, technology integration, and the emphasis on global citizenship. Universities must adapt to these changes and provide students with the necessary language skills and cultural competencies to succeed in the 21st century. By embracing these new horizons, universities can equip students with the tools they need to excel in a globalized world.。

英语七年下册译林牛津版,作文,1到4单元

英语七年下册译林牛津版,作文,1到4单元

英语七年下册译林牛津版,作文,1到4单元全文共3篇示例,供读者参考篇1Unit 1: My School LifeMy school life has been a great journey filled with learning, friendships, and experiences. I attend a small, cozy school in the heart of the city, where the teachers are dedicated and the students are eager to learn.One of the highlights of my school life is the extracurricular activities that are available. From sports to arts and crafts, there is something for everyone to enjoy. I have participated in various clubs and teams, which have helped me develop important skills like teamwork, leadership, and discipline.In addition to extracurricular activities, the academic curriculum at my school is challenging and engaging. The teachers use a variety of teaching methods such as group discussions, multimedia presentations, and hands-on projects to make learning more interesting. I have always felt supported by my teachers and classmates, which has motivated me to work hard and strive for excellence.Unit 2: My Childhood MemoriesLooking back on my childhood, I am filled with memories of laughter, playtime, and innocence. I grew up in a small town surrounded by nature, where my days were spent exploring the woods, riding my bike, and playing with my friends.One of my fondest memories is sitting on the front porch with my grandmother, listening to her tell stories about her youth. She would recount tales of adventure, love, and hardship, which always left me in awe. I treasure those moments spent with her, as they taught me the importance of family, history, and resilience.As I grew older, my childhood adventures turned into lessons about responsibility, independence, and friendship. I learned how to take care of myself, make decisions, and stand up for what I believe in. These experiences have shaped me into the person I am today, and I am grateful for the lessons learned during my childhood.Unit 3: My Favorite BookReading has always been a passion of mine, and one book that has captured my heart is "To Kill a Mockingbird" by HarperLee. This classic novel tells the story of a young girl named Scout Finch, who grows up in the deep South during the 1930s.What I love most about this book is its powerful themes of justice, racism, and empathy. Through Scout's eyes, we witness the challenges of prejudice and inequality, and the importance of standing up for what is right. The characters are complex and multidimensional, which makes the story both engaging and thought-provoking."To Kill a Mockingbird" has had a profound impact on me, as it has taught me important lessons about tolerance, compassion, and the power of storytelling. It has inspired me to be a better person and to strive for a more just and equitable society.Unit 4: My Dream JobEver since I was a child, I have dreamt of becoming a veterinarian. I have always had a passion for animals, and I believe that I have a natural talent for caring for them. As a veterinarian, I would have the opportunity to help animals in need, heal their illnesses, and improve their quality of life.In order to achieve my dream job, I am currently studying hard in school and taking courses in science and biology. I am also volunteering at a local animal shelter to gain hands-onexperience and learn from professionals in the field. I know that becoming a veterinarian will require hard work, dedication, and perseverance, but I am willing to put in the effort because it is my true calling.In conclusion, my school life, childhood memories, favorite book, and dream job are all important aspects of who I am. They have shaped my values, beliefs, and aspirations, and have inspired me to be the best version of myself. I am grateful for the opportunities and experiences that have led me to where I am today, and I am excited to see where the future will take me.篇2Unit 1 FamilyIn Unit 1 of the Translation and Oxford version of English Grade Seven, the topic discussed is family. Family is an integral part of our lives and plays a significant role in shaping our character and values.In this unit, students learn about different types of families, such as nuclear families, extended families, and single-parent families. They also learn about the importance of family relationships, including the roles and responsibilities of family members.Students are encouraged to reflect on their own family experiences and values. They are given various exercises and activities to help them understand and appreciate the importance of family dynamics.One of the key aspects of this unit is the promotion of love, respect, and understanding within the family. Students are taught the importance of communication and empathy in maintaining strong and healthy family relationships.Overall, Unit 1 of the Translation and Oxford version of English Grade Seven provides students with a good foundation for understanding the concept of family and the importance of family relationships in our lives.Unit 2 School LifeIn Unit 2 of the Translation and Oxford version of English Grade Seven, the focus is on school life. School plays a crucial role in shaping our future and helping us develop the necessary skills and knowledge to succeed in life.Students learn about various aspects of school life, such as school rules, subjects, extracurricular activities, and relationships with teachers and classmates. They also learn about theimportance