Tailoring Retrieval to Support Case-Based Teaching
transactional详解(一)
transactional详解(一)transactional详解什么是transactional？•transactional是一个术语，指的是在计算机领域中处理事务的方式和技术。
•事务是数据库操作中的一组相关操作，被当作一个单一的工作单元执行。
为什么需要transactional？•transactional可以确保数据库操作的一致性和可靠性。
•在多个并发操作的环境下，transactional可以保证数据的完整性，防止数据丢失或数据不一致的情况发生。
transactional的特性：1.Atomicity（原子性）：事务中的操作要么全部成功，要么全部失败回滚。
2.Consistency（一致性）：事务前后数据库的状态必须保持一致。
3.Isolation（隔离性）：并发执行的事务之间相互隔离，互不影响。
4.Durability（持久性）：一旦事务提交，其结果就会被永久写入数据库，即使系统发生故障也不会丢失。
transactional的实现方式：•transactional可以通过数据库管理系统（DBMS）的事务处理机制来实现。
•DBMS提供了各种方式来进行事务管理，如使用SQL语句里的“BEGIN TRANSACTION”和“COMMIT”语句来开启和提交事务。
transactional的应用场景：•transactional广泛应用于需要确保数据一致性和可靠性的应用程序中，如银行系统、电子商务平台等。
•transactional还可以用于保证文件系统的一致性和可靠性，确保文件的完整性和正确性。
transactional的优点：•保证数据的一致性和可靠性，防止数据异常和丢失。
•提供了有效的并发控制机制，避免了资源争用和冲突。
•支持事务的回滚和恢复机制，保证了系统的稳定性和可靠性。
transactional的局限性：•事务的并发性会影响系统的性能和效率。
•事务的管理需要占用额外的系统资源，增加了系统的负担。
IPD术语大全
并行开发流程
13.
CEG
采购专家团
14.
CIP
概念启动流程
15.
CIPMT
公司级IPMT
16.
CPD
并行产品开发
17.
CR
变更请求
18.
CSP
经认证的备件
19.
DCP
决策评审点
20.
DFMA
为制造和装配而设计
21.
DOA
到货故障
22.
DQL
开发，验证和发布阶段
23.
DRR
推行准备评审
24.
E2E
IPD关于客户需求评估八个 方面
可获得性包括交货周期、交 货方式、 代理商/直销商、 网 上目录查询和预订等
121.
TUE
全部用户经验
122.
UCD
以用户为中心的设计
123.
VOC
客户的意见
124.
WBS
工作分解结构
IPD
缩写
英文名
中文名
IPD
Integrated Product Development
集成产品开发
NPD
New Product Development
新产品开发
DCP
Decision Check Point
Change Control Broad
变更控制委员会
CEG
Commodity Expert Group
物料采购专家团
PDC
Portfolio Decision Criteria
组合决策标准
CPD
Current Product Development
并行产品开发
电能表专业术语中英文对照
电能表专业术语中英文对照有功电度表——watt-hour meter静止式有功电度表——static watt-hour meter 多费率电度表——multi-rate meter仪表型式——meter type测量器件——measuring element测试输出——test output工作指示器——operation indicator贮存器——memory非易失贮存器——non-volatile memory显示器——display计度器——register电流线路——current circuit电压线路——voltage circuit辅助线路——auxiliary circuit常数——constant室内仪表——indoor meter室外仪表——outdoor meter表底——base插座——socket表盖——meter cover表壳——meter case可触及导电部件——accessible conductive part 保护接地端——protective earth terminal端子座——terminal block端子盖——terminal cover间隙——clearance爬电距离——creepage distance基本绝缘——basic insulation附加绝缘——supplementary insulation双重绝缘——double insulation加强绝缘——reinforced insulationI类防护绝缘包封仪表——insulating encased meter of protective class III类防护绝缘包封仪表——insulating encased meter of protective class II参比电流——reference current基本电流*（Ib)——basic current （Ib)额定电流*（In)——rated current （In)最大电流*（Imax)——maximum current （Imax)参比电压*（Un)——reference voltage（Un)参比频率——reference frequency等级指数——class index百分数误差——percentage error影响量——influence quantity参比条件——reference conditions由影响量引起的误差改变量——variation of error due to an influence quantity畸变因数——distortion factor电磁骚扰——electromagnetic disturbance参比温度——reference temperature平均温度系数——mean temperature coefficient额定工作条件——rated operating conditions规定的测量范围——specified measuring range规定的工作范围——specified operating range极限工作范围——limit range of operation贮存和运输条件——storage and transport conditions 正常工作位置——normal working position热稳定性——thermal stability型式试验——type test电度表型号——meter type标准表——reference meter无功功率（乏）——reactive power(var)无功电能（乏一小时）——reactive energy(var-hour)单相电路中无功电能——reactive energy in a single-phase circuit三相电路中无功电能——reactive energy in a three-phase circuit无功电度表——var-hour meter静止式无功电度表——static var-hour meter多费率仪表——multi-rate meter无功功率的方向和符号——directions and sign of reactive power测量元件——measuring element输出装置——output devices感应式仪表——induction meter仪表转子——meter rotor仪表驱动元件——meter driving element仪表制动元件——meter braking element仪表计度器（计数机构）——register of a meter(counting mechanism) 仪表底座——meter base仪表插座——meter socket仪表基架——meter frame接线端座——terminal block接线端盖——terminal cover基本转速——basic speed基本转矩——basic torque仪表常数——meter constant绝缘——insulation型式——type型式检验——type test型式验证程序——type approval procedure鉴定程序——qualification procedure影响量或影响因数——influence quantity or factor?? 垂直工作位置——vertical working position等级指数——class index测量单元——measuring unit数据处理单元——data processing unit多功能电能表——multifunction watthour meter需要周期——demand interval最大需量——maximum demand滑差时间——sliding window time??尖、峰、谷、平时段——（sharp、peak、shoulder、off—peak time consumption）额定最大脉冲频率——rated maximum impulse frequency最大需量复零装置——maximum demand reset zero unit辅助电源——auxiliary supply电磁骚扰——electromagnetic disturbance产品——item修理的产品——repaired item不修理的产品——non-repaired item服务——service规定功能——required function时刻——instant of time时间区间——time interval持续时间——time duration累积时间——accumulated time量度——measure工作——operation修改——modification(of an item)效能——effectiveness固有能力——capability耐久性——durability可靠性——reliability维修性——maintainability维修保障性——maintenance support performance 可用性——availability可信性——dependability失效——failure致命失效——critical failure非致命失效——non-critical failure误用失效——misuse failure误操作失效——mishandling failure弱质失效——weakness failure设计失效——design failure制造失效——manufacturing failure老化失效；耗损失效——ageing failure；wearout failure 突然失效——sudden failure渐变失效；漂移失效——gradual failure；drift failure 灾变失效——cataleptic failure关联失效——relevant failure非关联失效——non-relevant failure独立失效——primary failure从属失效——secondary failure失效原因——failure cause失效机理——failure mechanism系统性失效；重复性失效——systematic failure；reproducible failure 完全失效——complete failure退化失效——degradation failure部分失效——partial failure故障——fault致命故障——critical fault非致命故障——non-critical fault重要故障——major fault次要故障——minor fault误用故障——minor fault误操作故障——mishandling fault弱质故障——weakness fault设计故障——design fault制造故障——manufacturing fault老化故障；耗损故障——ageing fault；wearout fault程序－敏感故障——programme-sensitive fault数据－敏感故障——data-sensitive fault完全故障；功能阻碍故障——complete fault；function-preventing fault 部分故障——partial fault持久故障——persistent fault间歇故障——intermittent fault确定性故障——determinate fault非确定性故障——indeterminate fault潜在故障——latent fault系统性故障——systematic fault故障模式——fault mode故障产品——faulty item差错——error失误——mistake工作状态——operating state不工作状态——non-operating state待命状态——standby state闲置状态；空闲状态——idle state；free state不能工作状态——disable state；outage处因不能工作状态——external disabled state不可用状态；内因不能工作状态——down state；internal disabled state 可用状态——up state忙碌状态——busy state致使状态——critical state维修——maintenance维修准则——maintenance philosophy维修方针——maintenance policy维修作业线——maintenance echelon；line of maintenance维修约定级——indenture level(for maintenance)维修等级——level of maintenance预防性维修——preventive maintenance修复性维修——corrective maintenance受控维修——controlled maintenance计划性维修——scheduled maintenance非计划性维修——unscheduled maintenance现场维修——on-site maintenance；in sits maintenance；field maintenance 非现场维修——off-site maintenance遥控维修——remote maintenance自动维修——automatic maintenance逾期维修——deferred maintenance基本的维修作业——elementary maintenance activity维修工作——maintenance action；maintenance task修理——repair故障识别——fault recognition故障定位——fault localization故障诊断——fault diagnosis故障修复——fault correction功能核查——function check-out恢复——restoration；recovery监测——supervision；monitoring维修的实体——maintenance entity影响功能的维修——function-affecting maintenance妨碍功能的维修——function-preventing maintenance 减弱功能的维修——function-degreding maintenance 不影响功能的维修——function-permitting maintenance 维修时间——maintenance time维修人时——MMH maintenance man-hours实际维修时间——active maintenance time预防性维修时间——preventive maintenance time修复性维修时间——corrective maintenance time实际的预防性维修时间——active preventive maintenance time 实际的修复性维修时间——active corrective maintenance time 未检出故障时间——undetected fault time管理延迟（对于修复性维修）——administrative delay后勤延迟——logistic delay故障修复时间——fault correction time技术延迟——technical delay核查时间——check－out time故障诊断时间——fault diagnosis time故障定位时间——fault localization time修理时间——repair time工作时间——operating time不工作时间——non—operating time??需求时间——required time无需求时间——non-required time待命时间——stand-by time闲置时间——idle time；free time不能工作时间——disabled time不可用时间——down time累积不可用时间——accumulated down time外因不能工作时间——external disabled time；external loss time 可用时间——up time首次失效前时间——time to first failure失效前时间——time to failure失效间隔时间——time between failures失效间工作时间——operating time between failures恢复前时间——time to restoration；time to recovery 使用寿命——useful life早期失效期——early failure period恒定失效密度期——constant failure intensity period 恒定失效率期——constant failure rate period耗损失效期——wear－out failure period瞬时可用度——A(t) instantaneous availability瞬时不可用度——U(t) instantaneous unavailability 平均可用度——A(t1,t2)mean availability平均不可用度——U(t1，t2)mean unavailability渐近可用度——A asymptotic availability稳态可用度——steady－state availability渐近下可用度——U asymptotic unavailability稳态不可用度——steady-state unavailability渐近平均可用度——A??asymptotic mean availability渐近平均不可用度——U asymptotic mean unavailability平均可用时间——MUT mean up time平均累积不可用时间——MADT mean accumulated down time可靠度——R(t1，t2)reliability瞬时失效率——λ(t)??instantaneous failure rate平均失效率——λ(t1,t2)mean failure rate瞬时失效密度——Z(t) instantaneous failure intensity平均失效密度——Z(tl，t2) mean failure intensity平均首次失效前时间——MTTFF mean time to first failure平均失效前时间——MTTF mean time to failure平均失效间隔时间——MTBF mean time between failures平均失效间工作时间——MTBF mean operating time between failures 失效率加速系数——failure rate acceleration factor失效密度加速系数——failure intensity acceleration factor维修度——maintainability瞬时修复率——μ(t)instantaneous repair rate平均修复率——μ(t1，t2)mean repair rate平均维修人时——mean maintenance man-hours平均不可用时间——MDT mean down time平均修理时间——MRT mean repair timeP—分位修理时间——p—fractile repair time平均实际修复性维修时间——mean active corrective maintenance time 平均恢复前时间——MTTR??mean time to restoration故障识别比——fault coverage修复比——repair coverage平均管理延迟——MAD mean administrative delayp—分位管理延迟——p-fractile administrative delay平均后勤延迟——MLD mean logistic delayP—分位后勤延迟——P—fractile logistic delay试验——test验证试验——compliance test测定试验——determination test实验室试验——laboratory test现场试验——field test耐久性试验——endurance test??加速试验——accelerated test步进应力试验——step stress test筛选试验——screening test时间加速系数——time acceleration factor维修性检验——maintainability verfication维修性验证——maintainability demonstration 观测数据——observed data试验数据——test data现场数据——field data基准数据——reference data冗余——redundancy工作冗余——active redundancy备用冗余——standby redundancy失效安全——fail safe故障裕度——fault tolerance故障掩盖——fault masking预计——prediction可靠性模型——reliability model可靠性预计——reliability prediction可靠性分配——reliability allocation；reliability apportionment故障模式与影响分析——FMEA fault modes and effects analysis故障模式、影响与危害度分析——FMECA fault modes，effects and criticality analysis 故障树分析——FTA fault tree analysis应力分析——stress analysis可靠性框图——reliability block diagram故障树——fault tree状态转移图——state-transition diagram应力模式——stress madel??故障分析——fault analysis失效分析——failure analysis维修性模型——maintainability model维修性预计——maintainability prediction维修树——maintenance tree维修性分配——maintainability allocation；maintainability apportionment 老练——burn in可靠性增长——reliability growth可靠性改进——reliability improvement可靠性和维修性管理——reliability and maintainability management可靠性和维修性保证——reliability and maintainability assurance可靠性和维修性控制——reliability and maintainability control可靠性和维修性大纲——reliability and maintainability programme 可靠性和维修性计划——reliability and maintainability plan可靠性和维修性审计——reliability and maintainability audit可靠性和维修性监察——reliability and maintainability surveillance 设计评审——design review真实的…——true…预计的…——predicted…外推的…——extrapolated…估计的…——estimated…固有的…——intrinsic…；inherent…使用的…——operational…平均的…——mean…P-分位…——P-fratile…瞬时的…——instantaneous…稳态的…——steady state。
