DEVELOPING A WEB BASED METHODOLOGY TO TEACH A WEB-BASED TECHNOLOGY – THE E-JOURNAL APPROAC
Introduction to Artificial Intelli智慧树知到课后章节答案2023年
Introduction to Artificial Intelligence智慧树知到课后章节答案2023年下哈尔滨工程大学哈尔滨工程大学第一章测试1.All life has intelligence The following statements about intelligence arewrong（）A:All life has intelligence B:Bacteria do not have intelligence C:At present,human intelligence is the highest level of nature D:From the perspective of life, intelligence is the basic ability of life to adapt to the natural world答案:Bacteria do not have intelligence2.Which of the following techniques is unsupervised learning in artificialintelligence?（）A:Neural network B:Support vector machine C:Decision tree D:Clustering答案:Clustering3.To which period can the history of the development of artificial intelligencebe traced back?（）A:1970s B:Late 19th century C:Early 21st century D:1950s答案:Late 19th century4.Which of the following fields does not belong to the scope of artificialintelligence application?（）A:Aviation B:Medical C:Agriculture D:Finance答案:Aviation5.The first artificial neuron model in human history was the MP model,proposed by Hebb.（）A:对 B:错答案:错6.Big data will bring considerable value in government public services, medicalservices, retail, manufacturing, and personal location services. （）A:错 B:对答案:对第二章测试1.Which of the following options is not human reason:（）A:Value rationality B:Intellectual rationality C:Methodological rationalityD:Cognitive rationality答案:Intellectual rationality2.When did life begin? （）A:Between 10 billion and 4.5 billion years B:Between 13.8 billion years and10 billion years C:Between 4.5 billion and 3.5 billion years D:Before 13.8billion years答案:Between 4.5 billion and 3.5 billion years3.Which of the following statements is true regarding the philosophicalthinking about artificial intelligence?（）A:Philosophical thinking has hindered the progress of artificial intelligence.B:Philosophical thinking has contributed to the development of artificialintelligence. C:Philosophical thinking is only concerned with the ethicalimplications of artificial intelligence. D:Philosophical thinking has no impact on the development of artificial intelligence.答案:Philosophical thinking has contributed to the development ofartificial intelligence.4.What is the rational nature of artificial intelligence?（）A:The ability to communicate effectively with humans. B:The ability to feel emotions and express creativity. C:The ability to reason and make logicaldeductions. D:The ability to learn from experience and adapt to newsituations.答案:The ability to reason and make logical deductions.5.Which of the following statements is true regarding the rational nature ofartificial intelligence?（）A:The rational nature of artificial intelligence includes emotional intelligence.B:The rational nature of artificial intelligence is limited to logical reasoning.C:The rational nature of artificial intelligence is not important for itsdevelopment. D:The rational nature of artificial intelligence is only concerned with mathematical calculations.答案:The rational nature of artificial intelligence is limited to logicalreasoning.6.Connectionism believes that the basic element of human thinking is symbol,not neuron; Human's cognitive process is a self-organization process ofsymbol operation rather than weight. （）A:对 B:错答案:错第三章测试1.The brain of all organisms can be divided into three primitive parts:forebrain, midbrain and hindbrain. Specifically, the human brain is composed of brainstem, cerebellum and brain (forebrain). （）A:错 B:对答案:对2.The neural connections in the brain are chaotic. （）A:对 B:错答案:错3.The following statement about the left and right half of the brain and itsfunction is wrong （）.A:When dictating questions, the left brain is responsible for logical thinking,and the right brain is responsible for language description. B:The left brain is like a scientist, good at abstract thinking and complex calculation, but lacking rich emotion. C:The right brain is like an artist, creative in music, art andother artistic activities, and rich in emotion D:The left and right hemispheres of the brain have the same shape, but their functions are quite different. They are generally called the left brain and the right brain respectively.答案:When dictating questions, the left brain is responsible for logicalthinking, and the right brain is responsible for language description.4.What is the basic unit of the nervous system?（）A:Neuron B:Gene C:Atom D:Molecule答案:Neuron5.What is the role of the prefrontal cortex in cognitive functions?（）A:It is responsible for sensory processing. B:It is involved in emotionalprocessing. C:It is responsible for higher-level cognitive functions. D:It isinvolved in motor control.答案:It is responsible for higher-level cognitive functions.6.What is the definition of intelligence?（）A:The ability to communicate effectively. B:The ability to perform physicaltasks. C:The ability to acquire and apply knowledge and skills. D:The abilityto regulate emotions.答案:The ability to acquire and apply knowledge and skills.第四章测试1.The forward propagation neural network is based on the mathematicalmodel of neurons and is composed of neurons connected together by specific connection methods. Different artificial neural networks generally havedifferent structures, but the basis is still the mathematical model of neurons.（）A:对 B:错答案:对2.In the perceptron, the weights are adjusted by learning so that the networkcan get the desired output for any input. （）A:对 B:错答案:对3.Convolution neural network is a feedforward neural network, which hasmany advantages and has excellent performance for large image processing.Among the following options, the advantage of convolution neural network is（）.A:Implicit learning avoids explicit feature extraction B:Weight sharingC:Translation invariance D:Strong robustness答案:Implicit learning avoids explicit feature extraction;Weightsharing;Strong robustness4.In a feedforward neural network, information travels in which direction?（）A:Forward B:Both A and B C:None of the above D:Backward答案:Forward5.What is the main feature of a convolutional neural network?（）A:They are used for speech recognition. B:They are used for natural languageprocessing. C:They are used for reinforcement learning. D:They are used forimage recognition.答案:They are used for image recognition.6.Which of the following is a characteristic of deep neural networks?（）A:They require less training data than shallow neural networks. B:They havefewer hidden layers than shallow neural networks. C:They have loweraccuracy than shallow neural networks. D:They are more computationallyexpensive than shallow neural networks.答案:They are more computationally expensive than shallow neuralnetworks.第五章测试1.Machine learning refers to how the computer simulates or realizes humanlearning behavior to obtain new knowledge or skills, and reorganizes the existing knowledge structure to continuously improve its own performance.（）A:对 B:错答案:对2.The best decision sequence of Markov decision process is solved by Bellmanequation, and the value of each state is determined not only by the current state but also by the later state.（）A:对 B:错答案:对3.Alex Net's contributions to this work include: （）.A:Use GPUNVIDIAGTX580 to reduce the training time B:Use the modified linear unit (Re LU) as the nonlinear activation function C:Cover the larger pool to avoid the average effect of average pool D:Use the Dropouttechnology to selectively ignore the single neuron during training to avoid over-fitting the model答案:Use GPUNVIDIAGTX580 to reduce the training time;Use themodified linear unit (Re LU) as the nonlinear activation function;Cover the larger pool to avoid the average effect of average pool;Use theDropout technology to selectively ignore the single neuron duringtraining to avoid over-fitting the model4.In supervised learning, what is the role of the labeled data?（）A:To evaluate the model B:To train the model C:None of the above D:To test the model答案:To train the model5.In reinforcement learning, what is the goal of the agent?（）A:To identify patterns in input data B:To minimize the error between thepredicted and actual output C:To maximize the reward obtained from theenvironment D:To classify input data into different categories答案:To maximize the reward obtained from the environment6.Which of the following is a characteristic of transfer learning?（）A:It can only be used for supervised learning tasks B:It requires a largeamount of labeled data C:It involves transferring knowledge from onedomain to another D:It is only applicable to small-scale problems答案:It involves transferring knowledge from one domain to another第六章测试1.Image segmentation is the technology and process of dividing an image intoseveral specific regions with unique properties and proposing objects ofinterest. In the following statement about image segmentation algorithm, the error is （）.A:Region growth method is to complete the segmentation by calculating the mean vector of the offset. B:Watershed algorithm, MeanShift segmentation,region growth and Ostu threshold segmentation can complete imagesegmentation. C:Watershed algorithm is often used to segment the objectsconnected in the image. D:Otsu threshold segmentation, also known as themaximum between-class difference method, realizes the automatic selection of global threshold T by counting the histogram characteristics of the entire image答案:Region growth method is to complete the segmentation bycalculating the mean vector of the offset.2.Camera calibration is a key step when using machine vision to measureobjects. Its calibration accuracy will directly affect the measurementaccuracy. Among them, camera calibration generally involves the mutualconversion of object point coordinates in several coordinate systems. So,what coordinate systems do you mean by "several coordinate systems" here?（）A:Image coordinate system B:Image plane coordinate system C:Cameracoordinate system D:World coordinate system答案:Image coordinate system;Image plane coordinate system;Camera coordinate system;World coordinate systemmonly used digital image filtering methods:（）.A:bilateral filtering B:median filter C:mean filtering D:Gaussian filter答案:bilateral filtering;median filter;mean filtering;Gaussian filter4.Application areas of digital image processing include:（）A:Industrial inspection B:Biomedical Science C:Scenario simulation D:remote sensing答案:Industrial inspection;Biomedical Science5.Image segmentation is the technology and process of dividing an image intoseveral specific regions with unique properties and proposing objects ofinterest. In the following statement about image segmentation algorithm, the error is ( ).A:Otsu threshold segmentation, also known as the maximum between-class difference method, realizes the automatic selection of global threshold T by counting the histogram characteristics of the entire imageB: Watershed algorithm is often used to segment the objects connected in the image. C:Region growth method is to complete the segmentation bycalculating the mean vector of the offset. D:Watershed algorithm, MeanShift segmentation, region growth and Ostu threshold segmentation can complete image segmentation.答案:Region growth method is to complete the segmentation bycalculating the mean vector of the offset.第七章测试1.Blind search can be applied to many different search problems, but it has notbeen widely used due to its low efficiency.（）A:错 B:对答案:对2.Which of the following search methods uses a FIFO queue （）.A:width-first search B:random search C:depth-first search D:generation-test method答案:width-first search3.What causes the complexity of the semantic network （）.A:There is no recognized formal representation system B:The quantifiernetwork is inadequate C:The means of knowledge representation are diverse D:The relationship between nodes can be linear, nonlinear, or even recursive 答案:The means of knowledge representation are diverse;Therelationship between nodes can be linear, nonlinear, or even recursive4.In the knowledge graph taking Leonardo da Vinci as an example, the entity ofthe character represents a node, and the relationship between the artist and the character represents an edge. Search is the process of finding the actionsequence of an intelligent system.（）A:对 B:错答案:对5.Which of the following statements about common methods of path search iswrong（）A:When using the artificial potential field method, when there are someobstacles in any distance around the target point, it is easy to cause the path to be unreachable B:The A* algorithm occupies too much memory during the search, the search efficiency is reduced, and the optimal result cannot beguaranteed C:The artificial potential field method can quickly search for acollision-free path with strong flexibility D:A* algorithm can solve theshortest path of state space search答案:When using the artificial potential field method, when there aresome obstacles in any distance around the target point, it is easy tocause the path to be unreachable第八章测试1.The language, spoken language, written language, sign language and Pythonlanguage of human communication are all natural languages.（）A:对 B:错答案:错2.The following statement about machine translation is wrong （）.A:The analysis stage of machine translation is mainly lexical analysis andpragmatic analysis B:The essence of machine translation is the discovery and application of bilingual translation laws. C:The four stages of machinetranslation are retrieval, analysis, conversion and generation. D:At present,natural language machine translation generally takes sentences as thetranslation unit.答案:The analysis stage of machine translation is mainly lexical analysis and pragmatic analysis3.Which of the following fields does machine translation belong to? （）A:Expert system B:Machine learning C:Human sensory simulation D:Natural language system答案:Natural language system4.The following statements about language are wrong: （）。
ACP敏捷项目管理考试真题解析（六）
ACP敏捷项目管理考试真题解析（六）一、题目1、EVM i s a f requently u sed p roject m anagement a bbreviation. How i s C PI c alculated?A.CPI=BAC/EVB.CPI=EV/ACC.CPI=BAC/PVD.CPI=AC/EVEVM 是一个经常使用的项目管理词语。
如何计算CPI 呢？A.CPI=BAC/EVB.CPI=EV/ACC.CPI=BAC/PVD.CPI=AC/EV2、Of the following r esponses, which i s NOT a community value per t he PMI agile community of practice community c harter?A.CourageB.HumbleC.OpennessD.Honesty基于“PMI 敏捷社区实践章程”，以下哪一项不属于社区价值？A.勇气B.谦卑C.开放D.诚实3、Select the response that lists one of the five core risk areas that can impact a project.A.Personnel lossB.Configuration managementC.Release managementD.Version management属于影响项目的5 个核心风险区的是A.人才流失B.配置管理C.发布管理D.版本管理4、What is the first step of the ATDD four step process?A.DistillB.DemoC.DiscussD.Develop验收测试驱动开发的第一个步骤是A.提取B.示范C.讨论D.开发5、Calculate the IRR for the following one year investment. The initial investment cost is $500.Theexpected income in year 1 is $550A. 15%B. 5%C. 7.38%D. 10%请计算以下一年投资的内部收益率：初始投资成本是500 美元，1 年的预期收入是550 美元，那么内部收益率是A. 15%B. 5%C. 7.38%D. 10%6、Select a technique used for value-based analysis?A.ADILEB.Risk-to-value matrixC.StrengthD.IDEF基于价值的分析，以下属于其中的一个技术是A.ADILEB.风险价值矩阵C.强度D.IDEF7、In t he lean m anufacturing, just-in-time concept o f Kanban, is inventory c ontrol b ased o n p ull or push?A.PushB.Both pull and pushC.Neither pull nor p ushD.Pull在精益生产中，Kanban 的适时生产概念中，库存控制是基于拉动生产还是推动生产？A.推动B.既推动也拉动C.既不推动也不拉动D.拉动8、Jan i s looking a t an important agile document t hat includes t he project vision a nd m ission. What document is Jan most likely reviewing?A.Statement of workB.Request for proposalC.Project home pageD.Project charterJan 正在看一份含有项目愿景和目标的敏捷文件。
管理学专业英语第四版下Unit 6 Big Data_The Managment Revolution
管理学专业英语教程（第四版·下）
星蓝海学习网
Outlines
1
Introduction
2 Dimensions of Big Data
3 Five Management Challenges
SAS added two additional dimensions to big data: variability and complexity. Variability refers to the variation in data flow rates. Complexity refers to the number of data sources.
❖ Better Pricing Harnessing big data collected from customer interactions allows firms to price appropriately and reap the rewards.
❖ Cost Reduction Big data analytics leads to better demand forecasts, more efficient routing with visualization and real-time tracking during shipments, and highly optimized distribution network management.
Popular Big Data Techniques (1)
❖ As data become cheaper, the complements to data become more valuable.