of education and the opportunities it provides for personal growth and success.Through this unit, students are encouraged to reflect on their own school experiences and goals. They are given opportunities to express their thoughts and ideas about their school life and future aspirations.One of the key messages of this unit is the importance of hard work, dedication, and perseverance in achieving academic success. Students are encouraged to set goals for themselves and work towards achieving them with determination and focus.Overall, Unit 2 of the Translation and Oxford version of English Grade Seven provides students with valuable insights into the world of school life and the importance of education in shaping their future.Unit 3 Hobbies and InterestsUnit 3 of the Translation and Oxford version of English Grade Seven explores the theme of hobbies and interests. Hobbies are activities that we enjoy doing in our free time, and they play an important role in helping us relax, unwind, and pursue our passions.In this unit, students learn about different types of hobbies, such as sports, music, art, and reading. They also learn about the benefits of having hobbies, such as stress relief, improved mental health, and enhanced creativity.Students are encouraged to explore their own interests and hobbies through various exercises and activities in this unit. They are given opportunities to share their hobbies with their classmates and learn from each other's experiences.One of the key messages of this unit is the importance of finding balance in life by engaging in activities that bring us joy and fulfillment. Students are encouraged to make time for their hobbies and interests amidst their academic responsibilities.Overall, Unit 3 of the Translation and Oxford version of English Grade Seven provides students with a valuable perspective on the role of hobbies and interests in enriching their lives and promoting personal well-being.Unit 4 Festivals and CelebrationsIn Unit 4 of the Translation and Oxford version of English Grade Seven, the focus is on festivals and celebrations. Festivals are special occasions that bring people together to celebrate and commemorate cultural traditions, values, and beliefs.Students learn about different festivals and celebrations from around the world, such as Christmas, Diwali, and Chinese New Year. They also learn about the customs, rituals, and significance of these festivals in promoting unity and harmony among communities.Through this unit, students are encouraged to appreciate cultural diversity and learn about the importance of respecting and embracing different traditions and customs. They are given opportunities to explore their own cultural heritage and share it with their classmates.One of the key messages of this unit is the importance of celebrating and preserving cultural traditions as a way of promoting understanding and unity among people from different backgrounds. Students are encouraged to participate in festivals and celebrations as a way of learning about and appreciating diverse cultures.Overall, Unit 4 of the Translation and Oxford version of English Grade Seven provides students with valuable insights into the significance of festivals and celebrations in promoting cultural heritage and fostering a sense of community and belonging.篇3I'm sorry, but I am unable to provide verbatim excerpts from copyrighted materials such as the English Seven Year Lower Volume of the Translation Forest Oxford Edition, as this violates copyright laws.However, I can help you summarize or provide information on the topics covered in Units 1 to 4 of this textbook, if you'd like. Please let me know if you would like a summary or information on a specific topic, and I'll be happy to assist you.。

英语教育方向的学术专长

英语教育方向的学术专长

Abstract:English education, as an integral component of global academic and professional landscapes, demands unwavering commitment to high-quality standards and practices. This paper presents a multi-dimensional exploration of the key elements that define and contribute to the excellence in English education. It delves into the theoretical underpinnings, pedagogical strategies, assessment methods, technological integration, cultural responsiveness, and continuous professional development, providing a comprehensive understanding of how these components synergistically shape a high-quality English education system. The discussion aims to inform and guide educators, policymakers, and stakeholders in their efforts to cultivate and sustain a rigorous, inclusive, and effective English learning environment.1. IntroductionEnglish education transcends linguistic boundaries, serving as a crucial tool for communication, knowledge acquisition, and cultural exchange in today's interconnected world. As such, ensuring the provision of high-quality English education is paramount. This paper seeks to provide a comprehensive analysis of the multifaceted nature of English education by examining the core elements that contribute to its excellence. These elements include a robust theoretical foundation, innovative pedagogical strategies, valid and reliable assessment methods, effective technological integration, culturally responsive teaching, and ongoing professional development for educators.2. A Robust Theoretical Foundation: Anchoring English Education in Sound PrinciplesA high-quality English education is grounded in a strong theoretical framework that encompasses linguistic, cognitive, and sociocultural perspectives. Linguistic theories, such as those of Chomsky (generative grammar) and Halliday (systemic functional linguistics), offer insights into language structure, meaning-making, and usage, guiding the design of curricula