An Approach to Self-Adaptive Software based on Supervisory Control

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让教育有温度 英语作文

让教育有温度 英语作文

让教育有温度英语作文Education is a fundamental pillar of our society, shaping the minds and futures of generations to come. However, in the pursuit of academic excellence and standardized testing, the human element of education is often overlooked. It is time to bring warmth and compassion back into the classroom, creating an environment that nurtures not just the intellect, but the heart and soul of every student.At the heart of this endeavor is the role of the teacher. Educators are not merely purveyors of knowledge; they are the guiding lights that inspire and empower their students. The most impactful teachers are those who see their students as individuals, each with unique strengths, challenges, and aspirations. They understand that learning is not a one-size-fits-all proposition, and they are willing to adapt their teaching methods to cater to the diverse needs of their students.One of the ways to bring warmth to education is through the cultivation of meaningful relationships between teachers and students. When students feel seen, heard, and understood, they aremore likely to engage with the material and thrive in the learning environment. This requires teachers to be approachable, empathetic, and genuinely interested in the lives and experiences of their students. By taking the time to listen, to offer support, and to celebrate the small victories, teachers can create a sense of community and belonging that fosters a love of learning.Furthermore, the integration of social-emotional learning (SEL) into the curriculum can be a powerful tool in bringing warmth to education. SEL focuses on developing the skills and competencies that enable students to manage their emotions, build healthy relationships, and make responsible decisions. By incorporating SEL into the classroom, teachers can help students develop the emotional intelligence and resilience they need to navigate the challenges of academic and personal life.One example of how SEL can be implemented is through the use of mindfulness practices. Mindfulness techniques, such as deep breathing exercises and guided meditations, can help students cultivate self-awareness, reduce stress, and improve their ability to focus and learn. When students are equipped with these tools, they are better equipped to manage their emotions and engage more fully in the learning process.Another way to bring warmth to education is by fostering a sense ofcommunity and belonging within the school environment. This can be achieved through the organization of extracurricular activities, school-wide events, and community service projects. These initiatives not only provide opportunities for students to explore their interests and develop new skills, but they also encourage collaboration, empathy, and a sense of shared purpose.By creating a culture of inclusivity and support, schools can help students feel valued, respected, and connected to their peers and the larger school community. This, in turn, can lead to improved academic performance, better mental health outcomes, and a greater sense of overall well-being.Of course, bringing warmth to education is not without its challenges. Educators often face the pressures of standardized testing, limited resources, and large class sizes, which can make it difficult to prioritize the emotional needs of their students. However, with a commitment to student-centered teaching and a willingness to think outside the box, these challenges can be overcome.One approach is to integrate social-emotional learning into the existing curriculum, rather than treating it as a separate subject. By embedding SEL principles into the teaching of core academic subjects, educators can address the cognitive and emotional needsof their students simultaneously. This not only helps studentsdevelop essential life skills but also enhances their overall academic performance.Additionally, schools can leverage technology and digital tools to create personalized learning experiences that cater to the unique needs of each student. Online learning platforms, adaptive software, and virtual mentoring programs can provide students with the support and resources they need to thrive, even in the face of limited classroom resources.Ultimately, bringing warmth to education is not just about creating a more nurturing and supportive learning environment; it is about empowering students to become engaged, compassionate, and resilient individuals who are equipped to navigate the challenges of the 21st century. By prioritizing the social and emotional well-being of students, educators can foster a love of learning that extends far beyond the confines of the classroom.In conclusion, the call to bring warmth to education is a rallying cry for a more holistic and humane approach to teaching and learning. By cultivating meaningful relationships, integrating social-emotional learning, and fostering a sense of community, we can create an educational landscape that not only prepares students for academic success but also equips them with the tools and resilience they need to thrive in the world beyond the schoolhouse doors.。

A Simple Multimembered Evolution Strategy to Solve Constrained Optimization Problems

A Simple Multimembered Evolution Strategy to Solve Constrained Optimization Problems

2 Statement of the Problem
We are interested in the general nonlinear programming problem in which we want to:
A Simple Multimembered Evolution Strategy to Solve Constraineபைடு நூலகம் Optimization Problems
Efr´ en Mezura-Montes and Carlos A. Coello Coello Evolutionary Computation Group (EVOCINV) CINVESTAV-IPN Computer Science Section Electrical Engineering Department M´ exico, D.F., 07300, MEXICO emezura@computacion.cs.cinvestav.mx ccoello@cs.cinvestav.mx
2
are used to sample points in the boundaries between the feasible and the infeasible regions. Thus, the main focus of this paper is to show how a multimembered evolution strategy coupled with very simple mechanisms is able to produce results that are highly competitive with respect to other constraint-handling approaches that are representative of the state-of-the-art in evolutionary optimization. This paper is organized as follows: In Section 2 we define the global nonlinear optimization problem that we aim to solve. After that, in Section 3 a description of previous approaches based on similar ideas is provided. Section 4 presents a detailed description of our approach. Then, in Section 5, we present the experimental design and show the obtained results which are discussed in Section 6. Section 7 provides an experimental study that aims to identify the mechanism that is mainly responsible for the effectiveness of our proposed approach. The rate at which our approach reaches the feasible region (in the test functions adopted) is analyzed in Section 8. In Section 9 some conclusions are established. Finally, some possible paths for future research are provided in Section 10.

agil模型解释 -回复

agil模型解释 -回复

agil模型解释-回复Agile Modeling Explained - A Step-by-Step GuideIntroductionAgile Modeling (AM) is an iterative and incremental approach to software development that promotes flexibility, collaboration, and adaptability throughout the project lifecycle. It focuses on delivering high-quality software continuously, responding to changing requirements, and maximizing customer satisfaction. In this article, we will explore the key concepts and principles of Agile Modeling and provide a step-by-step guide to implementing this methodology effectively.1. Understanding Agile ModelingAgile Modeling is based on the Agile Manifesto, which prioritizes individuals and interactions, working software, customer collaboration, and responding to change. Its goal is to enable short feedback loops by breaking down the development process into small iterations called sprints, typically lasting 1-4 weeks. During each sprint, the development team focuses on a specific set of deliverables while maintaining flexibility and adaptability to accommodate changing requirements.2. Agile Modeling PrinciplesThere are several principles that form the foundation of Agile Modeling:a. Continuous customer collaboration: Agile Modeling encourages ongoing collaboration between the development team and the customer throughout the project. Regular meetings, feedback sessions, and demos are conducted to ensure the product meets customer expectations.b. Embracing change: Agile Modeling embraces change and views it as an opportunity rather than a hindrance. The project team should be prepared to adapt and adjust requirements, plans, and designs to cater to evolving needs.c. Deliver working software frequently: The Agile Modeling approach emphasizes delivering working software in short iterations. This allows for early feedback, validation, and course correction, ensuring the project remains on track.d. Empowering the team: Agile Modeling promotesself-organizing teams that have the autonomy to make decisions, collaborate, and align their efforts towards achieving common goals. The team members are multi-disciplinary and work closely together throughout the project.e. Emphasizing technical excellence: Agile Modeling places great importance on technical excellence and insists onhigh-quality software development practices. The team must continuously improve their skills, follow coding standards, conduct thorough testing, and prioritize refactoring.3. Agile Modeling ProcessThe Agile Modeling process consists of the following steps:a. Planning: The team identifies and prioritizes the requirements for the upcoming sprint. The product backlog is created, and user stories are defined.b. Sprint Kickoff: The team holds a kickoff meeting where the sprint goal, deliverables, and acceptance criteria are discussed. The team commits to delivering the defined scope within the sprint duration.c. Daily Stand-Up: The team holds daily stand-up meetings to update each other on progress, highlight and resolve any obstacles, and synchronize their efforts to meet the sprint goal.d. Development and Testing: The development team works to turn the user stories into working software during the sprint. Testing is done continuously to ensure quality and adherence to acceptance criteria.e. Review and Retrospective: At the end of the sprint, a review meeting is conducted to demonstrate the completed work to stakeholders. The team then reflects on the sprint, identifies areas for improvement, and incorporates those learnings into the next sprint.f. Rinse and Repeat: The team repeats the sprint cycle until the project is completed, continuously delivering valuable software and adapting to changing requirements.4. Benefits of Agile ModelingAgile Modeling offers numerous benefits, including:a. Increased customer satisfaction: Continuous collaboration with customers ensures that their needs are accurately understood and fulfilled, resulting in higher customer satisfaction.b. Faster time to market: The incremental and iterative approach allows for faster delivery of valuable software, enabling organizations to respond quickly to market demands.c. Improved quality: Agile Modeling emphasizes technical excellence, continuous testing, and feedback, resulting inhigher-quality software with fewer defects.d. Better project visibility: The frequent demonstrations and feedback sessions provide stakeholders with better visibility intothe project's progress, allowing for early identification and resolution of issues.e. Increased team morale: A self-organizing and empowered team leads to higher employee satisfaction, better collaboration, and increased motivation.ConclusionAgile Modeling offers a flexible and adaptive approach to software development that places high value on customer collaboration, working software, and embracing change. By following thestep-by-step process and principles outlined in this article, teams can successfully implement Agile Modeling and reap its benefits, delivering high-quality software on time and exceeding customer expectations.。

软件人员推荐书目(国外经典)(精)

软件人员推荐书目(国外经典)(精)