Developing
Design Research in the Netherlands75 7. Developing NPD-Process KnowledgeJan BuijsDepartment of Product Innovation & ManagementSub-Faculty of Industrial Design EngineeringDelft University of Technology7.1 IntroductionThis conference on Design Research in the Netherlands 2000 gives us a nice opportunity to show the results of design research which is being carried out at the Delft School for Product Design (officially the Sub-faculty of Industrial Design Engineering at the Delft University of Technology). Since the 1995 conference a lot has happened. In those days the Delft School of Product Design was the independent Faculty of Industrial Design Engineering. Now we have merged with the Schools of Mechanical Engineering and Naval Architecture into the new Faculty of Design, Construction and Production (DCP). The number of students and staff for product design stayed constant for all those years (ca. 100 fte staff and 1600 students). Originally we had five organisational units: four “Vakgroepen” responsible for teaching and research in the fields of respectively Construction, Ergonomics, Formgiving and Management Sciences, with one shared “Werkgroep” responsible for teaching design.Now we have three departments (“Afdelingen”), responsible only for research: Industrial Design (ID), Design Engineering (DE) and Product Innovation & Management (PI&M). All education is separately organised, headed by the Director of Education. Design teaching is an integral part of this organisation (although it is separately organised as the Institute for Design Teaching (= IvOO = Instituut voor het Ontwerp Onderwijs) and has the same budgetary status as the three research departments ID, DE and PI&M. The Department of Industrial Design is the combination of the former Ergonomics and Formgiving groups, Design Engineering comes from the former Construction group and Product Innovation & Management comes from the Management Sciences group. Design Methodology was part of the Management Sciences group and is now part of PI&M.7.2 Design researchIt could be argued that all research carried out within a school of product design is a form of design research, but that would be much too pretentious. For instance within the Department of Design Engineering research is done in the field of material sciences on plastics, and within Industrial Design researchers look at the physical limitations of elderly people in order to design better suited products for them. Within the Department of Product Innovation & Management research has been done on market introduction strategies for new products. These and other research projects are not considered as design research projects though.It would be difficult to make a sharp distinction between what is design research and what is not, especially considering the multi-disciplinary character of design itself. I will limit design research to only those research subjects that are aimed at the development of process knowledge of the New Product Development (NPD) process and not covered by other76Developing NPD-Process Knowledge traditional mono-disciplinary domains. This gap partly exists because the other disciplines are not interested in them (i.e. intuition and creativity by psychologists) or because they are unable to do it within a mono-discipline (i.e. real protocol analysis of product design projects needs both designers or engineers and psychologists).I will also limit myself to the research work of the Department of Product Innovation & Management. Others at this conference will take care of the research work that is being done in the other departments.By doing so I will not go into the research carried out within the Marketing group (a sub group of PI&M), because their research is part of the mono-discipline of marketing. Even though they have, besides marketeers, economists, psychologists, communication scientists and even product designers in their staff. I will only report about the developments within the two other groups of PI&M, the Design Methodology Group and the Management & Organisation Group.7.2.1The Design Methodology Group(Permanent research staff per May 1st 2000: ir. Norbert Roozenburg, dr. Peter Lloyd and 2 vacancies. Temporary research staff: 2 vacancies).This has been the core design research group at our school, right from its beginning in 1964. Design Methodology is one of the key elements in the curriculum of Delft School of Product Design. According to the research of Hanny de Wilde (1997), about the history and development of this school, explicit attention to design methodology was one of the key elements to start the first product design school in the Netherlands at a university level. The founder of our school, an architect called Joost van der Grinten, borrowed the ideas about design methodology both from the Royal College of Art in the UK and from the Hochschule für Gestaltung in Ulm, Germany. The work of Bruce Archer was quite influential.The graduation work of our first graduate (Norbert Roozenburg in December 1971) was about the application of a specific design method in product design. He still works at the school and is, not only, very active in the design methodology and design research field, but is also the Director of the School’s Institute for Design Teaching. He is unable to be here because he is currently guest professor at the Danish University of Technology in Copenhagen. So I will be his humble representative.The first professor in Design Methodology was Johannes Eekels (he became emeritus in 1987). Together with Norbert Roozenburg he produced numerous books and articles. The latest Dutch version of their book was published in 1998 (Roozenburg and Eekels 1998). An English version was published in 1995 (Rozenburg and Eekels 1975).Besides this traditional emphasis on the prescriptive and normative ways of designing, which is still of concern, the research in this field now also embraces empirical studies.The publication of the book on the Delft workshop on protocol analysis is a landmark in this respect (Cross, Christiaans and Dorst 1996). The workshop was organised to discuss, among leading scholars in design research, the results of different analyses from shared data.The shared data consisted of a protocol study on both individual and group design work. It was based on the same design brief. The experiment itself has taken place at Xerox PARC in California. The experimenters were Nigel Cross (at that time part-time professor in Design Methodology in Delft), Anita Cross, Henri Christiaans and Kees Dorst; the participating designers came from IDEO, the leading product design firm in the US.The workshop offered a great deal of insight into how designers actually work. At the workshop invited scholars shared their results, ideas, objections and doubts. It was interesting to watch the discussion because every attendant of the workshop had used the same originalBuijs77 data. It proved to be a very effective way of having detailed discussions about both the content of a design process as well as the way of doing protocol studies.Another interesting project of this group has been the research of Kees Dorst. This empirically based study proved that the use of different paradigms within the design research field could be used to study different aspects of design. Traditionally within the design research domain the rational problem solving paradigm, based on Herbert Simon’s ideas, is dominant (Simon 1967). Kees showed that this paradigm has its limitations, and looked for another paradigm. Donald Schön’s idea of “design as a reflective practice” proved to be this interesting other paradigm (Schön 1983). Kees showed that using both paradigms to interpret the same empirical data leads to different views and different conclusions about how designers are really working (Dorst 1997). It is my opinion that this multi-paradigmatic analysis of product design will produce more interesting results.The arrival, last year, of Peter Lloyd from the UK, an ethnographic oriented design researcher, is the next step to continue the current new stream of conducting further empirical studies.The teaching of this group is focused on a fourth year course in Design Theory and Design Methods for all our design students. Of course the group is very active in the design studio work within the “IvOO”.7.2.2The Management & Organisation Group(Permanent research staff per May 1st 2000: prof. dr. ir. Jan Buijs, ir. Frido Smulders, ir. Rianne Valkenburg, dr. Hanny de Wilde, and 2 vacancies. Temporary research staff: ir. Danielle Hendriks, ir. Remko van der Lugt, and 2 vacancies).The main objective of the Management & Organisation Group, the group I am responsible for, is to study product design processes in their natural environment, that is in the competitive situation of design projects, within companies, working together with suppliers and customers. Its focus is on design as a business activity. We usually refer to it as “design in context” or “design in business”We are looking into product design as the result of teamwork. We are interested in both the communication within the team, as well as the influence of the project leader on team behaviour. This approach looks at team behaviour not in terms of group dynamics, but in terms of design work. Of course design work and group behaviour are intertwined, but we are primarily interested in the content of the product design work.This shift from individual designers towards design groups has been caused by the very practice of industrial product development. Few product designs are the work of just one lonely designer. Nowadays complicated consumer- and industrial products are always the results of multi-disciplinary design teams.However we are not only interested in the teamwork itself, but also in the interfaces between those design teams and the rest of the organisation.We are continually conducting case studies of product development in real corporate situations. This allows us to compare empirical studies with theories of product development and has resulted in two books on Integrated New Product Development and a new course for our first year product design students (Buijs and Valkenburg 1996 and 2000).During the discussions of the aforementioned Delft workshop on analysing design activities we discovered big differences in the ways psychologists and design researchers were looking at design behaviour. For example two researchers were looking at the same type of a group design activity. Both looked at a specific action on the videotape. However the psychologist looked at body language and group dynamics, while the design researcher looked at the78Developing NPD-Process Knowledge content of the discussions within the design team. So for both there was something interesting to see, but the results were completely different. More surprisingly, some times the conclusions were completely different or even opposing.This has led to some very intriguing research projects. Helga Hohn, a psychologist, started to look at the behaviour of team leaders in helping teams with innovative tasks. She questioned more than 75 international working professionals on how they inspire their (design) teams, how they keep them on track, and how they deal with the company pressure to perform better, quicker or cheaper. Once again process and content were very closely related with “playing”proving to be very important in keeping teams alive and kicking (Hohn 1999).Rianne Valkenburg, a design researcher, is looking at team design work on the content level. She is comparing two teams of students designing during the Philips Design Competition, and two professional design teams, which took part in the earlier Delft experiment at Xerox PARC. Inspired by Kees Dorst’s work she is using Donald Schön’s paradigm to compare these different design teams. She has operationalised Schön’s theory and is heading towards some interesting conclusions about shared understanding and team communication based on the content of the design project (Valkenburg and Dorst 1998). Her thesis will be published at the end of this summer.Within this team-based research Danielle Hendriks and Hanny de Wilde are doing research about the role and influence of project leaders on the results of the product design team. Besides interviewing project leaders in Dutch design consultancies, they were also allowed to study the archives of one of the leading Dutch design firms. From a knowledge management perspective these archives have not proved useful. However, they have shown that if designers want to learn from their past they have to be more accurate in what and how to file their actual design work. Recently, an e-mail-based way of making weekly diaries has been developed. In analysing these diaries they hope to find some of the heuristics, project leaders use to solve their professional problems (Hendriks and De Wilde 1999). They are helped in this by a research student, Sjors Witjes, who is doing empirical research in cooperation with Stanford University. He is observing and interviewing project leaders of product development teams in the US high tech industry. Hopefully we can compare the results from the Netherlands with those from the US. These results will be integrated in our recently developed fourth year course on Product Development Management.In our attempts to study the real life of designers we have discovered that most designers talk about intuition as an important element in their work. Although intuition is difficult to study within the traditional way of doing scientific research, we have taken up the challenge. Robin Groeneveld has interviewed about twenty professional designers. Most of them are very explicit about the influence of intuition and about the way they can rely on it. Hopefully his PhD thesis will be published the end of this year.Finally within the Management & Organisation Group we are interested in stimulating creativity in product design. Not only have we developed a fourth year course on Creative Problem Solving (CPS), we have also started a research project in this field. Creative Problem Solving (i.e. brainstorming or synectics) is usually verbally based, while product designers tend to be visually oriented. The research project of Remko van der Lugt is trying to bridge the gap between the original CPS-rules and the more visual attitudes of product designers. The first results are promising (Van der Lugt 1998). An extended version of braindrawing, as opposed to brainstorming, seems to be an effective tool for product designers. His PhD thesis is scheduled for early next year.Beside the already mentioned courses we are also teaching a third year course on Strategy and Organisation (Frido Smulders is responsible) and we all participate in the design studio work.Buijs79 7.3 Final remarksThe research in both the Design Methodology Group and in the Management & Organisation Group is aimed at getting better insights into the process of New Product Development (NPD). With this insight we hope to improve the quality of product design work.By sharing a selection of our work with other design researchers in the Netherlands we hope to get enough energy not only to continue, but also to improve.7.4 ReferencesBuijs, J. A., and Valkenburg,R. (1996).Integrale Produktontwikkeling, Lemma,Utrecht.Buijs, J. A., and Valkenburg,R. (2000).Integrale Productontwikkeling - Tweede Geheel Herziene Druk, Lemma, Utrecht.Cross, N. G.and Christiaans,H.and Dorst, K. (1996).Analyzing Design Activities, Wiley, Chichester.Dorst, C. H.(1997).Describing Design: A Comparison of Paradigms, PhD thesis, Delft University of Technology.Hohn, H.(1999).Playing, Leadership and Team Development in Innovative Teams, PhD thesis,Delft University of Technology.Hendriks,D.and Wilde, H. de (1999).Project Management for New Product Development Projects: An Empirical Study, in: Proceedings ICED‘99,München.Lugt, R. van der and Buijs, J.A.(1998). Creative Problem Solving in Product Development: An Exploration Into the Use of CPS in Design Practice, in: Dingli, S., Creative Thinking, Towards Broader Horizons, Malta University Press.Roozenburg N. F. M. and Eekels, J. (1995).Product Design: Fundamentals and Methods, Wiley,Chichester. Roozenburg,N. F. M. and Eekels, J.(1998).Produktontwerpen, tweede druk, Lemma, Utrecht.Schön, D. A.(1983).The Reflective Practitioner, Basic Books,New York, 1983.Simon, H.A. (1967).Sciences of the Artificial, The MIT Press, Cambridge MA.Valkenburg, R. and Dorst,K.(1998).The Reflective Pratice of Design Teams, in:Design Studies,19, pp.249-271.Valkenburg, R. (2000).The Reflective Pratice of Product Design Teams. PhD thesis Delft University of Technology, forthcoming in2000.Wilde,H. de (1997).Passie Voor Productontwikkeling, Lemma,Utrecht.。
碎纸机外国文献
Designing and Manufacturing an Appropriate Technology Shredder in a Developing CountryJeffrey P. WeissAn Engineering Project submitted to the faculty of the School of Engineering in partial fulfillment of the requirements of the Masters of Manufacturing Systems Engineering degreeUniversity of St. ThomasSt. Paul, MinnesotaDecember 2005AbstractThe focus of this project was to redesign a simple manual shredding machine used to shred breadfruit for the Republic of Haiti. A breadfruit shredder previously designed by a student senior design team was used as the basis for this project. The objective was to apply manufacturing principles, such as Design for Manufacturing and Assembly (DFMA), to simplify and reduce the cost of this machine so that it would be more accessible to poor farmers in Haiti. Each part of the shredder was examined using the DFMA methodology to determine if it could be eliminated or redesigned to simplify it while still making a quality product that met the performance criteria. The limitations of manufacturing a product in a developing country were also taken into consideration and played a key role in the outcome of the design. The result was a design that had a reduced number of parts, was more robust, easier to clean, simpler to build in a developing country, used materials that were more commonly available, and cost less to make.Revised Tommy Breadfruit ShredderAcknowledgementsI would like to acknowledge and send my sincerest thanks to my Project Committee of Dr. Camille George, Dr. Fred Zimmerman, and Mr. John Walker. They contributed numerous ideas during both the project phase and during the writing process. This resulted in a much better product that will hopefully improve the lives of people around the world. Dr. George also spent a great deal of time correcting and critiquing the writing of someone who was unaccustomed to writing in the academic thesis style.Many other people also lent a voice to the project during the research and design review phases. This would include Karl Mueller, Bruce Humphrey, Hank Garwick, Dave Elton, John Schevenius, Gary Olmstead, Fred Hegele, Pat O'Malley, Troy Pontgras, Yvonne Ng, and Clay Solberg. These people took the time to help and offered ideas that had previously been missed, resulting in a better product.I would also like to acknowledge the contribution of Dr. Mike Hennessey at the University of St. Thomas and the work of five of his undergraduate students. Justin Jackelen, Michael Boston, Angela Wachira, Keli Lais, and Matt Ellision took on the task of turning the revised breadfruit shredder drawings into computer animated Solidworks models. This contributed greatly to the visual understanding of the project and presentation. They also provided the fabrication prints that accompany this paper.Table of ContentsChapter I: Introduction (1)The Haitian Situation (2)Breadfruit (3)The Tommy Shredder (5)The Beneficiaries (5)Project Motivation (6)Chapter II: Research and Prior Work (7)UST Senior Design Team Work (7)Literature Search (9)Compatible Technology, International (11)Institutional Libraries (15)Research and International Organizations (15)Expert Inquires (17)Chapter III: Project Proposal (18)Project Objectives (18)Alternative Methods (20)Project Constraints (21)Project Budget (23)Financial Justification (23)Chapter IV: Findings and Results (24)Redesign Process (25)Design for Manufacture and Assembly Process (25)Alternative Designs (29)Design Reviews (30)Design Modifications (33)Fabrication Lessons (38)Design Variations (40)Shredder Blade Project (41)Testing the Redesigned Shredder (45)Redesign Results (47)Schedule (50)Final Budget (51)Chapter V: Discussion and Ramifications (52)Project Dissemination (52)Implementing the Shredder in Developing Countries (53)Project Obstacles (54)Bibliography: (57)Appendices (60)Appendix 1: Revisions 1 and 2 (60)Appendix 2: Revisions 3 and 4 (61)Appendix 3: Revisions 5 and 6 (62)Appendix 4: Revision 7 and 8 (63)Appendix 5: Breadfruit Shredder Exploded