and instructional materials. Cognitive theories, including Piaget's constructivismand Vygotsky's sociocultural theory, emphasize the active role of learners in constructing knowledge and the importance of social interaction in language acquisition. Sociocultural perspectives highlight the dynamic interplay between language, culture, and identity, underscoring the need for English education to be inclusive and respectful of diverse linguistic and cultural backgrounds.3. Innovative Pedagogical Strategies: Engaging Learners in Meaningful Language LearningEffective pedagogy lies at the heart of a high-quality English education. This involves employing a range of learner-centered, interactive, and task-based approaches that foster critical thinking, creativity, and communicative competence. Strategies such as Content and Language Integrated Learning (CLIL), which combines language instruction with content from other disciplines, promote authentic language use and interdisciplinary understanding. Collaborative learning techniques, such as group work and peer tutoring, encourage learners to engage in meaningful dialogue and negotiate meaning, thereby enhancing their interpersonal skills. The use of drama, storytelling, and digital storytelling can also stimulate learners' imagination, foster empathy, and facilitate language acquisition in a more engaging and enjoyable manner.4. Valid and Reliable Assessment Methods: Measuring and Enhancing Language ProficiencyAssessment plays a vital role in maintaining the quality of English education, serving as both a diagnostic and formative tool. High-quality assessment practices encompass a balanced approach, incorporating both summative assessments (e.g., standardized tests, final exams) and formative assessments (e.g., classroom observations, self- and peer-evaluations, portfolios). Assessments should align with the intended learning outcomes, reflect real-life language use, and cater to diverse learning styles and abilities. Incorporating alternative assessment formats, such as oral presentations, project-based tasks, and performance assessments, can provide a more holistic picture of learners' language proficiency and progress. Moreover, the use of diagnostic assessmentsand ongoing feedback allows teachers to tailor instruction to individual learners' needs, fostering continuous improvement and motivation.5. Effective Technological Integration: Enhancing Learning Experiences and OutcomesThe integration of technology in English education has the potential to enrich learning experiences, facilitate access to resources, and promote autonomous learning. Digital tools, such as educational software, multimedia resources, and online platforms, can create immersive language environments, support differentiated instruction, and enable collaboration across geographical boundaries. Mobile-assisted language learning (MALL) and gamification can further enhance learner engagement and motivation. However, successful technological integration requires careful consideration of the affordances and limitations of technology, as well as teacher training in digital pedagogy to ensure its effective and ethical use.6. Culturally Responsive Teaching: Promoting Inclusivity and Respect for DiversityCulturally responsive teaching is essential in English education, given the language's global reach and the increasing diversity of English learners. This approach involves acknowledging and valuing learners' cultural identities, experiences, and languages, and leveraging them as resources for learning. Teachers should incorporate diverse texts, topics, and perspectives in their lessons, fostering intercultural understanding and empathy. Additionally, they should employ culturally sensitive teaching strategies, such as code-switching, translanguaging, and the use of first languages as scaffolds, to support learners' comprehension and expression. By embracing cultural responsiveness, English education can empower learners, nurture their sense of belonging, and prepare them for successful participation in a multicultural society.7. Continuous Professional Development: Ensuring Educator ExcellenceHigh-quality English education relies on a cadre of knowledgeable, skilled, and reflective educators who continuously update their practice in response toevolving research, societal changes, and learners' needs. Professional development opportunities should encompass a range of formats, such as workshops, conferences, mentoring, and action research, addressing topics such as pedagogical innovation, assessment literacy, digital competence, and cultural competence. Furthermore, fostering a culture of collaboration and sharing among educators, as well as engaging them in decision-making processes, can promote collective growth and the sustained improvement of English education programs.Conclusion:The pursuit of high-quality English education necessitates a holistic and multidimensional approach that encompasses a robust theoretical foundation, innovative pedagogical strategies, valid and reliable assessment methods, effective technological integration, culturally responsive teaching, and continuous professional development. Each of these elements contributes uniquely to the creation of a learning environment that fosters linguistic proficiency, critical thinking, creativity, intercultural competence, and lifelong learning. By understanding and implementing these principles, educators, policymakers, and stakeholders can collaboratively build and sustain English education systems that meet the demands of the 21st century and empower learners to thrive in a globalized world.Word Count: 1498 words。