自动控制在生活中的应用英语作文
自动控制在生活中的应用英语作文Automation and its Applications in Daily LifeAutomation has become an integral part of our daily lives, revolutionizing the way we interact with the world around us. From the moment we wake up to the moment we go to bed, automation plays a significant role in shaping our experiences and streamlining our daily tasks. In this essay, we will explore the various applications of automation in our everyday lives and how it has transformed the way we live.One of the most prevalent applications of automation in our daily lives is in the realm of home automation. Smart home technology has made it possible to control various aspects of our homes with the touch of a button or a voice command. From adjusting the temperature and lighting to monitoring security and managing appliances, automation has made our homes more efficient, comfortable, and energy-efficient. With the rise of voice-controlled assistants and interconnected devices, we can now control our homes remotely, allowing us to manage our living spaces with greater convenience and control.Another area where automation has had a significant impact is in transportation. Advancements in autonomous vehicle technology have paved the way for self-driving cars, which have the potential to revolutionize the way we commute. These vehicles are equipped with advanced sensors, cameras, and software that allow them to navigate roads, detect obstacles, and make decisions without human intervention. This not only enhances safety by reducing the risk of human error but also has the potential to alleviate traffic congestion and improve overall transportation efficiency.In the workplace, automation has transformed the way we perform our daily tasks. Robotic process automation (RPA) has enabled the automation of repetitive and mundane tasks, such as data entry, document processing, and customer service inquiries. This has not only increased productivity and efficiency but has also freed up employees to focus on more strategic and creative work. Additionally, the integration of artificial intelligence (AI) and machine learning (ML) in various industries has led to the automation of decision-making processes, allowing for faster and more accurate decision-making.The healthcare industry has also benefited greatly from the integration of automation. Automated systems are used in various medical procedures, such as robotic surgery, which has improved the precision and accuracy of surgical interventions. Furthermore, automation has played a crucial role in the management of medicalrecords, streamlining the process of data storage, retrieval, and analysis. This has not only improved the efficiency of healthcare delivery but has also enhanced patient outcomes by enabling more personalized and data-driven treatment approaches.In the realm of entertainment and leisure, automation has also made its mark. Smart home entertainment systems allow us to control our TVs, music, and other media with voice commands or mobile apps, providing a seamless and personalized entertainment experience. Additionally, the rise of automated recommendation algorithms in platforms like Netflix and Spotify has transformed the way we discover and consume content, tailoring our experiences to our individual preferences and habits.Automation has also found its way into our daily personal care routines. From self-cleaning litter boxes for our pets to automated makeup and skincare routines, we can now streamline many of our personal grooming tasks, freeing up time and energy for other pursuits.While the benefits of automation are undeniable, it is important to acknowledge the potential challenges and ethical considerations that come with its widespread adoption. Concerns around job displacement, data privacy, and the potential for automation to perpetuate biases and inequalities must be addressed throughthoughtful policymaking and responsible deployment of these technologies.In conclusion, automation has become a ubiquitous part of our daily lives, transforming the way we interact with our homes, workplaces, transportation, healthcare, and entertainment. As technology continues to evolve, the applications of automation will only continue to expand, offering us greater convenience, efficiency, and control over our daily lives. However, it is crucial that we navigate this technological landscape with a keen eye on the ethical implications and work to ensure that automation enhances our lives in a sustainable and equitable manner.。
Ellis-Corrective-Feedback
T tries to elicit correct pronunciation and the corrects
S: alib[ai]
S fails again
T: okay, listen, listen, alb[ay] T models correct pronunciation
SS: alib(ay)
Theoretical perspectives
1. The Interaction Hypothesis (Long 1996) 2. The Output Hypothesis (Swain 1985;
1995) 3. The Noticing Hypothesis (Schmidt
1994; 2001) 4. Focus on form (Long 1991)
2. In the course of this, they produce errors. 3. They receive feedback that they recognize as
corrective. 4. The feedback causes them to notice the errors they
first row. (uptake)
The complexity of corrective feedback
Corrective feedback (CF) occurs frequently in instructional settings (but much less frequently in naturalistic settings)
Commentary
Initial focus on meaning Student perceives the feedback as corrective
rats体系结构 -回复
rats体系结构-回复Rats体系结构1. 引言- 简介Rats体系结构的概念和重要性- 提出本文要回答的问题Rats体系结构是指软件测试领域中用于评估和提高软件质量的一种体系结构。
它是由CERT（卡耐基梅隆大学软件工程研究中心）开发和维护的一套开源软件工具的集合，用于自动化进行软件安全审计和漏洞扫描。
2. 软件测试概述- 解释软件测试的概念和目的- 强调软件测试的重要性和影响软件测试是软件开发过程中不可或缺的环节，其目的是发现和纠正软件中的错误和缺陷，以确保软件能够按预期工作。
测试可以通过验证软件是否满足需求和规范来评估软件质量，并提供给开发人员和用户关于软件可靠性和健壮性的信息。
3. Rats体系结构的定义和组成- 详细介绍Rats体系结构的定义和主要组成部分- 解释各个组成部分的功能和作用Rats体系结构是一个用于自动化进行软件安全审计和漏洞扫描的工具集合。
它由一系列独立的工具组成，每个工具都有不同的功能和作用。
其中一些主要的组成部分包括：- Rats扫描器：用于扫描源代码中潜在的安全漏洞和软件错误。
- Rats分析器：负责解析和分析通过扫描器收集到的数据，并生成报告。
- Rats数据库：用于存储漏洞和错误的详细信息和历史记录。
- Rats规则库：包含一系列预定义的规则和模式，用于检测和识别安全漏洞和软件错误。
4. Rats体系结构的工作流程- 详细描述Rats体系结构的工作流程- 可使用图示或流程图辅助解释Rats体系结构的工作流程包括以下步骤：1) 配置：用户根据需要配置Rats工具集的参数和选项。
2) 扫描：Rats扫描器通过解析源代码，检查潜在的安全漏洞和软件错误。
3) 收集：扫描器将检测到的漏洞和错误信息收集并传递给分析器。
4) 分析：分析器对收集到的数据进行解析和分析，生成详细的报告。
5) 存储：分析器将报告和相关数据存储到Rats数据库中，用于后续分析和查询。
6) 展示：用户可以通过使用Rats工具集的界面或命令行接口查看生成的报告和结果。
英语作文读书笔记的标题
英语作文读书笔记的标题Title: Enhancing Learning Through English Essay Writing: Strategies for Effective Note-taking。
Introduction。
Effective note-taking is a fundamental skill for academic success, especially when it comes to reading and comprehending texts in English. In this essay, we will explore various strategies to improve note-taking proficiency, thereby enhancing comprehension and retentionof information from English texts.1. Understand the Purpose。
Before diving into note-taking, it's crucial to understand the purpose of your reading. Are you reading for general understanding, specific information, or critical analysis? Tailoring your note-taking approach to match your reading purpose can significantly improve efficiency andeffectiveness.2. Active Reading Techniques。
Engage in active reading practices to facilitate note-taking. This involves highlighting key points, annotating the text with questions or comments, and summarizing paragraphs in your own words. Active reading not only aids comprehension but also provides a basis for concise note-taking.3. Utilize Abbreviations and Symbols。
RECSIT1.1中英文对照全文
New response evaluation criteria in solid tumours: Revised RECIST guideline (version 1.1)新版实体瘤疗效评价标准：修订的RECIST指南（1.1版本）Abstract摘要Background背景介绍Assessment of the change in tumour burden is an important feature of the clinical evaluation of cancer therapeutics: both tumour shrinkage (objective response) and disease progression are useful endpoints in clinical trials. Since RECIST was published in 2000, many investigators, cooperative groups, industry and government authorities have adopted these criteria in the assessment of treatment outcomes. However, a number of questions and issues have arisen which have led to the development of a revised RECIST guideline (version 1.1). Evidence for changes, summarised in separate papers in this special issue, has come from assessment of a large data warehouse (>6500 patients), simulation studies and literature reviews.临床上评价肿瘤治疗效果最重要的一点就是对肿瘤负荷变化的评估：瘤体皱缩（目标疗效）和病情恶化在临床试验中都是有意义的判断终点。
relevance