软件人员推荐书目(都是国外经典书籍!!!软件人员推荐书目(一大师篇一、科学哲学和管理哲学【1】"程序开发心理学"(The Psychology of Computer Programming : Silver Anniversary Edition【2】"系统化思维导论"(An Introduction to Systems Thinking, Silver Anniversary Edition【3】"系统设计的一般原理"( General Principles of Systems Design【4】"质量?软件?管理(第1卷——系统思维"(Quality Software Management:Systems Thinking【5】"成为技术领导者——解决问题的有机方法"(Becoming A Technical Leader:An Organic Problem Solving Approach 【6】"你的灯亮着吗?-发现问题的真正所在"( Are Your Lights On? How to Figure Out What the Problem Really Is【7】"程序员修炼之道"(The Pragmatic Programmer【8】"与熊共舞:软件项目风险管理" (Waltzing With Bears: Managing Risk on Software Projects【9】"第五项修炼: 学习型组织的艺术与实务"( The Fifth Discipline二、计算机科学基础【10】"计算机程序设计艺术"(The Art of Computer Programming【11】"深入理解计算机系统"(Computer Systems A Programmer's Perspective【12】"算法导论"(Introduction to Algorithms, Second Edition【13】"数据结构与算法分析—— C语言描述(原书第2版 "(Data Structure & Algorithm Analysis in C, Second Edition 【14】"自动机理论、语言和计算导论(第2版"(Introduction to Automata Theory, Languages, and Computation(Second Edition 【15】"离散数学及其应用(原书第四版"(Discrete Mathematics and Its Applications,Fourth Edition【16】"编译原理"(Compilers: Principles, Techniques and Tools【17】"现代操作系统"(Modern Operating System【18】"计算机网络(第4版"(Computer Networks【19】"数据库系统导论(第7版"(An Introduction to Database Systems(Seventh Edition三、软件工程思想【20】"人件"(Peopleware : Productive Projects and Teams, 2nd Ed.【21】"人件集——人性化的软件开发"( The Peopleware Papers: Notes on the Human Side of Software【22】"人月神话"(The Mythical Man-Month【23】"软件工程—实践者的研究方法(原书第5版"(Software Engineering: A Practitioner's Approach, Fifth Edition 【24】"敏捷软件开发-原则、模式与实践"(Agile Software Development: Principles, Patterns, and Practices【25】"规划极限编程"( Planning Extreme Programming【26】"RUP导论(原书第3版"(The Rational Unified Process:An Introduction,Third Edition【27】"统一软件开发过程"(The Unified Software Development Process四、软件需求【28】"探索需求-设计前的质量"(Exploring Requirements: Quality Before Design 【29】"编写有效用例"(Writing Effective Use Cases五、软件设计和建模【30】"面向对象方法原理与实践"【31】"面向对象软件构造(英文版.第2版"(Object-Oriented Software Construction,Second Edition【32】"面向对象分析与设计(原书第2版"(Object-Oriented Analysis and Design with Applications,2E【33】"UML面向对象设计基础"(Fundamentals of Object-Oriented Design in UML【34】"UML精粹——标准对象建模语言简明指南(第2版"(UML Distilled: A Brief Guide to the Standard Object Modeling Language (2nd Edition【35】"UML和模式应用(原书第2版"(Applying UML and Patterns:An Introduction to Object-Oriented Analysis and Design and the Unified Process,Second Edition【36】"设计模式精解"(Design Patterns Explained【37】"设计模式:可复用面向对象软件的基础"( Design Patterns:Elements of Reusable Object-Oriented software【38】"面向模式的软件体系结构卷1:模式系统"( Pattern-Oriented Software Architecture, Volume 1: A System of Patterns 【39】"软件设计的艺术"(Bringing Design to Software六、程序设计【40】"编程珠矶"(Programming Pearls Second Edition【41】"C程序设计语言(第2版?新版"(The C Programming Language【42】"C++ 程序设计语言(特别版"(The C++ Programming Language, Special Edition【43】"C++ Primer (3RD"【44】"C++语言的设计和演化"(The Design and Evolution of C++【45】"C++ 编程思想(2ND"(Thinking in C++ Second Edition【46】"Effective C++" & "More Effective C++"【47】"C++编程艺术"(The Art of C++【48】"Java 编程思想:第3版"( Thinking in Java, Third Edition【49】"Effective Java"七、软件测试【50】"测试驱动开发(中文版"(Test-driven development:by example【51】"面向对象系统的测试"(Testing Object-Oriented System: Models, Patterns, and Tools【52】"单元测试之道Java版——使用Junit"/ "单元测试之道C#版——使用NUnit" (Pragmatic Unit Testing:In Java with JUnit / Pragmatic Unit Testing:In C# with NUnit八、软件维护和重构【53】"重构-改善既有代码的设计"(Refactoring: Improving the Design of Existing Code九、配置管理和版本控制【54】"版本控制之道——使用CVS"(程序员修炼三部曲第一部:Pragmatic Version Control Using CVS十、领域专题(网络、平台、数据库相关【55】"TCP/IP详解"( TCP/IP Illustracted【56】"Unix网络编程"(UNIX Network Programming【57】"UNIX环境高级编程"(Advanced Programming in the UNIX Environment 【58】"UNIX 编程艺术"(The Art of Unix Programming【59】"数据访问模式——面向对象应用中的数据库交互"软件人员推荐书目(二拾遗篇【1】"系统思考"( 第五项修炼的核心,经理人处理复杂问题的利器 (Seeing the Forest for the Trees: A Manager's Guide to Applying Systems Thinking 【2】"模式分析的核方法"(Kernel Methods for Pattern Analysis【3】"计算机科学概论:第8版"(Computer Science : An Overview (8th Edition【4】"计算机科学导论"(Foundations of Computer Science: From Data Manipulation to Theory of Computation【5】"编码的奥秘"(CODE【6】"具体数学:计算机科学基础(英文版.第2版"(Concrete Mathematics A Foundation for Computer Science(Second Edition 【7】"数据结构与算法分析C++描述(第2版(英文影印版"(Data Structures & Algorithm Analysis in C++(2nd ed.【8】"数据结构与算法分析—— Java语言描述"(Data Structures and Algorithm Analysis in Java【9】"数据结构、算法与应用:C++描述"(Data Structures,Algorithms and Applications in C++【10】"数据结构与算法分析(C++版第二版" (Practice Introduction to Data Structures and Algorithm Analysis (C++ Edition (2nd Edition【11】"数据结构C++语言描述"(Data Structures C++【12】"图论简明教程"(A Friendly Introduction to Graph Theory【13】"操作系统概念(第六版"(Operating System Concepts,Sixth Edition【14】"操作系统:设计与实现(第二版上册、下册(新版"(OPERATING SYSTEMS:Design and Implementation(Second edition 【15】"分布式系统-原理与范型"(Distributed Systems:Principles and Paradigms【16】"4.4 BSD操作系统设计与实现(中文版"(The Design and Implementation of the 4.4BSD Operation System【17】"莱昂氏UNIX源代码分析"(Lion' Commentary on UNIX 6th Edition With Source Code【18】"Linux内核设计与实现"(Linux Kernel Development【19】"编译原理及实践"(Compiler Construction: Principles and Practice【20】"数据与计算机通信(第七版"(Data and Computer Communications, Seventh Edition【21】"数据库系统概念"(Database System Concepts, Fourth Edition【22】"数据库管理系统:原理与设计(第3版" (Database Management Systems(Third Edition【23】"数据库原理、编程与性能(原书第2版" (Database-Principles, Programming, and Performance Second Edition 【24】"最后期限"(The Deadline:a novel about project management【25】"死亡之旅(第二版" (Death March, Second Edition【26】"技术人员管理—创新、协作和软件过程"(Managing Technical People:Innovation,Teamwork,and the Software Process 【27】"个体软件过程"(Introduction to the Personal Software Process【28】"小组软件开发过程"(Introduction to the Team Software Process【29】"软件工程规范"(A Discipline for Software Engineering【30】"快速软件开发——有效控制与完成进度计划"(Rapid Development【31】"超越传统的软件开发——极限编程的幻象与真实"【32】"敏捷软件开发-使用SCRUM过程(影印版"(Agile Software Development with Scrum【33】"解析极限编程:拥抱变化(影印版"(Extreme ProgrammingExplained:Embrace Change【34】"敏捷软件开发工具——精益开发方法"(Lean Software Development:An Agile Toolkit【35】"敏捷软件开发(中文版"(Agile Software Development【36】"特征驱动开发方法原理与实践"(A Practical Guide to Feature-Driven Development【37】"敏捷建模:极限编程和统一过程的有效实践"(Agile Modeling:Effective Practices for eXtreme Programming and the Unified Process【38】"敏捷项目管理"(Agile Project Management: Creating Innovative Products【39】"自适应软件开发—一种管理复杂系统的协作模式" (Adaptive Software Development:a collaborative approach to managing complex systems【40】"Rational统一过程:实践者指南"(The Rational Unified Process Made Easy: A Practitioner's Guide to the RUP 【41】"CMMI精粹--集成化过程改进实用导论"(CMMI Distilled: A Practical Introduction to Integrated Process Improvement 【42】"CMMI——过程集成与产品改进指南(影印版"(CMMI : Guidelines for Process Integration and Product Improvement【43】"领域驱动开发"(Domain-Driven Design:Tacking Complexity in the heart of software【44】"创建软件工程文化"(Creating a Software Engineering Culture【45】"过程模式"(More Process Patterns : Delivering Large-Scale Systems Using Object Technology【46】"软件工艺"(Software Craftsmanship【47】"软件需求"(Software Requirements【48】"软件需求管理:统一方法"(Managing Software Requirements:A Unified Approach【49】"软件复用技术:在系统开发过程中考虑复用" (Software Reuse Techniques Adding Reuse to the Systems Development Process【50】"软件复用:结构、过程和组织"(Software Reuse Architecture,Process and Organization for Business Success 【51】"分析模式:可复用的对象模型" (Analysis Patterns :Reusable Object Models【52】"Design by Contract原则与实践"( Design by Contract by Example【53】"UML 用户指南"(The Unified Modeling Language User Guide【54】"UML参考手册"(The Unified Modeling Language Reference Manual【55】"系统分析与设计(第5版"(Systems Analysis and Design, Fifth Edition【56】"软件构架实践(第2版" (Software Architecture in Practice,Second Edition 【57】"企业应用架构模式"(Patterns of Enterprise Application Architecture【58】"软件体系结构的艺术"(The Art of Software Architecture:Design Methods and Techniques【59】"软件构架编档"(Documenting Software Architectures:Views and Beyond 【60】"OO项目求生法则"(Surviving Object-Oriented Projects【61】"OOD启思录" (Object-Oriented Design Heuristics【62】"对象揭秘:Java、Eiffel和C++"(Objects Unencapsulated: Java, Eiffel and C++【63】"软件开发的科学与艺术"(The Science and Art of Software Development 【64】"程序设计实践"(The Practice of Programming【65】"代码阅读方法与实践"(Code Reading: The Open Source Perspective 【66】"代码大全"(Code Complete【67】"重构手册(中文版"(Refactoring workbook【68】"程序设计语言——实践之路"(Programming Language Pragmatics 【69】"高质量程序设计指南--C++/C语言"【70】"C程序设计(第二版"【71】"C++程序设计"【72】"C++面向对象程序设计"(Object-Oriented Programming in C++ Fourth Edition【73】"C++ Gotchas(影印版"(C++ Gotchas: Avoiding Common Problems in Coding and Design【74】"Essential C++ 中文版"(Essential C++【75】"C++经典问答"(C++ FAQs (2nd Edition【76】"C++ Templates中文版"(C++ Templates: The Complete Guide【77】"C++标准程序库—自修教程与参考手册"(The C++ Standard Library 【78】"C++ STL(中文版"(C++ Standard Template Library【79】"泛型编程与STL"(Generic Programming and the STL: Using and Extending the C++ Standard Template Library 【80】"C++多范型设计"(Multi-Paradigm Design for C++【81】"C++设计新思维(泛型编程与设计模式之应用"(Modern C++ Design : Generic Programming and Design Patterns Applied 【82】"C++沉思录"(Ruminations on C++【83】"Accelerated C++ 中文版"(Accelerated C++【84】"Advanced C++ 中文版"(Advanced C++ Programming Styles and Idioms【85】"Exceptional C++(中文版" "More Exceptional C++(英文版" (Exceptional C++, More Exceptional C++【86】"C++编程惯用法——高级程序员常用方法和技巧" (C++ Strategies and Tactics【87】"深度探索C++对象模型"(Inside The C++ Object Model【88】"Applied C++ 中文版——构建更佳软件的实用技术"(Applied C++: practical techniques for building better software 【89】"C++高效编程:内存与性能优化"(C++ Footprint and Performance Optimization【90】"提高C++性能的编程技术"(Efficient C++: Performance Programming Techniques【91】"代码优化:有效使用内存"(Code Optimization: Effective Memory Usage【92】"大规模C++程序设计" ( large-Scale C++ Software Design【93】"Java编程语言(第三版"(The Java Programming Language,Third Edition【94】"UML Java程序员指南"(UML For Java Programmers【95】"最新Java 2 核心技术"(Core Java 2【96】"Java编程艺术"(The Art of Java【97】"J2EE核心模式(原书第2版"(Core J2EE Patterns: Best Practices and Design Strategies, Second Edition【98】"应用程序调试技术"(Debugging Applications【99】"软件测试"(Software Testing A Craftsmaj's Approach(Second Edition【100】"软件测试求生法则"(Surviving the Top Ten Challenges of Software Testing:A People-Oriented Approach【101】"功能点分析—成功软件项目的测量实践"(Function PointAnalysis:Measurement Practices for Successful Software Projects 【102】"走查、审查与技术复审手册—对程序、项目与产品进行评估(第3版"(Handbook of Walkthroughs,Inspections,and Technical Reviews:Evaluating Programs,Projects,and Products,3rd ed.【103】"配置管理原理与实践"(Configuration Management Principles and Practice【104】"软件发布方法"(Software Release Methodology【105】"Lex 与Yacc(第二版"(Lex & Yacc,Second Edition【106】"用TCP/IP进行网际互联"(TCP/IP网络互联技术(Internetworking With TCP/IP【107】"TCP/IP路由技术"(Routing TCP/IP【108】"Windows 程序设计(第5版(上、下册"(Programming Windows (Fifth Edition【109】".NET构架技术与Visual C++编程"(.NET Architecture and Programming using Visual C++【110】"Microsoft .NET程序设计技术内幕" (Programming Microsoft .NET【111】"Microsoft C# Windows程序设计(上、下册"【112】"基于C++ CORBA 高级编程"(Advanced CORBA Programming withC++【113】"计算机图形学"(Computer Graphics【114】"计算机图形学:C语言版(第2版"英文影印版"(Computer Graphics: C Version, Second Edition【115】"计算机图形学(第三版"(Computer Graphics with OpenGL, 3e【116】"Windows游戏编程大师技巧(第二版"(Tricks of the Windows Game Programming Gurus, 2nd【117】"顶级游戏设计:构造游戏世界"(Ultimate Game Design: Building Game Worlds【118】"汇编语言编程艺术"(The Art of Assembly Language【119】"软件剖析――代码攻防之道"(Exploiting Software:how to break code 【120】"编写安全的代码"(Writing secure Code【121】"应用密码学(协议算法与C源程序"(AppliedCryptography:Protocols,Algorithms,and Source Code in C【122】"网络信息安全的真相"(Secrets and Lies:Digital Security in a Networked World【123】"数据仓库项目管理"(Data Warehouse Project Management【124】"数据挖掘概念与技术"(Data Mining:Concepts and Techniques【125】"人工智能"(Artifical Intelligence: A new Synthesis 【126】"神经网络设计" (Neural Network Design【127】"网格计算"(Grid Computing【128】"工作流管理—模型方法和系统"(workflow management:models,methods,and systems。

