The Application of the Functional Equivalence in the Translation of Chinese Tourist Guide

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台湾国立交通大学

台湾国立交通大学

台湾国⽴交通⼤学数学视频数学视频Calculus I 台湾国⽴交通⼤学 Michael Fuchs⽼師 36集(点击进⼊我的淘宝店)Calculus II 台湾国⽴交通⼤学 Michael Fuchs⽼師 29集(点击进⼊我的淘宝店)Chapter1 Functions and Model1-5 Exponential Functions1-6 Inverse Functions and LogarithmsChapter2 Limits and Derivatives2-2 The Limit of a Function2-4 The Precise Definition of a Limit2-3 Calculating Limits Using the Limit Laws2-6 Limits at Infinity; Horizontal Asymptotes2-5 Continuity2-8 Derivatives2-9 The Derivative as a FunctionChapter3 Differentiation Rules3-1 Derivatives of Polynomials and Exponential Functions3-2 The Product and Quotient Rules3-4 Derivatives of Trigonometric Functions3-5 The Chain Rule3-6 Implicit Differentiation3-8 Derivatives of Logarithmic Functions3-10 Related Rates3-7 Higher Derivatives3-11 Linear Approximations and DifferentialsChapter4 Applications of Differation4-1 Maximum and Minimum Values4-2 The Mean Value Theorem4-3 How Derivatives Affect the Shape of a Graph4-4 Indeterminate Forms a nd L’Hospital’s Rule4-7 Optimization Problems4-5 Summary of Curve Sketching4-10 AntiderivativesChapter5 Integrals5-1 Areas and Distances5-2 The Definite Integral5-3 The Fundamental Theorem of Calculus5-4 Indefinite Integrals and the Total Change Theorem5-5 The Substitution Rule5-6 The Logarithm Defined as an IntegralChapter6 Applications of Integration6-1 Areas between Curves6-2 Volumes6-3 Volumes be Cylindrical ShellsChapter7 Techniques of Integration7-1 Integration by Parts7-2 Trigonometric Integrals7-3 Trigonometric Substitution7-4 Integration of Rational Functions by Partial Fractions7-8 Improper Integrals7-7 Approximate IntegrationChapter8 Further Applications of Integration8-1 Arc Length8-2 Area of a Surface of RevolutionChapter10 Parametric Equations and Polar Coordinates10-1 Curves Defined by Parametric Equations10-2 Calculus with Parametric Curves10-3 Polar Coordinates10-4 Areas and Lengths in Polar Coordinates微积分(⼀) 台湾国⽴交通⼤学莊重⽼師 24集(点击进⼊我的淘宝店)微积分(⼆)台湾国⽴交通⼤学莊重⽼師 24集(点击进⼊我的淘宝店)課程章節第⼀章Functions and Model第⼆章Limits and derivatives第三章Differentiation Rules第四章The Properties of Gases第五章Integrals第六章Applications of Integration第七章Techniques of Integration第⼋章Further Applications of Integration第⼗章Parametric Equations and Polar Coordinates第⼗⼀章Infinite Sequences and Series第⼗⼆章Vectors and the Geometry of Space第⼗三章Vector Functions第⼗四章Partial Derivatives第⼗五章Multiple Integrals⾼等微积分(⼀)台湾国⽴交通⼤学⽩啟光⽼師 29集(点击进⼊我的淘宝店)⾼等微积分(⼆) 台湾国⽴交通⼤学 ⽩啟光⽼師 27集(点击进⼊我的淘宝店)第⼀章The Real and Complex Number SystemsFields Axioms, Order Axioms Completeness Axioms第⼆章Basic TopologyCardinality of SetsMetric SpacesCompact SetsConnected Sets第三章Numerical Sequences and SeriesConvergent SequencesCauchy SequencesUpper and Lower LimitsSeries of Nonnegative TermsThe Root and Ratio TestAbsolute Convergence, Rearrangements第四章ContinuityLimits of Functions and Continuous FunctionsContinuity and CompactnessContinuity and Connectednessdiscontinuities, Infinite Limits and Limits at Infinity第五章Differentiation The Derivative of a Real Function, Mean Value TheoremL’Hopital’s RuleTaylor’s TheoremDifferentiation of Vector-valued Functions第六章The Riemann-Stieltjes Integral Definition and Existence of the IntegralProperties of the IntegralIntegration and DifferentiationIntegration and Differentiation第六章The Riemann-Stieltjes IntegralIntegration and Differentiation第七章Sequence and Series of FunctionsSequence and Series of Functions --- the Main ProblemUniform Convergence and ContinuityUniform Convergence and IntegrationUniform Convergence and DifferentiationEquicontinuous Family of FunctionsThe Stone-Weierstrass Theorem第⼋章Some Special FunctionsPower seriesSome Special FunctionsFourier SeriesThe Gamma Function第九章Functions of several variablesFunction of Several VariablesFunction of Several Variables:DifferentiationFunction of Several Variables:DifferentiationThe Inverse Function TheoremThe Implicit Function TheoremThe Rank TheoremDeterminantsDifferentiation of Integrals偏微分⽅程(⼀) 台湾国⽴交通⼤学林琦焜⽼师 3.8GB (点击进⼊我的淘宝店)偏微分⽅程(⼆) 台湾国⽴交通⼤学林琦焜⽼师 3.4GB (点击进⼊我的淘宝店)内容纲要第⼀章 The Single First-Order Equation1-1 Introduction Partial differential equations occur throughout mathematics. In this part we will give some examples1-2 Examples1-3 Analytic Solution and Approximation methods in a simple example 1-st order linear example1-4 Quasilinear Equation The concept of characteristic1-5 The Cauchy Problem for the Quasilinear-linear Equations1-6 Examples Solved problems1-7 The general first-order equation for a function of two variables characteristic curves, envelope1-8 The Cauchy Problem characteristic curves, envelope1-9 Solutions generated as envelopes第⼆章Second-Order Equations: Hyperbolic Equations for Functions of Two Independent Variables2-1 Characteristics for Linear and Quasilinear Second-Order Equations Characteristic2-2 Propagation of Singularity Characteristic curve and singularity2-3 The Linear Second-Order Equation classification of 2nd order equation2-4 The One-Dimensional Wave Equation dAlembert formula, dimond law, Fourier series2-5 System of First-Order Equations Canonical form, Characteristic polynominal2-6 A Quasi-linear System and Simple Waves Concept of simple wave第三章 Characteristic Manifolds and Cauchy Problem3-1 Natation of Laurent Schwartz Multi-index notation3-2 The Cauchy Problem Characteristic matrix, characteristic form3-3 Real Analytic Functions and the Cauchy-Kowalevski Theorem Local existence of solutions of the non-characteristic 3-4 The Lagrange-Green Identity Gauss divergence theorem3-5 The Uniqueness Theorem of Ho ren Uniqueness of analytic partial differential equations3-6 Distribution Solutions Introdution of Laurent Schwartzs theory of distribution (generalized function)第四章 The Laplace Equation4-1 Greens Identity, Fundamental Solutions, and Poissons Equation Dirichlet problem, Neumann problem, spherical symmetry, mean value theorem, Poisson formula4-2 The Maximal Principle harmonic and subharmonic functions4-3 The Dirichlet Problem, Greens Function, and Poisson Formula Symmetric point, Poisson kernel4-4 Perrons method Existence proof of the Dirichlet problem4-5 Solution of the Dirichlet Problem by Hilbert-Space Methods Functional analysis, Riesz representation theorem, Dirichlet integra第五章 Hyperbolic Equations in Higher Dimensions5-1 The Wave Equation in n-Dimensional Space(1) The method of sphereical means(2) Hadmards method of descent(3) Duhamels principle and the general Cauchy problem(4) mixed problem5-2 Higher-Order Hyperbolic Equations with Constant Coefficients(1) Standard form of the initial-value problem(2) solution by Fourier transform,(3) solution of a mixed problem by Fourier transform5-3 Symmetric Hyperbolic System(1) The basic energy inequality(2)Finite difference method(3) Schauder method第六章 Higher-Order Elliptic Equations with Constant Coefficients6-1 The Fundamental Solution for Odd n Travelling wave6-2 The Dirichlet Problem Lax-Milgram theorem, Garding inequality6-3 Sobolev Space Weak solution and Hibert space第七章 Parabolic Equations7-1 The Heat Equation Self-Similarity, Heat kernel, maximum principle7-2 The Initial-Value Problem for General Second-Order Parabolic Equations(1) Finite difference and maximum principle(2) Existence of Initial Value Problem第⼋章 H. Lewys Example of a Linear Equation without Solutions8-1 Brief introduction of Functional Analysis Hilbert and Banach spaces, projection theorem, Leray-Schauder theorem8-2 Semigroups of linear operator Generation, representation and spectral properties8-3 Perturbations and Approximations The Trotter theorem8-4 The abstract Cauchy Problem Basic theory8-5 Application to linear partial differential equations Parabolic equation, Wave equation and Schrodinger equation8-6 Applications to nonlinear partial differential equations KdV equation, nonlinear heat equation, nonmlinear Schrodinger equation变分学导论应⽤数学系林琦焜⽼师台湾国⽴交通⼤学 2GB (点击进⼊我的淘宝店)内容纲要第⼀章变分学之历史名题1.1 Bernoulli 最速下降曲线1.2 最⼩表⾯积的迴转体1.3 Plateau问题(最⼩曲⾯)1.4 等周长问题1.5 古典⼒学之问题第⼆章 Euler- Lagrange⽅程2.1 变分之原理2.2 折射定律与最速下降曲线2.3 ⼴义座标2.4 Dirichlet 原理与最⼩曲⾯2.5 Lagrange乘⼦与等周问题2.6 Euler-Lagrage ⽅程之不变量2.7 Sturm-Liouville问题2.8 极值(积分)问题第三章 Hamilton系统3.1 Legendre变换3.2 Hamilton⽅程3.3 座标变换与守恒律3.4 Noether定理3.5 Poisson括号第四章数学物理⽅程4.1 波动⽅程4.2 Laplace与Poisson⽅程4.3 Schrodinger ⽅程4.4 Klein-Gordon ⽅程4.5 KdV ⽅程4.6 流体⼒学⽅程 课程书⽬变分学导论 (Lecture note by Chi-Kun Lin).向量分析台湾国⽴交通⼤学林琦焜 3.3GB (点击进⼊我的淘宝店)向量分析主要是要谈”梯度、散度与旋度”这三个重要观念,⽽对应的则是⽅向导数、散度定理、与Stokes定理因此重⼼就在於如何釐清线积分、曲⾯积分以及他们所代表的物理意义。