relevanceRelevance: Understanding the Importance and ImpactIntroductionIn today's fast-paced and information-driven world, the concept of relevance holds significant importance. Whether it is in the context of academic research, business decision-making, or even personal relationships, the notion of relevance helps us make informed choices. This document aims to explore the meaning of relevance, its applications in various domains, and the impact it has on our lives.Defining RelevanceRelevance can be defined as the degree to which something is connected or applicable to a particular situation or context. It refers to the ability to meet specific needs, answer questions, or solve problems effectively. In simple terms, relevance is the quality of being pertinent, timely, or significant.Applications of RelevanceRelevance plays a crucial role in several domains, including education, marketing, information retrieval, and communication. Let's explore how relevance manifests itself in each of these areas.1. Education: In the field of education, relevance is key to effective learning. When teachers design their curriculum, they strive to make it relevant to the students' lives and future aspirations. By establishing the relevance of the subject matter, educators can engage students more effectively, fostering better understanding and retention of knowledge.2. Marketing: Relevance is at the core of successful marketing strategies. Marketers aim to make their products or services relevant to consumers' needs and desires. By understanding the target audience and tailoring marketing messages accordingly, companies can generate higher customer interest and engagement.3. Information Retrieval: In the digital age, relevance plays a vital role in information retrieval. Search engines, for instance, utilize complex algorithms to determine the relevance of webpages to a user's search query. The goal is to present the most relevant and useful information, ensuring a satisfactory user experience.4. Communication: Relevance is paramount in effective communication. When conveying a message, whether in personal or professional settings, it is essential to ensure that the information shared is relevant to the recipient's interests, knowledge, and current situation. Relevant communication promotes understanding, encourages active engagement, and avoids unnecessary misunderstandings.The Impact of RelevanceNow that we understand the significance of relevance, let's explore the impact it has on various aspects of our lives.1. Decision-Making: Relevance is central to making informed decisions. Whether it is choosing a college major, investing in a business venture, or buying a new product, the relevance of the available options helps guide our choices. By considering the relevance of different factors, we can weigh the pros and cons and make decisions that align with our goals and aspirations.2. Problem-Solving: Relevance is instrumental in problem-solving. When faced with a challenge or an obstacle, the ability to identify relevant information, resources, and strategies is crucial for finding effective solutions. By seeking relevance, we can narrow down our focus, save time, and enhance our problem-solving abilities.3. Personal Relationships: Relevance also plays a role in fostering meaningful relationships. It involves being attentive and responsive to the needs and interests of others. By being relevant in our interactions, we can establish deeper connections, build trust, and strengthen bonds with our friends, family, and colleagues.4. Career Development: The concept of relevance is highly relevant (pun intended) in professional settings. In today's competitive job market, staying relevant is essential for career growth and success. By continuously updating skills, staying informed about industry trends, and demonstrating relevance in one's field, individuals can enhance their employability and open doors to new opportunities.ConclusionRelevance is a fundamental concept that permeates various aspects of our lives. It guides us in decision-making, problem-solving, and effective communication. Understanding the importance and impact of relevance allows us to navigate through the vast sea of information and make choices that align with our goals and desires. By embracing relevance, we can lead more fulfilling and successful lives.。
otp is invalid resend email
OTP is Invalid: Resend EmailIntroductionIn today’s digital age, online security has become a major concern for individuals and organizations alike. One common method used to enhance security is the One-Time Password (OTP). An OTP is a unique code that is generated for each authentication attempt and is usually sent to the user’s registered email address or mobile phone number. However, there are instances when the OTP is invalid, leading to frustration and inconvenience for the user. This article aims to explore the reasons behind an invalid OTP and discuss the process of resending an email with a valid OTP.Understanding OTPsBefore we delve into the reasons behind an invalid OTP, let’s first understand what an OTP is and how it works. An OTP is a temporary,single-use password that is generated for a specific authentication session. It provides an added layer of security by ensuring that only the intended user can access their account.OTP codes can be generated in various ways, such as time-based algorithms or event-based algorithms. Time-based OTPs change periodically, usually every 30 seconds, while event-based OTPs change after every authentication attempt. The most common method of deliveryis via email, where the user receives the OTP code to their registered email address.Reasons for an Invalid OTPThere are several reasons why an OTP might be invalid. Let’s explore some of the common causes:1.Expired OTP: OTPs have a limited validity period, typicallyranging from a few minutes to a few hours. If the user delays inentering the OTP, it might expire, rendering it invalid. In suchcases, the user should request a new OTP.2.Incorrect Entry: Users may mistype the OTP while entering it intothe verification field. Even a single wrong digit can result in aninvalid OTP. It is essential for users to double-check the codebefore submitting it.work Issues: Sometimes, network connectivity issues can causedelays in receiving the OTP email. If the user tries to enter the OTP before the email arrives, it will be considered invalid. Insuch cases, the user can wait for a few minutes and try again.4.Blocked Email: There are instances when email providers marklegitimate emails as spam or block them altogether. If the user’s email provider has marked the OTP email as spam, it might notreach the user’s inb ox, resulting in an invalid OTP. Users should check their spam folder and whitelist the sender to avoid suchissues.5.System Error: Occasionally, technical glitches or system errorscan cause OTPs to become invalid. These errors could be due toserver issues, software bugs, or other technical problems. In such cases, it is advisable to contact the customer support team forassistance.Resending an Email with a Valid OTPWhen a user receives an invalid OTP, they need to request a new OTP to proceed with the a uthentication process. Here’s a step-by-step guide on how to resend an email with a valid OTP:1.Check OTP Expiry: Before requesting a new OTP, ensure that theprevious OTP hasn’t expired. If it has, the user will need togenerate a fresh OTP.2.Click on “Resend OTP”: Most authentication interfaces providean option to resend the OTP. Look for a button or link that says“Resend OTP” and click on it.3.Wait for the Email: After clicking on the “Resend OTP” button,wait for a few moments for the email to arrive. Be sure to checkthe inbox as well as the spam folder.4.Enter the New OTP: Once the new OTP email arrives, open it andcopy the code. Return to the authentication interface and enterthe new OTP into the verification field.5.Double-Check the OTP: Before submitting the OTP, verify that itmatches the code provided in the email. Ensure there are no typos or missing digits.6.Submit and Authenticate: After confirming the OTP, click on the“Submit” or “Authenticate” button to complete theauthentication process.ConclusionIn conclusion, an invalid OTP can be a frustrating experience for users trying to access their accounts. Understanding the reasons behind an invalid OTP and knowing how to resend an email with a valid OTP is crucial to overcome this issue. By following the steps outlined in this article, users can ensure a smooth authentication process and enhance their online security. Remember to always double-check the entered OTP and contact customer support if the issue persists. Stay safe online!。
monocle2结果解读 -回复