体验残疾人没有手的生活英语作文

体验残疾人没有手的生活英语作文

体验残疾人没有手的生活英语作文全文共3篇示例,供读者参考篇1Living without hands is a unique and challenging experience for many disabled individuals. As someone who has had the opportunity to immerse myself in the world of those with no hands, I have gained a newfound appreciation for the everyday tasks that we often take for granted. From simple activities like eating and dressing to more complex tasks like typing and writing, those without hands face a multitude of obstacles in their daily lives.One of the first things I discovered in my journey was the incredible resilience and determination that many individuals displayed. Rather than being deterred by their disability, many of them had adapted to their circumstances and found innovative solutions to overcome the challenges they faced. From using prosthetic limbs to mastering the art of manipulating objects with their feet or mouth, these individuals had found creative ways to navigate the world around them.In my interactions with those who had no hands, I was struck by their positive attitude and sense of humor. Despite the difficulties they faced, many of them maintained a lighthearted outlook on life and refused to let their disability define them. Their ability to laugh at themselves and find joy in the smallest victories served as a powerful reminder of the resilience of the human spirit.One of the most eye-opening experiences for me was witnessing the everyday struggles that those without hands faced. Simple tasks like tying shoelaces or buttoning a shirt became monumental challenges that required patience and perseverance. Watching them navigate these obstacles with grace and determination made me realize the incredible strength and resilience that exists within each of us.In conclusion, my experience of immersing myself in the world of those without hands has been both enlightening and humbling. It has given me a newfound appreciation for the everyday tasks that many of us take for granted and has deepened my understanding of the challenges faced by disabled individuals. Most importantly, it has taught me the importance of resilience, determination, and a positive attitude in overcoming adversity. I am truly grateful for the opportunity to have walkedin their shoes, if only for a brief moment, and I will carry the lessons I have learned with me for the rest of my life.篇2Living without hands is a challenging experience for many disabled individuals. From simple daily tasks like eating and brushing teeth to more complex activities like typing on a computer or playing a musical instrument, these individuals face obstacles in every aspect of their lives. In this essay, we will explore the struggles and triumphs of those who live without hands and how they navigate a world not designed for their needs.One of the biggest challenges that individuals without hands face is the lack of accessibility in everyday environments. From public spaces and transportation to educational institutions and workplaces, many places are not equipped to accommodate those with disabilities. This can lead to feelings of isolation and frustration as individuals struggle to navigate a world that does not cater to their unique needs.One of the most basic tasks that many take for granted is eating. For those without hands, something as simple as picking up a fork or spoon can be a daunting challenge. Many individualshave to rely on specialized tools or adaptive devices to help them with these tasks. Additionally, tasks like tying shoelaces, buttoning shirts, or zipping up jackets can become nearly impossible without the use of hands.Technology has played a crucial role in improving the lives of individuals without hands. From voice-activated devices and touchscreens to prosthetic limbs and adaptive software, technology has opened up new possibilities for those with disabilities. Individuals can now use speech-to-text programs to type on a computer or smartphone, play video games designed for adaptive controllers, and even create art using specialized drawing programs.Despite the challenges they face, many individuals without hands have found ways to adapt and thrive in a world that is not always accommodating to their needs. Through perseverance, creativity, and a strong support system, these individuals have overcome many obstacles and achieved amazing feats. There are countless examples of individuals without hands who have excelled in various fields, from sports and music to business and academia.In conclusion, living without hands is a significant challenge that many individuals face on a daily basis. From the lack ofaccessibility in public spaces to the difficulties of everyday tasks like eating and dressing, these individuals navigate a world that is not always designed for their needs. However, through the use of technology, creativity, and perseverance, they have found ways to overcome these obstacles and thrive in their own unique way. Their stories are a powerful reminder of the resilience and strength of the human spirit.篇3Living without hands is a challenging experience that many people with disabilities face every day. The lack of hands can impact every aspect of life, from simple tasks like eating and getting dressed to more complex activities like using technology and working. In this essay, we will explore what it is like to live without hands and the ways in which individuals with disabilities can adapt to this reality.One of the first things that someone living without hands must confront is the challenge of basic self-care. Simple tasks like brushing teeth, combing hair, and tying shoelaces become difficult, if not impossible, without hands. Individuals may need to rely on specialized tools and devices to assist them with these tasks, or they may need the help of a caregiver or loved one.Similarly, eating can be a challenging and messy experience for someone without hands. Cutting food, using utensils, and even picking up a glass or cup can be incredibly difficult without hands. Some individuals may choose to use adaptive utensils or assistive devices, while others may develop alternative techniques for eating that do not require the use of hands.Technology can also present a significant barrier for individuals without hands. Most devices, from smartphones to computers, are designed with the assumption that users have hands to interact with touchscreen interfaces and keyboards. Individuals without hands may need to use adaptive technology, such as voice recognition software or specialized input devices, to access and use technology in their daily lives.In addition to these practical challenges, individuals without hands may also face social and emotional obstacles. Living with a disability can be isolating, and the lack of hands can make it difficult to interact with others in a way that feels comfortable and natural. People may stare, make assumptions, or treat individuals with disabilities differently, which can be hurtful and frustrating.Despite these challenges, many individuals without hands find ways to adapt and thrive. They may develop creativesolutions to everyday problems, like using their feet to write or paint, or using assistive devices to help with tasks like cooking and cleaning. They may also connect with support groups or online communities of individuals with similar disabilities, finding camaraderie and understanding in shared experiences.Ultimately, living without hands is a unique and complex experience that requires resilience, creativity, and adaptability. Individuals with disabilities face countless challenges and obstacles in their daily lives, but they also demonstrate incredible strength and courage in the face of adversity. By raising awareness, promoting inclusivity, and supporting individuals with disabilities, we can work towards a more inclusive and equitable society for all.。

强化自身建设 因地制宜的工作方法

强化自身建设 因地制宜的工作方法

强化自身建设因地制宜的工作方法As the world continues to evolve at a rapid pace, it is essential for individuals to continuously strengthen and develop themselves. 随着世界不断以快速的速度发展,个人不断强化和发展自己变得至关重要。

This process of self-improvement not only helps individuals stay relevant in their professions, but also enables them to grow and thrive in their personal lives. 这种自我完善的过程不仅帮助个人在他们的职业生涯中保持相关性,还使他们能够在个人生活中不断成长和茁壮。

One of the key methods of achieving this is by adopting a "地地道道", or "according to local conditions," approach to work. 实现这一点的关键方法之一是采用“因地制宜”的工作方法。

By tailoring one's efforts and strategies to suit the specific circumstances and conditions of their environment, individuals can maximize their potential for success. 通过根据环境的具体情况和条件来调整自己的努力和战略,个人可以最大限度地发挥他们成功的潜力。

This means that people must not only be flexible and adaptable, but also possess a deep understanding of the unique challenges and opportunities present in their surroundings. 这意味着人们不仅要灵活适应,还要对他们所处环境中的独特挑战和机遇有着深刻的理解。

未来学校带翻译英语作文

未来学校带翻译英语作文

未来学校带翻译英语作文In recent years, the concept of future schools has been gaining traction around the world. These schools are designed to prepare students for the challenges and opportunities of the 21st century, offering innovative teaching methods, cutting-edge technology, and a focus on interdisciplinary learning. In this essay, we will explore the key features of future schools and their potential impact on education.One of the defining characteristics of future schoolsis their emphasis on personalized learning. Rather than following a one-size-fits-all approach, these schoolstailor their curricula to the individual needs andinterests of each student. This is achieved through a range of strategies, such as project-based learning, self-paced instruction, and adaptive software. By giving students more control over their own learning, future schools aim to foster creativity, critical thinking, and a lifelong love of learning.Another important aspect of future schools is their integration of technology. From virtual reality toartificial intelligence, these schools leverage the latest tools and platforms to enhance the learning experience. For example, students might use augmented reality to explore historical sites, collaborate with classmates on a virtual whiteboard, or receive personalized feedback from an AI-powered tutor. By harnessing the power of technology,future schools can provide students with a more immersive, engaging, and effective learning environment.In addition to personalized learning and technology integration, future schools also prioritizeinterdisciplinary education. Rather than teaching subjects in isolation, these schools encourage students to make connections across different fields of knowledge. For example, a science class might explore the ethical implications of genetic engineering, a literature class might analyze the social and historical context of a novel, and a math class might use data analysis to solve real-world problems. By breaking down the barriers betweendisciplines, future schools aim to prepare students for the complex, interconnected challenges of the modern world.Of course, the implementation of future schools is not without its challenges. One of the biggest hurdles is the cost of technology and infrastructure, which can be prohibitively expensive for many schools and districts. Additionally, there is a risk that personalized learning could exacerbate existing inequalities, as students from disadvantaged backgrounds may not have access to the same resources and support as their peers. Finally, there is a need for ongoing research and evaluation to ensure that the new approaches being used in future schools are actually effective in improving student outcomes.Despite these challenges, the potential benefits of future schools are significant. By providing students witha more personalized, technology-rich, and interdisciplinary education, these schools can help prepare them for the rapidly changing world of the 21st century. Whether it's through project-based learning, virtual reality simulations, or cross-disciplinary projects, future schools offer aglimpse of what education could look like in the years to come. As we continue to explore and refine these approaches, we may well see a revolution in the way we think about teaching and learning.。

我恐怕无法赞同你英语作文

我恐怕无法赞同你英语作文

As a high school student, Ive always had a lovehate relationship with English composition. Its a task that can be both exhilarating and daunting at the same time. Ive been tasked with writing an essay that Im not in agreement with, and its been quite a challenge to navigate through my own beliefs to present a balanced perspective.The topic was one that I found particularly difficult to embrace: the idea that traditional education methods are superior to modern, technologydriven approaches. As someone who has grown up in an era where technology is an integral part of our daily lives, this was a tough pill to swallow. However, as a student who values fairness and openmindedness, I decided to delve into the subject with an objective lens.Firstly, I had to acknowledge the strengths of traditional education. I wrote about the irreplaceable value of facetoface interactions, the discipline instilled by a structured curriculum, and the depth of knowledge that can be acquired through systematic learning. I shared anecdotes from my own experiences, such as the time my history teacher brought in an ancient artifact to class, making the past feel incredibly real and tangible.But as I continued to write, I found myself drawn to the merits of modern education. I discussed the accessibility of information, the personalized learning experiences made possible by adaptive software, and the global connectivity that allows students to learn from educators and peers around the world. I couldnt ignore the fact that Ive been able to explore topics in depth, beyond the scope of my school curriculum, thanks to online resources.One of the most compelling points I made was about the adaptability that technology fosters. I recalled a project where my classmates and I used digital tools to collaborate and create a presentation, showcasing our teamwork and techsavviness. This wasnt just about completing an assignment it was about preparing us for a future where such skills are essential.I also addressed the concerns that often accompany discussions about modern education, such as the potential for distraction and the digital divide. I proposed solutions like designated techfree times and efforts to bridge the gap in access to technology for all students.Throughout the essay, I made sure to use a conversational tone, hoping to make the content more relatable and engaging. I wanted my readers to feel that I was speaking with them, not at them. I included sensory details, like the sound of a classroom full of students typing away on their laptops, to create a vivid picture of the learning environment.In conclusion, I admitted that while I couldnt fully agree with the superiority of traditional methods, I recognized their importance and the need for a balanced approach to education. I believe that the best learning experiences come from a blend of the old and the new, where the wisdom of traditional teaching meets the innovation of technology.This essay was a journey of selfdiscovery and understanding for me. It challenged me to look beyond my own preferences and consider thebigger picture. I hope that my writing reflects the complexity of the issue and encourages others to have open and thoughtful discussions about the future of education.。