心理学名词翻译

心理学名词翻译

[名词委审定]汉英心理学名词5-羟色胺5-hydroxytryptamine, 5-HT, s erotoninA 型行为类型type A behavior patternB 型行为类型type B behavior patternC 型行为类型type C behavior pattern F 分布F distributionF 检验F testP 物质substance P, SPP300 波P300 wavePM 理论PM theoryT型迷津T mazeX 理论theory XY 理论theory YY型迷津Y mazeZ 理论theory Z[对]人知觉person perception[视觉]变形小屋distorted room[心理]咨询counselingt 分布t distributiont 检验t testz 分数z scorez 检验z testⅠ型错误type ⅠerrorⅡ型错误type Ⅱerror[人格]表面特质surface trait[人类]工效学ergonomics[婴儿的]单词语holophraseα波α waveβ波β waveγ-氨基丁酸γ-aminobutyric acid, GABA δ波δ waveθ波θ waveφ系数φ coefficientχ2分布chi-square distributionχ2检验chi-square testχ2可加性additivity of chi-squareψ现象ψ-phenomenon阿德勒心理学Adlerian psychology阿德勒心理治疗Adlerian psychotherap y艾宾豪斯错觉Ebbinghaus illusion艾森克人格问卷Eysenck Personality Q uestionnaire, EPQ爱德华兹个人爱好量表Edwards Person al Preference Schedule, EPPS爱好preference安全标准safety criterion安全分析safety analysis安全工程safety engineering安全评价safety evaluation安全心理学safety psychology安全训练safety training安慰剂placebo安慰剂效应placebo effect暗示suggestion暗示性suggestibility暗示治疗suggestive therapy暗适应dark adaptation暗适应曲线dark adaptation curve暗视觉scotopic vision奥地利学派Austrian school巴宾斯基反射Babinski reflex巴黎学派Paris school靶细胞target cell白板说theory of tabula rasa白质white matter百分等级percentile rank伴随性负电位变化contingent negative variation, CNV半规管semicircular canal剥夺deprivation保持retention保持曲线retention curve保持性复述maintenance rehearsal保健health care保守性聚焦conservative focusing饱和度saturation抱负水平aspiration level暴露疗法exposure therapy背根dorsal root背景音乐background music贝利婴儿发展量表Bayley Scales of Inf ant Development贝叶斯定理Bayes' theorem倍音overtone备择假设alternative hypothesis被动-攻击性人格passive-aggressive pe rsonality被害妄想persecutory delusion被试变量subject variable本能instinct本能冲动instinctive impulse本能论instinct theory本能行为instinctive behavior本体感受proprioception本我id本族语native language比较认知comparative cognition比较水平comparison level比较心理学comparative psychology 比率量表ratio scale比率智商ratio intelligence quotient比内-西蒙智力量表Binet-Simon Scale of Intelligence比赛心理定向mental orientation in co mpetition比赛型运动员competition type athlete 比赛自我意象self-image in competitio n毕生发展观life-span perspective闭环控制closed-loop control; 具有反馈信息的控制[过程]。