Layout (64)Appendix 6: Bill of Materials – Breadfruit Shredder (65)Appendix 7: Frame Plate Fabrication (67)Appendix 8: Drive Shaft Fabrication (69)Appendix 9: Feeder Tube Fabrication (70)Appendix 10: Blade Mount Fabrication (71)Appendix 11: Shredder Press Weight Fabrication (73)Appendix 12: Shredder Assembly Instructions (74)Appendix 13: Original Project Schedule (77)Appendix 14: Revised Project Schedule (78)Appendix 15: Preliminary Sketch by John Walker (79)Appendix 16: Contributions by Karl Mueller (80)Appendix 17: Drawing #001 – Frame Plate (82)Appendix 18: Drawing #002 – Drive Shaft (83)Appendix 19: Drawing #003 – Feeder Tube (84)Appendix 20: Drawing #004 – Drive Shaft Bearing (85)Appendix 21: Drawing #005 – Handle (86)Appendix 22: Drawing #006 – Blade Mount (87)Appendix 23: Drawing #007 – Center Divider (88)Appendix 24: Drawing #008 – Center Divider Spacer Tube (89)Appendix 25: Drawing #009 – Shredder Press Weight (90)Table of FiguresFigure 1: Map of the Republic of Haiti (CIA Fact Book, 2005) (3)Figure 2: Fruit of the Breadfruit Tree () (4)Figure 3: Senior Design Team Shredder (8)Figure 4: Garwick/Elton Breadfruit Shredder (13)Figure 5: Garwick/Elton Bicycle Drive Mechanism (14)Figure 6: Original Tommy Shredder Exploded View (28)Figure 7: Handle/Drive Shaft Changes (34)Figure 8: Drive Shaft Bearing Changes (35)Figure 9: Frame Plate Changes (35)Figure 10: Center Divider Changes (36)Figure 11: Blade Mount Changes (37)Figure 12: Combined Feeder Tube Hoop and Spacer (38)Figure 13: Alignment of Bushing Supports (39)Figure 14: Wooden Bushing Variation (41)Figure 15: Shredder Blade Profile Die, Profile Punch, and Hole Template (43)Figure 16: Fabricated Blade (45)Figure 17: The Revised Tommy Shredder (48)Table of TablesTable 1: Haiti Facts (CIA Fact Book, 2005) (2)Table 2: Proposed Budget (23)Table 3: Shredder Punch Hole Test (44)Table 4: Final Budget (52)Chapter I: IntroductionThis project will focus on redesigning for manufacture a simple breadfruit shredder for the Republic of Haiti. As one of the poorest nations in the Western hemisphere, Haiti is a country that lacks a stable government, education system, manufacturing base, or infrastructure. Malnutrition is a problem to the extent that the United States Department of State estimated that the child malnutrition rate was 22 percent in 2000(). Breadfruit is a natural food resource that is underutilized because it rots quickly and is difficult to store using traditional methods. Drying breadfruit can extend its shelf life and this process is best done when the shreds are even and consistent.A simple manual shredder was developed to produce consistent shreds for the inhabitants of Haiti by a group of senior engineering students at the University of Saint Thomas (UST) in conjunction with Compatible Technology International (CTI), an international non-profit organization. The student version of the shredder was designed and tested and found to meet all of the criteria that they had established. Despite meeting the requirements, the machine had the potential to be optimized to better reflect the manufacturing capabilities available in a developing country. This paper will document the redesign process and look at the manufacturing principles that drove this process. The end result was a machine that was simpler to build with the basic machine tools that would normally be found in a developing country such as Haiti, used materials that were more commonly available, had a reduced number of parts, was more robust, was easier to clean, and had a reduced cost.The Haitian SituationHaiti is considered to be the poorest and most destitute country in the Western hemisphere (CIA Fact Book, 2005). A majority of its population lives in poverty and relies on subsistence farming for survival. It has a long history of political upheaval and unrest since it gained its independence from France in 1804. The rotation of various governments and civil wars has hindered investment in the country and led to high unemployment and dismal living conditions for its inhabitants. The education system is broken or non-existent and there has been an exodus of knowledge from the island as people flee the dire conditions and turmoil.Table 1: Haiti Facts (CIA Fact Book, 2005)Population (Estimate, 2004): 8,121,622Land Area: 27,750 sq kmAverage Life Expectancy: 53 yearsPopulation Below Poverty Line: 80%Percentage of Population in Agriculture: 66%Unemployment Rate (no formal job): 66%Average Literacy Rate: 52%Figure 1: Map of the Republic of Haiti (CIA Fact Book, 2005)Most of the original Haitian forests have been cut down for fuel and the desire to cultivate more land. The weak governments have been unable or unwilling to confront this problem and it has continued unchecked. This deforestation has resulted in massive land erosion in the mountainous country and a net loss of arable land (CIA Fact Book, 2005). Breadfruit trees are abundant throughout the island and are one of the few trees that have survived the deforestation process.BreadfruitBreadfruit is an important food source and has become a staple for the inhabitants of warmer islands in the Caribbean Sea and Pacific Ocean. It has some nutritional value anda high starch content (Adebowale, 2005). Typical ways of preparing breadfruit are grilling, roasting, adding it to soups, and mashing.Figure 2: Fruit of the Breadfruit Tree ()One of the unique properties of breadfruit is its limited shelf life. Once it ripens and comes off of the tree, it will last between one and three days ( ). The breadfruit trees of Haiti produce fruit twice a year for a three week period (six weeks per year). Much of the fruit rots on the ground because of the inability to consume it all for the short time that it is in season (Capecchi, 2005). Typical preservation methods for fruit, such as canning, can be done but these value-adding processes are not common in Haiti and will increase the price of the food. A more economical way of preserving the breadfruit needed to be developed to utilize its potential to alleviate long-term hunger on the island.The Tommy ShredderThe development of a breadfruit harvesting process was taken on by two groups of senior mechanical engineering students as their Senior Design Projects in the 2003-2004 academic year. The first team attempted to devise a solar drier to quickly dehydrate the shredded breadfruit. The drying project showed that the shredded fruit could be successfully air-dried with an optimal shred size of ½” wide (Emiliusen, Mauritzen, McGruder, and Torgerson, 2004). The dried product can be stored for up to a year.The second team worked on developing a small, economical shredder that could efficiently and quickly process the breadfruit down into shreds so that it could be dried (Anderson, Fox, Rick, and Spah, 2004). The concept and methodology for the basic shredder design was done by the senior design team as was the testing to prove out the final design and will not be repeated in this paper. The purpose of this project was to examine and simplify the design, focusing primarily on its manufacturability.The BeneficiariesThe target beneficiaries of this shredder will be women’s cooperative groups based in Haiti. CTI, whose mission is to bring appropriate technologies to help increase food supplies and storage capacities in the developing world, has been working with the Methodist Church missions in Haiti on preserving breadfruit. Dried breadfruit can be ground into flour and local CTI volunteers have created several recipes using this breadfruit flour as the bulk material. UST teamed up with CTI to develop a simple shredder that could be used to shred the breadfruit. The goal of this joint project was tocreate a shredder that was simple to use and economical to manufacture so that local versions could be bought with micro-loans managed by the Methodist Church of Haiti. CTI also planned on helping set up a program to buy the shredded/ground breadfruit and process it into a cereal for Haitian school children (Capecchi, 2004). The plan was to take a resource, preserve it and add value, and then process it to create a commercial good. The objective of this undertaking is to give the women’s co-ops a starter model shredder that would allow them to generate some income from a readily available raw material.This shredder is also capable of processing a variety of different produce. There have been inquiries into its ability to shred cassava, sweet potatoes, and red peppers. The alternative uses of the shredder will not be explored here but the final design for this project will be made readily available and has potential uses worldwide. It will also be submitted to appropriate technology journals to broaden its dissemination.Project MotivationThe author of this master’s engineering project has spent time in developing countries and realized that there are often raw materials that are not fully utilized and exploited. The people generally lack the knowledge to manufacture items in large volumes and have limited manufacturing equipment, start-up money, a reliable source of power, or an infrastructure to transport the goods (Obi, 1999). However, these people are extremely creative and will adapt what they have on hand to work in almost any situation (Humphrey, 2005). The motivation for this project was to help the people develop theirown economy and hopefully raise their standard of living. This project will not only benefit the women of Haiti, it will help the local machine shops, provide work at the processing plant, and give the children of Haiti a stable, year around diet.Chapter II: Research and Prior WorkThe research for this project consisted of searching major journals, books on manufacturing in developing countries, contacting major research libraries, and personal contacts with experts in various fields. Many avenues for help were explored to gather information to improve the final design. The research phase of this project found that the work done by the UST senior design team was one of the few to address the issue of constructing a simple shredder for manufacture and use in a developing country.UST Senior Design Team WorkThis project is based on the work previously done by a University of Saint Thomas (UST) senior engineering design team whose goal was to develop the original breadfruit shredder based on the needs of the country of Haiti and the criteria established by Compatible Technology, International (CTI). The purpose of the original project was to “find the most efficient means of mechanically shredding breadfruit to best prepare the fruit for the drying process” (Anderson et al, 2004). The team developed concepts and tested many different methods of shredding the breadfruit and the mechanical actuators that would be needed for each prototype. The concepts were evaluated and ranked and the team chose the method best suited for their needs. The ‘Tommy Shredder’ developedby the student senior design team is shown in Figure 3 and their paper can be found on the UST website at /cmgeorge/breadfruit_shredder/.Figure 3: Senior Design Team ShredderThe senior design team had originally planned on testing the shredder in its target environment of Haiti but that country was not accessible at the time due to political unrest. A prototype shredder was built and brought to the Caribbean island of St. Vincent where there was an ample supply of breadfruit and established contacts. On the island of St. Vincent, the design was field-tested using breadfruit and the results recorded. The shredder met all of the target criteria established by CTI and the design team. It produced an average shred rate of 200 pounds/hour and cost less than $100 dollars U.S. to build (Anderson et al, 2004). This shredder became the baseline for the current project.Literature SearchA literature search done using the Compendex database at the University of Minnesota found several articles that were possibly related or relevant to the design of the breadfruit shredder. These articles were retrieved and analyzed with the result being that a majority were not related or did not contain information relevant to the design of an appropriate technology machine. Many of the applicable articles are referenced throughout this paper while those with less relevance to the project are cited in this section.In ‘Functional Properties of Native, Physically and Chemically Modified Breadfruit (Artocarpus Artilis) Starch’, Adebowale, Olu-Owolabi, Olawumi, and Lawal (2005) dealt with extracting starch from breadfruit. In the ‘Rediscovery of Local Raw Materials: New Opportunities for Developing Countries’, El-Mously (1997) discussed ways that developing countries could use local, undervalued resources to reduce their dependence on foreign imports. Breadfruit would be an undervalued resource on most Caribbean islands but the article did not provide information that would be relevant to the design of a shredder or this project. In the ‘Framework for Selecting and Introducing Appropriate Production Technology in Developing Countries’, Bruun and Mefford (1996) looked at working with the culture and education of developing countries when setting up a production facility. These are issues that will not be dealt with in this paper. In the ‘Role of Materials in Developing Countries’, Villas-Boas (1990) discussed the lack of use of new, high-tech materials in developing countries due to their cost and availability. Every effort was made to design the shredder using only common materials that would typicallybe available in a poor, developing country. In the ‘Supplier Selection in Developing Countries: a Model Development’, Motwani, Youssef, Kathawala, and Futch (1999) discussed issues involving selecting or qualifying vendors to produce a product. This will be the responsibility of the organization having the shredder built, and is beyond the scope of this project.A search of the Internet using the Google – Advanced Scholar provided more papers that had some relevance. Thakur, Varma, and Goldey (2001) in the ‘Perceptions of Drudgery in Agriculture and Animal Husbandry Operations: A Gender Analysis From Haryana State, India’ discusses the fact that women in developing countries spend much more time working in agriculture than men and the tasks given to them are more monotonous and tedious. The article supports the need for a device like the breadfruit shredder that has the potential to lift them out of that situation. In ‘A Framework for Implementing Appropriate Manufacturing Systems in Developing Economies’, Obi (1999) looked for explanations on why the Industrial Revolution passed by most developing countries and explored ways that these countries can start utilizing their vast manpower resources. He discusses the need to change workers attitudes. Finally, in ‘Meeting a Pressing Need’, Hynd and Smith (2004) discuss a simple oilseed ram press as an appropriate technology device for small scale extracting of oil from seeds and nuts. They examine some of the cultural issues that were associated with implementing the oilseed ram. The insights of this article could be used as a guide for undertaking the next phase of the shredder project; implementation into the Haitian culture. They briefly talk about some of themanufacturing difficulties, such as poor quality, associated with producing goods in a developing country.The best book relating to appropriate technology equipment used in developing countries is the ‘Appropriate Technology Sourcebook’ compiled by Darrow and Saxenian (1993). It is considered ‘The Bible’ by people in the appropriate technology field, such as those at CTI (Humphreys, 2005). The book is a resource listing appropriate technology machine books and papers that are available for purchase from other sources. It does not contain any designs of its own, but it does give a brief description of the contents of the papers and designs that are available for order. A search of this book and the updated website did not reveal any designs for manual shredders or grinders(/atnetwork/atsourcebook/index).Compatible Technology, InternationalCompatible Technology, International (CTI) () is an excellent local resource for dealing with appropriate technology in developing countries and has extensive connections throughout the world. It is an organization dedicated to using simple devices to improve food production and storage in the third world. They are a stakeholder in the design and development of the original shredder. The director of CTI is Bruce Humphreys who granted an interview on issues dealing with manufacturing in developing countries (2005). Some of the key points that he brought up were:Manufacturers in developing countries do not necessarily build parts to a fabrication print. Everything is custom and will look similar to what is desired,but is not quite the same.Creativity is not rewarded in many cultures and there is a desire to continue doing things the old way.Expectations in quality and standards will probably not be met. They do not typically produce to the same quality as is expected in the U.S.There are cultural norms and practices that will be slow to change and may not be overcome. This would primarily relate to the target market of women. Womentend to not use machines, thus the design must be easy to use and relatively toolfree.These assertions by Mr. Humphrey were reinforced in other literature relating to the topic (Obi, 1999).Hank Garwick and Dave Elton are the two CTI volunteers who are most closely tied into the Haiti mission. They have made several trips to Haiti on humanitarian missions associated with both CTI and the Methodist Church. The two offered insight into the Haitian mindset, manufacturing capabilities in Haiti, and experience in shredding breadfruit. Their comments on the manufacturing capabilities in Haiti were that “we would be lucky to find someone who could read a print, and even if they can they probably won’t follow it” (Garwick, 2005).Garwick and Elton were not satisfied with the work of the UST senior design team and continued to develop the shredder after the senior design team’s project ended. They made several small modifications to the design, built a prototype, and brought it down to Haiti to be tested (Fig. 4). The Garwick/Elton version of the shredder did not work as well as intended and did not produce the desired shred rate found by the UST engineering team (Garwick, 2005). It is unclear why this was the case. Several of the better design changes that they made to their shredder were incorporated into the current shredder design. These would include the sheet metal center divider and ideas on the retainer for the shredding blade.Figure 4: Garwick/Elton Breadfruit ShredderGarwick and Elton believed strongly that the prime power for the operation of the shredder should be a leg driven bicycle type mechanism instead of the current hand powered crank. Figure 5 shows a bicycle drive assembly that they added to a shredder (Garwick, 2005). This project is focused on producing a shredder for the poorest of people in Haiti and it was felt that a bicycle type mechanism would significantly add to the cost of the machine while making it unnecessarily complex. It is expected that this shredder will only be fully utilized for several weeks a year during the breadfruit harvest and would not justify the higher cost. The current design is one such that a bicycle type drive could be added to the shredder at a later date if desired by the user.Figure 5: Garwick/Elton Bicycle Drive MechanismInstitutional LibrariesThe United States Military Academy at West Point has an extensive library relating to military manuals and papers. The U.S. military routinely performs operations in developing countries and the units typically tasked with helping the local population are the Civil Affairs units and the Special Operations Forces. These units are often involved in nation building and community development and have close contact with the people. Daniel Prichard, a research librarian at the library, was contacted about any pamphlets, articles, or papers that the library may have on a shredder or appropriate technologies in developing countries. Mr. Prichard found nothing relevant at the Academy’s library (Prichard, 2004).A search of the University of St. Thomas’s and the University of Minnesota’s library systems found no books or on-site literature that was relevant to the design of the breadfruit shredder.Research and International OrganizationsThe Hawaiian Breadfruit Institute is an organization based in Hawaii whose mission is “to promote the study and use of Breadfruit for food and reforestation”( ). It tracks and propagates the 120 known varieties of breadfruit found on the islands of the Pacific Ocean and Caribbean Sea. Dr. Diane Ragone, director