monocle2结果解读-回复Monocle 2 is a well-known assessment tool used to measure various aspects of individuals' personalities, including their strengths, weaknesses, and overall potential. In this article, we will delve into the results obtained from Monocle 2 and provide a comprehensive analysis of each theme that emerged.Firstly, let's explore the theme of "Leadership Skills." Monocle 2 evaluates an individual's ability to lead and influence others towards a common goal. Results indicated that you possess strong leadership qualities, showcasing your ability to inspire and motivate others. Your charisma and excellent communication skills enable you to effectively convey your ideas and visions, gaining the trust and support of your team. Building on these strengths, you have the potential to excel in leadership roles, driving teams towards success.Next, we examine the theme of "Analytical Thinking." Monocle 2 measures one's problem-solving and critical thinking skills. The results suggest that you possess remarkable analytical abilities. With a keen eye for detail and a systematic approach, you excel in identifying patterns, understanding complex information, andformulating effective solutions. This skill set makes you an invaluable asset in fields that require logical reasoning and data analysis.Moving on to the theme of "Creativity and Innovation," Monocle 2 assesses an individual's ability to think outside the box and generate new ideas. The results indicate that you possess a high level of creativity, constantly seeking innovative solutions to challenges. Your ability to look beyond conventional methods and come up with fresh perspectives allows you to bring unique insights to projects. Leveraging this creativity, you can drive innovation and inspire others with your imaginative ideas.The theme of "Collaboration and Teamwork" evaluates one's ability to work effectively with others. Monocle 2 shows that you excel in collaborating with colleagues, valuing their input and fostering a harmonious team dynamic. Your open-mindedness and adaptability enable you to integrate varied perspectives, resulting in better outcomes. Your strong interpersonal skills and empathy make you a valuable team member, contributing to a positive work environment.Lastly, we explore the theme of "Resilience and Adaptability." Monocle 2 assesses an individual's ability to cope with stress and adapt to changing circumstances. The results indicate that you demonstrate great resilience in the face of adversity. You remain composed and composed under pressure, allowing you to find effective solutions even in challenging situations. Additionally, you showcase impressive adaptability, quickly adjusting to new environments and embracing change.In conclusion, the Monocle 2 assessment provides valuable insights into an individual's personality traits, strengths, and areas for improvement. Your leadership skills, analytical thinking, creativity, collaboration, and resilience all contribute to a well-rounded and high-potential individual. By leveraging these strengths and continuing to develop your areas of improvement, you are poised for success in various professional arenas.。
transactionattributetype.required 例子 -回复
transactionattributetype.required 例子-回复transactionattributetype.required 是一种用于事务操作的属性类型。
在编程和软件开发中，事务是指一系列的操作步骤，这些操作步骤被认为是一个整体，要么全部成功执行，要么全部失败回滚。
transactionattributetype.required 是一种事务属性，用于定义在执行特定操作时是否需要启用事务。
在本文中，我们将逐步解释transactionattributetype.required 的使用和应用示例。
首先，让我们了解事务的基本概念和用途。
在软件开发中，事务的目标是确保数据的完整性和一致性。
当多个操作需要作为一个原子性操作执行时，启用事务非常重要。
例如，当从一个账户转移一定金额到另一个账户时，我们不希望在转移过程中出现任何错误或中断，否则可能会导致资金的丢失或数据库的不一致。
因此，启用事务可以确保所有操作都成功执行，或者在发生错误时自动回滚到初始状态，以保持数据一致。
transactionattributetype.required 属性是事务属性类型的一种，它指示在执行特定操作时启用事务。
换句话说，当一个方法或函数被标记为transactionattributetype.required 时，它将在调用时创建一个新的事务，并执行其中定义的操作。
如果在执行过程中发生任何错误或异常，该事务将被回滚，保持数据的一致性。
只有当所有操作都成功执行时，该事务将被提交，以使数据的更改生效。
让我们通过一个具体的例子来进一步说明transactionattributetype.required 的使用和工作方式。
假设我们正在开发一个电子商务网站，并处理订单和付款交易。
我们需要确保创建订单和更新库存的过程以原子方式执行，并且如果有任何错误发生，订单会被取消，库存必须回滚到之前的状态。
在这种情况下，我们可以在订单和库存处理的方法上使用transactionattributetype.required 属性。
major方案违背与critical方案违背
major方案违背与critical方案违背首先从偏差描述说起，对于不同级别的偏差，WHO对于描述的要求也不完全相同，Minor偏差要求的只是Adequate（充分）的描述，而对于更加严重的两类偏差，WHO要求Enhanced （进一步的），Thorough（彻底的，严谨的）和Objective（客观的）。
当然，这里所谓的描述，不仅限于偏差报告时的描述，在调查过程中也需要遵循这个原则。
Major和Critical的偏差往往也是审计的重点，所以写报告的时候一定需要仔细斟酌其表述。
根据一个有用的决策树中描述的偏差分级原则，Major和Critical的偏差通常是指对制造参数，SOP，GMP有明显的违背，或者影响产品质量属性，或者影响操作以及关键参数，或者影响设备或仪器相关的流程，在这些情况下，偏差的发生往往对产品的质量或者法规要求的文件记录有潜在的影响。
在这些情况下，偏差调查过程应该更加深入，不能像Minor偏差那样治标不治本，仅针对表面现象进行处理，需要深挖偏差发生的根本原因，这就是所谓的Root Cause Investigation（根本原因分析）。
根本原因分析也有方法论，明天后天会分别介绍两个用于根本原因分析的方法5WHY和鱼骨图法。
在进行完根本原因分析后，需要针对根本原因制订CAPA（预防纠正措施），这里再强调一下两个概念的不同，Correction针对的是偏差偏离的表象，Corrective Action针对的是根本原因。
进行了调查，建立了CAPA后，还有一个绕不过去的话题，那就是对于批次的处理意见，倒底是可以释放产品，还是不可以释放产品，还是说释放了产品之后要进行后续的补充稳定性，亦或是需要返工等等。
这些内容可以记录在Batch Disposition批决策（如适用）中。
GMP 2010版第230条中有明确的要求，所有与该批产品有关的偏差均已有明确的解释或说明，或者已经过彻底调查和适当处理；如偏差还涉及其他批次产品，应当一并处理。
改变学习方法英语作文600字
改变学习方法英语作文600字英文回答：Changing Study Methods for English Proficiency.In the pursuit of English language mastery, revising one's learning strategies is paramount for sustained progress. Embracing innovative approaches and tailoring them to individual needs can unlock linguistic potential and accelerate proficiency.One effective strategy is the "Spaced Retrieval" technique. This involves periodically recalling information to strengthen memory bonds. Instead of passive repetition, active retrieval forces the brain to work harder, improving retention and increasing cognitive capacity. By reviewing material at increasing intervals (e.g., 1 day, 3 days, 1 week), learners can reinforce knowledge and minimize forgetting.Another beneficial approach is "Interleaving." Instead of focusing on mastering one skill or grammar point at a time, interleaving involves mixing up different skills and concepts. This strategy helps learners develop a more holistic understanding of the language and improves their ability to apply it in various contexts. For example, instead of studying vocabulary words in isolation, interleaving involves incorporating them into reading and listening exercises, exposing learners to language in a more natural and meaningful way.In addition, the use of language exchange platforms and apps can greatly enhance immersion and provideopportunities for real-time practice. Connecting with native speakers or fellow learners allows for authentic communication and cultural exchanges. This immersive environment fosters language development and provides valuable input for refining pronunciation, grammar, and vocabulary.Moreover, technology-based language learning tools can supplement traditional methods and offer engaging andinteractive experiences. Adaptive learning platforms analyze learner progress and tailor personalized lesson plans based on their strengths and weaknesses. Language-learning apps provide on-the-go practice, making it convenient and accessible to learn at any time, anywhere. By embracing these technological advancements, learners can optimize their study time and maximize their progress.By adopting a combination of these innovative study methods, learners can transform their English learning journey. Embracing "Spaced Retrieval," "Interleaving," and language exchange platforms, while leveraging technology-based resources, will enhance their proficiency, accelerate their progress, and cultivate a lifelong love for the English language.中文回答：改变学习英语的方法。
beforeexecuteoperationtransaction
beforeexecuteoperationtransactionBefore executing any operation or transaction, it is essential to carefully consider and plan the steps involved. This applies to both personal and business-related activities.One important aspect to consider before carrying out an operation or transaction is conducting thorough research. This can involve researching the market, understanding the potential risks involved, and gathering relevant information. By doing so, you can make informed decisions and mitigate any potential challenges that may arise.Another crucial step is to evaluate the financial implications of the operation or transaction. This involves assessing the costs involved, potential returns or benefits, and considering any potential financial risks. It is important to ensure that the operation or transaction aligns with your financial goals and objectives.Additionally, obtaining legal advice is crucial before executing any significant operation or transaction. Consulting with professionals who specialize in the relevant field canhelp you navigate legal complexities and ensure compliance with all applicable laws and regulations. This step is particularly important when entering into contracts, making significant investments, or engaging in complex financial transactions.Furthermore, it is essential to consider the potential impact on stakeholders or other relevant parties. This includes evaluating the potential consequences for employees, customers, suppliers, or any other individuals or organizations that may be affected. Ensuring that the operation or transaction aligns with the values and interests of stakeholders is critical for long-term success and sustainability.In conclusion, careful planning and consideration are necessary before executing any operation or transaction. Conducting thorough research, evaluating financial implications, obtaining legal advice, and considering the impact on stakeholders are all crucial steps. By taking the time to adequately prepare, you can minimize risks and increase the chances of achieving desired outcomes.。
未来的互联网英语作文