功能对等理论指导下的商务合同英语翻译

功能对等理论指导下的商务合同英语翻译

功能对等理论指导下的商务合同英语翻译Functional Equivalence Theory in English Translation of Business ContractsIntroductionBusiness contracts are essential legal documents that establish and govern agreements between parties involved in commercial transactions. With the increasing globalization of business, the need for accurate translation of these contracts from one language to another has become crucial. The functional equivalence theory provides a guiding framework for achieving accurate and effective translations of business contracts from Chinese to English. This article aims to explore the application of the functional equivalence theory in English translation of business contracts.1. Understanding the Functional Equivalence TheoryThe functional equivalence theory, also known as the skopos theory, is a translation approach that focuses on the purpose or function of a text in the target culture. According to this theory, the translator's primary goal is to produce a translation that fulfills the intended purpose or function of the source text in the target culture. In the context of business contracts, the functional equivalence theory emphasizes the importance of conveying the legal rights, obligations, and intentions of the parties involved accurately and effectively.2. Transfer of Legal ConceptsA crucial aspect of translating business contracts is the transfer of legal concepts from one legal system to another. The functional equivalence theory suggests that the translator should not mechanically replicate the exact legal terminology used in the source text but rather find corresponding legal concepts in the target language. This requires a deep understanding of both legal systems and the ability to identify equivalent legal principles in different cultural and linguistic contexts.3. Structural and Stylistic AdjustmentsIn addition to transferring legal concepts, the functional equivalence theory also encourages structural and stylistic adjustments in the translation process. Business contracts in Chinese may have a different organization and stylistic conventions compared to English contracts. The translator should adapt the structure and style of the translation to align with the norms and expectations of the target language, while ensuring the preservation of the contract's legal content and coherence.4. Clarity and PrecisionOne of the fundamental goals in translating business contracts is to ensure clarity and precision in the expression of legal terms and provisions. The translator should employ clear and concise language and avoid ambiguity or vagueness. The functional equivalence theory emphasizes the importance of using linguistic strategies to convey the intended meaning accurately, taking into account the legal implications of the translated text.5. Cultural SensitivityWhen translating business contracts, cultural sensitivity plays a significant role in ensuring functional equivalence. The contract may contain elements specific to the cultural context of the source language. The translator should be aware of cultural differences and adapt the translation accordingly, while still being faithful to the legal intent of the contract. Cultural adaptation can include modifying certain clauses, addressing cultural norms and practices, and adjusting the tone and style of the translation.ConclusionThe functional equivalence theory offers valuable guidance for English translation of business contracts. By prioritizing the intended purpose and function of the source text, translators can effectively convey the legal rights, obligations, and intentions of the parties involved. This approach involves not only the transfer of legal concepts but also structural and stylistic adjustments, clarity and precision in expression, and cultural sensitivity. Adhering to these principles ensures that the translated contracts accurately reflect the original intent and are legally effective in the target language.。