of the Hawaiian Breadfruit Institute, was contacted regarding the shredding of breadfruit and the possible existence of similar devices. Dr. Ragone responded that she had not heard of any similar processing methods for breadfruit. Her primary concern for this wasthat the latex found naturally in breadfruit would ‘gum-up’ the machine and clog the shredding blade (Ragone, 2005). This issue was raised with Hank Garwick of CTI and he stated that most of the latex in breadfruit was found in the skin. The skin is removed before processing so this did not appear to be a concern for the shredder. The field tests in St. Vincent by the senior engineering student team did not report any excessive latex build up on the blades.The International Research Development Centre (IRDC) is a Canadian based organization whose purpose is ‘to build healthier, more equitable, and more prosperous societies’ (www.irdc.ca ). An e-mail was sent to IRDC explaining the project and asking about any information that they might have on shredders. The response was a link to their website which brought up nothing of value. A similar search of the United Nations Development Program (UNDP) provided no additional information ().Research was done with the United States Food and Drug Administration (FDA) to see if there were requirements or recommendations for the food industry regarding food processing equipment or the components used in them. The purpose was to find out which materials were considered “Food Grade” and suitable for food contact. The goal is to make the shredder as sanitary and safe as possible regardless of the standards that may be present in a developing country. It was found that the FDA does not keep a list of recommended materials, but has established a list of requirements that manufactures must meet in order to state that it is a material approved for food contact. The premise of therequirements are that if any of the material could ‘migrate’ to the food, it must not pose a threat to humans (FDA, 1999).Expert InquiresThe Minneapolis/St. Paul area is home to several large food producing companies such as General Mills. Food Safety personnel at General Mills were contacted to ask about standards for their food production equipment and any suggestions that would help to make the shredder more sanitary and suitable for food contact. These inquiries covered guidelines that are typical of the food processing industry. Gary Olmstead, Food Safety Instructor at General Mills stated that equipment should be durable and easy to clean (Olmstead, 2005). General Mills avoids having any pieces of equipment over the product because of the risk of parts falling into the food. Fred Hegele, also part of food safety at General Mills, was concerned about the durability of any plastics used in the equipment. He emphasized that the machine cannot have any recessed pockets or hard to clean areas. These would trap bacteria and make it unsafe and unsanitary (Hegele, 2005). John Schevenius, a former General Mills Engineer and founder of CTI, was contacted about suggestions for the shredder. Although he was familiar with the breadfruit program, he could not offer any suggestions for improvement (Schevenius, 2005).The research done here showed that there is a lack of availability of information regarding the design of an appropriate technology machine. The design methodology varies from organization to organization and no standardized process appears to have been completed and published in a major journal regarding the topic. Appropriate。
英语教学法教程知识点总结
英语教学法教程知识点总结FLTM: foreign language teaching methodology is a science which studies the processes and patterns of foreign language teaching, aiming at revealing the natural and laws of foreign languages.Major approaches in FLT:Grammar-translation method (deductive演绎法)Direct method (inductive归纳法)Audio-lingual methodHumanistic approaches: that emphasize the development of human values, growth in self-awareness and in the understanding of others, sensitivity to human feelings and emotions, and active student involvement in learning and in the way human learning takes palaceThe silent waySuggestopediaCommunity language learning (CLL)Total physical response method (TPR)●The natural approach(NA)●The communic ative approach(CA )An approach is a set of correlative assumptions dealing with the nature of language teaching ad leaning. Approach is axiomatic. It describes the nature of the subject matter to b taught.Method is an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon, the selected approach. An approach is axiomatic, a method is procedural. Within one approach, there can be many methods.A technique is implementation---that which actually takes place in a classroom. It is a particular trick, stratagem, or contrivance used to accomplish an immediate objective. Techniques must b consistent with amethod, and therefore I harmony with an approach as well.Views on language:Structural view: the structural view of language sees language as a linguistic system made up of various subsystems: the sound system (phonology); the discrete units of meaning produced by sound combinations (morphology); and the system of combining units of meaning for communication (syntax).Functional view: the functional view not only sees language as a linguistic system but also means for doing things. Functional activities: offering, suggesting, advising, apologizing, etc.International view: considers language to be a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language but as importantly theyneed to know the rules for using them in a whole range of communicative contexts. Process-oriented theories: are concerned with how the mind organizes new information such as habit formation, induction, making inference, hypothesis testing and generalization.Condition-oriented theories: emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, the kind of input learners receives, and the atmosphere.Behaviorist theory, the idea of this method is that language is learned by constant repletion and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.Cognitive theory,language is not a form of behavior, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. Constructivist theory,believes that learningis a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows. Socio-constructivist theory, similar to constructivist theory, socio-constructivist theory emphasizes interaction and engagement with the target language in a social context based on the concept of “Zone of Proximal Development” (ZPD) and scaffolding.Ethic devotion, professional qualities and personal stylesCLT: communicative language teachingTBLT: task-based language teachingThe goal of CLT is to develop students’ communicative competence, which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations. P16Hedge discusses five main components of communicative competence: linguistic competence, pragmatic competence, discourse competence, strategic competence, and fluency.Howatt proposes a weak and a strong version of CLT.Weak version: learners first acquire language as a structural system and then learn how to use it in communication. --- the weak version regards overt teaching of language forms and functions as necessary means for helping learners to develop the ability to use them for communication. Strong version: language is acquired through communication. The learners discover the structural system in the process of leaning how to communicate.---regards experiences of using the language as the main means or necessary conditions for learning a language as they provide the experience for learners to see how language is used in communication. Communicative activities: P24Tasks are activities where the target language is used by the leaner for acommunicative purpose (goal) in order to achieve an outcome.Four components of a task: a purpose, a context, a process, and a productTasks focus on the complete act of communication. (Purposeful & contextualized communication). Exercises focus the students’ attention on the individual aspects of language, such as vocabulary, grammar or individual skills. (Focus on individual language items)Exercise-task comes halfway between tasks and exercises, consists of contextualized practice of language item.PPP: for teaching a new structure-based lesson, content lesson, presentation (introduces new vocabulary and grammatical structures), practice (the lesson moves from controlled practice to guided practice and exploitation of the texts when necessary) and production (the students are encouraged to use what they are learned and practiced to perform communicative tasks)The importance of lesson planning: 1. an unprepared teacher begins of a disastrous lesson.2. An unprepared teacher receives less trust and cooperation from the students.3. The students are different, the time is different, and the mood is different.Lesson Planning: is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it. In other words, teachers need to think about the aims to be achieved, materials to be covered, activities to be organized, and techniques and resources to be used in order to achieve the aims of the lesson.Principles for good lesson planning: aim, variety, flexibility, learnability, and linkage.Variety: planning a number of different types of activities and wherepossible, introducing students to a wide selection of materials so that learning is always interesting, motivating and never monotonous for the students.Flexibility: preparing some extra and alternative tasks and activities at the class does not always go according to the plan so that teachers always have the option to cope with the unexpected situations rather than being the slaves of written plans or one methodology.Learnability: within capability of the students, not be too easy or beyond or below the students’ cop ing ability.Linkage: easy task followed by a comparatively difficult one, or doa series of language-focused activities to get the students prepared linguistically. Components of a lesson planning: background information, teaching aims, language content and skills, stages and procedures, teaching aids, assigXXXents, and teacher’s after-lesson reflection. For skill-oriented lesson, focusing on developing skills, the modelis applicable---pre-(reading), while-, post-. (Pre-step, while-step, post-step) Classroom management is the way teachers organize what goes on in the classroom.The role of the teacher: controller, assessor (evaluator, correcting mistakes and organizing feedback), organizer (organize and design task that students can perform in the class), prompter推动者(give appropriate prompts and give hints), participant, resource-provider, teacher’s new roles.There are rules to follow for making instructions effective.●The first is to use simple instructions and make them suit the comprehensive levelof the students.●The second rule is to use the mother-tongue only when it is necessary.●Give students time to get used to listening to English instructionsand help themake an effort to understand them.●Use body language to assist understanding and stick to it each time you teach theclass.Student grouping: whole class group—same activity at the same rhythm and pace, lockstep, pair work, group work, individual studyDiscipline: refers to a code of conduct which binds a teacher and a group of students together so that learning can be more effective.Questioning in the classroom:Classification of question types: 1.closed questions and open questions 2.display questions and genuine questions 3.lower-order questions and higher-order questions 4.taxonomyClosed questions refer to those with only one s ingle correct answer while open questions may invite many different answers.Display questions are those that the answers are already known to the teacher and they are used for checking if students know the answer, too. Genuine questions are questions which are used to find out new information and since they often reflect real context, they are more communicative. Lower-order questions refer to those that simple require recalling of information or memorization of facts while higher order questions require more reasoning, analysis, and evaluation.Simple question and difficult questionA mistake refers to a performance error that is either a random guess or an “a slip of tongue”, it’s a failure performance to a known system.An error has direct relation with the learners’ language competence. Results from Lack of knowledge in the target language. Language error cannot be self-corrected no matter how much attention is paidDealing with spoken errors: tasks or activities are focusing onaccuracy or fluency. Balance between accuracy-based activities and fluency-based activities..When to correct: fluency work---not to interrupt, after the student’s performance; accuracy work---need to intervene moreHow to correct: direct teacher correction, indirect teacher correction,self-correction, peer correction, whole class correction.Goal of teaching pronunciation:Consistency: the pronunciation should be smooth and naturalIntelligibility: the pronunciation should be understandable t o the listeners Communicative efficiency: the pronunciation should help convey the meaning that is intended by the speaker.Aspects of pronunciation: besides sounds and phonetic symbols, such as stress (strong and weak form, word stress and sentencestress),intonation and rhythm (variation).Perception practice: using minimal pairs, which order, same or different? Odd and out, Completion.Production practice: listen and repeat, fill the blanks, make up sentences, use meaningful context, use picture, use tongue twisters. Grammar presentation: The deductive method, the inductive method, the guided discovery methodGrammar practice: mechanical practice and meaningful/ communicative practice.Mechanical practice: involves activities that are aimed at form accuracy. Students pay repeated attention to a key element in a structure. Substitution drill and transformation drills.Meaningful practice: focus on the production, comprehension or exchange of meaning though the students keep an eye on the way newly learned structures are used in the process. It comes after mechanicalpractice. (Comparatives and superlatives). Using picture prompts, using mimes or gestures as prompts, using information sheet as prompts, using key phrases or key words as prompts, using chained phrases for story telling, using created situations.What does knowing a word involve? Denotative meaning; connotative meaning; chunk/collocations; synonyms, antonyms and hyponyms; receptive and productive vocabulary.Denotative meaning of a word or a lexical item refers to those words that we use to label things as regards real objects, such as a name or a sign, etc. in the physical world. Primary meaning of a word.A connotative meaning of a word refers to the attitudes or emotions of a language user in choosing a word and the influence of these on the listener or reader’s in terpretation of the word.Collocations refer to words that co-occur with high frequency and have been accepted as ways for the use of words. For instance, see, look at, watch.Hyponyms refer to words which can be grounded together under the same superordinate concept.Receptive/passive vocabulary refers to words that one is able to recognize and comprehend in reading or listening but unable to use automatically in speaking or writing. Those words that one is not only able to recognize but also able to use in speech and writing are considered as one’s productive/active vocabulary.Ways of presenting vocabulary: inductive and deductive.Ways of consolidating vocabulary: labeling; spot the difference; describe and draw; play a game; use words series; word bingo; word association; finding synonyms and antonyms; categories; using word net-work; using the internet resources for more ideas.Developing vocabulary learning strategies: review regularly, guessmeaning from context, organize vocabulary effectively, use a dictionary, and manage strategy use. Principles and models for teaching listening: focus on process, combine listening with other skills (listening can be practice with not-taking, and answers, role plays, retelling, interviewing, discussions, or a writing task), focus on the comprehension of meaning, grade difficulty level appropriately, principles for selecting and using listening activities.Two approaches are frequently used to describe different processes of listening. Bottom-up model and Top-down model.Bottom-up model: 从细节入手start with sound and meaning recognitions. Listeners construct meaning of what they hear based on the sound they hear, expect the listeners have a very effective short-term memory as they have to make sense of every sound in order to figure out the meaning of words, phrase, and structures. If there are unfamiliar sounds, listeners will find it very difficult to keep up with speaker. ---recognizing sounds of words, phrases or structures.Top-down model: 着重概要listening for gist and making use of the contextual clues and background knowledge to construct meaning are emphasized. Listeners can understand better if they already have some knowledge in their mind about the topic. Such knowledge is also termed as prior knowledge or schematic knowledge---mental frameworks for various things and experience we hold in our long-term memory. ---referring meaning from broad contextual clues and background knowledge. Three teaching stages: pre-listening—warming up; while-listening---listening comprehension; post-listening---checking answers.Teaching speakingLess complex syntax, short cuts, incomplete sentences, devices such as fillers, hesitation device to give time to thinking before speaking, false start, spontaneous, time-constraint.Types of speaking: pre-communicative activities—mechanical activities; communicative activities---meaningful activities.Controlled activities, semi-controlled activities, communicative activities:Information-gap activities; dialogues and role-plays; activities using pictures; problem-solving activities; change the story; human scrabbleOrganizing speaking tasks: use small group workTeaching readingThe construction of meaning from a printed or written message.Two broad levels in the act reading.1). A recognition task of perceiving visual signals from the printed page through the eyes.2). A cognitive task of interpreting the visual information revealing the received information with the reader’s own general knowledge, and reconstructing the meaning that the writer had meant to convey.For teaching: intensive/extensive readingIn terms of methods: skimming/scanning/predictingFor reading practice: reading aloud/silent readingThe role of vocabulary in reading: sight vocabulary: words that oneis able to recognize immediately are often referred to as sight vocabulary. Principles and models for teaching reading: bottom-up model; top-down model; interactive modelPre-reading activities: predicting (predicting based on the tile/ based on vocabulary/based on the T/F questions) setting the scene, skimming, and scanningWhile-reading activities: TD (a transition device)Reading comprehension questions: 1. questions of literal comprehension 2. Questions involving reorganization or reinterpretation3. Questions for inference (what is implied but not explicitly stated)4. questions for evaluation or appreciation (making judgment about what the writer is trying to do and how successful he/she is in achieving his/her purpose)5. Questions for personal response Intensive reading is an accuracy-oriented activity involving reading for detail; the main purpose is to learn language embedded in the reading texts, which are usually short. Extensive reading is a fluency activity. The main purpose is to achieve global understanding. Te reading texts usually contains less new vocabulary and is longer than those intended for intensive reading. Teaching writingWriting for consolidating language, writing for communication, between writing for learning and writing for communication, imagination Not have a real communicative purpose; for language skill; a little bit communicative; communicative approach; neither restrictions in contents nor in word limit; more communicative; more motivatedCA: communication approach第11页/共11页。
化学工程与工艺专业英语二
the deesearch and Development
The applied or more targeted type of research and development commonly carried out in industry can be of several type and we will briefly consider each. They are: (i) product development, (ii) process development, (iii) process improvement and (iv) applications development. Even under these headings there are a multitude of aspect so only a typical example can be quoted in each case. The emphasis on each of these will vary considerably within the different sectors of the chemical industry.