大学生应该如何为人工智能做准备英语作文

大学生应该如何为人工智能做准备英语作文

大学生应该如何为人工智能做准备英语作文College students today are facing a rapidly changing job market, one that is increasingly being shaped by the rise of artificial intelligence (AI) and automation. As AI technologies continue to advance, many traditional jobs and tasks are being taken over by intelligent machines and algorithms. This presents both opportunities and challenges for the next generation of college graduates. In order to thrive in this new landscape, college students must take proactive steps to prepare themselves for the AI-powered future.Firstly, college students should strive to develop a strong foundation in the STEM (Science, Technology, Engineering, and Mathematics) fields. As AI becomes more prevalent across industries, the demand for technical skills and quantitative problem-solving abilities will only continue to grow. Courses in computer science, data analysis, and machine learning can provide students with the critical thinking and programming skills needed to work alongside AI systems. Additionally, an understanding of fields like robotics, natural language processing, and computer vision can make graduates more attractive candidates for the AI-related jobs of the future.Beyond technical skills, college students should also focus on cultivating uniquely human abilities that AI may struggle to replicate. Creativity, empathy, and complex decision-making are areas where human intelligence still holds a distinct advantage over current AI capabilities. By honing their creative and critical thinking skills through courses in the arts, humanities, and social sciences, students can position themselves as valuable collaborators with AI rather than replaceable cogs in the machine.Communication and interpersonal skills will also be paramount in the age of AI. As AI systems become more integrated into the workplace, the ability to effectively collaborate with both humans and machines will be essential. College students should seek out opportunities to develop their written and verbal communication abilities, as well as their emotional intelligence and teamwork skills. Participation in group projects, public speaking, and leadership roles can all help prepare students for the increasingly collaborative nature of the future workforce.In addition to developing a robust skillset, college students must also stay attuned to the rapidly evolving landscape of AI and automation. By closely following the latest advancements and trends in the field, students can better anticipate how their future careers may be impacted. This might involve taking elective courses on the societalimplications of AI, attending AI-focused events and conferences, or even pursuing internships or research opportunities in the field.Furthermore, college students should consider the ethical considerations surrounding AI development and deployment. As AI systems become more sophisticated and ubiquitous, important questions will arise regarding privacy, bias, transparency, and accountability. By engaging with these ethical debates, students can become advocates for the responsible and equitable use of AI, ensuring that the technology is developed and applied in a way that benefits society as a whole.Finally, college students should not view the rise of AI as a threat to their future, but rather as an opportunity to redefine the role of human labor in the 21st century. Rather than focusing on how AI might replace certain jobs, students should explore how they can leverage AI to augment and enhance their own capabilities. By embracing AI as a collaborative tool rather than a replacement, college students can position themselves as indispensable assets in the AI-powered workforce of the future.In conclusion, college students today have a unique opportunity to shape the trajectory of artificial intelligence and their own careers. By developing a diverse skillset, staying informed on the latest AI trends, engaging with ethical considerations, and viewing AI as acollaborative partner, college students can prepare themselves to thrive in the AI-driven world of tomorrow. The future may be uncertain, but with the right preparation, college students can ensure that they are ready to capitalize on the opportunities presented by the rise of artificial intelligence.。

计算机软件优点英语作文

计算机软件优点英语作文

计算机软件优点英语作文英文回答:Advantages of Computer Software.Computer software is a set of instructions that enables a computer to perform specific tasks. It is an essential part of any computer system, as it allows users to interact with the hardware and perform various operations. Computer software offers numerous advantages that haverevolutionized the way we work, communicate, and access information.1. Increased Productivity and Efficiency:Computer software automates many tasks and processes, saving users time and effort. For example, word processing software streamlines the creation and editing of documents, while spreadsheet software facilitates complex calculations and data analysis. This increased efficiency allowsindividuals and organizations to accomplish more in less time.2. Enhanced Communication and Collaboration:Communication and collaboration tools such as email, instant messaging, and video conferencing software enable users to connect with colleagues, customers, and partners from anywhere in the world. These tools facilitate real-time communication, sharing of ideas, and seamless collaboration on projects.3. Improved Access to Information:Search engines, web browsers, and databases provide instant access to vast amounts of information on the internet. This enables users to quickly find answers to their questions, research topics, and stay informed about current events. Software also allows users to organize and store their personal information and documents securely.4. Enhanced Learning and Education:Computer software has transformed the education sector. Educational software and online learning platforms provide interactive and engaging learning experiences, making it easier for students to grasp complex concepts and develop new skills. Virtual classrooms and tutoring software allow students to access education from anywhere, fostering inclusivity and accessibility.5. Advanced Entertainment and Recreation:Computer software has revolutionized the entertainment industry. Video games, streaming services, and music players offer immersive and interactive experiences that cater to a wide range of interests. Software also enables users to create and share their own entertainment content, fostering creativity and expression.6. Improved Healthcare and Medical Services:Computer software plays a crucial role in healthcare. Medical imaging software enhances the accuracy and speed ofdiagnoses, while electronic health records streamline patient management and improve communication among healthcare professionals. Software also empowers patients with health information and tools for self-management.7. Enhanced Decision-Making:Data analysis and visualization software help organizations analyze large amounts of data and identify patterns and insights. This information enables informed decision-making, optimizes operations, and improves business outcomes.8. Increased Accessibility and Inclusivity:Computer software has made technology more accessible and inclusive for individuals with disabilities. Adaptive software, screen readers, and alternative input methods empower people with physical or cognitive impairments to fully participate in the digital world.9. Reduced Costs and Improved Efficiency:Software can reduce operating costs by automating tasks, eliminating manual processes, and optimizing resource utilization. This efficiency translates into cost savings and improved profitability for businesses and organizations.10. Innovation and Technological Advancements:Computer software drives innovation and technological advancements. Software developers continuously work to create new applications and improve existing ones, pushing the boundaries of what technology can achieve. This ongoing evolution ensures that software remains a vital force in shaping the future.中文回答:计算机软件的优点。

科技给学习带来的好处初中英语作文

科技给学习带来的好处初中英语作文

科技给学习带来的好处初中英语作文Technology has brought significant benefits to the field of education. In the past, students relied primarily on textbooks and in-person lectures for learning. However, with the advancements in technology, students now have access to a vast array of educational resources online. Technology has made learning more convenient and interactive, allowing students to explore new concepts in a more engaging way. 科技为教育领域带来了显著的好处。

在过去,学生主要依靠教科书和面对面讲座来学习。

但是,随着技术的进步,学生现在可以在网上获得大量的教育资源。

技术使学习变得更加便捷和互动,让学生以更有趣的方式探索新的概念。

One of the key advantages of technology in education is the ability to personalize learning. With tools such as online quizzes and adaptive learning software, students can tailor their learning experience to suit their individual needs and pace. This personalized approach not only helps students better understand the material but also boosts their confidence and motivation. 科技在教育中的一个关键优势是个性化学习的能力。

支持开设ipad课堂的英语作文

支持开设ipad课堂的英语作文

支持开设ipad课堂的英语作文Title: The Merits of Incorporating iPads in Classroom LearningIn the rapidly evolving digital landscape, the integration of technology in education has become increasingly pivotal. One such technological tool that has garnered significant attention is the iPad. These portable devices have the potential to transform traditional classrooms into dynamic learning environments, fostering engagement, creativity, and accessibility for students of all ages and learning styles.**Enhanced Engagement:** iPads offer a multitude of interactive educational apps, gamifying learning and making it more engaging for students. These apps cater to various subjects, from math puzzles to language learning games, stimulating students' curiosity and motivating them to delve deeper into their studies. Furthermore, multimedia resources like videos, animations, and simulations enable learners to visualize complex concepts, enhancing comprehension and retention.**Individualized Learning:** With iPads, educators can customize learning paths for each student, catering totheir unique needs and pace. Adaptive learning software adjusts content based on a student's progress, ensuring no one is left behind or unchallenged. This personalized approach fosters a sense of ownership over one's education and encourages self-directed learning.**Accessibility and Collaboration:** iPads promote inclusivity by offering features like text-to-speech, voice dictation, and adjustable font sizes, making learning materials accessible to students with diverse learning abilities. Moreover, collaborative apps facilitate group projects and discussions, allowing students to share ideas, work on shared documents, and even collaborate remotely, thereby nurturing teamwork and communication skills.**Environmental Sustainability:** Shifting from paper-based resources to digital ones on iPads significantly reduces paper consumption, contributing to environmental sustainability efforts. This not only saves trees but also minimizes clutter and organizational challenges associated with traditional textbooks and worksheets.**Preparation for the Digital Future:** In a world where digital literacy is imperative, integrating iPads in classrooms equips students with essential technology skills. Familiarity with digital tools and platforms from an early age sets them up for success in future academic pursuitsand careers.In conclusion, incorporating iPads in classroom learning presents a myriad of benefits, from promoting engagementand individualized instruction to fostering collaboration and preparing students for the digital age. It is a progressive step towards modernizing education and aligning it with the needs of the 21st century.---标题:iPad课堂学习的益处在快速发展的数字时代背景下,教育技术的融合变得日益关键。

三个词形容自己英语作文

三个词形容自己英语作文

Three Words to Describe MyselfAs I reflect on who I am, three words stand out: determined, passionate, and adaptive. These words encapsulate my personality, my approach to life, and my aspirations.First and foremost, I am determined. I set goals for myself and pursue them with unwavering focus. Whether it's a challenging project at work or a personal goal like learning a new skill, I approach each task with determination and resilience. I believe that hard work and perseverance are the keys to success, and I'm willing to put in the hours and effort required to achieve my goals. Secondly, I am passionate. I am deeply passionate about what I do, and it's this passion that drives me to excel. Whether it's my career, my hobbies, or my relationships, I approach them all with enthusiasm and dedication. I believe that when you're passionate about something, you're more likely to engage fully, to take risks, and to push yourself to new heights.Finally, I am adaptive. I believe that change is constant, and it's important to be able to adapt to new situations and challenges. Whether it's a change in my work environment, a new project, or a different way of doing things, I am always ready to embrace the change and learn from it. I believe that adaptability is a crucial skill in today's world, and I strive to be as flexible and open-minded as possible.In conclusion, these three words - determined, passionate, and adaptive - sum up who I am as a person.They represent my approach to life, my work ethic, and my attitude towards change. As I continue to grow and develop, I hope to maintain these qualities and use them to achieve my goals and dreams.**三个词形容我自己**当我思考我是谁时,三个词脱颖而出:坚定、热情和适应力强。

直观教学法的英文表达

直观教学法的英文表达

直观教学法的英文表达英文回答:Intuitive instruction is a natural way of learning that relies on the senses and experience to gain knowledge. It engages various senses, such as seeing, hearing, touching, smelling, and tasting, to create meaningful connections with the subject matter. By actively involving the senses, intuitive instruction helps students understand concepts more concretely and deeply. It also promotes curiosity, exploration, and hands-on activities, allowing learners to discover knowledge through their own experiences.In intuitive instruction, teachers act as facilitators who guide students through the learning process. They provide opportunities for exploration, experimentation, and reflection to foster critical thinking and problem-solving skills. This approach encourages students to actively participate in their learning, ask questions, and make connections with their prior knowledge and experiences.Intuitive instruction can be implemented in various settings, such as traditional classrooms, outdoor environments, museums, and community centers. The key elements of intuitive instruction include:Engaging the Senses: Using activities that involve multiple senses to make learning more concrete and memorable.Active Exploration: Providing opportunities for students to explore and discover knowledge through hands-on activities and experiments.Experiential Learning: Facilitating learning experiences that allow students to connect their knowledge with real-life situations.Student-Centered Approach: Empowering students to take ownership of their learning by providing choices, allowing for exploration, and fostering self-expression.Flexible and Adaptive: Tailoring instruction to the individual needs and interests of students, allowing for differentiated learning experiences.Collaboration and Communication: Encouraging studentsto work together, share ideas, and present their findingsto develop communication and teamwork skills.Reflection and Metacognition: Providing opportunities for students to reflect on their learning, identify areasfor improvement, and develop metacognitive skills.中文回答:直观教学法是一种依赖感官和经验获取知识的自然学习方式。