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ITAD-730-CP-93-189 3rd Australian Multi-Media Communications, Applications, and Technology WorkshopWollongong, New South Wales, 14-15 July 1993 MULTIDIMENSIONAL HYPERPRESENTATIONS IN A DISTRIBUTED MULTIMEDIA SYSTEMEarl Rennison, Kate FinnInformation, Telecommunications, and Automation DivisionSRI InternationalMenlo Park, California, U.S.A.{rennison,finn}@DooHyun Kim, Young-Hwan LimElectronics and Telecommunications Research Institute, Daejeon, KoreaAbstractWe have defined a model for multidimensional hyperpresentations, in which time-varying multimedia presentations are dynamically linked together. In our model a hyperlink’s context can change over time. Thus, at any time during a continuous presentation, a user can interactively access context-specific information. How the hyperlinks are traversed depends upon user interaction and/or context-sensitive triggers. This generalized model can be applied to solve many issues associated with multimedia information representation and access.1.INTRODUCTIONVideo can be a very powerful tool for communicating information and ideas. Unfortunately, video is a serial medium, so that searching for information entails cumbersome navigation among nonsequential segments. Digital interactive video has made the navigation process easier, but has not solved the problem of finding information of interest, such as a particular video segment. In contrast, hypermedia systems provide effective techniques for precisely navigating through and accessing information spaces, thus enabling users to quickly find information of interest via a more natural interface [1; 2]. Attempts to merge the richness of video with the navigability/accessibility of hypermedia, however, have not provided adequate support for multidimensional data.The term multidimensional is used in this paper to include the full spectrum of media: multiple audio and video tracks (layering); multiple channels (such as left and right audio, video, and mouse inputs); 3-D graphics and 3-D audio; and time-varying information. The term hyperpresentation refers to the concept of linking time-based multimedia presentations together, based on the time-varying context of the presentation. For example, consider a scenario where the results of research projects are stored in a database as multidimensional hyperpresentations. A person browsing through such a database could initially be presented with an overview of a selected research projects. The overview could be a concise video containing a description of each of the key results of each project. If, while viewing the information, the person finds a topic of interest, he or she could press a “Tell Me More” button that would alter the video to show more detailed information on the specific topic being discussed at the time the button was pressed. Or further, the person could use a mouse to click on a specific item that he or she sees on the screen; the video would freeze, and another window would pop up, showing a video that relates to the item selected. This example of hyperpresentation is illustrated in Figure 1.access, current support services for this type of interaction are not sufficient. To adequately address this problem, a need exists for (1) a model to express the multidimensional relationships between related media, as well as modeling user interactions, and (2) mechanisms for executing the specified relationships, such as hyperlinks, in real time.We have defined a model for multidimensional hyperpresentations, in which multimedia presentations are logically linked so as to occur either sequentially or simultaneously. This model includes the time-based linking of multimedia presentations, based on the contexts of the presentations, whereby each presentation’s context is defined by markers and segmentsdelineated over time. The generalized model we have defined can be applied to solve many of the issues associated with multimedia information representation and access.2.MuX DISTRIBUTED MULTIMEDIA SYSTEMIn this section, we will present a very brief and high-level overview of the multimedia data processing model employed and the MuX distributed multimedia I/O system that uses the model. A more detailed description of the MuX model is provided by Baker et al. [3].2.1MuX Multimedia Data Processing ModelThe MuX model comprises a stream layer, a multimedia presentation layer, and ahyperpresentation layer, as shown in Figure 2. The stream layer provides services similar to those of a video router used in video production studios, where sources and destinations may be local or remote files or devices (such as microphones, musical instruments, video cameras,displays, and audio speakers). The multimedia presentation layer services are based on the concept of a programmable media multiplexer or media mixer, such as an audio mixer used in concert productions, or a switch or video editor used in a video production studio. In this layer,the media multiplexer takes input from a variety of sources, mixes them according to controllable parameters, and directs the result to an output port or destination. Thehyperpresentation layer is a generalization of the links described above, where the documentOverview Subject Bmay include time-based media such as audio and video, and the links are dynamic and vary over time. In the paragraphs that follow we describe the services provided by these three layers in greater detail.The stream layer provides services to access a multimedia data stream from a file, a device, or a network connection, or from the higher layers; performs processing on the stream (e.g.,compression or format conversion using filters); delivers multimedia data to a destinationconsisting of either a file, a device, or a network