Fundamental research is typically associated with university research. In may be carried out for its own intrinsic interest and it will add to the total knowledge base but no immediate applications of it in the “real world ”will be apparent. Not that it will be provide a valuable training in defining and solving problems, i.e. research methodology for the research student who carries it out, under supervision. however, later “spin offs” from such
网页毕业设计说明范文
网页毕业设计说明范文英文回答：WEB DESIGN THESIS PROPOSAL.Project Title: Developing an Interactive Educational Website for Elementary School Students in STEM Subjects.Abstract:This project aims to develop an interactive educational website that will provide engaging and interactive learning experiences for elementary school students in STEM subjects. The website will be designed to align with curriculum standards and provide students with opportunities toexplore STEM concepts through hands-on activities, simulations, and games. The website will also incorporate features such as progress tracking, individualized learning paths, and parental involvement to support student learning and engagement.Objectives:To create an interactive educational website that is accessible, engaging, and relevant for elementary school students in STEM subjects.To develop engaging and interactive learning experiences that align with curriculum standards and foster a deep understanding of STEM concepts.To incorporate features that support student learning and engagement, such as progress tracking, individualized learning paths, and parental involvement.To evaluate the effectiveness of the website in promoting student learning and engagement in STEM subjects.Methodology:The website will be developed using a user-centered design process that involves gathering user requirements,creating prototypes, and conducting user testing. The website will be designed using HTML, CSS, JavaScript, and other relevant technologies. The content for the website will be developed by a team of educators and subject matter experts. The website will be evaluated using both quantitative and qualitative methods, including student surveys, teacher feedback, and observations of student engagement.Expected Outcomes:The expected outcomes of this project include:An interactive educational website that is accessible, engaging, and relevant for elementary school students in STEM subjects.Improved student learning and engagement in STEM subjects.Increased parental involvement in student learning.A better understanding of the use of technology to support STEM education.Impact:This project has the potential to make a significant impact on the way elementary school students learn STEM subjects. The website will provide students with access to engaging and interactive learning experiences that can help them develop a deep understanding of STEM concepts. The website will also provide teachers with a valuable resource that can be used to supplement their lessons and support student learning.中文回答：网页毕业设计说明范文。
2021年英语翻译之高级口译技巧
2021年英语翻译之高级口译技巧口译技巧1.句式调整同传在词语的翻译上可以做到地道和相对准确,但句子结构不可能像交传那样按照中文的句式习惯组织安排,对于英汉传译,往往需要采用英语句式的顺序: 【例】Frankly, ideas and goods will travel around the globe with or withoutour help.【译】坦率地讲,思想和商品都将会在全球流通,不管有没有我们的帮助.2.断句和巧用连词处理长句是同传的基本功之一.翻译长句,除了断成译群外,还有一个关键要掌握,即英文句子之所以长是因为要避免重复使用同一个词,于是用who.which.that 来代替主语或宾语,使得句子很长,而在中文中就不怕重复使用.【例】That is the single monetary policy which will be discussed at the ne_tEuropean Union conference.【译】那就是单一货币政策 // 该政策将在下一届欧盟会议上讨论.为了保证译出语的连贯性和准确性,同传时尽量使用译入语的文法结构,在将其断为多个句群后可以使用一些润滑剂,即连词,将单个的句群联系起来.3.调整顺序在一些有after和before的句子中可以将其反说,比如:【例】I would like to make one point clear before I move on to the ne_tpoint.【译】我想先澄清一下,然后再讲下一部分.【例】I would like to move on to the ne_t part after I clarify one point.【译】我想谈下一部分,在这之前先澄清一点.4.转换词性☆ 名词转动词【例】the development and application of new telecom service【译】如果听到整句主语后才开始切入翻译会稍显滞后,此时可以试着将这些名词译成动词,这样其实也符合英语的表达方式.可译为:开发和运用新的电信业务.【例】In China, the full opening up and the profound reform in the publicservices areas to the foreign encounter parts greatly give impetus to thedevelopment of the tertiary industry.【译】可将此句译成:在中国, 全面开放和深化改革公共服务领域,并将其向国外同行开放,这会极大推动第三产业的发展.还有一些同类表达:clear evidence of 清楚地表明give impetus to 有力地推动an obvious violation of 显然违反了☆ 被动转主动英语中大量使用被动句,目的主要是为了强调或者平衡句子结构.这种表达方式与汉语有较大差别,造成翻译英语中的被动语态时比较吃力,特别是当句子主语较长时,在这种情况下,建议将语态由被动转成主动,往往会有柳暗花明之感: 【例】Arrangement must be made to guarantee the basic life necessities couldbe available to the people in the earthquake hit areas.【译】必须做出安排……【译】China’s diplomatic practice is seriously guided by the five principlesof mutual peaceful coe_istence.【译】中国的外交活动是严格遵循原则的,即和平共处五项原则.5.及时调整错误一般来说,在同传中不会有回过头来重新改正自己错误的可能性,但也不绝对,所以,如果具备了改错空间,当然提倡有错必改.调整是同声翻译中的校译过程,是译员根据接收到的新内容调整信息.纠正错译.补充漏译的重要环节.如英语中的时间.地点状语等大多出现在句尾,在使用〝顺句驱动〞翻译时,会出现译完主句又出现状语的情况._年翻译资格考试一级笔译英译汉练习题Climate Change: A Race We Must WinWe face a new era of climate crisis. July _ is the hottest month onrecord, and we are on track for _ to _ to be the five hottest years inhuman history. The level of CO2 in the atmosphere is at its highest point inhuman history; climate-related devastations strike more often than ever, withdroughts, hurricanes, heatwaves and landslides regularly attacking our planet,bringing high tolls and casualties, causing huge economic loss to countriesandto individuals, particularly affecting the most vulnerable in societies. Thelatest report of UN Economic and Social Commission for Asia and the Pacificshows that natural disasters in the region are currently responsible foreconomic losses of up to US$675 billion annually and affecting close to _0million people.考生如果怕自己错过考试成绩查询的话,可以免费预约短信提醒,届时会以短信的方式提醒大家报名和考试时间.The clock is ticking. According to the Intergovernmental Panel on ClimateChange, we need to collectively ensure that global temperature rise does not gobeyond 1.5 degrees. This means we must reduce emissions by 45 percent by _and achieve carbon neutrality by 2_0. Such goals might seem too ambitious, butclimate change is not a standalone issue that can be ignored given the profoundimplications it has for all countries and all peoples, including the younggeneration who will be living with the ever-increasing consequences of globalwarmings.Faced with this reality, it is impossible to ignore that human developmentcan only flourish if the natural world flourishes. This is the premise of theUN’s Sustainable Development Goals that have become more urgent looking forwardto the ne_t decade. How can we as the global community work together as one?To boost ambition, reinforce strong political will and encourage concreteactions to implement the Paris Agreement on Climate Change, the UNSecretary-General António Guterres will host the _ Climate Action Summit on23 September during the UN General Assembly. The Summit will bring togethergovernments, the private sector, civil society, local authorities and otherinternational organizations to develop ambitious solutions in si_ areas: aglobal transition to renewable energy; sustainable and resilient infrastructuresand cities; sustainable agriculture and management of forests and oceans; resilience and adaptation to climate impacts; and alignment of public and private finance with a ‘net zero’ economy. The message is clear: we need concrete, realistic plans to enhance countries’ nationally determinedcontributions by _, in line with reducing greenhouse gas emissions by 45 percent over the ne_t decade, and to achieve ‘net zero’ emissions by 2_0. As the second largest economy in the world, China has played a criticalpart in committing to the Paris Agreement and its leadership and commitment iscrucial in achieving the goals. The country has made remarkable progress indeveloping its green economy, with more than US$_5 billion dollars’investmentin renewable energy in _. New renewable energy jobs in China now outnumberthose created in the oil and gas industries. Under the _th Five-Year Plan,China has already e_ceeded full three per cent of its target, to reduce energyintensity by _ percent. The country is also the global leader in the adoptionof electric buses, with an estimation of _% of China’s total bus fleet beingelectrified according to research from Bloomberg New Energy Finance. Thisdemonstrates a significant increase in the importance of non-fossil fuel fromprevious five-year plan targets. The benefits China has reaped from fosteringits renewable energy sector and the green economy also offer a primecounter-e_ample to the mistaken belief that economic vitality and growth isincompatible with efforts to combat climate change.As the global challenge that does not respect national borders, climatechange is an issue that requires solutions to be coordinated at theinternational level, with demand for all developed countries taking up greaterresponsibilities, and for developing countries moving toward low-carbon economy.In the meantime, as the world’s most populous country and one of the largest carbon emitters, China can play an even more vital role in tackling globalclimate change by ma_imizing its enormous potential for emission reduction andaccelerating the current positive.The UN is committed to working with the government of China, the private sector, NGOs, youth and other key stakeholders to support climate changereduction efforts in China, to raise awareness and build the ne_t generation ofclimate leaders, as well as China’s growing support to other developingcountries. Under initiatives such as the Belt and Road Initiative, UN and Chinacan work closely together to make the best use of the investment ininfrastructure to promote the transition from fossil fuel-intensive economy togreen and low-carbon economy in developing countries and ensure the initiativesare in line with sustainable development goals. South-South Cooperation can alsofacilitate the e_changes of climate solutions – bringing China’s successfulpractices to developing world and customize the methodology to best serve thelocal conte_t and needs. Considering the scale of China’s commitments, thepotential impact these global engagements will have is unparalleled. Therefore,the UN is ready to continue its partnership with China to ensure that an agendaof environmental sustainability, of climate change mitigation and resilience isplaced first and foremost at the head of China’s global development initiativesand investments.Climate change is running faster than we are and we need to have a muchmore ambitious approach in what we do in order to defeat climate change – asthis is a race that we can and must win.气候变化:一场我们必须打赢的比赛我们面临着气候危机的新时代._年7月是有记录以来最热的一个月,_年至_年有望成为人类历史上最热的5年.大气中的二氧化碳含量达到了人类历史上的最高点.与气候变化有关的自然灾害比以往任何时候都更加频繁,干旱.飓风.热浪和山体滑坡的频发造成了大范围人员伤亡,给许多国家和人民造成了巨大的经济损失,尤其是社会中最脆弱的群体受影响最为严重.联合国亚太经济社会委员会最新报告显示,该地区自然灾害造成的经济损失高达每年6750亿美元,影响近1.5亿人.时间一分一秒地过去.政府间气候变化专门委员会(Intergovernmental Panel on ClimateChange)的报告表明,我们需要共同确保全球气温上升不超过1.5摄氏度.这意味着我们必须在_年前减少45%的排放量,并在2_0年前实现碳中和.这些目标似乎过于雄心勃勃,但考虑到气候变化对所有国家和人民所产生的深远影响,全球变暖日益严重所产生的后果年轻一代将首当其冲,我们绝不能将气候变化孤立开来,不能小觑其可能产生的后果和影响.面对气候变化的现实,我们需要清醒地认识到,人类的发展只有在自然界繁荣的情况下才能蓬勃发展.这是联合国可持续发展目标的前提,展望未来十年,这些目标变得更加紧迫.我们该如何作为一个国际社会共同努力?联合国秘书长安东尼奥·古特雷斯将于9月23日在联合国大会期间主持_年气候行动峰会,以提振雄心,增强政治意愿,鼓励落实《巴黎气候变化协定》的具体行动.首脑会议将汇集各国政府.私营部门.民间社会.地方当局和其他国际组织,在六个领域制定雄心勃勃的解决办法:全球范围内向可再生能源过渡;可持续和适应力强的基础设施和城市;可持续农业和森林及海洋管理;对气候影响的恢复力和适应能力;公共和私人金融向〝净零〞经济看齐.峰会要传递的信息很明确:我们需要具体.现实的计划,到_年提高各国的自主贡献,在未来10年将温室气体排放量减少45%,到2_0年实现〝净零〞排放.作为世界第二大经济体,中国在履行《巴黎协定》方面发挥了重要作用,中国的领导和承诺对实现《巴黎协定》的目标至关重要.中国绿色经济发展取得了显著进展,_年可再生能源投资超过_50亿美元.目前,中国可再生能源新增就业人数已超过石油和天然气行业.在十三五计划实施期间,中国已经超额完成目标的3%,降低能源强度_%.中国还是全球率先使用电动公交车的国家,根据彭博新能源财经研究估计,_%中国公交车汽车实现电气化.这表明,与之前的五年计划目标相比,非化石燃料的重要性显著提高.中国从发展可再生能源产业和绿色经济中获益的事实也为有些人错误地认为经济的活力和增长与应对气候变化不可兼得提供了一个主要的反例.全球性挑战向来不受国境线的限制,气候变化这一全球性议题需要在国际层面协调解决方案,要求所有发达国家承担更大的责任,发展中国家向低碳经济迈进.作为世界上人口最多的国家和最大的碳排放国之一,中国可以在应对全球气候变化方面发挥更重要的作用,最大限度地发挥其巨大的减排潜力,进一步加快进度.联合国致力于与中国政府.私营部门.非政府组织.青年和其他主要利益攸关方一道,支持中国减少气候变化的努力,提高认识,培养下一代气候领导人,并不断加大对其他发展中国家的支持力度.在各项倡议的支持下,例如一带一路倡议,联合国和中国可以紧密合作,充分利用基础设施投资,促进发展中国家从化石燃料密集型的经济向绿色和低碳经济的过渡,确保项目符合可持续发展目标.南南合作也可以促进气候解决方案的交流,将中国的成功经验推广到发展中国家,并根据当地的实际情况和需求,因地制宜地调整方法论.考虑到中国承诺的规模,这些全球合作的潜在影响将是巨大的.因此,联合国愿继续与中国保持伙伴关系,确保将环境可持续性.减缓气候变化和提高适应能力置于中国全球发展倡议和投资的首位.如果将气候行动比作一场比赛,那么气候变化现在的速度比我们快,我们需要更大的决心来应对这一挑战,因为这是一场我们能够而且必须获胜的比赛._年翻译资格考试一级口译实务材料常驻联合国代表张军大使在安理会中导问题公开会上的发言Statement by Ambassador Zhang Jun at Security Council onIntermediate-RangeNuclear Forces Treaty_年8月_日_ August _主席女士,Madam President,我认真听取了中满泉副秘书长所作通报.I have listened carefully to the briefing by USG Nakamitsu._87年美苏达成的《中导条约》是军控与裁军领域的重要条约.条约明确将加强战略稳定作为目标,有效缓解了美苏在欧洲的中导军备竞赛,有利于增进大国战略互信,缓和国际关系,推进核裁军进程.TheIntermediate-Range Nuclear Forces Treaty (INF) signed between the US and theUSSR in _87 is an important treaty on arms control and disarmament. Takingstrengthening strategic stability as its objective, the treaty effectivelymitigated the arms race on intermediate-range missiles between the US and USSRin Europe and helped to enhance strategic mutual trust between major powers,ease international relations and advance nuclear disarmament process.进入新世纪以来,维护《中导条约》有效性,不仅对美俄两国,也对国际和地区的和平与安全具有重要现实意义.美俄本应通过对话协商妥善处理关于履约问题的分歧,切实维护条约有效性.但美国单方面退约导致条约失效,将对全球战略平衡与稳定.欧洲和亚太地区安全及国际军控体系产生深远消极影响,国际社会应对此保持清醒认识.在《中导条约》问题上,中方已多次表明立场,拿中国作为退约借口是不可接受的.中方拒绝美方的无理指责.Entering the new century, safeguarding the effectiveness of the INF treatyis of great practical significance not only to the United States and Russia butalso to international and regional peace and security. The two countries shouldhave properly handled differences over treaty compliance through dialogue andconsultation to earnestly safeguard the effectiveness of the treaty.However,the unilateral withdrawal of the United States from the treaty led to the demiseof the treaty, which will have a far-reaching negative impact on globalstrategic balance and stability, regional security in Europe and Asia as well asinternational arms control regime. The international community should be clearheaded about this impact. On the INF issue, China has made clear its position onmany occasions. It is unacceptable to use China as an e_cuse for leaving thetreaty, and China rejects the baseless accusation by the United States.主席女士,Madam President,当今世界正经历百年未有之大变局,和平.发展.合作.共赢的时代潮流不可逆转,和平力量的上升远远超过战争因素的增长.同时,国际安全面临的不稳定性不确定性更加突出.多边主义是应对共同挑战的有效途径,各国应坚定维护以国际法和《联合国宪章》宗旨原则为核心的国际秩序,秉持共同.综合.合作和可持续的新安全观,充分尊重各国正当合理安全关切,努力塑造和平稳定的国际安全环境,推动构建人类命运共同体.The world today is undergoing profound changes unseen in a century. Peace,development and win-win cooperation remain the irreversible trends of the times,with forces for peace predominating over elements of war. At the same time,there are prominent destabilizing factors and uncertainties in internationalsecurity. Multilateralism is the effective means to address common challenges.All countries should resolutely safeguard international order with internationallaw and the purposes and principles of the UN Charter at its core, embrace aconcept of common, comprehensive, cooperative and sustainable security, fullyrespect the legitimate security concerns of all countries, work hard for apeaceful and stable international security environment and promote a communityof a shared future for mankind.《联合国宪章》赋予安理会维护国际和平与安全的重要职责,安理会成员应展现责任担当,各国均应避免采取损害别国安全利益的举动.美方在正式退出《中导条约》前即宣称计划加快中导研发和部署,并已于日前试射新型陆基巡航导弹.中方强烈敦促有关国家本着高度负责的态度,保持克制,切实维护现有军控体系,维护全球战略平衡与稳定,维护国际和地区和平与安宁.这是国际社会的共同呼声.The UN Charter entrusts the Security Council with the importantresponsibility of maintaining international peace and security. Council membersshould earnestly fulfill their responsibilities in this regard. All countriesshould refrain from taking actions that undermine the security interests ofother countries. Prior to its official withdrawal from the INF treaty, the United States already announced its plan to accelerate the development and deployment of intermediate range missiles. And lately, it conducted a testlaunch of land-based cruise missile. China strongly urges the relevant countryto take a highly responsible attitude, e_ercise restraint and earnestlypreservethe e_isting arms control regime in an effort to safeguard global strategicbalance and stability and international and regional peace and security. This isthe shared message from the international community.退出《中导条约》是美国奉行单边主义.推卸国际义务的又一消极举动,其真实目的是自我松绑.谋求单方面绝对军事优势.中国始终奉行防御性的国防政策,拥有的陆基中程导弹全部部署在本国境内,完全出于防御目的,不威胁任何国家.中方坚决反对美国在亚太地区部署陆基中导,要求美方在此方面保持理性和克制.Withdrawal from the INF treaty is yet another act of unilateralism andescape from international obligations by the United States. It is aimed atrelieving restrictions and seeking absolute military advantage. China pursues anational defense policy that is defensive nature. China’s land-basedintermediate range missiles are all deployed within the Chinese territory. It isfor defense purposes only and poses no threat to any country. China firmly opposes US deployment of land-based intermediate range missiles in theAsia-Pacific and urges the United States to be cool-headed and e_erciserestraint.主席女士,Madam President,国际军控与裁军条约体系是全球战略平衡与稳定的基石,与国际和平安全息息相关.核裁军是《不扩散核武器条约》的三大支柱之一,是核领域全球治理的重要组成部分.各国应遵循〝维护全球战略稳定〞和〝各国安全不受减损〞等原则,循序渐进推进核裁军进程.拥有最大核武库的国家应切实履行核裁军特殊.优先责任.我们支持俄罗斯在此方面作出的政治外交努力,支持并鼓励俄罗斯和美国就战略安全和双边核裁军问题保持对话,致力于《美俄关于进一步削减和限制进攻性战略武器措施的条约》延期,并继续以可核查.不可逆.具有法律约束力的方式大幅削减核武库,为推进多边核裁军进程创造必要条件.The international arms control and disarmament treaty system, as thecornerstone of global strategic balance and stability, bears on internationalpeace and security. Nuclear Disarmament, as one of the three pillars of the NPT,constitutes an important part of global governance in the nuclear field. Allcountries should follow the principles of 〝maintaining global strategic stability〞 and 〝undiminished security for all〞 and advance disarmamentprocessin a step-by-step manner. Countries with the largest nuclear arsenals have special and primary responsibility for nuclear disarmament. We support thepolitical and diplomatic efforts made by Russia, support and encourage Russiaand the United States to maintain dialogue on strategic security and bilateralnuclear disarmament issues, commit themselves to the e_tension of the New STARTTreaty, continue to make substantive reduction in their nuclear arsenals in averifiable, irreversible and legally binding manner with a view to creating necessary conditions for advancing multilateral nuclear disarmamentprocesses.我要强调,任何军控谈判都应充分考虑各国整体军事实力,并遵循〝各国安全不受减损〞这一国际军控基本原则.中方已多次就所谓〝中美俄军控谈判〞提议表明立场,现阶段中方无意也不会参加所谓〝中美俄军控谈判〞.I must emphasize that for any arms control negotiation, it is imperative tofully consider the overall military capabilities of countries and follow theprinciple of 〝undiminished security for all〞, a basic principle of internationalarms control. China has repeatedly stated its position on the so-called armscontrol negotiation with the United States and Russia. China has no interest andwill not be part of it.中国始终不渝奉行防御性国防政策,中国自卫防御的核战略完全透明,中国的核政策高度负责,中国的核武库规模极为有限,从不对国际和平与安全构成威胁.几十年来,中国一贯积极参与联合国.裁军谈判会议等多边机制框架下的军控磋商与谈判,反对军备竞赛,维护全球战略平衡和稳定.未来中方将继续坚定维护多边主义,积极参与多边军控进程,为维护国际和平与安全贡献力量.China unswervingly pursues a national defense policy that is defensive innature. China’s nuclear strategy for self-defense is completely transparent andits nuclear policy is highly responsible. China’s nuclear arsenal is e_tremelylimited in scale, and poses no threat to international peace and security. Fordecades, China has actively participated in arms control consultations andnegotiations under multilateral mechanisms and frameworks including those of theUnited Nations and Conference on Disarmament. China opposes arms race and worksto safeguard global strategic balance and stability. Moving forward, China willcontinue to firmly uphold multilateralism, actively participate in multilateralarms control processes to contribute to the maintenance of international peaceand security.谢谢主席女士.Thank you, Madam President.英语翻译。