科技与学习生活的多样性英语作文

科技与学习生活的多样性英语作文

科技与学习生活的多样性英语作文In today's world, the integration of technology into our daily lives has become an inevitable trend. This integration is particularly profound in the realm of education, where technology not only enhances the learning experience but also adds a vibrant and diverse hue to it. The marriage of technology and learning has opened up a vast canvas, painting a rich and colorful picture of educational possibilities.First and foremost, technology has revolutionized the traditional classroom setup. The advent of online learning platforms and virtual classrooms has broken the physical barriers of space and time, allowing students to access education from anywhere, at any time. This flexibility not only accommodates the diverse needs of learners but also encourages a more autonomous and self-paced approach to learning.Moreover, technology has introduced innovative teaching methods that engage students more actively. Interactive whiteboards, augmented reality, and virtual simulations are just a few examples of how technology can make learning more dynamic and engaging. These tools not only capture students' attention but also foster a deeper understanding of complex concepts by allowing them to explore and experiment in a safe and controlled environment.Beyond the classroom, technology also plays a pivotal role in personalizing the learning experience. Adaptive learning software, for instance, tailors educational content to the individual needs and abilities of each student. By analyzing student performance and progress,this software can provide customized recommendations and feedback, thus ensuring that each student is learning at their own pace and in a way that suits them best.Furthermore, technology has made learning more accessible and inclusive. With the help of assistive technologies, students with special needs can now access education on an equal footing. These technologies, which range from screen readers to voice recognition software,break down the barriers of accessibility, enabling everyone to participate fully in the learning process.In addition to its practical applications, technology also fosters a culture of collaboration and sharing among learners. Online forums, wikis, and social media platforms provide avenues for students to interact, discuss, and collaborate on projects, thus fostering a sense of community and mutual learning. This social aspect of technology not only enhances the learning experience but also cultivates important skills such as communication, teamwork, and critical thinking.Finally, technology has opened up a world of resources and information that is invaluable to the learning process. The internet, in particular, is a vast repository of knowledge that students can tap into to enhance their understanding of a wide range of subjects. From online libraries and research databases to interactive museums and virtual reality experiences, the internet provides a wealth of resources that can bring learning to life and make it more engaging and meaningful.In conclusion, the integration of technology into learning has transformed the educational landscape in profound ways. It has not only made learning more accessible, engaging, and personalized but has also added a vibrant and diverse hue to it. As we move forward, it is important to continue exploring the potential of technology to further enhance the learning experience and open up new horizons of possibilities for students.**科技之光:点亮学习生活的多彩画卷**在当今世界,科技融入我们的日常生活已成为不可逆转的趋势。

在课堂上讲解语法我的看法英语作文

在课堂上讲解语法我的看法英语作文

在课堂上讲解语法我的看法英语作文Title: My Perspective on Grammar Explanation in the ClassroomGrammar instruction in the classroom is an essential component of language learning, providing the framework necessary for effective communication. My perspective on this pedagogical practice underscores the importance of engaging, contextualized teaching methods that prioritize understanding over rote memorization.Firstly, grammar should not be presented as a tedious list of incomprehensible rules to memorize but rather as a dynamic tool that empowers expression. I advocate for an approach that integrates grammar with practical usage, where rules are explored through dialogue, storytelling, and other engaging activities. This method not only enlivens the learning process but also facilitates a deeper comprehension of how grammatical constructs shape our ability to articulate thoughts precisely.Secondly, I appreciate when instructors relate grammatical concepts to real-world applications. For instance, using excerpts from literature or news articles to highlight grammatical principles in action can illustrate the relevance ofthese rules to everyday communication. By seeing grammar in the context of authentic language use, students can better understand its role in clarity and effectiveness of messaging.Moreover, I believe in the value of interactive and collaborative learning when it comes to grammar. Encouraging students to work together on grammatical exercises or to critique each other's writing fosters a cooperative learning environment. This approach promotes peer-to-peer teaching, which can often clarify concepts more effectively than a lecture-style format. In this way, students can learn from diverse perspectives and teaching styles, enriching their understanding and retention of grammatical principles.In addition, I stress the significance of a multimodal approach to teaching grammar. Incorporating visual aids such as charts, infographics, and interactive software can cater to different learning styles and enhance the material's accessibility. Technology offers innovative ways to practice grammar skills, such as online quizzes and adaptive software that adjusts difficulty based on student performance.Lastly, I emphasize the importance of a nurturing classroom environment where students feel comfortable making mistakes. Grammar learning should not intimidate butrather encourage exploration and risk-taking with language. An atmosphere of patience and understanding allows students to experiment with grammar without fear of failure, thereby promoting a love for learning rather than dread of the subject matter.In conclusion, my view on teaching grammar in the classroom centers on making the learning process engaging, contextual, collaborative, multimodal, and forgiving. Such an approach not only makes grammar more palatable for students but also equips them with a practical understanding of how to wield language effectively. The goal should always be to make grammar not a hurdle to overcome but a foundation upon which to build proficiency and confidence in communication.。

高三年级英语科技革命与未来生活展望单选题40题

高三年级英语科技革命与未来生活展望单选题40题

高三年级英语科技革命与未来生活展望单选题40题1. With the development of _____, more and more jobs can be done by machines instead of humans.A. artificial intelligenceB. natural intelligenceC. human intelligenceD. animal intelligence答案:A。

解析:本题考查对不同类型“智能”的词汇理解。

A选项“artificial intelligence”( 人工智能),根据句子语境,随着它的发展,机器能做更多人类的工作,这是符合科技发展现状的。

B选项“natural intelligence”( 自然智能)表述宽泛且与机器工作替代人类工作的语境不符。

C选项“human intelligence”(人类智能),句子强调的是机器的作用而非人类智能。

D选项“animal intelligence” 动物智能)与句子内容毫无关联。

2. In the future, _____ will allow people to experience different scenarios as if they were really there.A. virtual realityB. real realityC. false realityD. simple reality答案:A。

解析:本题考查“虚拟现实”这一新兴科技词汇。

A选项“virtual reality”(虚拟现实),它的特点就是能让人们仿佛身临其境般体验不同场景,符合句子描述。

B选项“real reality”(真实现实)没有这种体验不同场景的特殊功能。

C选项“false reality” 虚假现实)这种表述不是正规的科技词汇。

D选项“simple reality”( 简单现实)与句子中描述的体验不同场景的功能不相符。

manual for the patterns of adaptive learning scale

manual for the patterns of adaptive learning scale

manual for the patterns of adaptivelearning scaleAdaptive learning is an important approach in education that aims to personalize and optimize the learning experience for individual students. One tool that is commonly used to measure the effectiveness of adaptive learning is the Patterns of Adaptive Learning Scale (PALS). This manual provides a comprehensive guide on how to use PALS effectively.Introduction to PALSThe Patterns of Adaptive Learning Scale (PALS) is a self-report instrument that assesses students' perceptions of their learning patterns and strategies in adaptive learning environments. It consists of two major sections: Patterns of Adaptive Learning (PAL) and Learning Strategies (LS).Section 1: Patterns of Adaptive Learning (PAL)This section focuses on capturing students' learning patterns in adaptive learning environments. It includes the following subscales:1. Mastery approach: This subscale assesses students' inclination to set challenging goals, persist in the face of difficulties, and actively seek opportunities to expand their knowledge and skills.2. Performance approach: This subscale measures students' motivation to perform well in order to receive recognition or praise from others.3. Performance avoidance: This subscale evaluates students' tendency to avoid tasks or activities that may expose their lack of ability or lead to failure.4. Help-seeking: This subscale examines students' willingness to seek assistance when facing challenges or difficulties.Section 2: Learning Strategies (LS)This section focuses on students' utilization of adaptive learning strategies. It consists of the following subscales:1. Rehearsal: This subscale assesses students' use of rote memorization or repetition to remember information.2. Organization: This subscale measures students' ability to categorize, summarize, and integrate information to facilitate comprehension and learning.3. Elaboration: This subscale evaluates students' capacity to elaborate or expand on information through examples, analogies, or connections to existing knowledge.4. Metacognitive self-regulation: This subscale examines students' awareness and control of their own learning process, including planning, monitoring, and evaluating their learning strategies.Using PALSTo administer PALS, distribute the questionnaire to students and instruct them to respond honestly based on their experiences in adaptive learning environments. Ensure that they understand the instructions and provide a comfortable and confidential setting to encourage candid responses.Once all the responses are collected, calculate the scores for each subscale by summing the relevant items. Higher scores indicate stronger adherence to the respective learning pattern or strategy.Interpreting PALS ResultsWhen interpreting the results, it is important to consider that PALS provides insights into students' perceptions of their learning patterns and strategies, rather than objective measures of their actual behavior. Therefore, the results should be used as a starting point for further analysis and discussions.The Patterns of Adaptive Learning Scale manual also provides guidance on how to interpret the scores, including the recommended benchmarks and comparisons that can be made with other groups or normative data.ConclusionThe Patterns of Adaptive Learning Scale (PALS) is a valuable tool for assessing students' perceptions of their learning patterns and strategies in adaptive learning environments. By understanding students' preferences and approaches to learning, educators can make informed decisions to enhance the effectiveness of adaptive learning interventions. This manual serves as a comprehensive guide to administering and interpreting PALS, enabling educators to gain valuable insights into students' adaptive learning experiences.。

学习方法的英文

学习方法的英文

学习方法的英文Learning Methods。

Learning is a lifelong process, and the methods we use to learn can greatly impact our success. In this document, we will explore various effective learning methods and how they can be applied to different subjects and situations.1. Active Learning。

Active learning involves engaging with the material in a hands-on, participatory manner. This can include group discussions, problem-solving activities, and interactive exercises. By actively participating in the learning process, students can better retain information and develop a deeper understanding of the subject matter.2. Visual Learning。

Visual learning involves using visual aids such asdiagrams, charts, and videos to enhance understanding. Visual learners often benefit from seeing information presented in a visual format, as it can help them make connections and retain information more effectively.3. Auditory Learning。