未来的互联网英语作文The Evolving Landscape of the Internet.In the ever-evolving technological landscape, the internet has emerged as a transformative force, shaping human interactions, communication, and access to information. As we look towards the future, the internet is poised to undergo further significant developments, reshaping its role in our lives and ushering in a new era of connectivity.Artificial Intelligence and Machine Learning.One of the most transformative advancements in the future internet will be the increasing integration of artificial intelligence (AI) and machine learning (ML) technologies. AI-powered algorithms will play a pivotalrole in automating tasks, enhancing user experiences, and personalizing content.For instance, AI chatbots will become more sophisticated, providing seamless and human-like customer support. ML algorithms will analyze user behavior patterns, tailoring recommendations and content to individual preferences. AI-driven search engines will deliver more relevant and comprehensive results, enhancing the ease and efficiency of information retrieval.Immersive Technologies.Virtual reality (VR) and augmented reality (AR) technologies are poised to redefine online experiences and entertainment. VR headsets will immerse users in virtual worlds, offering unparalleled gaming, educational, and social experiences. AR will seamlessly blend digital information with the physical world, enhancing user interactions and providing new ways to access and consume content.VR and AR technologies will find applications in various industries. In education, they can provide immersive learning environments that enhance studentengagement and understanding. In healthcare, they canassist in surgical procedures, provide remote consultation, and facilitate rehabilitation therapies.Edge Computing and 5G Networks.The future internet will be characterized by the proliferation of edge computing and 5G networks. Edge computing brings data processing and storage closer to users, reducing latency and improving response times for applications. 5G networks will provide ultra-fast connectivity, enabling real-time data transfer, seamless video streaming, and support for demanding applications such as autonomous vehicles and remote surgery.Edge computing and 5G will revolutionize industries by enabling real-time processing and decision-making. In manufacturing, edge devices can monitor production lines, detect anomalies, and optimize processes in real-time. In healthcare, 5G connectivity will support real-time monitoring of patients' vital signs and provide remote access to medical records, enhancing patient care.Quantum Computing.The advent of quantum computing promises to unleash unprecedented computational power, opening newpossibilities for the internet. Quantum algorithms can solve complex problems that are intractable for classical computers, enabling advancements in encryption, drug discovery, and materials science.Quantum computing will revolutionize the internet by enhancing the security of online transactions, accelerating the development of new technologies, and facilitating the creation of personalized and tailored content. It will also drive innovation in fields such as finance, healthcare, and energy, by enabling faster and more accurate modeling and simulations.Blockchain and Decentralization.Blockchain technology has the potential to reshape the future of the internet by promoting decentralization andtransparency. Blockchain networks are distributed ledgers that record transactions securely and transparently, without the need for intermediaries.Decentralized applications (dApps) built on blockchain platforms will empower users to control their data and participate in decision-making processes. This will lead to more transparent and accountable internet governance, reducing the reliance on centralized authorities and fostering a more equitable distribution of power.Conclusion.The future internet is a tapestry of transformative technologies that will profoundly impact our lives. From the integration of AI and ML to the immersive experiences of VR and AR, from the speed and efficiency of edge computing and 5G to the computational power of quantum computing, the internet is poised to evolve into a more intelligent, connected, and decentralized ecosystem.These advancements will reshape industries, enhanceproductivity, improve communication, and provide unprecedented opportunities for innovation and progress. As we embrace the future of the internet, we must actively shape its development, ensuring that it serves the needs of humanity and contributes to a more equitable, sustainable, and prosperous world.。
人工智能对大学生的帮助英语作文150词
人工智能助力大学生成长In the era of rapid technological advancement,artificial intelligence (AI) has become an indispensable tool for college students, aiding them in various aspects of their academic and personal lives. This essay explores the significant role of AI in enhancing the educational experience and personal development of university students. Firstly, AI has revolutionized the way students learn. Through intelligent tutoring systems and adaptive learning platforms, AI personalizes the learning process, tailoring educational content to each student's unique needs and abilities. This personalized approach not only improves engagement but also enhances comprehension and retention of knowledge.Secondly, AI facilitates efficient research and information retrieval. With the help of AI-powered search engines and databases, students can quickly find relevant academic resources, saving them valuable time and effort. Additionally, AI-driven analytics tools assist in data interpretation, enabling students to make informeddecisions and gain deeper insights into their research topics.Moreover, AI enhances communication and collaboration among students. Virtual learning environments powered by AI foster real-time interaction and collaboration, enabling students to work together seamlessly despite geographical barriers. This collaborative learning environment fosters creativity, teamwork, and critical thinking skills.Lastly, AI supports students' personal development. AI-based self-improvement tools help students manage their time effectively, stay motivated, and develop healthy habits. By tracking their progress and providing feedback, AI enables students to identify areas for improvement and achieve their personal goals.In conclusion, artificial intelligence has transformed the academic and personal journey of college students. Its ability to personalize learning, facilitate research, enhance communication, and support personal development has made it an invaluable asset in the lives of university students. As AI continues to evolve, it will undoubtedlyopen up new opportunities and horizons for students to achieve their full potential.**人工智能助力大学生成长**随着科技的飞速发展，人工智能（AI）已成为大学生不可或缺的工具，在学术和个人生活的各个方面都为他们提供了巨大的帮助。
英语教育学知识点总结
英语教育学知识点总结Learning TheoriesLearning theories are fundamental in understanding how individuals acquire knowledge and develop skills. There are several prominent learning theories, including behaviorism, cognitivism, constructivism, and social learning theory.Behaviorism focuses on the idea that learning is a result of a response to external stimuli. This theory emphasizes the role of reinforcement and punishment in shaping behavior and learning.Cognitivism, on the other hand, focuses on the mental processes involved in learning, such as attention, memory, and problem-solving. It posits that learning is an active process that involves the acquisition, organization, and retrieval of knowledge.Constructivism emphasizes the role of the learner in constructing their understanding of the world. According to this theory, learning is a process of building mental models through exploration, inquiry, and reflection.Social learning theory suggests that learning occurs through observation and imitation of others. This theory emphasizes the role of modeling and reinforcement in shaping behavior and learning.Teaching StrategiesEffective teaching strategies are essential for creating a conducive learning environment and facilitating student engagement and achievement. Some key teaching strategies include differentiated instruction, cooperative learning, and inquiry-based learning.Differentiated instruction involves tailoring instruction to meet the individual needs and learning styles of students. This approach recognizes that students have different strengths, weaknesses, and interests, and thus, require different approaches to learning.Cooperative learning emphasizes collaborative learning experiences in which students work together in small groups to achieve learning goals. This approach promotes social interaction, teamwork, and the development of interpersonal skills.Inquiry-based learning involves the exploration of questions, problems, and scenarios to promote critical thinking and problem-solving skills. This approach fosters curiosity, creativity, and independent thinking.AssessmentAssessment plays a crucial role in evaluating student learning, providing feedback, and informing instructional decisions. There are various types of assessments, including formative assessment, summative assessment, and performance-based assessment.Formative assessment involves ongoing assessments that occur during the learning process to monitor student progress and provide feedback. This type of assessment helps teachers identify areas of strength and weakness in student learning and make adjustments to instruction as needed.Summative assessment occurs at the end of a unit or course to evaluate student learning and achievement. This type of assessment typically takes the form of tests, quizzes, and projects.Performance-based assessment involves evaluating student learning through the demonstration of skills and knowledge in real-world scenarios. This type of assessment may include presentations, portfolios, and performances.Role of Technology in EducationTechnology has become an integral part of the educational landscape, offering new opportunities for teaching and learning. Some key ways in which technology is used in education include online learning, flipped classroom, and educational software.Online learning, also known as e-learning, involves the use of digital technologies to deliver educational content and facilitate student engagement and interaction. This approach offers flexibility in terms of time and location and provides access to a wide range of educational resources and materials.Flipped classroom involves reversing the traditional model of instruction by delivering instructional content online for students to access outside of class, while using class time for activities, discussions, and problem-solving. This approach allows for more personalized and interactive learning experiences.Educational software encompasses a wide range of tools and applications designed to support and enhance teaching and learning. These may include content delivery platforms, interactive simulations, and adaptive learning systems.In conclusion, education is a dynamic and complex field that encompasses various theories, strategies, and technologies. By understanding key concepts in education, teachers can create effective learning experiences for students and contribute to their overall academic and personal development.。