SAP屠夫_初级扫盲的关于作业类型

SAP屠夫_初级扫盲的关于作业类型

我的一位好友现在顾问公司混,他跟我讲,SAP CO很复杂,他正在实施的项目那破公司CO流程超级复杂,我谦虚地回答:老大,不要吓俺,就一小破CO,你不觉得只要肯花三四个月宰一下,就再也没有什么可宰的吗?他说:哎,流程复杂呀,兄弟,我这有很多东西可能你没经验没碰到过,我一位朋友做了7年FICO 都不敢说CO容易.俺就再次非常谦虚地回答:靠,谁呀,做了7年还这么没自信,那他是啥专业的.他说是那人是搞财务出身的,俺就明白了,靠,原来不是杀猪出身的,这也怪不得他,他还不明白FICO太TMD正常了,可惜他不是俺屠老大,你说不就一个小破FICO,如是我宰了3年给我一帮鸟人我都能将他复制出来玩,还搞球. 哎,在屠夫眼里,FICO不就一小猪吗?你说要怎么宰?算了….如你真想弄明白,强烈建议你就俺这doc一步步整.俺不是浪得虚名的,俺有证书,那象那个SHERKY是冒牌货.业务背景:为了便于读者理解,举了一个最简单的生产成本中心成本解决方案(包括成本预算,作业计划,成本控制,生产成本,差异分析等)的案例,假设某个Plant有两工作中心ZSTWC1和ZSTWC2分别对应到两个生产成本中心ZTCCTR1和ZTCCTR2,建立成本中心组PROD.下面详细解释SAP实现的一般步骤,读者就会发现其实SAP CO非常简单.*由于这个案例是DEMO性质,所以本人试图将最常见的疑问展示出来,所以可能并不实用,不过一个实际的SAP CO解决方案也大抵如此而已.一建立type 43次级成本要素(Tcode:KA06)建立43类次级成本要素,此类型的成本要素是用于作业分摊的图1-[2]Attribute mix的目的是将成本要素更细分,有了cost center, Functional area,还可根据费用用途自由组合成cost element来分析,相信没有多少人会想用这个功能.图1-[3]读者应该不会忘记FS00定义会计科目时能给定一个Functional area,次级成本要素也可设置一functional area , 更详细请看例1.Functional area的获取顺序.图1-[4]default acct assign.在此你能定义一默认cost center或IO给此成本要素做所谓的成本成本要素名称相关作业类型名99999995 Direct Labor Alloc. LAB99999996 Machine Hour Alloc. MAC66666665 Act Ind. deter&Alloc ACTII66666666 Act man in&Ind Alloc ACTMI66666667 Act Man. Entry&No al ACTMN二建立作业类型(Tcode:KL01)作业类型用来承载追踪成本中心提供的生产或服务, 然后将这些成本通过直接或间接分摊到其他的成本中心.假设除了LAB,MAC外,Production OH要如何整?SAP似乎更倾向于使用activity,一个企业要求将LAB+MAC各乘上一百分比做Production OH,通常有两种方法,一是比如建立一ZOH的作业类型,定义好计算公式,另一种是使用costing sheet ,我觉得都可以,谁好一些,今天不讨论…为什么使用作业类型?似乎没多少人会认真考虑这个问题,从设计逻辑上讲,这个问题就很容易回答,今天我也不答,MD俺先将CO这些常用的破程序读一下,改天自己设计CO时就可参考….图2-[2]作业类型类型1(手工输入手工分摊),实际上ACTII,ACTMI,ACTMN的类型分别是2,3,4就是为了说明四种作业的使用方法,详细请看接下来的分析.图2-[4],计划价格标志,计划价格标志有1,2,3三种,你在此设置一个价格标志,它将带到比如KP26里,当然KP26依旧允许你修改计划价格标志,如果不设置,默认的使用计划价格. 图2-[6]实际过帐作业类型通常你设置为空表示和,图2-[2]一样(as in planning),图2-[7]实际价格标志,标志有5,6,7三种,这和图2-[4]计划价格标志1,2,3,通常plan price indictor你选1,实际你选5或空(空就从plan price 1的based on activity实际上就是5).图2-[8]Output你定于output 单位,假设一小时人工(:LAB)能生产某产品10 PC,你定义Output unit为PC,Factor为10,公式是Output quantity = Activity quantity * Output factor.作业类型的计划/实际价格标志.Act Pri. Ind 5 5 5 5 5下面的price indicotr解释.对plan price indictor 你Kp06维护好plan cost, KP26维护好plan capicity 然后选2再KSPI 看看.对实际的是那个臭名昭著的破KSII .•001:The price of the activity type is determined automatically based on the planned activity and the planned costs required for this plan activity quantity.图3-[2],当Atyp category是2时,你必须手工给定一个计划价格标志,图中给定标志3,手工输入价格.LAB MAC ACTII ACTMI ACTMN NameAct. uni. H H H H HCCtr Cat. F F F F FActivity Cat. 1 1 2 3 4Alloc. CCE 99999995 99999996 66666665 66666666 66666667 Pri. Ind. 1或空1或空3(手工输入) 1或空1或空图3-[1]的计划的ATyp category是2,看看Act. Acty type cat.能输入什么值.Capture一下德国佬的设计思想.Act. Acty type cat. 5(Target = Actual allocation)相信大家一定不怎么玩,我喜欢玩这个.三建立生产成本中心(Tcode:KS02)建立两个测试成本中心STCCTR1和STCCTR2.如图4-[1]成本中心类型选F.*在使用KP26做成本中心作业量计划时必须保证作业类型和成本中心的Cost center category 一致比如都是F(生产成本类成本中心),其它类型的成本中心比如G/H/L当然也可定义相关作业,做费用计划和作业量计划默认成本中心不允许做收入计划和收入实际过帐,比如你试图在记帐时将STCCTR2做某收入类科目(成本要素11/12)的成本对象,就会有错误提示,除非你将图5-[2]的勾去除允许收入过帐.*SAP似乎认为收入应该优先使用利润分析段PSG做首选成本对象.四成本中心作业量计划(Tcode:KP26|KP27)我想先KP06结果提示,Cost center CCTR3 has none of the activity types used hereMessage no. K8 102at least one activity type on this cost center must have been created during activity type planning.意思是要我先做activity type plan 那就KP26先.图7-[1],输入plan activity 120,因为plan是从1-12 period系统会自动分到每period 10,点图7-[1]就能看到.图7-[2]plan activity ,计划作业量,有好事者给起个小名叫工时计划.图7-[3]Distribution Key 2,意思是想以前一样分配,这个有什么作用呢,现在不是不是120平均分到各period吗?假设你按图7-[1]将plan activity改成period 1-6是5(6*5=30),period 7-12是15(6*15=90),同样是120,然后将distribution key改成1(Equal distributution平均分配),在按图7-[1]看看,又被平均分成了每period 10, 如有大量的要这样改,请使用KPSI .图7-[5][6]手工预先给定fixed price 11.11和varaible price 22.22因为图7-[8]的plan price indictor不是3,KP06后再KSPI将被计算出的计划价格退换.有些企业似乎觉得KP06和KPSI两家伙并不好玩,KP06成本中心费用计划也不是那么好做的,MD,还分什么变态的作业相关和作业无关费用,你想象SHERKY好不容易混进CO 的革命队伍还要去搞这个,这不是存心为难人家吗?于是由CO在年初直接给一个在KP26给定价格.如果是KP26直接给定,是要fixed price还是variable price呢?听说SHEKRY最了解这个了,就由他回答.五建立成本中心费用计划(Tcode:KP06|KP16/KP17/KP36/KP37)假设cost center ZTCCTR1每年要发生清理费用600元(49999991)和生产设备保养费用600元(49999992),DL(Direct laborer,外企一般喜欢管产线员工,办公室一班鸟人叫IDL)的工资包括基本工资,社会保险和绩效奖金(对应科目5999991-5999993),MAC折旧对应科目6999991. 图9,KP06做初级成本要素计划,就是成本中心费用(成本)计划这些cost又可分作业无关的(Activity independent,这必须是plan fixed cost如图9-1,比如49999991|49999992)和作业相关.