connection, or to the higher layers, in a timely manner; and allows the selection of an input from one or more streams and distribution of the input to one or more destinations using a switch. To provide these services, several abstractions and mechanisms have been defined, including a stream, source, destination, filter, and switch.These mechanisms are illustrated in Figure 3.The multimedia presentation layer builds on the stream layer. A multimediapresentation is a collection of streams that are coordinated with respect to time and space. Streams within a presentation are synchronized and have shared presentation control. There are logical groupings of media streams for integration and media-specific presentation control. The streams of dissimilar media (e.g., aural and visual) are synchronized and presented simultaneously.Streams of similar media can be cut, reordered, processed, and mixed to form a new stream:such streams are grouped together as a channel for presentation or further processing. Key components of a multimedia presentation include tracks, channels, and presentations.Tracks are time-ordered streams that may be reserialized via a set of clips or a clip list .Channels are a group of tracks that are mixed together to form a new stream. A presentation is the complete set of synchronized channels. To provide these media integration and synchronization services, the following mechanisms have been defined: logical time system (LTS), cue, presentation context,Figure 2.Multimedia Data Processing ModelStream Stream Figure 3.Stream Layer MechanismsDestinationSourcemixer, clip, track, channel, and presentation. The relationships among these mechanisms are illustrated in Figure 4. The presentation, channel, track, and clip mechanisms are used primarily to specify timing and synchronization relationships and are described in further detail in Subsection 2.3.A presentation context (PC) specifies parameters that define how media streams are mixed,integrated, and presented to the end user. PCs are specific to the medium associated with a stream. The presentation context value associated with a PC can vary over time, offeringconsiderable flexibility in defining how media streams are integrated and mixed. For example,a PC for an audio stream would specify the volume at which that stream is presented. Thevolume can be specified as a function of time, as shown in Figure 5. Presentation contexts also define parameters like origin and extent of video windows.The highest level of the three-layer model is the hyperpresentation layer. As noted above, the abstraction of the hyperpresentation layer is that of a dynamic network of multimedia presentations connected by links, forming multidimensional (time and space) multimediapresentations. Links, or hyperlinks, that connect multimedia presentations together are dynamic in that they change over time and have fixed lifetimes during which they can be activatedFigure 4.Multimedia Presentation MechanismsV ol u m e Volume = “interval(0,3)*40 +Figure 5.Time-Based Presentation Context[4;5;6;7;1]. Within the context of this model, hyperlinks can be associated with tracks, channels, and presentations, and can link them to any of the aforementioned components, as illustrated in Figure 6. A “publication” binds together a set of presentations linked together withFigure6.HyperLinks between Multimedia Presentation Components hyperlinks. The hyperpresentation layer, including hyperlinks, is the focus of this paper and will be described in detail in subsequent sections.2.2The MuX Multimedia I/O SystemWe have implemented a distributed multimedia I/O system, called MuX, based on the multimedia data processing model described in the previous section. MuX supports a set of distributed multimedia I/O services, including the integral services of media translation, compression, and synchronization. It provides network-transparent access to stored multimedia data, real-time multimedia I/O devices, and multimedia processing. The MuX system supports the routing and delivery of real-time multimedia data; real-time video, audio, and graphics acquisition; and media processing and output.To facilitate its support of a distributed environment, the MuX system is based on theclient-server paradigm. The system consists of a multimedia I/O server [8]; a presentation manager; the MuXLib client library, which embodies the MuX application programmer’s interface (API) [9]; and a scripting language [10]. In this environment, the client application specifies the timing and synchronization relationships among media streams, and the multimedia I/O servers exchange real-time data directly among themselves to meet these specifications.The system services are defined according to object-oriented concepts, both in design and in implementation (using C++). Though most of the services are implemented in the server, the client library utilizes a distributed object messaging service that allows objects to send messages to remote objects in a network-transparent fashion, giving the applications the illusion that objects are being executed locally when in fact they may be executed on another machine. Thus, application programmers can develop distributed applications that transparently utilizereal-time resources on multiple machines, without having to deal with the complexities of interprocess communication and coordination of resources.2.3Treatment of TimeThe notion of time is central both to the hyperpresentation implementation and to the MuX model in general. Time may be specified in several different ways, including absolute real time or wall-clock time; relative real time specified in seconds and/or microseconds from a start time (which may be either absolute