Teaching Resources for Middle School English Teach
Classic literature: Classic literature such as novels, plays, and points can provide students with a rich source of language and cultural knowledge Teachers can introduce students to classical works in simplified versions or adapt them to make them more accessible to their students
01 02
Resource collection
Gather a variety of multimedia resources such as videos, audio files, images, and text documents to create a comprehensive library
02 Multimedia teaching resources
Course ware production and presentation
PowerPoint presentations
Create engaging and visually applying slideshows to illustrate key concepts, vocabularies, and grammar points
Utilize audio files for listening comprehension exercises, promotion practice, and to introduce authentic language use
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Tailoring Retrieval to Support Case-Based Teaching*Robin BurkeDepartment of Computer Science, University of Chicago1100 E. 58th St., Ryerson Hall, Chicago, IL 60637burke@ (312) 702-4029Alex KassInstitute for the Learning Sciences, Northwestern University,1890 Maple Ave., Evanston, IL 60201kass@ (312) 491-3500(To appear in Proceedings of the 13th Annual Conference on Artificial Intelligence, AAAI 1994.)AbstractThis paper describes how a computer program can support learning by retrieving and presenting relevant stories drawn from a video case base. Although this is an information retrieval problem, it is not a problem that fits comfortably within the classical IR model (Salton & McGill, 1983) because in the classical model the computer system is too passive. The standard model of IR assumes that the user will take the initiative to formulate retrieval requests, but a teaching system must be able to initiate retrieval and formulate retrieval requests automatically. We describe a system, called SPIEL, that performs this type of retrieval, and discuss theoretical challenges addressed in implementing such a system. These challenges include the development of a representation language for indexing the system’s video library, and the development of set of retrieval strategies and recognition knowledge that allow the system to locate educationally relevant stories.1. IntroductionA real-world story told by an expert at an opportune moment can be an invaluable resource for training novices to perform complex tasks (Schank, 1990b). Students do not usually get the benefit of such stories because experts' time is scarce and expensive. However, interactive multi-media technology now makes it possible to store video clips of experts telling their important stories, and to present those clips under computer control. Realizing the educational potential of such stories requires an AI system that understands the educational purposes that a story can serve well enough to be able to recognize when a story should be told. In this paper we discuss a case-based teaching system that can retrieve tutorial stories stored on video as advice for students who are engaged in a learning-by-doing environment. The system, called SPIEL (Story Producer for InteractivE Learning), is designed to assist students who are learning social skills. It is embedded in an intelligent learning-by-doing architecture called Guided * This work is supported in part by the Defense Advanced Research Projects Agency, monitored by the Air Force Office of Scientific Research and the Office of Naval Research. The Institute for the Learning Sciences was established in 1989 with the support of Andersen Consulting, part of The Arthur Andersen Worldwide Organization. The Institute receives additional support from Ameritech and Northwest Water, Institute partners.Social Simulation or GuSS (Kass et al., 1994) that provides a social simulation in which students can safely practice social skills, such as those required by diplomacy or business.2. IR, CBR, and Case-Based Teaching Selecting an instructive story from a video case base is a kind of information retrieval problem, but it is not one that fits comfortably within the classical model of information retrieval (Salton & McGill, 1983) because in the classical model the computer system is too passive. In the standard model of IR, the computer responds to well-formulated retrieval requests issued by a user. This model is appropriate only when intended users can be expected understand their information needs well enough to initiate requests at appropriate times and to formulate those requests correctly. Experts may sometimes understand their information needs well enough to fit this model, but non-experts learning a new, complex task rarely do. Systems intended to teach students to perform a complex task must, therefore, be more than passive data retrievers. They must be able to initiate retrieval and formulate retrieval requests automatically.Active retrieval, including automatic formation of retrieval cues, has been investigated most extensively in the context of case-based reasoning (CBR) research (Kolodner, 1993). For instance, a case-based planner, such as CHEF (Hammond, 1989a) attempts to solve new problems by retrieving and adapting stored plans, and must be able to extract features of new problems and use those features to retrieve a suitable plan from its library.The case-based teaching architecture (Schank, 1990a; Edelson, 1993; Burke, 1993) is a framework for building computer-based learning environments that present cases (such as experts' stories) to a student who is engaged in a complex task within a computer environment. Case-based teachers are not really case-based reasoners in the full sense, because they do not need to manipulate the internal content of their cases, they just need to retrieve and present them at the appropriate time. However, case-based teachers and case-based reasoners have in common the need to initiate the retrieval process and form retrieval cues. Case-based teachers are a good platform from whichto study the retrieval problem because they isolate the retrieval problem from the other hard CBR problems, such as evaluation and adaptation.We claim that the need for precision in educational case retrieval demands a system that understands the uses to which retrieved material will be put. In other words, just as an effective plan retriever must be based on a theory of goals and planning, an effective retriever of tutorial cases must be based on a theory the educational purposes that the retrieved cases can serve. Three types of theories are need; we will touch on each in this paper.1. A theory of indexing vocabulary: a representationlanguage that can be used to form labels for each story by encoding the features of story that may prove important for the system's educational purposes.2. A theory of educational relevance: a taxonomy of thedifferent kind of points that stories can be used to make, a theory of the features of stories that are important for making these kinds of points, and the features of a student's situation that are appropriateness conditions for making each kind of point.3. A theory of opportunity recognition: To recognizestorytelling opportunities, the tutor must be able to infer higher-level descriptions of the student’s actions from a stream of low-level event descriptions. It must draw reasonable conclusions about what the student is trying to accomplish, and relate its observations to the contents of the story base.3. A Case-Presentation ExampleThe goal of GuSS applications is to accomplish for social environments what other simulators accomplish for physical environments, supporting learning by doing. Within GuSS, SPIEL is like an experienced practitioner watching over the student's shoulder. It monitors the simulation and presents stories from its library when they are relevant to the student’s situation. The following example illustrates the kind of interaction that SPIEL has with students using the YELLO program, in which the student’s task is to try to sell Yellow Pages advertising. SPIEL has 178 stories told by account executives with great experience in selling. Consider the following interaction in which one of these stories is retrieved: Student:So, we're going to go ahead with the 1/4 page ad with color?Customer:OK.Student:Just sign right here.Customer:[signs]Student:I think the color is really going to attract people to your ad.Customer:I sure like the way it looks.Student:Ask your customers what they think. I'll bet you'll find its an attention-getter. Customer:See you next year.Student:See you. [leaves]This is a sales success, but SPIEL has a cautionary story to tell. Every moment the student remains after the close of the sale gives the customer an opportunity to retract his buying decision. Although that did not happen here, it is a possibility that the student should be aware of.SPIEL intervenes by first signaling to the student that it has a story available. Then, if the student expresses an interest in hearing the story, it explains why the story is relevant, shows a video in which an experienced salesperson relates the story as a personal experience, and finally sums up the main point of that story as it applies inthe current situation (see Figure 1):Figure 1. Example of story presentation windowHeadline: A story showing the risks of yourapproach…Bridge: You kept talking to the client after the salewas closed. Nothing bad happened but here's astory in which doing that led to problems:Video: I was in the South Bend/Mishawaka area.This