ECE R85 第5次修订

ECE R85 第5次修订

GE.10-AGREEMENTCONCERNING THE ADOPTION OF UNIFORM TECHNICAL PRESCRIPTIONSFOR WHEELED VEHICLES, EQUIPMENT AND PARTS WHICH CAN BE FITTED AND/OR BE USED ON WHEELED VEHICLES AND THE CONDITIONS FOR RECIPROCAL RECOGNITION OF APPROVALS GRANTED ON THE BASIS OF THESE PRESCRIPTIONS *(Revision 2, including the amendments which entered into force on 16 October 1995)Addendum 84: Regulation No. 85Revision 1 - Amendment 5Supplement 5 to the original version of the Regulation: Date of entry into force: 17 March 2010UNIFORM PROVISIONS CONCERNING THE APPROVAL OF INTERNAL COMBUSTION ENGINES OR ELECTRIC DRIVE TRAINS INTENDED FOR THE PROPULSION OF MOTOR VEHICLES OF CATEGORIES M AND N WITH REGARD TO THE MEASUREMENT OF THE NET POWER AND THE MAXIMUM 30 MINUTES POWER OF ELECTRIC DRIVE TRAINS_________UNITED NATIONS* Former title of the Agreement: Agreement Concerning the Adoption of Uniform Conditions of Approval and Reciprocal Recognition of Approval for Motor Vehicle Equipment and Parts, done at Geneva on 20 March 1958.E /ECE/324/Rev.1/Add.84/Amend.5−E /ECE/TRANS/505/Rev.1/Add.84/Amend.510 May 2010E/ECE/324/Rev.1/Add.84/Amend.5E/ECE/TRANS/505/Rev.1/Add.84/Amend.52Content - Annexes, amend to read:"Annex 1 - Essential characteristics of the internal combustion engine and information concerning the conduct of testsAnnex 2 - Essential characteristics of the electric drive train and information concerning the conduct of testsAnnex 3a - Communication concerning the approval or extension or refusal or withdrawal of approval or production definitely discontinued of a drive train type pursuant to Regulation No. 85Annex 3b - Communication concerning the approval or extension or refusal or withdrawal of approval or production definitely discontinued of a vehicle type with regard to the drive train type pursuant to Regulation No. 85Annex 4 - Arrangements of approval marksAnnex 5 - Method for measuring internal combustion engine net powerAnnex 6 - Method for measuring net power and the maximum 30 minutes power of electric drive trainsAnnex 7 - Checks on conformity of production"The text of the Regulation,Paragraph 1.2., amend to read:"1.2. The internal combustion engines belong to one of the following categories:Reciprocating piston engines (positive-ignition or compression-ignition),but excluding free piston engines;Rotary piston engines (positive-ignition or compression ignition).Naturally aspirated or supercharged engines."Insert new paragraph 2.4., to read:"2.4. "Maximum net power" means the maximum value of the net power measured at full engine load."Paragraphs 2.4. to 2.5.3. (former), renumber as paragraphs 2.5. to 2.6.3.Insert a new paragraph 2.7., to read:"2.7. "Standard-production equipment" means equipment provided by the manufacturer for a particular application."Paragraph 4.3., amend to read:"4.3. Notice of approval or of extension or of refusal of approval of a drive train type pursuant to this Regulation shall be communicated to the Partiesto the 1958 Agreement applying this Regulation by means of a formconforming to the model in Annex 3a to this Regulation."Insert a new paragraph 4.4., to read:"4.4. Notice of approval or of extension or of refusal of approval of vehicle type with regard to the drive train type pursuant to this Regulation shall becommunicated to the Contracting Parties to the 1958 Agreement applyingthis Regulation by means of a form conforming to the model in Annex 3bto this Regulation."E/ECE/324/Rev.1/Add.84/Amend.5E/ECE/TRANS/505/Rev.1/Add.84/Amend.5Paragraphs 4.4. to 4.8. (former), renumber as paragraphs 4.5. to 4.9.Paragraph 5.2.2., amend to read:"5.2.2. Measurements shall be taken at a sufficient number of engine speeds todefine correctly the power curve between the lowest and the highestengine speeds recommended by the manufacturer. This range of speedsshall include the speeds of revolution at which the engine produces itsmaximum power and its maximum torque. For each speed, the average ofat least two stabilized measurements is to be determined."Paragraph 5.2.3.3.2., amend to read:"5.2.3.3.2. In the case of an engine without self-adaptive fuelling:The fuel used shall be the one available on the market with a Wobbeindex at least 52.6 MJm-3(4°C, 101.3 kPa). In case of dispute the fuelused shall be the reference fuel G20 specified in Annex 8, i.e. the fuelwith the highest Wobbe Index, or"Paragraph 5.2.3.3.3., amend to read:"5.2.3.3.3. In the case of an engine labelled for a specific range of fuels:The fuel used shall be the one available on the market with a Wobbeindex at least 52.6 MJm-3 (4°C, 101.3 kPa) if the engine is labelled for theH-range of gases, or at least 47.2 MJm-3 (4°C, 101.3 kPa) if the engine islabelled for the L-range of gases. In case of dispute the fuel used shall bethe reference fuel G20 specified in Annex 8 if the engine is labelled forthe H-range of gases, or the reference fuel G23 if the engine is labelled forthe L-range of gases, i.e. the fuel with the highest Wobbe Index for therelevant range, or"Insert a new paragraph 5.2.3.5., to read:"5.2.3.5. Positive ignition engines of vehicles that can run either on petrol or on agaseous fuel, are to be tested with both fuels, in accordance with theprovisions in paragraphs 5.2.3.1. to 5.2.3.3. The vehicles that can befuelled with both petrol and a gaseous fuel, but where the petrol system isfitted for emergency purposes or starting only and of which the petroltank cannot contain more than 15 liters of petrol will be regarded for thetest as vehicles that can only run a gaseous fuel."Paragraph 5.2.5., amend to read:"5.2.5. The test report shall contain the results and all the calculations required tofind the net power, as listed in the appendix to Annex 5 to this Regulationtogether with the characteristics of the engine listed in Annex 1 to thisRegulation. In order to draw up this document, the competent authoritymay use the report prepared by an approved or recognized laboratorypursuant to the provisions of this Regulation."3E/ECE/324/Rev.1/Add.84/Amend.5E/ECE/TRANS/505/Rev.1/Add.84/Amend.54Annex 1, amend to read:"Annex 1Essential characteristics of the internal combustion engine and information concerning the conduct of testsThe following information, if applicable, shall be supplied in triplicate and include a list of contents. Any drawings shall be supplied in appropriate scale and in sufficient detail on size A4 or on a folder of A4 format. Photographs, if any, shall show sufficient detail. If the systems, components or separate technical units have electronic controls, information concerning their performance shall be supplied.0. GENERAL IDENTIFICATION OF THE VEHICLE...............................................................................0.1. Make (trade name of manufacturer): ........................................................................................................0.2. Type and general commercial description(s): ..........................................................................................0.3. Means of identification of type, if marked on the vehicle: .......................................................................0.3.1. Location of that marking: .........................................................................................................................0.4. Category of vehicle: .................................................................................................................................0.5. Name and address of manufacturer: .........................................................................................................0.8. Address(es) of assembly plant(s): ............................................................................................................1. GENERAL CONSTRUCTION CHARACTERISTICS OF THE VEHICLE1.1. Photographs and/or drawings of a representative vehicle: .......................................................................1.2. Hand of drive: left/right: 1 ........................................................................................................................2.0. POWER PLANT2.1. Manufacturer: ...........................................................................................................................................2.2. Manufacturer's engine code (as marked on the engine, or other means of identification): ......................2.3. Working principle: positive ignition/compression ignition, four stroke/two stroke 12.4. Number and arrangement of cylinders: ....................................................................................................2.5. Bore: ………… mm2.6. Stroke: …………mm2.7. Firing order: .............................................................................................................................................2.8. Engine capacity: ………… cm32.9. Volumetric compression ratio: .................................................................................................................2.10. Drawings of combustion chamber, piston crown and, in the case of positive ignition engines, pistonrings:2.11. Maximum net power: …………kW at ………… min-1(manufacturer's declared value)2.12. Maximum permitted engine speed as prescribed by the manufacturer: …………min-12.13. Maximum net torque 1: …………Nm at …………min-1(manufacturer's declared value)3.0. Fuel: diesel oil/petrol/LPG/NG 13.1. RON, leaded: ............................................................................................................................................3.2. RON, unleaded: ........................................................................................................................................3.3. Fuel feed3.3.1. By carburettor(s): yes/no 13.3.1.1. Make(s): ...................................................................................................................................................3.3.1.2. Type(s): ....................................................................................................................................................3.3.1.3. Number fitted: ..........................................................................................................................................E/ECE/324/Rev.1/Add.84/Amend.5E/ECE/TRANS/505/Rev.1/Add.84/Amend.5 3.3.1.4. Adjustments3.3.1.4.1. Jets: ........................................................................................................................................................... 3.3.1.4.2. Venturis: ................................................................................................................................................... 3.3.1.4.3. Float-chamber level: ................................................................................................................................. 3.3.1.4.4. Mass of float: ............................................................................................................................................ 3.3.1.4.5. Float needle: .............................................................................................................................................Or the curve of fuel delivery plotted against the air flow and settings requiredto keep to the curve3.3.1.5. Cold start system: manual/automatic 13.3.1.5.1. Operating principle(s): ............................................................................................................................. 3.3.1.5.2. Operating limits/settings: 1 ....................................................................................................................... 3.3.2. By fuel injection (compression ignition only): yes/no 13.3.2.1. System description: .................................................................................................................................. 3.3.2.2. Working principle: direct injection/pre-chamber/swirl chamber 13.3.2.3. Injection pump3.3.2.3.1. Make(s): ................................................................................................................................................... 3.3.2.3.2. Type(s): .................................................................................................................................................... 3.3.2.3.3. Maximum fuel delivery: 1………… mm3/stroke or cycle at a pump speed of: ………… min-1 or,alternatively, a characteristic diagram: …………3.3.2.3.4. Injection timing: ....................................................................................................................................... 3.3.2.3.5. Injection advance curve: ........................................................................................................................... 3.3.2.3.6. Calibration procedure: test bench/engine 13.3.2.4. Governor3.3.2.4.1. Type: ........................................................................................................................................................ 3.3.2.4.2. Make: ....................................................................................................................................................... 3.3.2.4.3. Cut-off point3.3.2.4.3.1. Cut-off point under load: ………… min-13.3.2.4.3.2. Cut-off point without load: ………… min-13.3.2.4.4. Maximum speed without load: …………min-13.3.2.4.5. Idle speed: ................................................................................................................................................ 3.3.2.5. Injection piping3.3.2.5.1. Length: ………… mm3.3.2.5.2. Internal diameter: ………… mm3.3.2.6. Injector(s)3.3.2.6.1. Make(s): ................................................................................................................................................... 3.3.2.6.2. Type(s): .................................................................................................................................................... 3.3.2.6.3. Opening pressure: ………… kPa or characteristic diagram: …………3.3.2.7. Cold start system3.3.2.7.1. Make(s): ................................................................................................................................................... 3.3.2.7.2. Type(s): .................................................................................................................................................... 3.3.2.7.3. Description: .............................................................................................................................................. 3.3.2.8. Electronic control unit3.3.2.8.1. Make(s): ................................................................................................................................................... 3.3.2.8.2. Description of the system: ........................................................................................................................ 3.3.3. By fuel injection (positive ignition only): yes/no 13.3.3.1. Working principle: intake manifold (single-/multi-point 1) direct injection/other (specify): 1 ................. 3.3.3.2. Make(s): ................................................................................................................................................... 3.3.3.3. Type(s): .................................................................................................................................................... 3.3.3.4. System description3.3.3.4.1. Type or number of the control unit: ......................................................................................................... 3.3.3.4.2. Type of fuel regulator: .............................................................................................................................. 3.3.3.4.3. Type of air-flow sensor: ........................................................................................................................... 3.3.3.4.4. Type of fuel distributor: ...........................................................................................................................5E/ECE/324/Rev.1/Add.84/Amend.5E/ECE/TRANS/505/Rev.1/Add.84/Amend.53.3.3.4.5. Type of pressure regulator: ......................................................................................................................3.3.3.4.6. Type of throttle housing: ..........................................................................................................................In the case of systems other than continuous injection give equivalent details.3.3.3.5. Injectors: opening pressure: ……… kPa or characteristic diagram: …………3.3.3.6. Injection timing: .......................................................................................................................................3.3.3.7. Cold start system3.3.3.7.1. Operating principle(s): .............................................................................................................................3.3.3.7.2. Operating limits/settings: 1........................................................................................................................4.0. Feed pump4.1. Pressure: ………… kPa or characteristic diagram: …………5.0. Electrical system5.1. Rated voltage: ………… V, positive/negative ground 15.2. Generator5.2.1. Type: ........................................................................................................................................................5.2.2. Nominal output: ………… VA6.0. Ignition6.1. Make(s): ...................................................................................................................................................6.2. Type(s): ....................................................................................................................................................6.3. Working principle: ...................................................................................................................................6.4. Ignition advance curve: ............................................................................................................................6.5. Static ignition timing ………… degrees before TDC6.6. Contact-point gap: ………… mm6.7. Dwell-angle: ………… degrees7.0. Cooling system (liquid/air) 17.1. Nominal setting of the engine temperature control mechanism: ..............................................................7.2. Liquid7.2.1. Nature of liquid: .......................................................................................................................................7.2.2. Circulating pump(s): yes/no 17.2.3. Characteristics ………………………………, or7.2.3.1. Make(s): ...................................................................................................................................................7.2.3.2. Type(s): ....................................................................................................................................................7.2.4. Drive ratio(s): ...........................................................................................................................................7.2.5. Description of the fan and its drive mechanism: ......................................................................................7.3. Air7.3.1. Blower: yes/no 17.3.2. Characteristics: …………, or7.3.2.1. Make(s): ...................................................................................................................................................7.3.2.2. Type(s): ....................................................................................................................................................7.3.3. Drive ratio(s): ...........................................................................................................................................8.0. Intake system8.1. Pressure charger: yes/no 18.1.1. Make(s): ...................................................................................................................................................8.1.2. Type(s): ....................................................................................................................................................8.1.3. Description of the system (e.g. maximum charge pressure: ………… kPa, wastegate if applicable): ....8.2. Intercooler: yes/no 18.3. Description and drawings of inlet pipes and their accessories (plenum chamber, heating device,additional air intakes, etc.): ......................................................................................................................8.3.1. Intake manifold description (include drawings and/or photos): (6)E/ECE/324/Rev.1/Add.84/Amend.5E/ECE/TRANS/505/Rev.1/Add.84/Amend.5 8.3.2. Air filter, drawings: …………, or8.3.2.1. Make(s): ................................................................................................................................................... 8.3.2.2. Type(s): .................................................................................................................................................... 8.3.3. Intake silencer, drawings: …………, or8.3.3.1. Make(s): ...................................................................................................................................................8.3.3.2. Type(s): ....................................................................................................................................................9.0. Exhaust system9.1. Description and/or drawing of the exhaust manifold: .............................................................................. 9.2. Description and/or drawing of the exhaust system: ..................................................................................9.3. Maximum allowable exhaust back pressure at rated engine speed and at 100 per cent load: ……… kPa10.0. Minimum cross-sectional areas of inlet and outlet ports: .........................................................................11.0. Valve timing or equivalent data11.1. Maximum lift of valves, angles of opening and closing, or timing details of alternative distributionsystems, in relation to dead-centres: .........................................................................................................11.2. Reference and/or setting ranges: 1 ............................................................................................................12.0. Measures taken against air pollution12.1. Additional anti-pollution devices (if any, and if not covered by another heading)12.2. Catalytic converter: yes/no 112.2.1. Number of catalytic converters and elements: ......................................................................................... 12.2.2. Dimensions, shape and volume of the catalytic converter(s): .................................................................. 12.3. Oxygen sensor: yes/no 112.4. Air injection: yes/no 112.5. Exhaust gas recirculation: yes/no 112.6. Particulate trap: yes/no 112.6.1. Dimensions, shape and capacity of the particulate trap: ...........................................................................12.7. Other systems (description and operation): ..............................................................................................13.0. LPG fuelling system: yes/no 113.1. Approval number according Regulation No. 67: ...................................................................................... 13.2. Electronic engine management control unit for LPG fuelling:13.2.1. Make(s): ................................................................................................................................................... 13.2.2. Type(s): .................................................................................................................................................... 13.2.3. Emission-related adjustment possibilities: ............................................................................................... 13.3. Further documentation: ............................................................................................................................ 13.3.1. Description of the safeguarding of the catalyst at switch-over from petrol to LPG or back: ................... 13.3.2. System lay-out (electrical connections, vacuum connections compensation hoses, etc.): ........................13.3.3. Drawing of the symbol: ............................................................................................................................14.0. NG fuelling system: yes/no 114.1. Approval number according to Regulation No. 110: ............................................................................... 14.2. Electronic engine management control unit for NG fuelling:14.2.1. Make(s): ................................................................................................................................................... 14.2.2. Type(s): .................................................................................................................................................... 14.2.3. Emission-related adjustment possibilities: ............................................................................................... 14.3. Further documentations: ........................................................................................................................... 14.3.1. Description of the safeguarding of the catalyst at switch-over from petrol to NG or back: ..................... 14.3.2. System lay-out (electrical connections, vacuum connections compensation hoses, etc.): ........................ 14.3.3. Drawing of the symbol: ............................................................................................................................7E/ECE/324/Rev.1/Add.84/Amend.5E/ECE/TRANS/505/Rev.1/Add.84/Amend.515.0. Temperatures permitted by the manufacturer15.1. Cooling system15.1.1. Liquid coolingMaximum temperature at outlet: ………… °C15.1.2. Air cooling15.1.2.1. Reference point: .......................................................................................................................................15.1.2.2. Maximum temperature at reference point: ………… °C15.2. Maximum outlet temperature of the inlet intercooler: ………… °C15.3. Maximum exhaust temperature at the point in the exhaust pipe(s) adjacent to the outer flange(s) of theexhaust manifold: …………°C15.4. Fuel temperatureminimum: …………°Cmaximum: …………°C15.5. Lubricant temperatureminimum: …………°Cmaximum: …………°C16.0. Lubrication system16.1. Description of the system16.1.1. Position of the lubricant reservoir: ...........................................................................................................16.1.2. Feed system (by pump/injection into intake/mixing with fuel, etc.) 1: .....................................................16.2. Lubricating pump16.2.1. Make(s): ...................................................................................................................................................16.2.2. Type(s): ....................................................................................................................................................16.3. Mixture with fuel16.3.1. Percentage: ...............................................................................................................................................16.4. Oil cooler: yes/no 116.4.1. Drawing(s): …………, or16.4.1.1. Make(s): ...................................................................................................................................................16.4.1.2. Type(s): ....................................................................................................................................................Other auxiliary equipment driven by the engine (as per item 2.3.2. of Annex 5) (list and briefdescription if necessary): …………17.0. Additional information on test conditions (for positive ignition engines only)17.1. Spark plugs17.1.1. Make: .......................................................................................................................................................17.1.2. Type: ........................................................................................................................................................17.1.3. Spark-gap setting: .....................................................................................................................................17.2. Ignition coil17.2.1. Make: .......................................................................................................................................................17.2.2. Type: ........................................................................................................................................................17.3. Ignition condenser17.3.1. Make: .......................................................................................................................................................17.3.2. Type: ........................................................................................................................................................17.4. Radio interference suppression equipment17.4.1. Make: .......................................................................................................................................................17.4.2. Type: ........................................................................................................................................................………………………………(Date, file) 1Delete where not applicable."8。