如果你愿意玩,即使是作业相关的费用也可分固定和变动费用(机器折旧不是还有工作量法吗?)就把MAC分成两部分.并且想计划变动费用,就必须对应作业类型.MD,SAP 那帮鸟人真会整,还有个成本中心预算KPZ2,听说中国第一预算高手是SAP搅肉机先生他家上了全面预算,结果整个企业成本下降30.5%,折合RMB 35.70,不过他请俺和酒了,还倒贴了50.45元,就是等于一分钱都没降下来,哎,倒是白白浪费了一对银子上这破系统.为什么你家KP26的plan作业价格是fixed的(no variable)?反正我家是variable price(无fixed price),什么变动成本完全成本混合成本法量本利分析本来俺杀猪的文化水平就不高,花了50元买了一个克大学的博士文凭,交了几万块到培训老师上课时也因前夜大麻将没睡好没听进去,就不说了.我的一位在顾问公司混的FICO朋友这样说,他说计算variable price时你要KP26维护好activity quantity ,否则就会有问题,我对这问题就太TMD有研究了,这个variable cost还真TMD难缠.所以基本上就不考虑真正的用途,本来比如LAB应该是variable的结果也弄成fixed plan price,你不明白,请往下看…几个报表:六计算计划价格(Tcode:KSPI) (OKET)到目前没有维护分割结构(OKES),结果就成了这样的,图11.LAB fixed price = (49999991+49999992)/2 = 600 /120 = 5 元LAB var price = (5999991+5999992+5999993) /120 = 30元LAB taal price 35 .MAC fixed price = (49999991+49999992)/2 = 600 再+ 6999991的fixed amount2400然后除120 = 25元MAC variant price = 6999991的variable fixed amount 2400/120 = 20MAC total 45 .就是说4999991和4999992 amount给平分了.KSPI update后,KP26检查价格,原来图7的11.11和22.22就被更新了(plan price indictor是1,如是3就不会).这时候SHERKY跑过来说,MD,这不是我需要的,能不能让那俩个4999991/4999992不跑来搅局.七维护分割结构(Tcode:OKES/OKEW) 于是OKES维护好splitting structure .KSPI这个时候KP26,如图16-[4]你将EquiNo清空.这时候, 再KSPI图17-[1]看看,有错误提示,但是起码我们看到LAB和MAC的价格如愿了.那个破EquiNo很重要,你自己看下帮助.如图16-[4],假设EquiNo不是空,则图17的计算结果会改变,也就是说依旧会将4999991-4999992的两个600元根据EquiNo分到LAB和MAC.你在图16-[4]LAB EquiNo填1, MAC填2看看, 那600元没对作业的将会是给LAB 400,给MAC 800这样搞.对作业无关的费用,没有对应到任何作业类型,就是OKES中也没有,如果作业类型维护了权数,它将被俺权数分到作业类型.如果在OKES里设置了,即使作业类型为空,权数就无用,而是平均分给各作业类型.需不需要执行OKEW?究竟需要将分割结构分配给成本中心吗?如你公司就一个生产成本中心有作业类型或者最多辅助生产的某成本中心有作业类型,有人说俺不OKEW也得,在本例中似乎不分配也行,但是一个大集团恐怕就有问题,哎,最好成绩好还是OKEW.再来重点讨论一下plan price calculation.你需要怎样怎样计算计划和实际activity price .图17-4的那个plan price cal是2是不.这时YZZY说,你怎么就这么会折腾呀?俺就说,其实俺就是专门折腾SAP小破FICO的杀手.看看OKEVN的图.你std cost est. (tcode :OKKN/OKK4)看一下STD cost est的作业的pricing strategyOne case.s current period is already 2006/03 , Now we need to change the activity plan price which is different from the previous 3 periods (Effective period is beginning from 4th period),However, Here is a confusion . for example .the activity plan price for the past 3 periods is 3USD , From 4th period we want to change to 4USD ,According to current logic (Plan Price As Average of All Fiscal Year Periods), the periodic activity plan price will be (3*3+4*9)/12 from 4th period , However, The periodic plan price we want is 4 USD , So we need change the activity strategy sequence from 2 to 1 .如下,年结后第3期间才开始做计划,前3期间已过,如Okk4是2(则全年平均了),所以改成1. 另4上月的实际做下月的计划.现在的问题来了,OKEVN的和OKKN/OKK4的的作业取价格如有矛盾哪个优先呀? OKEVN的怎么玩?有没有人试过.问了也白问,谁会象俺这样天天宰人家呢?如下图,将Equi清空.KP26加上ACTII,ACTMI,ACTMN,ACTII不能输入plan activity .现在假设将4999991-4999992给作业ACTMI .为此建立分割一新的assignment S3.KSPI结果.拿掉Activity ATIMI玩下,KP26这样设置Equi. No.KSPI,发现并没有按EquiNo分,将4999991-499992的600+600平均分给了LAB,MAC,ACTMI 和ACTMN.SHERKY坚决要让4999991-499992的600+600的1200按KP26的权数分,靠,人老了,不中用了,现在才想起equino叫权数.OKES拿掉S3.如果现在直接跑KSS4呢?看看,按权数了,太不好看了,SAP总是这样,有小数点就将Price unit给弄成1000,10000的.OKET或下图按[1]将小数固定成2,(OKET也可),它还跑个球,price unit不乖乖成了1吗?现在好看多了,靠,真是按KP26设置的权数分,看下面这张破图,是继承图.哎,中国未来的ERP设计重任既然落在各位弟兄肩上,上面弄了一堆case,SAP是如何设计KP06,KP26和KSPI计算逻辑的,它一会弄一个plan act.一会整一个权数出来,这权数对splitting structure的作业无关(又无主,即无actitity)的费用还无效.如果是你,你要怎么写…KPSI (plan reconcile)连KSPI的堂弟都要弄出来,MD,SAP AG那班鸟人就是喜欢开发一堆东西出来整人…简单点会死人吗?一个人问:俺每个月要将各种制造费用distribution,assessment最后整个实际作业price,倒不如就不用作业.Ok, 按照中国传统的破成本会计,我看了就烦,看看人家SAP AG,德国那些鸟人多聪明.使用作业类型.使用作业的好处.1.实时跟踪到生产工单费用(料就不说了,实际的,作业近似实际-?实际quantity * plan price结算前非实际价格,有的企业就不用实际作业价格重估了,plan price = actual price,这样偷懒的企业也有..),如要按传统的,靠月结分摊后才能知道状况(真不知早期那些做成本的没有电脑成本是怎么折腾出来的?)2.比直接使用分摊呀分配呀合理.不妨假设有一车间有两班组A组的机器是新的,月产出产品12000,B用了台破机器,破也就破了,还被冒充机器维修专家的SHERKY天天瞎整,结果员工累的吐血一月也就产出10000 .现在假设两机器月折旧都是12000, 两车间共同承担其它乱七八糟费用共20000元平分.结果A班机器折旧12000+20000/2 = 220000 产品,摊到产品22000/12000 = 1.8333元B班组:机器折旧12000+20000/2 = 220000摊到产品22000/10000= 2.2000元.如过这样弄.Total A+B费用24000 + 20000 = 440000元/产品数22000 = 2元.即那20000元的辅助生产费用(注:其中包括SHERKY 犯*事被GongAn当月罚的5000元)应该俺作业数(产品产出多作业数就多些)来分.A班:120000 *2 =24000B班:10000 * 2 = 20000作业在此时类似一个cost tracing factor ????你可以自己设想很多这样的case ,比如工厂无大单A班没啥事,B班排的还行什么的,这个解释好象还合理.作业类型还有啥破好处?八建立工作中心.