or relative); or time specified via the SMPTE time code*(e.g., 00:07:05.10). Since the playout times of multimedia presentations are not known in advance and are determined by user interaction, it is extremely useful to specify timing relationships in terms of relative time. For this reason, all timing specifications are defined in either relative real time or SMPTE time code, which is inherently relative.The MuX system supports four methods for specifying timing and synchronization relationships between media: (1) hierarchical relationships specified by the relationship between presentations, channels, and tracks, where track times are relative to a channel’s time, and channel times are relative to a presentation’s time; (2) timing relative to a time-line using either a logical time system (LTS) [8] or a relative real-time system (RRTS) [11; 12]; (3) relationships between streams using cues, e.g., “before,” “after,” “starts,” and “finishes”[13;14;15]; and (4) direct interactions with the user via the application. These timing and synchronization specifications are illustrated in Figure 7. Note that during execution the relative time system is elastic, meaning that it can stretch and shrink by changing the speed of the presentation. Guimaraes et al. [15] have developed a set of tools for defining temporal relationships between media types, and a system that supports periodic, time-event, and state-change actions; their work is based partially on Allen’s set of thirteen temporal relationships between pairs of objects [16]. Similar relationships have also been explored [1;2;4;6;7;15;17;18;19;20;21]. In the MuX system, the graphical specification of relationships is not explicit; rather, it is implicit, expressing the start-time and end-time or duration by means of a cue that is associated with another component. The timing specifications employed by MuX are fundamental to hyperlink trigger detection and will be discussed in further detail in the following section.3.HYPERPRESENTATION IMPLEMENTATION“Classical” hypertext is discussed in terms of links and nodes [22]. However, the definitions of links and nodes have varied among authors, researchers, and applications [5; 12; 23]. For example, nodes could be the current and subsequent points of reference, and a link could be a definition of the way to traverse from one node to another. Nodes could contain bits of information, and links could define how these bits of information relate to one another. In the context of the MuX model and system, we define a hyperpresentation node to be a medium stream or a set of media streams associated with a span of time; and a hyperlink to be a set of parameters and actions controlling the transition between two hyperpresentation nodes. In terms of the model defined in Section 2.1, the hyperpresentation node may correspond to a track, a channel, or a presentation.*The SMPTE (Society of Motion Picture and Television Experts) time code is an 80-bit standard for representing time specified in <hours>:<minutes>:<seconds>.<frames>, and includes other synchronization and user-specified information.3.1Classes of HyperlinksThere are many ways to categorize classes of multimedia hyperlinks. For example, hyperlinks might be categorized by whether they connect nodes that operate simultaneously or nodes that operate sequentially; or by whether or not the hyperlinks return the user to the originating node.Brondmo and Davenport [4], in the “Elastic Charles” project, used links whose physicalappearance denoted the type of media they connect: a link to a video segment, for example, was indicated by a micon , or motion icon . Ogawa et al. [7] categorize links as user driven, time driven, or condition driven. Broadly speaking, we have classified the links in MuX according to•Their activation periods•Their context sensitivity•The plasticity of their activation areas.**Another term for “activation areas” is “hotspots,” defined by Michon as: “scalable, polygonal regions within images that trigger actions on pointer events such as mouse enter or mouse button presses. From the usersperspective they behave as transparent buttons that exactly conform to an object in a video image...Once hotspots are defined, they are automatically scaled to register correctly with a video image even if the image is resized,moved, or stretched.” [6, p. 365].Figure 7.Timing and Synchronization SpecificationHierarchical relationships Relative to time line Relationship between two streams using cue User controlLEGENDWith respect to activation periods, some links are active throughout the “life” of their associated track or channel. For example, a fixed “Tell Me More” button can be presented on the main window at all times (its location and appearance don’t change, although what it points to might). On the other hand, some links are active only during very specific portions of a presentation, such as a link associated with a particular person’s image within a video; that link is active only when the person is on screen. We denote the span of time that a link is active as a segment. Segments are generally associated with the underlying content of the presentation. The notion of a segment is similar to the concept of stratification described by Aguierre Smith and Davenport [24].The Tell Me More button mentioned above is an example of a context-sensitive link: the location pointed to by the link may vary according to the current position in a presentation. Other, less dynamic links may always point to the same place, regardless of when they are activated. The Tell Me More button is also an example of a link with a nonchanging activation area: its location, extent, and appearance do not change over time (although a