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An Approach to Self-Adaptive Software based on Supervisory ControlGabor Karsai, Akos Ledeczi, Janos SztipanovitsInstitute for Software-Integrated SystemsVanderbilt UniversityNashville, TN 37235, USA{gabor,akos,sztipaj}@Gabor Peceli, Gyula Simon, Tamas KovacshazyDepartment of Measurement and Information SystemsTechnical University of Budapest, H-1521 Budapest, Hungary{peceli,simon,khazy,}@mit.bme.huAbstract:Self-adaptive software systems use observations of their own behavior, and that of their environment, to select and enact adaptations in accordance with some objective(s). This adaptation is a higher-level system function that performs optimizations, manages faults, or otherwise supports achieving an objective via changes in the running system. In this paper, we show how this capability can be realized using techniques found in hierarchical control systems, and we discuss interrelated issues of stability, assurance, and implementation.Keywords: self-adaptive software, supervisory control, hierarchical control, fault-tolerance, reconfigurationIntroductionSelf-adaptive software seems to offer novel capabilities that are very hard to achieve using other methods. Software that adapts itself to momentary situations and requirements is envisioned as the vehicle for building complex applications that are robust and fault-tolerant, yet flexible and responsive. Robustness and fault-tolerance is typically achieved by software redundancy and exception management, although purely software-based fault tolerance is yet to be demonstrated in a practical situation. Flexibility and responsiveness is typically achieved by explicitly “designing in” all the alternatives in the system, and verifying that the system reacts properly in each situation. Unfortunately, the (somewhat) contradictory requirements of robustness and flexibility impose a big burden on the designer, as there is no established design approach and technique for self-adaptive software systems.Self-adaptivity causes further problems. The complexity of today’s systems makes it very difficult to explicitly enumerate (and verify) all states of a system, although we must do this for some applications [1]. If the system also exhibits self-adaptive behavior, the situation gets even worse as it is very hard to predict what a system will do if it can modify its own behavior and/or structure. To draw a parallel from control theory, it took about 20 years to prove a simple property: stability about adaptive controllers [2]. The point is that when a systems’ behavior space is enriched by another dimension: adaptivity, it becomes extremely difficult to formally analyze that space. We can recognize that unrestricted adaptivity may be just a new name for self-modifying code. However, restricted, well-designed, and engineered adaptivity is something worth considering, and it is a prime candidate for addressing the needs of robustness and flexibility mentioned above. According to our knowledge, the only engineering field that deals with engineered adaptivity is adaptive control theory [3]. In this paper, we show how techniques invented by control theorists and engineers can be applied to design and implement self-adaptive software, and what type of lessons control engineering teaches us.BackgroundControl theory and engineering has been using adaptive techniques since the 1960s [3]. The prevailing principle for adaptive control is as follows. When a particular controller is designed for a system, the engineer makes certain assumptions about the dynamics of the plant. These assumptions may not hold over the lifetime of the deployed system, and the controller may not work optimally when circumstances change. Hence, an adaptation component is introduced that revises (re-tunes) the controller as the system operates by recalculating controllerparameters. There are three major techniques for adaptive control [4]: gain scheduling, model-reference adaptive control, and self-tuning control. In each of these cases, adaptation is parametric (i.e. non-structural). In adaptive controllers, there are two, interlinked feedback loops: one is the usual feedback loop between the plant and the controller, while the other loop contains the adaptation component, which receives data from the plant, and configures the main controller by setting its parameters. Figure 1 illustrates the generic architecture of adaptive control: the adaptation mechanism can use measurements of the plant as well as the control signals generated by the regulators. The typical technique for achieving stability and convergence in the adaptive system is to use much larger time constants in the outer loop than in the inner loop, i.e. the adaptation process is much slower than the plant. Interestingly, it took a relatively long time to establish the mathematical framework for analyzing and proving the stability property of adaptive controllers. Adaptive control makes (at least) two important contributions to self-adaptive software: (1) the adaptation mechanism should be explicit and independent from the “main” processing taking place in the system, and (2) the overall system dynamics should be different for the adaptation mechanism and the main processing mechanism.Figure 1: Adaptive controlWhile adaptive control introduces a second layer in control, supervisory and hierarchical control techniques [5] bring this concept to full implementation. For the sake of brevity, we will consider only supervisory control here (which we view as a special case of hierarchical control). In systems that use supervisory control, the control function is implemented in two, interdependent layers. The lower layer implements the regulatory function, and it typically contains simple regulators that keep process variables under control. The higher level, supervisory control layer is responsible for maintaining overall operational control, and it implements higher-level, goal-oriented, often discrete control behavior. Figure 2 illustrates the architecture of systems using supervisory control.Figure 2: Supervisory controlThe supervisory controller can interact both with the regulatory controller layer and the plant. When interacting with the regulator, it may change setpoints and gains, as it may reconfigure the structure of the controllers. When interacting with the plant, it may perform reconfiguration and/or execute other discrete control actions. Note that the regulators must have their own thread of execution (as they are operating directly on the sampled data), while the supervisory logic must also have its own thread (as complex decision making can —and should— be rarely performed between two samples). The supervisory control approach contributes the following concept to self-adaptive software: higher-level, goal-oriented decision-making that leads to reconfiguration done in a separate layer and thread.Note that both the adaptive and supervisory control approaches are clear examples of a powerful technique used in (software) engineering: the separation of concerns [6]. The technique simply states that one shall place different concerns into different components, address the concerns independently, and rely on some “generic interface” to combine the pieces. In the controllers above, that primary regulatory function happens on the lower level, while the higher level addresses the issues of optimization, discrete decision-making, and fault accommodation. This “componentization” of concerns will serve well in self-adaptive software as well. Obviously, controllers using adaptation or supervisory layers are naturally suitable for implementing systems that exhibit adaptivity. However, in typical situations both the adaptive and supervisory mechanisms are designed to follow some principles and observe constraints. For adaptive control, the designer performs careful analysis and puts limits on the adaptation (e.g. limits on controller gains) to avoid undesired evolution in the adaptive system. For supervisory control, the designer “maps out” the entire discrete state-space of the supervisory controller. Furthermore, if the supervisory component is used to mitigate the effects of anticipated faults, all behaviors are (or must be) very carefully analyzed. This makes the design and implementation of these sophisticated controllers rather difficult. However, the potential advantages of a well-separated, higher-level layer in implementing controllers arguably outweigh the costs in most applications.Supervisory Control for Self-adaptive SoftwareThe principles and techniques invented in supervisory control offer a natural architecture for implementing self-adaptive software systems. Figure 3 below illustrates this canonical, generic architecture.Figure 3: Self-adaptive architectureThe obvious conclusion is that one can build a self-adaptive software system using “ground-level” (GL) layer that includes baseline processing and using a “supervisory-level” (SL) layer that is responsible for the adaptation and reconfiguration. The two layers address separate concerns: one is the tuned for baseline functionality and performance, while the other one is tuned for optimization, robustness, and flexibility. On the ground-level one can create components that are highly optimized for specific situations, while the supervisory-level will have to recognize what situation the system is in, and select the most optimal component.The introduction of SL solves the simultaneous requirements of robustness and flexibility as follows. The designer can naturally prepare and encode a large degree of flexibility in the system by using architectural templates. By “architectural template”, we mean a pattern, where alternative implementations are allowed for a particular function in the system. The designer may place all potential implementations into the GL, and select one of them for the initial state of the system. As the system’s lifetime progresses, the SL may decide that another implementation is needed, and may chose to reconfigure to another implementation. Note that the alternative component is already present in the system: it is merely dormant. The reconfiguration is a form of adaptation, where the running system, the GL, is adapted to a new situation. When it is performed, the system is switched to a new component, and it continues operating. Note that a capability is needed for the very flexible configuration of components and systems. In fact, during run-time we need to replace entire component sub-trees, and silently switch over the functionality to the new implementation. Note also that by separating the concern of configuration from the concern of functionality we can actually build a simpler and more compact system than if these two concerns were addressed in one layer only.To address the issue of robustness the designer can follow well-established engineering techniques by introducing explicit fault accommodation logic in the SL. In current software, exception handling is often an afterthought, if it is done at all. By making exception handling explicit in the SL, and forcing the designer to explicitly address exceptions in the logic, one can prepare the system for various fault scenarios. Fault accommodation logic means that the SL is made sensitive to exceptions generated by the GL, and the designer has the means of taking supervisory actions to mitigate the effects of those faults. The SL may also incorporate diagnostics functions if the exceptions do not easily map to failure modes of components in the system. The main goal of diagnosis is fault isolation based on detected discrepancies, down to specific components and their failure modes. Run-time diagnosis of software faults is a somewhat novel area, but if self-adaptation is to be used for achieving robustness in systems, it has to be addressed. The supervisory actions for the fault-tolerance are similar to the ones used in addressing flexibility: components (and sub-trees of components) may have to be replaced.A common problem in reconfigurable systems is the size of the configuration space of components. It is easy to see that if one is using a hierarchical structure, where on each level of the component tree multiple implementations are allowed, the size of the space of configurations grows very rapidly. Figure 4 illustrates the problem: if the components in the middle layer allow multiple implementations (3, 2 and 3, respectively) the simple diagram has 18 different configurations. In real-life systems, it is not unusual to have 4-5000 components [7]. The configuration space spanned by these components is obviously astronomical. It is not obvious how we can manage, let alone build systems with configurations of this size.Figure 4: Configuration spaceNote that we don’t have to store all the configurations in the system. We must store the components classes, such that we can quickly manufacture instances when needed, but only the active configuration is needed for functioning. The configuration space can be represented symbolically using a technique we describe later, such that when the SL decides on a new configuration it can quickly be instantiated.Designing with the Supervisory Control LayerSystems with a separate supervisory layer can be designed using well-established techniques, but the designer always have to consider the two-level nature of the architecture in these systems. For each class and component of the system, one has to answer the question: does this belong to the GL or to the SL? The purpose of GL is computation and functionality for the final application, so its capabilities and performance is the one that ultimately determines the success of the system. The purpose of SL is to provide flexibility and robustness, so its capabilities help ensuring the services provided by GL, but they alone will