was my first or second year. I was calling ona swimming pool contractor. He had a quarter pagein South Bend. I was proposing a quarter page inanother directory. It was sitting at his kitchen table.And the guy was hesitating; he didn't know... So,after a few more attempts, he says to me "OK, I'llgo with the other quarter page." He bought it. Ipushed the order form in front of him. He signed it.It's done.As I'm putting my stuff together, I made thiscomment that cost me the quarter page. I said, asI'm packing up, "I'm sure that you're going to get alot of phone calls from that new ad." He looked atme and he said, "You know, I don't need any morephone calls. I'll tell you what, let's not do that thisyear, maybe next." I talked myself out of a quarterpage. I've never done it since. I walked out. Therewas nothing I could say. I had it and I lost it. All Ihad to say was "Thank you very much Joe. See younext year." But I didn't. I had to tell him about thecalls, which I'd already done twenty times.1Coda: Nothing bad happened to you because youkept talking to the client after the sale was closed,but sometimes the client changes his mind.In this example, the storyteller augments the student's simulated experience in an important way. Without the "Talked myself out of a sale" story, the student, who was successful, might never realize the risks inherent in remaining after the sale. The story arrives just at the time when it is most relevant, after the risk is past and the student thinks all went well, and it is exactly on point as a counterexample: it shows a situation in which the same tactic had an opposite outcome.3.1. How the system worksSPIEL operates in storage and retrieval phases. The storage phase prepares the system for storytelling. The storyteller examines its stories in the light of its set of storytelling strategies, its library of different ways that stories can be used to teach, and determines what kinds of situations could arise that would constitute opportunities to tell each story. In the retrieval phase, the system tries to recognize those opportunities as the student is performing the task. This design is similar to approaches to "opportunistic memory" architectures proposed for opportunistic planning (Hammond, 1989b). A schematic picture of the phases is shown in Figure 2.The storage phase begins with the manual construction of indices. An indexer watches the story on video and uses an indexing tool to construct labels representing what it is about. Indices are then processed using storytelling strategies, representations of the tutorial purposes stories can serve. SPIEL determines, for each combination of story and strategy, how and when it might tell the story using the strategy, thus characterizing the storytelling opportunities that the story affords. The rule generator converts descriptions of these opportunities into procedures for recognizing them, in the form of rules that are compatible with the learning-by-doing environment.1 SPIEL's stories are video clips from videotaped interviews with experienced Yellow Pages account executives. The surrounding explanations are generated by the program.The retrieval phase of SPIEL is implemented by a rule-based system that interfaces with the GuSS learning environment. The rules created during the storage phase are matched against on-going events in the simulated world, as the student takes actions and the simulated characters respond. Successful recognition of an opportunity causes a story and its associated strategy to be retrieved. The rest of this paper discusses some of the details of the implementation of SPIEL's retrieval architecture, starting with the indices for stories. For brevity, we have omitted the discussion of SPIEL’s simple natural language generation.Figure 2. How SPIEL works4. Indexing storiesIn traditional IR, indices are keywords. The meaning of a document is approximated from words found in the text. Because SPIEL's stories are in video form, text ceases to become a "cheap feature." Indices must be entered manually. SPIEL makes use of structured indices that are more precise representations of the story's point or points. The points of SPIEL’s first-person anecdotes often comes from an expectation violation, a event that surprises the narrator or someone else in the story (Schank, 1982; Schank et al., 1990). In the “Talked myself out of a sale”story, the salesperson is surprised to find his attempt at reassuring the customer backfires into a loss of the sale. These anomalies make the stories interesting and they are also the key to the stories’ relevance in educational situations. An indexing representation for such stories must therefore a language for expressing anomalies. The general form of an anomaly can be stated as follows: Actor X had an expectation that Y would happen,but actually Z happened.A statement of the anomaly from the "Talked myself out of a sale" story isThe salesperson wanted to reassure the client abouthis purchase but actually the salesperson lost thesale.This anomaly captures one important aspect of what the story is about. A story usually says (or implies) more than this, including why the expectation came about and why it failed. The salesperson obviously thought that talking about the increased number of calls the client would get would be reassuring, and thought that reassuring the client was an important goal. The expectation failed because the time spent after the sale gave the customer time to reconsider. Figure 3 is an outline of the “Talked myself out of a sale” index. The index contains the anomaly (shown in bold) and the explanation of the anomaly. The anomaly highlights the feature that is different between the hoped-for case and the actual case.Viewer:SalespersonPerspective:wanted actualAgent:salesperson salespersonGoal:get customerconfidencemake salePlan:remain after sale remain after saleResult:get confidence failure to makesaleNeg. side-eff.customer notconfidentFigure 3. Index for “Talked myself out of a sale."5. Determining relevanceSPIEL's ability to tailor its retrieval to the task of education comes from its storytelling strategies, its knowledge of the conditions under which a story with particular characteristics will be relevant to a student. In the example above, the "Talked myself out of a sale" story was told using the Demonstrate risks strategy. This strategy selects stories about the failure of a particular course of action and tells them when the student has executed a similar course of action but had success. The story is relevant because it contradicts the evidence of the simulation with respect to the student's recent success. This is an educationally-appropriate way to intervene since, without the story, the student might not see the risks identified in the story.5.1. SPIEL's storytelling strategiesThere are two main sources of relevance for stories in a learning-by-doing environment: (1) they can point out errors that the student may be making when the environment does not provide sufficient feedback for the student, and (2) they can help the student explain expectation failures when the environment does not give all the information needed to construct an explanation.SPIEL has thirteen storytelling strategies, which fall into four categories based on their relationship between the stories they present and the situations in which they present them. The strategies are described in detail in (Burke, 1993).Strategies that show the student alternatives. These strategies present stories whose outcomes differ substantially from what the student has achieved in the simulated world. Demonstrate risks falls in this category. Confronting students with stories about alternative possibilities gets them to question their expectations about the simulated world.Strategies that critique the student's expectations. By showing examples of situations where people in a similar role had preconceptions that were incorrect, these strategies help students transfer expectations from their everyday social lives to the specialized social environment they are learning about.Strategies that project possible results of actions the student is taking. Normally, students receive immediate feedback from the execution of their plans. If they do not get such feedback, projection strategies call for the storyteller to provide examples that show possible outcomes.Strategies that explain the perspectives of other people to the student. These strategies recall stories that explain why people acted as they did in real world situations, making the unexpected actions of others in the simulation comprehensible.These categories cover the most important ways that stories can be relevant to students using GuSS. They concentrate especially on plans and outcomes, which is consonant with the emphasis in GuSS on learning-by-doing. Students are largely engaged in planning and acting in the social environment. In a different kind of task, such as a design task, students would focus on different kinds of expectations, such as how a design feature achieves a given function and how it will interact with other features. The case-based teaching system Creanimate (Edelson, 1993) has retrieval strategies organized around the problem of design.5.2. Demonstrate risks: A storytelling strategy Whenever one confronts a complex problem, it is important to know the range of possible outcomes: What is the best and worst that could happen? Both in real life and in GuSS's simulator, the student gets to see only one outcome at a time. Stories that show a range of alternatives provide necessary balance. Alternative-finding storytelling strategies are designed to bring to the student's attention stories that