如果需要可根据一台机器,一个拉(产线)建立工作中心,这视你需要如何核算工单成本.KB21N 错误.Activity type ACTMN is not allowed for business transaction RKLMessage no. BK 128DiagnosisIn business transaction RKL you entered activity type ACTMN, category 4. This category is not allowed in business transaction RKL.System ResponseYou can use only activity types of given categories in a given business transaction.The following activity type categories are valid for a given business transaction:•RKL (Direct Activity Allocation):o Category 1 (manual entry, manual allocation)•RKN, RKIL (Indirect Activity Allocation):o Category 3 (manual entry, indirect allocation)o Category 4 (manual entry, no allocation)oo RKLT (Template Allocation Actual):o Category 1 (manual entry, manual allocation)o Category 2 (indirect calculation, indirect allocation)•RKPS (Template Allocation Plan):o Category 1 (manual entry, manual allocation)o Category 2 (indirect calculation, indirect allocation)oo NoteYou can post category 2 (indirect calculation, indirect allocation) andcategory 5 (calculation and allocation using target=actual activity allocation) activity typesmanually only if the indicator Manual actual quantity is set in the activity type master data.If this indicator is set for an activity type of category 1, 2 or 5, you can post the activity types in the same posting transaction (entryof sender activities) and together with activity type categories3 and 4.九建立统计指标SKF用来分配那些不方便利用作业类型来分配的成本, 例如员工数目和电话数等.其中固定值Fixed values适用于全部过帐期间内比如库房或辅助车间使用作业类型+次级成本要素将成本分摊到生产车间和月末直接使用分摊有和好处.举个破例.十重过帐和直接作业分摊居然还要有个间接作业分摊,KSCB,KPPS一堆害人的东西,哎,真不知道SAPAG那写鸟人非整这么多东西难为俺老屠干嘛?十一分配分摊我看见这个就烦,改天再说..整天都没见哪个老板说,哎,杀猪的辛苦啦,俺把俺家的money分配个百把十万的给你…成本要素成本要素(组相干表)1.从财务角度看cost element master data:CSKU:Cost Element Texts描述CSKA:Cost element (含charts of account)CSKB:Cost Elements含生失效日期,Cost element typeCSKS:Cost Center Master Data2.For Enhancement:VIEA01:Cost elements for ownerVIEA02:Cost elements for owner3.TSAUM:GL account/cost element conversion***你使用OKB2,OKB3执行batch input(SM35)从总帐转的primary cost element list,并不是某些人所理解的在此设置一FS00同时就会auto create a cost element.4.居于Co角度的cost element master dataCSKACSKB5.DD07V :KADKY去看所有的cost element categoryCost element Category 中英文描述01 初级成本/成本降低产生的利润Primary costs/cost-reducing revenues03 每种附加费的应计/递延Accrual/deferral per surcharge04 每种债务的应计/递延=实际Accrual/deferral per debit = actual11 收入Revenues12 销售扣除Sales deduction--------------------------(for Primary cost element) 21 内部结算Internal settlement22 外部结算External settlement31 订单/项目结果分析Order/project results analysis41 间接费用Overheads42 分摊Assessment43 内部作业分配Internal activity allocation50 引入的与计划相关的项目订单:销售收入Project-related incoming orders: Sales revenue51 引入的与计划相关的项目订单:其他收入Project-related incoming orders: Other revenues52 引入的与计划相关的项目订单:成本Project-related incoming orders: Costs61 收入值Earned value-------------------------(For secondary cost element)90 资产负债表科目的统计成本要素Statistical cost element for balance sheet account以前我研究过KA01-24,就是你如果使用OBYC在BSX中中设置下(t030)和AO90资产并且是Acquisition:Acquis. and production costs(对应T095-KTANSW)SAP推荐是material和asset account实际上饶过这俩条件什么科目都可**比如你可给现金科目设置cost element 然后就可使用internal order统计SAP那个cost element category表我查以前的电子笔记已经查不到了,我记得好象还有什么70,71,80一大堆的估计是用于内部逻辑用或者保留,但是奇怪的是SAP在create cost element是将category写死在程序中的..........FUNCTION RK_COSTELEMENT_CLASSIFY.*"----------------------------------------------------------------------*"Lokale Schnittstelle:*" IMPORTING*" KATYP LIKE CSKB-KATYP*" EXPORTING*" KOTYP*" EXCEPTIONS*" KATYP_NOT_FOUND*"----------------------------------------------------------------------CASE KATYP.WHEN 1. KOTYP = 'P'.WHEN 2. KOTYP = 'P'.WHEN 3. KOTYP = 'P'.WHEN 4. KOTYP = 'P'.WHEN 11. KOTYP = 'P'.WHEN 12. KOTYP = 'P'.WHEN 21. KOTYP = 'S'.WHEN 22. KOTYP = 'P'.WHEN 31. KOTYP = 'S'.WHEN 32. KOTYP = 'P'.WHEN 41. KOTYP = 'S'.WHEN 42. KOTYP = 'S'.WHEN 43. KOTYP = 'S'.WHEN 50. KOTYP = 'S'. "projektbez. Auftragseingang: Umsatzerl?se WHEN 51. KOTYP = 'S'. "projektbez. Auftragseingang: Sonstige Ert.WHEN 52. KOTYP = 'S'. "projektbez. Auftragseingang: KostenWHEN 61. KOTYP = 'S'. "FortschrittswertWHEN 80. KOTYP = 'S'.WHEN 81. KOTYP = 'S'.WHEN 82. KOTYP = 'S'.WHEN 90. KOTYP = 'P'.WHEN OTHERS. RAISE KATYP_NOT_FOUND.ENDCASE.ENDFUNCTION.我研究过比如primary cost element在做FI doc是如何产生co doc的,现在问题是type 2, type 32, type 80,81,82什么时候出现,而且我记的还有70,71..