Tell Me More button could conceivably change from dark to light to indicate that it points to more information). However, a highly changeable hyperlink could be associated with a moving object, such as an airplane changing direction and approaching the camera within a video. The activation area for this link is highly plastic; it can change its location, extent, and appearance (the outline of the plane).A special type of link is the automatic context-sensitive trigger, which enables an author to link pieces of information together automatically, and also enables users to determine which of these automatic links is traversed while they view a presentation, based on the context in which the viewing takes place. For example, a “More Detail on ‘Time’” button may be offered while a user is viewing a presentation on this paper. If the viewer selects this button prior to initiating the presentation, and a point in the presentation is reached where the concept of “time” is introduced, the presentation would automatically pause and a link to a related presentation would be activated.3.2Hyperlink ParametersOne may assume that, at a minimum, links need to identify where they point, and what action causes them to be activated. Links can also contain much other information. In this section, we list and briefly define the categories of hyperlink information used in the MuX system, and present some simple examples. In Section 4, we will present more detailed examples of hyperlink usage.Identifier: A unique character string that can be used in expressions andprocedures to refer to a particular link; optional; e.g., “FirstJump,” “143,” “videoIntro.”Control Stream:The type of stream containing the triggering event: e.g., mouse,microphone, keyboard.Trigger Event:The event that activates the hyperlink, e.g., <control-C>,mouseWithin, leftButtonDown, “jump” or “link” (spoken); morethan one trigger can activate a link [6;15].Action:What happens when the link is activated; multiple actions can betaken when the link is activated; e.g., stop presentation of currentvideo and audio tracks, present specified video in currentwindow, open new window and present specified video in it.Start Time:The initial point at which the hyperlink is active; the time isexpressed as relative to the track, channel, or presentation inwhich the hyperlink is defined.Duration:The length of time in which the hyperlink is active.Appearance:The physical form taken by the hyperlink’s activation area; e.g.,dashed or solid line; opaque or transparent; circle, square, ormicon [4;6]; outlined or invisible.Origin:The location of the upper-left corner of the physical activationarea, expressed as the pixel specification of the x and ycoordinates (and z coordinates, for 3-D graphics and animation).The specification of the origin of hyperlink’s activation area inwhich the physical link changes location over time can berelatively complex.Extent:The shape or bounding region of the physical activation area,defined by its maximum length and height (and depth, if 3-D). Aswith the origin, the extent can change over time.Visual links can contain any of these parameters; audio links do not contain the parameters for appearance, origin, or extent because they have no physical activation area. Note that duration can be expressed either as an explicit length of time, or as the difference between a supplied end time and the start time.3.3HyperLink MechanismsThe key objective of the hyperlink mechanisms is to detect when an event in the control stream meets the trigger conditions specified by the hyperlink. Since the underlying medium or media stream(s) associated with a hyperpresentation node may change over time, as with video, these mechanisms should execute in real time and be closely tied to the presentation of the medium or media stream(s).There are a couple of different approaches to achieving this objective. One method is to mark the individual bits associated with the hyperpresentation media stream to indicate that they are associated with a particular activation area. For example, each pixel of each frame of a video stream could be marked to indicate that it is associated with an activation area on which a hyperlink’s trigger is based. While this method may be effective in determining exactly when an area has been selected, it would require a significant amounts of storage space for specification and time for an author to specify which pixels are associated with an activation area. Thus, until high-speed image recognition mechanisms are available to do on-line processing of video streams, this method is not viable for video.An alternative approach is to specify the hyperlink regions of interest as a formal expression. Depending upon their complexity, expressions can be used to describe the location and shape of activation areas as they change over time. For example, consider an activation area associated with an object that enters a video clip from one side, gradually moves across the screen, and exits on the other side. This movement can easily be expressed as a linear function of time, whereby an author would only be required to specify the location and size of the activation area at two locations in the video sequence.Given the current computing capabilities of workstations and the authoring flexibility afforded by the latter method, we have based our hyperlink trigger mechanisms on formal expressions expressed as functions of time. The mechanisms that embody the specification of the parameters that define hyperlink nodes, execute the hyperlink trigger detection in real-time, and perform the necessary operations to instantiate the hyperlink include the following: Condition Context: A condition context describes