Academic Writing5
Planning your project
What is your topic? Why have you chosen this topic? Key questions (what do you want to find out about this topic?) What is your focus and/or working title? Thesis statement Specific title
Establishing a working title
Economics affects everything we do. Economic factors affect our daily life in areas such as health care and education Economic factors, such as the cost of health care and education, have a hidden impact on daily life Economic forces have a significant hidden impact on social systems, such as health care
How general or specific are the following essay titles?
Venice under water: what made it happen? How to combat climate change? Three results of global warming on China The causes and effects of global warming What is global warming? The economic effects of climate change The effect of temperature increases on maize production
开源 碳因子计算
开源碳因子计算"开源碳因子计算"可能指的是使用开源工具或方法来计算碳排放因子，进而评估特定活动或产品的碳排放量。
碳排放因子是量化单位活动或产品产生的碳排放量的关键参数。
在开源领域，有几个项目和工具可以帮助进行碳因子计算：1.Open Carbon Accounting (OCA):这可能是一个假想的开源项目名，用于说明开源碳会计工具的概念。
实际上，可能并不存在一个直接名为“Open Carbon Accounting”的知名项目。
然而，开源社区中确实存在多个与碳会计相关的工具和库。
2.Existing Open-Source Tools:Brightway2: 一个用于生命周期评估（LCA）的开源Python框架，它可以帮助研究者计算产品或服务的环境影响，包括碳排放。
SimaPro: 虽然SimaPro本身不是开源的，但它是一个广泛使用的生命周期评估工具，用于计算碳排放因子和环境影响。
有时，与之相关的开源插件或库可能会出现。
ecoinvent: 一个包含多种材料和过程的环境影响数据库，通常用于生命周期评估。
虽然数据库本身不是开源的，但它是公开可用的，并且可以与开源LCA工具（如Brightway2）一起使用。
CarbonFootprint.js: 一个假设的JavaScript库名，用于在web应用程序中计算碳足迹。
实际上可能并不存在这样的库，但开发者可以创建自己的库或使用现有库的组合来实现这一功能。
3.Utilizing Open Data:利用政府、研究机构或国际组织公开提供的碳排放因子数据。
这些数据通常是基于科学研究和公认的方法学得出的，可以用于开源项目中的碳因子计算。
4.Developing Your Own Methodology:在没有现成的开源工具或数据可用的情况下，开发者可以根据IPCC（政府间气候变化专门委员会）等权威机构提供的方法学指导原则，自行开发碳因子计算方法。
英文博士阶段计划
英文博士阶段计划Embarking on a doctoral journey is a significant commitment. My plan is to immerse myself in the scholarly community, engaging with peers and mentors to refine my research skills.The first year will be dedicated to a thorough literature review and developing a robust methodology. I aim to identify gaps in the current research and formulate a hypothesis that will guide my investigation.In the second year, I will focus on data collection and analysis. Precision and accuracy are paramount, so I will employ rigorous statistical methods to ensure the validity of my findings.As I progress, I plan to present my work at conferences, fostering a dialogue with experts in the field. This will not only enhance my professional network but also provide valuable feedback.Throughout my doctoral studies, I will maintain a balance between research and teaching, honing my pedagogical skills while contributing to the academic discourse.By the final year, I aim to synthesize my findings into a comprehensive thesis that contributes to the body of knowledge in my field. I will also prepare for the transitionfrom academia to the professional world, exploring career opportunities that align with my research interests.The pursuit of a PhD is not just about academic achievement; it's about personal growth. I am committed to developing resilience, critical thinking, and a lifelong passion for learning.In conclusion, my doctoral journey will be a blend of intellectual exploration, professional development, and personal growth, culminating in a meaningful contribution to my field of study.。
mvp体系化产品管理方法
mvp体系化产品管理方法英文回答：MVP (Minimum Viable Product) is a systematic approach to product management that focuses on developing and launching a product with the minimum features necessary to meet customer needs and validate the product concept. It is a lean and iterative process that helps companies save time and resources by avoiding the development of unnecessary features or products that may not be successful in the market.The MVP methodology involves identifying the core features and functionalities that are essential for solving the customer's problem or addressing their needs. These features are then developed and tested in a controlled environment, such as a small group of early adopters or a limited market segment. By gathering feedback and observing user behavior, the product team can quickly iterate and improve the product based on real user insights.For example, let's say I am developing a new mobile app for a fitness tracking service. Instead of spending months developing a fully-featured app with all possible fitness tracking features, I would start with a minimum viable product that focuses on the core functionality of tracking steps and calories burned. I would launch this MVP to a small group of fitness enthusiasts and gather their feedback on the usability, accuracy, and overall experience of the app. Based on their feedback, I can then make improvements and add additional features, such as heart rate monitoring or workout tracking, in subsequent iterations.The MVP approach allows companies to validate their product concept and gather valuable user feedback early in the development process. It helps reduce the risk of developing a product that does not meet customer needs or fails in the market. By focusing on the core features and iterating based on user feedback, companies can save time and resources and increase the chances of success for their product.中文回答：MVP（最小可行产品）是一种系统化的产品管理方法，重点是开发和推出一个具备满足客户需求和验证产品概念所必需的最小功能的产品。
大学生大创项目展示英语作文
大学生大创项目展示英语作文In today's presentation, we are going to introduce our university student innovation project. Our project focuses on developing a mobile application that helps users manage their daily tasks and improve productivity.First of all, let me explain the main features of our app. The app has a user-friendly interface that allows users to easily add, edit, and prioritize their tasks. It also includes a calendar function to help users schedule their tasks and set reminders. Additionally, the app has a progress tracking feature that allows users to monitor their productivity and stay motivated to complete their tasks.One unique aspect of our app is the focus on personalization. Users can customize the app to match their preferences and work habits. For example, they can choose different themes, set their own productivity goals, and even create custom task categories. This level of customization helps users stay engaged with the app and make it a valuable tool in their daily lives.Another key feature of our app is the integration with other productivity tools. Users can sync their tasks with popularcalendar apps, set up notifications to remind them of upcoming deadlines, and even share tasks with colleagues or friends. This seamless integration with other tools makes our app a versatile solution for individuals looking to improve their time management and productivity.In terms of the technical aspects of our project, we used agile development methodology to ensure a smooth and efficient development process. We also conducted extensive user testing to gather feedback and make improvements to the app. Overall, we are confident that our app is a well-designed and user-friendly solution for managing tasks and improving productivity.在今天的展示中，我们将介绍我们大学生的创新项目。
科学研究经验英语作文
科学研究经验英语作文Title: An Overview of Scientific Research Experience。
Scientific research is a journey of exploration, discovery, and innovation. It requires a blend of curiosity, methodological rigor, and creativity. In this essay, I will delve into my experiences in scientific research, highlighting the process, challenges, and rewards encountered along the way.To embark on a scientific research endeavor, one must first identify a research question or problem. This initial step is crucial as it sets the direction for the entire investigation. In my experience, selecting a research topic often involves reviewing existing literature, identifying gaps in knowledge, and formulating hypotheses or research objectives.Once the research question is defined, the next step involves designing an appropriate methodology to address it.This may entail selecting research methods, determining sample sizes, designing experiments, and outlining data collection procedures. Developing a robust methodology is essential for ensuring the validity and reliability of the research findings.With the methodology in place, the research can commence. This phase typically involves data collection, analysis, and interpretation. Depending on the nature ofthe research, data collection may involve experiments, surveys, interviews, or observations. It is important to adhere to the research protocol and maintain meticulous records to facilitate accurate analysis.Data analysis is a critical aspect of scientific research. This involves applying statistical techniques or qualitative methods to examine the collected data andderive meaningful insights. Whether analyzing numericaldata or qualitative information, attention to detail and analytical rigor are paramount to drawing valid conclusions.Interpreting the research findings requires carefulconsideration of the results in the context of existing knowledge and theoretical frameworks. This involves critically evaluating the implications of the findings, identifying patterns or trends, and drawing conclusions supported by the evidence.Throughout the research process, various challenges may arise. These could include logistical hurdles, methodological limitations, or unexpected results. Overcoming these challenges often requires resilience, adaptability, and problem-solving skills. Seeking guidance from mentors or collaborating with colleagues can also be invaluable in navigating obstacles encountered during the research journey.Despite the challenges, engaging in scientific research is immensely rewarding. It offers the opportunity to contribute to the advancement of knowledge, address real-world problems, and make meaningful discoveries. Whether uncovering new insights, developing innovative solutions, or challenging existing paradigms, the impact of scientific research can be far-reaching and transformative.In conclusion, my experience in scientific research has been both challenging and rewarding. From formulating research questions to analyzing data and interpreting findings, each step of the research process has been instrumental in advancing my understanding of thescientific method and its application to real-world problems. While challenges are inevitable, the pursuit of knowledge and the thrill of discovery make the journey worthwhile.。
从零开始,归零心态的英文表达
从零开始,归零心态的英文表达Starting from Scratch: Developing a Zero MindsetStarting from scratch is a daunting task that requires a lot of effort, commitment, and patience. Whether you are starting a new job, a new project, or a new hobby, the roadto success is never easy. One of the biggest challenges that you will face is maintaining a zero mindset, which meansletting go of your past experiences, biases, and expectations, and embracing a new way of thinking and doing things. In this article, we will explore the steps you can take to develop a zero mindset and achieve your goals.Step 1: Identify your past experiences and biasesThe first step towards developing a zero mindset is to identify your past experiences and biases that might beholding you back. For example, if you have had a negative experience with a similar project in the past, you may be inclined to assume that this new project will also fail. Similarly, if you have a bias towards a certain approach or methodology, you may reject new ideas and innovations. By becoming aware of your past experiences and biases, you can consciously choose to let go of them and open yourself up to new possibilities.Step 2: Embrace a growth mindsetThe next step towards developing a zero mindset is to embrace a growth mindset. A growth mindset is the belief that your abilities and intelligence can be developed through hard work, practice, and feedback. This means that you are open to learning, improving, and adapting to new challenges. Byadopting a growth mindset, you can overcome the fear of failure and embrace the journey towards improvement and success.Step 3: Let go of expectationsAnother important step towards developing a zero mindset is to let go of expectations. Expectations are the assumptions we make about how things should be or how they should turn out. When we cling to expectations, we create mental barriers that prevent us from seeing thingsobjectively and adapting to new situations. By letting go of expectations, we can free ourselves from self-imposed limitations and allow ourselves to explore new possibilities.Step 4: Cultivate mindfulnessFinally, cultivating mindfulness is an essential aspect of developing a zero mindset. Mindfulness is the practice of being present in the moment, fully aware of your thoughts, feelings, and surroundings, without judgment or distraction. By cultivating mindfulness, you can develop a deeper awareness of your experiences, emotions, and reactions, and learn to respond to them in a calm and objective way. This can help you stay focused, centered, and flexible in the face of challenges and setbacks.In conclusion, developing a zero mindset is a lifelong journey that requires continuous effort, practice, and self-reflection. By identifying your past experiences and biases, embracing a growth mindset, letting go of expectations, and cultivating mindfulness, you can develop a mindset that is open, flexible, and resilient. Whether you are starting from scratch or facing a new challenge, a zero mindset can help you achieve your goals and find fulfillment in your work and life.。
确保数据准确Getting the Numbers Right
Philippe Fonta, Managing Director, WBCSD CSI,outlines the CSI’s GNR database programme and the benefits it provides to the internationalcement industry.As a central element in meeting our infrastructure needs, the cementindustry also has a key role to play in sustainable development. Over the pastdecade, the industry has taken steps to ensure that itmanages its impacts on the environment and communities, through the implementation of various mechanisms with which it can, in the first instance, measure and monitor these footprints, and then better manage them.Among these issues, carbon emissions has always been an importantfocal point. In order to report on the industry’s emissionlevels, the World Business Council for Sustainable Development’s (WBCSD) Cement SustainabilityInitiative (CSI) has developed a benchmarking toolthat provides the relevant information to allow theindustry to monitor and compare its performanceNumbers Rightt h eGettingacross regions, year-on-year . The Getting the Numbers Right (GNR) database provides aggregate anonymous data gathered from a large sample of cement producers, across various countries and regions.The world’s most comprehensive industry emissions databaseThe GNR database is a voluntary, independentlymanaged global information database providing accurate, verified data on the cement industry’s CO 2 emissions and energy performance. Using a common protocol for measuring, reporting and analysing the data, it is the most comprehensive public database in operation for any industry worldwide. The data is published as a set of web-based reports for all global regions and selected countries, which can be viewed for free by interested parties.Now in its 6th year of publication, the database was set up with the objective of informing interested stakeholders about the CO 2 and energy performance of the cement industry in a uniform and verified way. It allows these stakeholders, including producers, trade associations,policy-makers, academia and NGOs, to understand not only the industry’s current performance, but also its potential for future improvements.An important element of the GNR system is transparent availability of aggregated statistical information while guaranteeing confidentiality of individual company data and information. Participating companies can only see the aggregated results from across the industry and the performance of their own installations compared to theregional industry statistics. Participating trade associationsFigure 1. Global and regional share of cement production included in GNR. (Source: GNR database.)* CIS: Commonwealth of Independent States (former Soviet Union countries).