differ in significant ways from the student's experience in the simulated world.The idea behind Demonstrate risks is to tell a story about a failure when the student has experienced success.One reason this is important is that no simulation is perfect. If the simulation is not accurately reproducing the circumstances encountered in the story, the story points out possible differences between the simulation and the real world of practice. The example in section 2.1 shows Demonstrate risks in action in YELLO. In general, this strategy needs to see that the student is in a situation similar to that in the story, but has achieved an outcome that is very different: the student has succeeded where the story shows a failure. The strategy calls on SPIEL to predict an outcome that would be "very different" from losing the sale, different enough that it makes sense to tell the story as an alternative. Such opposite-finding inference occurs in each alternative-finding strategy.An opposite outcome is not something that contradicts the original in every respect. It does not make sense to say that the opposite of achieving X is failing to achieve Y, where X and Y are opposite goals. If anything, these would be similar outcomes. An opposite result is an opposite impact on the same goal. This is a simple example, but more complex cases of the opposite computation, such as that in the strategy Demonstrate alternative plan, where an opposite plan must be found, require involved opposite-finding inference. The details of the opposite-finding algorithm and other inference mechanisms in SPIEL can be found in (Burke, 1993).6. Implementing recognitionIndices represent what a story is about. Strategies represent how, in general, stories can be made relevant to a student. There is one final link that a storytelling tutor must make, which is the connection between students' actions and its notion of a relevant story. As shown in the examples, this involves a variety of considerations including social knowledge, such as the scope of a conversation, and practical details that are a function of the simulation environment itself.The tutor needs a general understanding of the task: that selling involves sub-goals like gathering information, constructing presentations, making sales pitches, and answering objections, for example. At a more concrete level, SPIEL has to know particular details of how the selling task is achieved by the student in the YELLO application. It has to know which kinds of answers from a customer constitute substantive information and which are evasions, what actions constitute the construction of a prospective ad, and so forth. SPIEL is operating in a environment with limited scope. It does not have to be concerned about every possible way a student can ask a question; it need only recognize those choices that GuSS actually permits.6.1. Applying storytelling strategiesHow would an opportunity to tell the "Talked myself out of a sale" story be recognized by SPIEL? The tutor would look for (1) the student to successfully complete the close of a sale, but (2) remain to talk with the customer, and then (3) finish the sales call without losing the sale. Then it would (4) tell the "Talked myself out of a sale" story to point out the possibly risky tactic the student had used.. We call the sequence of conditions for recognizing a storytelling opportunity a recognition condition description or RCD. The RCD describes what situation the student would have to encounter for the story to be relevant. Recognition condition descriptions have three parts: (1) a context in which the story would be worth telling, (2) conditions that indicate that the story is relevant in that context, and (3) the story itself and the manner in which it should be presented. These three parts can be thought of as filling roles in the following abstract rule form:When trigger, Look for evidence, Then presentation. To create the RCD, a storytelling strategy must reason about how concepts in the index or those inferred from the index may be manifested in observable actions in the simulation. SPIEL has a library of manifestation rules designed to predict characteristic actions that correspond to internal states.For an example, the RCD generated for the story "Talked myself out of a sale" when told using the Demonstrate risks strategy looks like this:WHEN the student is in the closing stage of the sales call and talking to the buyer,LOOK FOR the student to make the sale, continueconversing with the customer, and not to lose the sale, THEN TELL "Talked myself out of a sale" AS a"Demonstrate risks" story.6.2. From description to mechanismCreation of the trigger and evidence conditions completes the construction of an RCD. The RCD represents the recognition conditions for a tutorial opportunity describing a good time to tell a particular story using a particular strategy. The next part of the storage-time processing of SPIEL is rule generation, the construction of procedures capable of recognizing storytelling opportunities.The GuSS simulation is organized around a production system interpreter. Each of the characters in the social simulation is implemented by a production system, like those found in expert systems. To fit into this environment most effectively, the retrieval-time component of SPIEL is also implemented as a production system. The task of the rule generation component of SPIEL is to produce production rules capable of recognizing the tutorialopportunities that have been created by applying storytelling strategies to indices.The first step in rule generation is to make the recognition conditions concrete, to reason about how these conditions might arise and describe their occurrence in terms of actions that the student might actually take. To perform this elaboration, SPIEL needs knowledge about observability in the simulated world. It must know what kinds of actions are and are not available to the student and the simulated agents. The output of this step is an expanded RCD (or eRCD) representing the same recognition conditions as the original RCD, but placing them in terms of their concrete, observable manifestations. From the expanded RCD, the system designs a set of rules that will recognize the situation it describes. The initial stage of rule design is the construction of a rule specification, a directed graph indicating what production rules are needed and how they will relate to each other. Each node in the graph is a rule that the generator needs to produce. The triggering conditions are implemented by two rules, one that looks for the individual who is the buyer, and one that looks for the student to begin the closing stage of the sales process. If the student gets the sale but then leaves immediately, the story is not relevant. So there is a deactivating rule that halts recognition in this case. There is a second deactivating rule that comes in if the customer does what the customer does in the story, rethink the buying decision. In this case, the student does not need to see the story because the simulation has amply demonstrated the folly of remaining after the sale.In the final rule specification graph, each node contains a condition or set of conditions that a rule will have to recognize. Rules are produced by walking through this graph translating from the descriptions into simulation states that rules can directly test for. For example, a “customer signing contract” condition becomes a test for a signing event with the actor and object slots bound to certain values.7. Current StatusFormative evaluation of an earlier version YELLO containing a subset of SPIEL's stories was performed using Yellow Pages account executives as subjects. We found that users reacted well to the stories, finding SPIEL's interventions interesting and relevant. (Kass, et al. 1994) describes some of these findings.SPIEL is currently being adapted to teach personnel management. The most significant drawback in this conversion is the need for a large knowledge base of domain knowledge in order to apply storytelling strategies. This knowledge does not transfer from one domain to another and its acquisition forms a significant bottleneck for developing storytelling programs based on SPIEL. We are beginning to address this problem using knowledge-acquisition techniques to build an interactive tool that draws on the user's domain knowledge when applying storytelling strategies.8. ConclusionCurrently users only benefit from on-line databases when (a) they realize they have an information need, and (b) they know how to formulate retrieval queries. We feel there is much greater potential inherent in on-line databases, such as the video case-base discussed in this paper. However, realizing that potential requires intelligent systems that can initiate retrieval, formulating their own retrieval requests, not just responding to retrieval requests from a user.In building such a system, we have moved away from generic information retrieval: we found that what was required was a careful analysis of the purposes that retrieved information will serve. Such an analysis makes it possible to create retrieval systems like SPIEL that tailor retrieval by actively reasoning about those purposes.ReferencesBurke, R. D. 1993. Representation, Storage and Retrieval of Tutorial Stories in a Social Simulation. PhD Thesis, Northwestern University.Edelson, D. C. 1993. Learning from Stories: Indexing, Reminding and Questioning in a Case-based Teaching System. PhD Thesis, Northwestern University. Hammond, K. J. 1989a. Case-based planning. Boston: Academic Press.Hammond, K. J. 1989b. Opportunistic Memory. 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