not directly implement application functionality. The designer also has to ask: is this a management function or is this an application function? The answer to this question will decide to what layer the function belongs.When designing the SL, the designer has to anticipate “failures” in the GL. By “failure”, we mean here both failures in the performance space and failures in the function space. Examples for failures in the performance space are: required accuracy in numerical computations was not achieved, or speed of computing results was not sufficient. Examples for failures in the function space are: the component has crashed, or the component has executed an illegal access. The SL has to have an ingredient: the “monitor” or “evaluator” that detects these failures and informs the supervisory logic about them. The monitor should have access to components in the GL, possibly all the data-streams connecting these components, and should be able to “tap into” the interaction patterns among components. Monitors may also be quite complex in order to detect performance degradation. The GL/SL separation also imposes some design requirements on the components of the GL and run-time infrastructure. In order to monitor all interactions among components in the GL, all these interactions must happen through “channels” that can be accessed from the SL. Figure 5 illustrates the concept.Figure 5: Integration of SL and GL via the run-time infrastructureThe GL component interactions should be implemented via the services provided by the run-time infrastructure (RTI), and the infrastructure must provide access to these interactions from the SL. On the diagram, the solid lines among the components denote the logical interactions among the components. In reality, the components interact with each other via the run-time infrastructure, as shown with the dashed lines. The SL should be able to access these data streams in order to support the monitoring function. Furthermore, the run-time infrastructure must be able to catch exceptions generated by components and provide them for the SL.In order to facilitate GL component interactions via the run-time infrastructure, the components have to be implemented in a way such that it is not physically dependent on other components it interacts with. Direct component interactions, like object method calls are to be replaced with communication via the infrastructure. Direct or indirect references, like pointers or CORBA [8] IOR-s to other components are to be replaced by logical links that are mapped via the RTI. This requirement also implies that all interactions will have to be precisely documented and modeled, in order to verify the correctness of component configurations.The supervisory logic implements adaptation as follows. When the monitoring subsystem detects a need for change, the SL will change the parameters or the structure of the GL. When the structure is modified, a set of components of the running system is replaced with other components. This brings up some interesting questions about the verification of structurally adaptive systems. If the component configurations are encoded as hierarchies, with multiple alternatives on each level (like Figure 4), how can we ensure overall consistency of the system under all potential configurations? If we reconfigure in one part of the system, how will this be made consistent with configuration decisions in other regions? As it was discussed above, the configuration space is potentially huge, and the designer needs to have the capability to verify configurations, or, at least, specify undesirable configurations that the system must never reach. For high-confidence systems, it is desirable to have tool support for exploring the configuration space at design time to verify assurance.Modeling and analysis on the SVC layerThe approach described above easily maps into the use of high-level models in the design process [9], and the use of model-based generation wherever feasible. The modeling must happen on two levels: on the GL, where components and component configurations are represented, and on the SL, where the supervisory control logic is captured.The modeling on the GL has to offer capabilities similar to those usually available in modern CASE environments, like Rational Rose [10]. However, UML in itself is not sufficient. On the GL, one has to create architecture models that capture component instances, their properties and their interactions. UML supports modeling of software artifacts in the form of class diagrams, interaction diagrams, and others, but seems to lack sophisticated facilities for modeling architectures. Another issue is that modeling on the GL has to happen in conjunction with a component integration infrastructure. If, for instance, CORBA [8] is used as the run-time infrastructure, all component integration has to happen via the object broker, and the designer must explicitly be made aware of this fact. If components have internal structure, which they do not expose to the system level, intra-component communication does not need the services of the RTI. Obviously, this type of communication can be made very efficient. The two interaction types should be clearly distinguished in the design.The modeling on the SL has to capture the supervisory logic of the self-adaptive application. One natural, well-known, and powerful way of capturing supervisory logic is to use the Statecharts notation [11]. Supervisory logic involves mostly discrete decision making, and the hierarchical parallel finite-state machine (HFSM) approach of Statecharts offers a natural way to capture this logic. Better still, a number of modeling tools are available. A supervisory layer can be implemented as shown on Figure 6.Figure 6: Supervisory controllerThe figure also shows an example HFSM. It has two, OR-states: A and B, A being the initial state. B is decomposed into two AND-states: B1 and B2. B1 contains two OR-states: C11 and C12, C11 being the initial state. B2 contains three states: C21, C22, and C23, with C22 as the initial state.In the modeling language of Statecharts, the basic building block is a state, which may contain other states, called sub-states. The sub-states of a state can be of type AND-state or OR-state. The sub-states of a parent state must be homogeneous: all of the sub-states must be of the same type. From among the OR-states precisely one can be active at any time (i.e. the FSM is “in” exactly one of those states). On the other hand, the FSM is “in”all of the AND type sub-states of the parent state, when the parent state is active. This latter situation is achieved by having multiple, concurrent FSM-s being active simultaneously.A HFSM consist of states and transitions. Events trigger transitions among states, and the transitions can be enabled by conditions called guards. If a guard enables a transition, and a corresponding event is active, then the transition is taken. During the transition, the HFSM can execute an action. A triggering event is either generated by the event monitor, or it can be generated by a time-related function. Two examples for time-related functions are as follows:• after(Event,TimeValue)• every(TimeValue)The first variant represents a triggering event, which goes active TimeValue units after the Event went active. The second variant represents a “clock”: a triggering event with a fixed period: TimeValue. This time-triggered behavior allows initiating adaptation synchronized to time.The supervisory layer can trigger reconfiguration actions, but it can also make parametric changes in the components of the GL. Both of these changes are facilitated through action expressions. In the HFSM, each state transition has three associated expressions: the guard, event, and action expression. The event expression is mandatory, while both the guard and the action expressions are optional.A guard expression is a Boolean valued formula, which enables the transition to happen. A guard expression can refer to variable values that are calculated in the GL, or to states, etc., as specified in the Statechart documentation. Event expressions refer to specific events and follow the Statechart conventions with the addition mentioned above: event expressions can contain the after(E,T) and every(T) clauses as well.There are two types of action expressions: (1) actions that influence the HFSM, and (2) actions that interact with the GL. The actions of the first type are similar to the ones available in Statecharts. Actions that modify the GL values can be, for instance:• set(Component, Attribute, Value)Set the value of an attribute of a component in the GL.• send(Component, Message)Send a message to a component in the GL.The following actions are related to reconfiguration performed on the GL.• configure(Component, Configuration)Select a configuration for a component. This action can be attached only to a state, and never to a transition. Strictly speaking, it is not an action, rather an assertion, which declares that when the state is active, a particular configuration of components is active.• select(Component, SelectorProcedure)Select a configuration for a compound via a selector procedure. This action can be attached only to a state, and never to a transition. Strictly speaking, it is not an action, rather an assertion. It declares that when the state is entered, the selector procedure is invoked which will choose a particular configuration for the component.• construct(Component, ConstructorProcedure)Generate a configuration for a GL component via a constructor procedure. This action can be attached only to a state, and never to a transition. Strictly speaking, it is not an action, rather an assertion. It declares that when the state is entered, the constructor procedure is invoked which will dynamically generate a particular configuration for the component.• strategy(Strategy)Select a reconfiguration strategy. This action can be attached only to a transition, and never to a state.Strictly speaking, it is not an action, rather an assertion, which declares that when the transition is executed, a particular reconfiguration strategy is to be used.The supervisory layer supports the reconfiguration on the component layer as follows. The reconfiguration is broken down into three phases: (1) determining the new component architecture, (2) calculating the parameters ofthe new architecture (if needed), and (3) switching from the currently active component architecture to the new architecture. There are three cases for determining the new component architecture.1. The designer supplies component architecture alternatives for each situation and the supervisory logicsimply selects from them based on input data. The input data may be data from the running components, measured performance data, fault information, etc.2. The designer supplies controller alternatives and a selector procedure, which, possibly via complexcalculations, determines which alternative to choose given input data.3. The designer supplies a construction procedure, which, given input data, will dynamically calculate thetopology of the new controller.In the first two cases, the designer must supply component configurations, via architectural templates. An architectural template enumerates a set of structural alternatives.The models for the supervisory layer capture these reconfiguration activities and options as follows. In each application that needs reconfiguration, the designer should build separate, parallel HFSM-s describing the reconfiguration logic. In the states of these HFSM-s, the designer can introduce configure() actions to declare what configuration is active in that state. Alternatively, the designer can use select() or construct() actions to facilitate the selection or dynamic construction of a configuration. The strategy() actions can be attached to state transitions, and they indicate that when switching from the current configuration into a new one, what kind of reconfiguration strategy is to be invoked. Figure 7 illustrates the technique for modeling reconfiguration with a (H)FSM. The example shows two states that use different alternatives (alt1 and alt2) for a component (c1), and use two different strategies depending on the switching direction (X and Y).Figure 7:Modeling reconfigurationNaturally, using the approach of configure() is the simplest: the designer specifically selects the new architecture. The select() approach is somewhat more sophisticated: the designer can supply a complex decision making procedure that may perform some sophisticated reasoning to come up with the “best” new architectural alternative. The input to this reasoning process can be arbitrarily complex (e.g. performance data about the running system or fault data), but the selection is still made from a finite, pre-specified set of alternatives. The most sophisticated (and difficult) option is when the construct() action is applied: the designer has to supply a generative model [12] that, when executed, will synthesize the new architecture on the fly.The supervisory layer can also be interfaced with a fault diagnostics system. A fault diagnostic system can be considered as a sophisticated event monitor that not only detects fault events in the GL, but also maps those events to specific components and their failure modes1. This interface is necessary for being able to model and implement fault accommodation logic with the supervisory layer. Imagine a scenario where the GL develops a fault, for example a component is generating bad data. The designer of the supervisory layer anticipates this 1We borrow here some terminology from the language of fault diagnostics of physical systems: by failure mode we mean a particular way a component fails and exhibits faulty behavior [13].。

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