** China: In light blue, expected coverage in China and worldwide when all Chinese CSI members start reporting to GNR.We are using GNR data for a project with the US Environmental Protection Agency (EPA), to analyse approaches for standardisation of baseline setting and demonstration of additionality of CDM projects. We have chosen the GNR database because it has the best data coverage and conforms to the highest data quality standard among existing databases on cement plant CO 2 and energy performance. The standardisation of CDM in the cement sector can greatly draw on the experience of the GNR.Dr. Axel Michaelowa, Head of Research “International Climate Policy”, Center for Comparative andInternational Studies (CIS), University of Zurichcan see the aggregated statistical results of their region, but not the data from individual installations and companies. No information on individual companies or plants is disclosed or accessible to any viewer outside the respective company itself. The database is managed by an independent third party service provider, PricewaterhouseCoopers (PwC). External verification and assurance ensures that the GNR remains a reliable and independent source of information. This also means that rather than undertaking comparisons between individual companies, the cement industry is able to set broader benchmarks and reduction targets.1A sectoral approachThe CSI is a strong advocate of a sectoral approach to climate mitigation. Sectoral approaches consist of a combinationof sectoral policies and measures developed to enhance effective and efficient greenhouse gas mitigation within a UN framework. Producers and their host country governments adopt a set of emissions goals, which may vary by country,or take other coordinated action to help combat climate change. It offers them the ability to tailor the managementof emissions and efficiency goals to local circumstances and capabilities. These targets can be rewarded by tradable credits if emissions are reduced below agreed benchmarks.Whilst a global response to emissions reduction is preferable, the CSI believes that, by building on national priorities and pushing forward existing emissions reduction efforts, this approach can more effectively facilitate a large-scale response to climate change.In order to implement it, a database is required to collect accurate and verifiable information on CO2 and energy performance at sector level, from which sectoral performance metrics can be developed. This information needs to be based on a consistent measurement, reporting and verification system to be aligned to a global market if required in future.2A common methodologyT o allow for the collection and submission of consistent information, the WBCSD and World Resources Institute worked to develop the world’s first Greenhouse Gas Protocol Corporate Accounting and Reporting Standard. From this, the CSI developed the CO2 Accounting and Reporting Standard for the Cement Industry, which provides a common language, set of definitions and harmonised methodology for calculating CO2 emissions, with the aimof reporting them transparently. The protocol addressesall direct and the main indirect sources of CO2 emissions related to the cement manufacturing process, in absolute as well as in specific, unit-based, terms.The CSI-developed protocol is the most relevant guidance document and most widely used international accounting tool for both government and businesses to understand, quantify and manage greenhouse gas emissions. It ensures that there is consistency in both data input and analysis, producing reliable and broadly applicable output.3 The benefits of GNRBenchmarking of the cement industry using the GNR system provides various benefits for stakeholders. A key benefit for cement companies is that it can help to drive internal performance improvements. The information gathered can be used by producers to manage their energy and CO2 levels, track the factors, levers and changes in technology that can impact emissions, and put in place suitable strategies to improve performance.The GNR provides trade associations with credible, externally verified information from across the industryto support their research and discussions about climateand energy policies and potential impacts with respective governments. It facilitates a better informed assessment of the influence of various factors, including kiln technology and fuel selection, on global and regional performanceand emissions management. For policy-makers, it provides a clear and up-to-date picture of the cement industry’s emissions, giving them a firm basis for setting emissions benchmarks and working towards reductions.The European Cement Association (CEMBUREAU), joined the GNR process in 2007 and has since benefited from the information supplied by the database, which it believes has enabled the European cement industry to engage in meaningful, evidence-based dialogue with its European stakeholders on climate change issues. Over95% of cement manufacturing installations in Europe are reporting to GNR. The Inter-American Cement Association (FICEM-APCAC) joined GNR in 2011 and promotes the participation in GNR of non-CSI cement companies in Latin America. Available information by the Latin American cement industry represents 63% of the regional output.The work the CSI has done in developing benchmarking tools is crucial for the cement industry’s progress in climate change mitigation, and it is an approach that can be replicated in other sectors. The industry’s efforts in providing transparent, up-to-date and widely available data to interested parties about its performance is an important means of accurately measuring progress, and thereby managing its impacts.It has also played an important role in facilitating a more uniform approach to the reporting and benchmarking of emissions by individual companies by supplying a common language and methodology. Participants use the information they submit to the GNR in their own sustainability reports,The standard tools of theCSI protocol have been very useful for CRH in measuring energy performance and emissions inventory in our cement plants across theworld in a consistent way. The GNR project allows evaluationof our energy and emissions performance against industry-wide results. This helps us continuously improve our performance.Eamon Geraghty, Technical Director, CRH Europe Materialsas well as in benchmarking against their peers to drive internal progress.What is the future for benchmarking and the industry?The 20106 GNR data covers 930 individual facilities producing 827 million t of cement – 25% of global production. Whilst the CSI has done much to encourage industry participation in the GNR, efforts are still underway to grow involvement in regions where there is currently less coverage (Figure 1). With increasing participation from companies from across the world, the database is able to provide even more accurate and aggregated information about emissions and energy performance in the sector.The CSI believes that, as the monetary value of carbon emissions grows and trading schemes expand, the use of benchmarking tools, such as the GNR, will become morecommonplace in business planning and risk assessment. While the CSI’s GNR database and CO 2 Accounting and Reporting Standard are currently the most comprehensive toolsavailable worldwide, it is hoped that similar approaches can be developed and applied in other industries, with the aim of setting global emissionsbenchmarks and reduction goals in the future.FiguresThe Figures throughout this article illustrate the type of information that can be generated from the GNR database. The full set ofavailable parameters can be viewed online at: /gnr.Figure 2a shows the cumulative frequency distributions of the thermalenergy consumption in clinker installations worldwide. The 20% best-in-class corresponds to a performance of 3200 MJ/t clinker.Thermal efficiencies reflect the changing mix of kiln types across the global cement industry as older, inefficient kilns (wet, semi-wet/semi-dry) are being retired while new, more efficient kilns (preheater-precalciner) are built. Figure 2b shows the regional differences in average thermal energy consumption. These differences can result from varying ages of installations and technologies, and different turnover and asset renewal times. The overall picture shows a progressive shift towards dry process technologies with preheater and precalciner systems.Figure 3a illustrates the cumulativefrequency distributions 4 of gross CO 2 emissions per tonne of cementitious 5 product from 1990 to 2010. Reductions are achieved through reduced emissions from clinker making and then by clinker substitution, i.e. the use of limestone and mineral components such as slag, flyash, etc. The best performers (below 500 kg CO 2/t) are generally companies trading cementitious products independent of clinker production.Reductions are achieved primarilythrough clinker substitution, i.e. the useFigure 2b. Weighted average thermal energy consumption/t clinker perregion (1990 – 2010, in Mj/t clinker).Figure 2a. Thermal energy/t clinker (Worldwide, 1990 – 2010, in Mj/t clinker).Koen Coppenholle, Chief Executive of CEMBUREAUThe GNR project has proved invaluable to CEMBUREAU. The data contained within it allows us to engage in a fact-based dialogue with all stakeholders at European level, including the EU Institutions, on climate change and related issues. Administration of the project by PwC ensures that the results of the methodology, data collection and database are of the highest quality, whilst at the same time providing a strong guarantee of compliance with confidentiality and competition law.of mineral components such as slag, flyash, etc. The best performers (below 500 kg CO 2/t) are generally companies trading cementitious products independent of clinker production.Figure 3b shows the considerable regional differences in CO 2 intensity per tonne cementitious. This reflects the differences in the practice of blending cement with mineral components (i.e. a reduction of the clinker-cement ratio). The use of blended cements depends on regional availability of clinker substituting materials, national standards and common practice andacceptance of blended cements by the construction market.References/notes1. /gnr2. /sectoral3. /co2protocol4. Cumulative frequency distribution (CFD) curves are aconvenient tool for understanding the range of cement industry performance parameters. They show, for the total production volume in a given region, the value of the performance indicator (vertical axis) versus the percentage of the total production (horizontal axis) that has a performance better than or equal to the corresponding value on the vertical axis. These values are called “percentiles”. E.g. the tenth percentile corresponds to the “10% best-in-class”.5. Cementitious product: the total of all cement and clinkerproduced by a cement company and mineral components sold directly to the market, excluding the clinker purchased from another company and used to make cement.6. Competition law concerns recommend a one-year lag time inthe publication of information.About the CSIFor more details about the work of CSI on climateprotection and other areas, please visit the CSI website at or read its latest publication, theCSI 2012 Progress Report at .Figure 3b. Weighted average gross CO 2 emissions/t cementitious*, per region (1990 – 2010, in kg CO 2/t cementitious).* Cementitious product: the total of all cement and clinker produced by a cement company and mineral components sold directly to the market, excluding the clinker purchased from another company and used to make cement.Figure 3a. Gross CO 2 emission/t cementitious (Worldwide, 1990 – 2010, in kg CO 2/t).As a member of the ProjectManagement Committee, together with other regional associations like CEMBUREAU, the Latin American industry will be able to visualise its actual performance against global conditions, set goals for the future and work with policy makers on the base of figures that are opportune, transparent and precise. It will also strengthen the cement industry’s reputation in the region.Maria José Garcia, General Director, FederaciónInteramericana del Cemento, FICEM-APCAC。
proposal
ITEC810-Information Technology ProjectCustomization And Configuration ofShopping CartStudent Name: Jie ZhangStudent ID: 41273362Supervisor: Jian YangSummaryA common problem in the E-commerce industry is amount of time to be spent on developing an E-commerce website. Also, amount of these kinds of websites look duplicates. The aim of this project is to improve period and reduce cost of development. This project helps users to conveniently personalize their own website according to variable demands. In addition, unlike other websites, this project tries to analyze and elicit common features and requirements. It aims to meet maximum demands of common products in the real world.The project has been divided into two phases; a technology research will be conducted at the initial phase and a development for the construction of the system to be conducted. The technology research will contain requirement collection and analysis of system. The development phase will consist of design followed by two coding iterations to produce a demonstrable system at the end of the semester including the front end and back end functionality.1 Project Description1.1 BackgroundBusiness models across the world also continue to change drastically with the advent of e-commerce. Most of the developed countries are also contributing to the growth of e-commerce. For example, the United Kingdom has the biggest E-commerce market in the world when measured by the amount spent per capita, even higher than the USA. The internet economy in UK is likely to grow by 10% between 2010 to 2015. This has led to changing dynamics for the advertising industry.Amongst emerging economies, China's E-commerce presence continues to expand. With 384 million internet users, China's online shopping sales rose to $36.6 billion in 2009 and one of the reasons behind the huge growth has been the improved trustlevel for shoppers. The Chinese retailers have been able to help consumers feel more comfortable experience of online shopping. E-commerce is also expanding across the developing countries. Having recorded the world’s fastest growth in internet usage between 2000 and 2009, the region is now home to more than 60 million internet users. E-commerce has become an important tool for businesses worldwide not only to sell to customers but also to engage them.1.2 DescriptionE-commerce contains on such technologies as electronic funds transfer, supply chain management, Internet marketing, online transaction processing, electronic data interchange (EDI), inventory management systems, and automated data collection systems. E-commerce can be divided into:∙E-tailing or "virtual storefronts" on Web sites with online catalogs, sometimes gathered into a "virtual mall"∙The gathering and use of demographic data through Web contacts∙Electronic Data Interchange (EDI), the business-to-business exchange of data∙E-mail and fax and their use as media for reaching prospects and established customers (for example, with newsletters)∙Business-to-business buying and selling∙The security of business transactionsThe checkout process of E-commerce Shopping Cart as below:This is a real commercial project where involves in developing interfaces and pages for an industry standard web service. In terms of the shopping and checkout process, it is consistently regulated and simplified. In terms of storefronts, administrator can configure variable styles and layouts. In particularly, for some special requirements, developers can easily customize the storefronts of the website. Hence, this helps developers to improve efficiency of development and reduce period of development. In the other word, this project is not concern to checkout process, because the current process is grown quite maturely and used widely in the different industries. Likewise ,this process has been recognized and adapted by public Practitioners. From the point of view of commerce, it would be non-benefit commercial value.Furthermore, this probably would reduce performance of user experience.1.3 Expected outcomes∙Thorough the research of layouts for web services, this project considers existing popular designs, such as eBay, Amazon, etc.∙This project is designed to be mockups that clearly simplified shopping process. ∙This project will be able to suit the most of common products in the real world.∙Analysis and design of the system including UML class.∙Discussion of issues with the system that were identified during development. 2 Methodology and Plan2.1 ApproachThis project primarily consists of software development, with an initial investigation to finalize the scope. The project will run in two phases:Phase 1: a technology research which is an analysis phase to determine requirements for the system, to select appropriate technologies and to document specific issues that may need to be addressed as part of development and deployment of the system.Phase 2: Software development. A mix of waterfall and iterative development will be used. Overall system design would be conducted initially to provide to ensure all requirements are elicited so as to minimize rework in later iterative development. System design would include sequence and class diagram documentation and necessary design methods. The design would then feed into development iterations focusing on specific requirements. This iterative approach will allow core components of the project to be completed first for submission, with potential for additional development work to be performed if time permits.2.2 Task planTask Description wk04 wk05 wk06 wk07 wk08 wk09 wk10 wk11 wk12 wk13 wk14 wk151 Requirements Elicitation2 Requirements Analysis3 Investigate Technologies4 Coding5 Report Outline6 Report Writing7 Presentation Design2.2.1 Requirements ElicitationThe purpose of this task is to collect the requirements. This task will concentrate on the real commercial industry. It will involve reading through several specification documents and research papers and obtaining both a holistic and detailed understanding of the framework.2.2.2 Requirements AnalysisThis task will organize real requirements which should be adopted. Based on these requirements, effort will be put to produce SRS (Software Requirements Specification) to feed into development.2.2.3 Investigate TechnologiesBy this stage we should have a thorough understanding of both the frameworks and can identify the points where we can use technologies that will enable to be compatible with other technologies. Ideally we would be able to identify methods of development that do not require alterations to the frameworks themselves. This might initially indicate some kind of plug-in tools and assistant software.2.2.4 CodingThe purpose of this task is to develop the components of customization and configuration functionalities. PHP + MySql and other tools will be used produce code that can be built and deployed to the web server (Apache).2.2.5 Report OutlineAt this stage we should be closed the end of the development of the project and enough information and materials should have been obtained to be able to organize areport outline.2.2.6 Report WritingWe have hopefully completed the research phase of the project and can start preparing the final report deliverable. The report will encapsulate the process that has occurred through tasks 1 – 5.2.2.7 Presentation DesignAs part of the project the presentation is a deliverable. This task can run in tandem with task 6 as they are complimentary. The presentation will cover the final deliverable that were made throughout the project.ReferenceShek, I [2009] Applying Social Networking to the Enterprise – Making an Intelligent Status Tracking Application。