类型的下面是我和一些fans网友的讨论.1-. What additional information is obtained from an inventory account defined as a Cost Element comparedwith and inventory account not defined as a cost element?: 2-. Can I define an inventory account as a cost element category 90, although the account has FI balancedifferent to zero? If so, is it necessary to make any initialization in CO of the Cost Element in order to makethe CO balance equal to the FI balance?: 3-. Is it possible to obtain a CO report that shows the Cost Element with category 90 composition? It means,Is it possible to see the value of project stock for each Plant, Valuation Type, WBS element and each material,separated from the value of plant stock for Plant, Valuation Type, and each material; contained in the Cost Element Balance?: 4-. Is it absolutely necessary to define the Inventory Account used for Project Stock as a Cost Element?: 5-. What are the consequences of define an Inventory Account as a Cost Element if the account is used also for Plant Stock?a-. After the assigment of components with Item Category "L", with a material whose Valuation Class is assigned(via BSX) to an Inventory Account that is defined as a Cost Element type 90, it happens that in the Cost Reports appears,the estimated value (Moving Average Price * quantity required), as Planned Costs.b-. Once the Activity is Released, there is no changes in the Cost Reports. The Estimated value continues appearing asPlanned Costs.c-. During MM processes, MRP, Creation of MM Planned Order (account assignment Q, special stock Q), Convertion of PlannedOrder to Purchase Requisition and then to Purchase Order, there is no changes in the CO Reports. The estimated valuecotinues appearing in the Planned Costs column.d-. Once the GR with reference to the PO is executed, valuated project stock is created at WBS element level. But, atCO Reports the stock value appears as Actual Cost and not as Commitment Cost as we expected.Is there something wrong? What we really want that the Inventory value appears as Commitment and not as Actual Cost.关于90 type你看KA01 source code就能发现有select * from T030 where BSX='' 和select * from T095 where KTANSWBTW的判断,然后就可create .例1 FA和Cost center获取的顺序Functional Area的获取顺序假设科目66200040(P&L Account)在FS00维护科目主数据中functional area是200,然后OKB9维护了如下图的default Co object,一个是成本中心52-810100,此成本中心属于functional area 300,然后统计性内部订单1000380的functional area是400.则获取functional area顺序如下(如没有退代的话),1.科目主数据->2.内部定单->3.成本中心. 就是说假设科目主数据没维护FA,将抓取IO的FA,然后是Cost center .成本中心的获取顺序假设成本要素66200040里维护了默认cost center 52-410110(和上图OKB9不同)在一大集团公司,假设使用同一会计科目表,显然此时成本要素也是作用于所有公司的,这时成本中心的获取顺序是OKB9定义的Account assignemt->成本要素主数据的成本中心.就是说比如在company code 4100里,如果OKB9未为66200040设置默认成本中心,在记帐时就默认获取了company code 5200的成本中心52-410110(当然你可更改),如用户不注意,就将一笔费用记到了其他公司的成本中心,很明显,最好不要在成本要素主数据里设置默认成本中心而是在OKB9 .CK11N一对item category都没玩过,哎…那个破EquiNo很重要,你自己看下帮助.如图16-[4],假设EquiNo不是空,则图17的计算结果会改变,也就是说依旧会将4999991-4999992的两个600元根据EquiNo分到LAB和MAC.你在图16-[4]LAB EquiNo填1, MAC填2看看, 那600元没对作业的将会是给LAB 400,给MAC 800这样搞.对作业无关的费用,没有对应到任何作业类型,就是OKES中也没有,如果作业类型维护了权数,它将被俺权数分到作业类型.如果在OKES里设置了,即使作业类型为空,权数就无用,而是平均分给各作业类型.需不需要执行OKEW?究竟需要将分割结构分配给成本中心吗?如你公司就一个生产成本中心有作业类型或者最多辅助生产的某成本中心有作业类型,有人说俺不OKEW也得,在本例中似乎不分配也行,但是一个大集团恐怕就有问题,哎,最好成绩好还是OKEW.再来重点讨论一下plan price calculation.你需要怎样怎样计算计划和实际activity price .图17-4的那个plan price cal是2是不.这时YZZY说,你怎么就这么会折腾呀?俺就说,其实俺就是专门折腾SAP小破FICO的杀手.看看OKEVN的图.你std cost est. (tcode :OKKN/OKK4)看一下STD cost est的作业的pricing strategyOne case.s current period is already 2006/03 , Now we need to change the activity plan price which is different from the previous 3 periods (Effective period is beginning from 4th period),However, Here is a confusion . for example .the activity plan price for the past 3 periods is 3USD , From 4th period we want to change to 4USD ,According to current logic (Plan Price As Average of All Fiscal Year Periods), the periodic activity plan price will be (3*3+4*9)/12 from 4th period , However, The periodic plan price we want is 4 USD , So we need change the activity strategy sequence from 2 to 1 .那个破[5]要提示一下,有人问KP26为什么version要弄0?如这改成1,是否KP26弄version 1,CK11N/CK40N就抓1的,自己回家去试,关于版本这东西俺在<<CO高手一月通>>已经说的很清楚.如下,年结后第3期间才开始做计划,前3期间已过,如Okk4是2(则全年平均了),所以改成1. 另4上月的实际做下月的计划.现在的问题来了,OKEVN的和OKKN/OKK4的的作业取价格如有矛盾哪个优先呀? OKEVN的怎么玩?有没有人试过.问了也白问,谁会象俺这样天天宰人家呢?。