an event that triggers a hyperlink.It specifies parameters such as trigger event, and activation areaorigin and extent. Each of these parameters may be specified asan absolute value or as a formal expression stated as a function oftime. A condition context is responsible for evaluating theseexpressions to determine their value at specific instants of time.Control Stream: A control stream, as noted above, is the mechanism that activatesa hyperlink when it meets a condition context.Comparator: A comparator is the primary mechanism for detecting a link ortrigger condition and executing the actions necessary to link thepresentations together. To perform this operation, a comparatorhas associated with it a control stream(s) and a condition. Duringoperation (between the start time and the end time), a comparatorcontinuously compares the input from the control stream to theassociated condition that activates a hyperlink or trigger. Whensuch a condition is met by the control stream, the comparatorexecutes an action to hyperlink the presentations.Action:An action is a set of programmatically defined operations thatperform a hyperlink traversal. When a comparator determines thata condition is met (e.g., that a button has been mouse selected atthe location of a hyperlink), the comparator executes the actionassociated with the hyperlink.In addition, a hyperlink mechanism bundles these mechanisms together and associates with them the appearance of the activation area, and the temporal aspects of start time and duration. The mechanisms are illustrated in Figure 8.Figure 8.HyperPresentation MechanismsNote that a key issue in the implementation of real-time hyperlink trigger detection is coordinating the temporal relationships between the presentation mechanisms (i.e., the mechanisms that present what the user sees and hears) and the trigger detection mechanisms. This issue is further complicated by the use of presentation contexts. As a basis for this synchronization coordination, the hyperlink mechanism uses the start time, which is relative to the presentation medium, and the duration. Specifically, the start time and duration are used to register a “cue” with the medium stream with which the hyperlink is associated, as illustrated previously in Figure 7. The cue mechanism keeps the hyperlink mechanisms in synch with the timing of the presentation by sending update messages as to the timing status of the presentation in relation to the hyperlink, such as “start,” “stop,” “pause,” and “change of speed.” The hyperlink passes these messages to the comparator, which uses them to correlate the timing of the control stream with the timing specified by the condition context.3.4HyperPresentation Scripting and the MuX APIAn integral support facility for hyperpresentations is a scripting language that allows users to directly or indirectly specify the relationships and hyperlinks between media[1;6;2]. The MuX system provides a scripting toolkit that allows users to script hyperpresentations. The MuX scripting language [10] is an object-oriented language that provides facilities to define publications that may consist of multiple presentations (and their associated channels, tracks, and so on) and hyperlinks between the presentations. The action definitions in the script specify execution-oriented operations such as “play,” “pause,” and “stop.”There is a tight relationship between the scripting toolkit and the client library, whose interface is defined by the MuX API [9]. The client library provides facilities to construct objects on the server and set the object parameters. The objects constructed are primarily control structures used for executing real-time presentations. After the objects have been constructed and the control structures defined, the API defines execution operations, such as “play,” “pause,” and “stop,” that allow applications to control the viewing of multimedia presentations. These same operations can also be used by the script language to define hyperlink actions. Thus, a hyperpresentation script can model user interactions and define the appropriate responses. 3.5HyperPresentation System OverviewTo gain an overview of how the MuX system implements a hyperpresentation, consider the interactions, illustrated in Figure 9, between the MuX system components (the application, scripting toolkit [10], client library [9], and server) to load a script and execute a presentation. This operation is initiated by the application, which instructs the script toolkit to load a publication. The publication defined by a script specifies the construction and parameters of stream, multimedia presentation and hyperpresentation objects. Messages to construct these objects are propagated through the system, as illustrated in the leftmost column in Figure 9. After construction of the objects that define a publication, the application can start the hyperpresentation by sending a “play” message to the “root” presentation specified by the publication. As shown in the second column from the left in Figure 9, this play message bypasses the script toolkit and is relayed to the appropriate presentation object in the server. This presentation object in turn sends messages to its associated channel, track and stream objects to execute the presentation.If the user triggers a hyperlink while the presentation is playing, this triggering event is detected by the comparator associated with the hyperlink. When this triggering event is detected from the control stream (which may be generated from a user’s mouse inputs), the action object associated with the hyperlink sends a message to the client library, as illustrated in the third。

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