方案设计 英文
方案设计英文Proposal DesignIntroduction:Designing effective proposals is crucial in various professional fields. From business to research projects, a well-structured and persuasive proposal can significantly increase the chances of success. In this article, we will delve into the key elements and considerations involved in proposal design.1. Identifying the Need:Every proposal begins with identifying a specific need or problem that requires addressing. Whether it is a business venture, a research study, or a community project, clarifying the need is essential. This involves conducting thorough research, gathering relevant data, and analyzing the current situation to understand the scope and significance of the proposed solution.2. Defining Objectives:Once the need is identified, clearly defining the objectives becomes crucial. Objectives serve as the guiding principles throughout the proposal design process. They articulate the desired outcomes and provide a framework for the subsequent sections of the proposal. SMART (Specific, Measurable, Achievable, Relevant, Time-bound) objectives are highly recommended to ensure clarity and feasibility.3. Understanding the Target Audience:A successful proposal must resonate with its target audience. Whether the proposal is intended for potential investors, clients, or project stakeholders, understanding their needs, interests, and priorities is vital. Tailoring the language, tone, and content of the proposal to the audience's expectations can substantially increase its effectiveness.4. Creating an Engaging Executive Summary:The executive summary is the first section of the proposal that stakeholders often read. It should concisely summarize the key points of the proposal, presenting a compelling case for why the proposed solution should be considered. It is essential to capture the reader's attention and generate interest from the very beginning.5. Providing a Comprehensive Background:Giving a comprehensive background section is essential for stakeholders to understand the context of the proposal fully. This section should provide relevant information on the problem, its causes, and any existing efforts or previous research related to the issue. A thorough background helps establish the proposal's credibility and demonstrates the proposers' knowledge on the subject matter.6. Developing a Clear Methodology:The methodology section outlines the proposed approach to address the identified need. It should detail the methods and strategies to be employed, explaining how the objectives will be achieved. Clarity and feasibility are crucial here, as stakeholders need to understand the proposed course of action and its potential impact.7. Presenting a Realistic Budget:Proposals often require financial support, and a realistic budget is indispensable. The budget section should outline all the anticipated costs, including personnel, equipment, materials, and any other relevant expenses. Ensuring the proposed budget aligns with the project's scope and objectives enhances the proposal's credibility and feasibility.8. Outlining the Expected Outcomes:Stakeholders need to know the projected outcomes and benefits of the proposed solution. This section should clearly highlight the positive impact the project or initiative aims to achieve. Providing evidence-based projections and linking the outcomes to the defined objectives strengthens the proposal's persuasive power.9. Addressing Potential Risks and Mitigation Strategies:No proposal is without risks. Acknowledging and addressing potential obstacles or risks is essential to demonstrate thorough planning and risk management. Identifying potential solutions or mitigation strategies shows the proposers' preparedness and commitment to overcoming challenges.Conclusion:In conclusion, effective proposal design involves a comprehensive understanding of the identified need, clear objectives, tailored content, and a persuasive approach. By following the key elements discussed in this article, individuals or organizations can improve their chances of success in various professional endeavors.。
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DEVELOPING A WEB BASED METHODOLOGY TO TEACH A WEB-BASED TECHNOLOGY – THE E-JOURNAL APPROACHSam Bucolo & John HayesSchool of Design and Built EnvironmentQueensland University of Technology, Australias.bucolo@.aujf.hayes@.auHalima GossTeaching & Learning Support ServicesQueensland University of Technology, Australiah.goss@.auAbstractThis paper outlines the development of a web-based teaching methodology,the E-Journal, which aimed to assist students in the better integration oftheory and technical skill development for the creation of virtual worldswithin design and engineering disciplines. The paper outlines thedevelopment of the E-Journal, its implementation within a teaching unit andevaluates its benefits from both a student and teacher perspective andrecommends future applications of the approach.Keywordsjournal, virtual worlds, design, engineering, activity theory, problem-basedlearning, constructivist learning environments, flexibilityIntroductionThe teaching of computer-based technologies to Design and Engineering disciplines within a higher education environment is commonplace. Students are often required to undertake foundation computer classes that focus primarily on skill development and then are generally required to apply these skills later within their course to specific design and engineering projects. Personal experience of the authors has shown that such an approach is useful in the teaching of a particular technology but limited in the creative exploration of the technology within the discipline. However, new information technologies offer the potential to allow teachers to explore new ways of teaching their subject giving individual attention to the learning needs of students (Baillie, 2000). This learner-centred approach focuses on a “problem centred, activity-based approach where the computer applications are anchored in authentic and familiar contexts in which teaching and learning occurs” (Hill, 1999, p. 261). This paper presents one approach to the creation of a learner-centred teaching environment using new information technologies. The development of the E-Journal and its implementation within a teaching unit will be discussed to demonstrate how such a methodology can be used to assist students in the better integration of theory and technical skill development.BackgroundThe term Synthetic Environment refers to an interactive computer generated 3-Dimensional multi-discipline representation of an existing environment or conceptual design. This emerging field of study has significant potential to Design and Engineering disciplines as the technology allows forMeeting at the Crossroadsenhanced communication to a multi-layered audience (Bucolo, 2001). T ypically a virtual world (VRML 2.0 model) is developed with input from a number of Built Environment disciplines. The representation allows a range of professional groups the opportunity to contextually evaluate the design concept. This collaborative construction and evaluation paradigm shift in Design and Engineering has necessitated a corresponding change in Design and Engineering education.In 1999 the Faculty of Built Environment and Engineering established an advanced computer visualisation facility – the Synthetic Environment Laboratory (online), which allows students and staff to explore the impacts and application of this technology from multiple perspectives. To use the facility students are recommended to enrol in the Faculty based elective – Fundamentals of Synthetic Environments.The unit, Fundamentals of Synthetic Environments was offered initially in Semester 2, 1999. The unit provided an overview of Synthetic Environments focusing on its application to Design and Engineering disciplines as a tool for enhanced communication within a design process. The theory component provided an overview of historical and contemporary issues related to Synthetic Environments, whereas the tutorials provide the necessary skills for the creation of virtual worlds. The teaching approach adopted followed the traditional paradigm of providing weekly theory lectures in a face-to-face mode followed by separate tutorials focused primarily on skill development related to the creation of virtual worlds.Unit DevelopmentA Small Teaching and Learning Development Grant was awarded in late 1999 with the aim of improving the delivery of this unit. The main aim of this grant was the development of a web-based environment for the enhancement of the unit. It would need to continue to cater for disparate levels of technology literacy through the use of self-paced tutorials whilst encouraging group learning through weekly presentations and reflections, and then integrating theory and skill in such a way that students and staff would perceive and relate to the desired synergy.A further aim was to allow staff that may not necessarily have the skills and knowledge of this technology to view the lecture content and monitor student development to assist them in the integration of this technology into future units. By modelling the approach and actively engaging faculty members in it as ‘expert contributors’to the E-journal, it was intended that staff may gather both experience in and ideas for utilising this instructional method. Collis and M oonen (2001) posit with regard to technology innovations, “the instructor is more likely to proceed if he or she is convinced of the effectiveness and pay-off of the change” (p. 61). After considerable analysis of the benefits of the existing mode of delivery, it was decided to proceed with the development of a web resource, which used the metaphor of a technology journal.E-Journal ApproachThe unit was re-organised into six discrete ‘online journal editions’which covered both the theory and skill development. Within each edition, which were uploaded throughout the semester on a fortnightly basis, the following was included:•Feature Article (Lecture content presented both as a web summary and an expanded PDF document)•Letter to the Editor (a re-worked discussion list in which students were required to comment on a particular issue of the feature article)•Online tutorial (traditional tutorial content provided online with additional face-to-face tutorials being provided every alternative week)•Online Case Study (which the students developed in groups and presented as part of the journal).Bucolo, Hayes & Goss No face-to-face lectures were provided, however a face-to-face tutorial was provided every alternative week to allow students to ask specific questions not easily communicated through a text-based medium.Teaching InnovationsThe E-Journal allowed staff to present information to students in a stimulating manner, which accom-modated for flexibility in time and place of delivery and allowed for self-paced understanding of concepts related to Synthetic Environments. The challenge was to develop a Constructivist Learning Environment (CLE) to support an activity centred approach as described by Jonassen and Rohrer-Murphy (1999), which led the team to include a number of elements in the design.The Publishing ParadigmWithin each edition, a feature article was presented as a generic concept. Students had the option to view a summary of the article and if required could gain a greater understanding through downloading the complete article as a PDF file. Additional investigation by the student on a particular topic was made possible through the inclusion of embedded links within the PDF. In any case students were required to reflect upon the topic within the context of their own discipline. This was facilitated by providing students with a controversial statement at the end of each article which they were required to respond to using a discussion list in the form of a letter to the editor. Discipline ApplicationStudents were encouraged to apply the knowledge gained within this unit to concurrent design and engineering projects within other units or within their workplace. This immediate transfer of knowledge assisted in student motivation and creative investigation of the technology.Group LearningStudents were required to present all development work as a case study continuously throughout the semester. As these projects consisted of both discipline specific and multi-disciplined projects, varying approaches to the application of the technology was available for the students to view and possibly apply to their own projects. In essence the students were developing a series of help files for other students to view. A separate discussion list was maintained for tutorial and case study discussion.Staff/Student ReflectionsSince the unit was initially offered in Semester 2, 1999 approximately 120 Design and Engineering undergraduate students have undertaken the redeveloped unit as part of their electives studies program. The strategy used to monitor and evaluate student-learning outcomes included the assessment of learning outcomes as compared with the original unit, together with formal student evaluations of the unit (an 18-item questionnaire administered by the Teaching and Learning Development Unit). An analysis of grade distribution found that there was no significant difference between student submissions related to the use of the web based resource to that of traditional lecture/tutorial delivery offered in Semester 2, 1999. Further, formal student evaluations of the E-Journal approach were extremely encouraging. Formal student feedback indicated that the use of a directed student discussion (in the form of letters to the editor) was well received by the student cohort. However what came as a surprise was the student dislike for online tutorials preferring the face-to-face approach. It was difficult to determine student interest in the unit. Work was continually being submitted, however this did not indicate student motivation, which can be quickly determined through traditional lectures.Teaching staff evaluation of the approach was also encouraging. It was found that the unit was useful for the integration of theory and application. The mechanism of knowledge construction through social negotiation in a constructivist learning environment (Jonassen, 1994) was evidenced through an increase in student discussion and cross-linking of discipline specific topics. ThisMeeting at the Crossroadsencouraged group learning within a multidisciplinary context. The letters to the editors approach required students to make a connection between the theory and skill being presented within the fortnightly editions.The development of each E-Journal however was time consuming. Re-working lecture content into a print/graphical format to ensure that it is both stimulating and challenging to the students requires considerable effort (however if done correctly is worth the effort).Future DevelopmentA QUT, Faculty Teaching Innovation Grant has been awarded to continue the development of this project. Specific improvements include improving the ‘look and feel’of the site, allowing further integration of the case studies and discussion lists. It is envisaged that each E-journal edition will be identifiable as a separate entity. The use of block mode teaching rather than online tutorials will also be considered. Finally once developed this methodology will be evaluated across a range of subject areas with the Faculty.ReferencesBaillie, C. and Percoco, G. (2000). A study of present use and usefulness of computer based learning at a technical university. European Journal of Engineering Education, 25, (1), 33-43. Bucolo, S. (2001). Client expectations of the use of VR for urban design development. In E.Banissi et al. (Eds). Proceedings of Information Visualisation 2001. (pp. 690-694). IEEE Computer Society, California.Collis, B. and M oonan, J. (2001). Flexible learning in a digital world - experiences and expectations. London: Kogan Page Limited.Hill, J. (1999). Teaching technology: Implementing a problem centred activity based approach.Journal of Research on Computing Education, 31, (3), 261 –279.Jonassen, D. H. and Rohrer-M urphy, L. (1999). Activity theory as a framework for designing constructivist learning environments. Educational Technology Research and Development, 47,(1), 67-79.Jonassen, D. (1994). Thinking technology: Toward a constructivist design model. Educational Technology, April, 34-37.Synthetic Environment Laboratory. [online]. Available: .au[27 September 2001].AcknowledgmentsThe authors would like to acknowledge the support of QUT’s Teaching and Learning Development Unit who funded this project through a 1999 Small Teaching and Learning Development Grant. Copyright © 2001 Sam Bucolo, John Hayes and Halima Goss.The author(s) assign to ASCILITE and educational non-profit institutions a non-exclusive licence to use this document for personal use and in courses of instruction provided that the article is used in full and this copyright statement is reproduced. The author(s) also grant a non-exclusive licence to ASCILITE to publish this document in full on the World Wide Web (prim e sites and m irrors) and in printed form within the ASCILITE 2001 conference proceedings. Any other usage is prohibited without the express permission of the author(s).。