IATA AHM目录

IATA AHM目录

Airport Handling ManualEffective 1 January—31 December 201838NOTICEDISCLAIMER. The information contained in thispublication is subject to constant review in the lightof changing government requirements and regula-tions. No subscriber or other reader should act onthe basis of any such information without referringto applicable laws and regulations and/or withouttak ing appropriate professional advice. Althoughevery effort has been made to ensure accuracy, theInternational Air Transport Association shall not beheld responsible for any loss or damage caused byerrors, omissions, misprints or misinterpretation ofthe contents hereof. Furthermore, the InternationalAir Transport Association expressly disclaims anyand all liability to any person or entity, whether apurchaser of this publication or not, in respect ofanything done or omitted, and the consequencesof anything done or omitted, by any such person orentity in reliance on the contents of this publication.Opinions expressed in advertisements appearing inthis publication are the advertiser’s opinions and donot necessarily reflect those of IATA. The mentionof specific companies or products in advertisementdoes not imply that they are endorsed or recom-mended by IATA in preference to others of a simi-lar nature which are not mentioned or advertised.© International Air Transport Association. AllRights Reserved. No part of this publication maybe reproduced, recast, reformatted or trans-mitted in any form by any means, electronic ormechanical, including photocopying, record-ing or any information storage and retrieval sys-tem, without the prior written permission from:Senior Vice PresidentAirport, Passenger, Cargo and SecurityInternational Air Transport Association800 Place VictoriaP.O. Box 113Montreal, QuebecCANADA H4Z 1M1Airport Handling ManualMaterial No.: 9343-38ISBN 978-92-9229-505-9© 2017 International Air Transport Association. All rights reserved.TABLE OF CONTENTSPage Preface (xv)Introduction (xvii)General (1)AHM001Chapter0—Record of Revisions (1)AHM011Standard Classification and Numbering for Members Airport Handling Manuals (2)AHM012Office Function Designators for Airport Passenger and Baggage Handling (30)AHM020Guidelines for the Establishment of Airline Operators Committees (31)AHM021Guidelines for Establishing Aircraft Ground Times (34)AHM050Aircraft Emergency Procedures (35)AHM070E-Invoicing Standards (53)Chapter1—PASSENGER HANDLING (91)AHM100Chapter1—Record of Revisions (91)AHM110Involuntary Change of Carrier,Routing,Class or Type of Fare (92)AHM112Denied Boarding Compensation (98)AHM120Inadmissible Passengers and Deportees (99)AHM140Items Removed from a Passenger's Possession by Security Personnel (101)AHM141Hold Loading of Duty-Free Goods (102)AHM170Dangerous Goods in Passenger Baggage (103)AHM176Recommendations for the Handling of Passengers with Reduced Mobility(PRM) (105)AHM176A Acceptance and Carriage of Passengers with Reduced Mobility(PRM) (106)AHM180Carriage of Passengers with Communicable Diseases (114)AHM181General Guidelines for Passenger Agents in Case of SuspectedCommunicable Disease (115)Chapter2—BAGGAGE HANDLING (117)AHM200Chapter2—Record of Revisions (117)AHM210Local Baggage Committees (118)AHM211Airport Operating Rules (124)Airport Handling ManualPageChapter2—BAGGAGE HANDLING(continued)AHM212Interline Connecting Time Intervals—Passenger and Checked Baggage (126)AHM213Form of Interline Baggage Tags (128)AHM214Use of the10Digit Licence Plate (135)AHM215Found and Unclaimed Checked Baggage (136)AHM216On-Hand Baggage Summary Tag (138)AHM217Forwarding Mishandled Baggage (139)AHM218Dangerous Goods in Passengers'Baggage (141)AHM219Acceptance of Firearms and Other Weapons and Small Calibre Ammunition (142)AHM221Acceptance of Power Driven Wheelchairs or Other Battery Powered Mobility Aidsas Checked Baggage (143)AHM222Passenger/Baggage Reconciliation Procedures (144)AHM223Licence Plate Fallback Sortation Tags (151)AHM224Baggage Taken in Error (154)AHM225Baggage Irregularity Report (156)AHM226Tracing Unchecked Baggage and Handling Damage to Checked and UncheckedBaggage (159)AHM230Baggage Theft and Pilferage Prevention (161)AHM231Carriage of Carry-On Baggage (164)AHM232Handling of Security Removed Items (168)AHM240Baggage Codes for Identifying ULD Contents and/or Bulk-Loaded Baggage (169)Chapter3—CARGO/MAIL HANDLING (171)AHM300Chapter3—Record of Revisions (171)AHM310Preparation for Loading of Cargo (172)AHM311Securing of Load (174)AHM312Collection Sacks and Bags (177)AHM320Handling of Damaged Cargo (178)AHM321Handling of Pilfered Cargo (179)AHM322Handling Wet Cargo (180)AHM330Handling Perishable Cargo (182)AHM331Handling and Protection of Valuable Cargo (184)AHM332Handling and Stowage of Live Animals (188)AHM333Handling of Human Remains (190)Table of ContentsPageChapter3—CARGO/MAIL HANDLING(continued)AHM340Acceptance Standards for the Interchange of Transferred Unit Load Devices (191)AHM345Handling of Battery Operated Wheelchairs/Mobility AIDS as Checked Baggage (197)AHM350Mail Handling (199)AHM351Mail Documents (203)AHM353Handling of Found Mail (218)AHM354Handling of Damaged Mail (219)AHM355Mail Security (220)AHM356Mail Safety (221)AHM357Mail Irregularity Message (222)AHM360Company Mail (224)AHM380Aircraft Documents Stowage (225)AHM381Special Load—Notification to Captain(General) (226)AHM382Special Load—Notification to Captain(EDP Format and NOTOC Service) (231)AHM383Special Load—Notification to Captain(EDP NOTOC Summary) (243)AHM384NOTOC Message(NTM) (246)Chapter4—AIRCRAFT HANDLING AND LOADING (251)AHM400Chapter4—Record of Revisions (251)AHM411Provision and Carriage of Loading Accessories (252)AHM420Tagging of Unit Load Devices (253)AHM421Storage of Unit Load Devices (263)AHM422Control of Transferred Unit Load Devices (268)AHM423Unit Load Device Stock Check Message (273)AHM424Unit Load Device Control Message (275)AHM425Continued Airworthiness of Unit Load Devices (279)AHM426ULD Buildup and Breakdown (283)AHM427ULD Transportation (292)AHM430Operating of Aircraft Doors (295)AHM431Aircraft Ground Stability—Tipping (296)AHM440Potable Water Servicing (297)AHM441Aircraft Toilet Servicing (309)Airport Handling ManualPageChapter4—AIRCRAFT HANDLING AND LOADING(continued)AHM450Standardisation of Gravity Forces against which Load must be Restrained (310)AHM451Technical Malfunctions Limiting Load on Aircraft (311)AHM453Handling/Bulk Loading of Heavy Items (312)AHM454Handling and Loading of Big Overhang Items (313)AHM455Non CLS Restrained ULD (316)AHM460Guidelines for Turnround Plan (323)AHM462Safe Operating Practices in Aircraft Handling (324)AHM463Safety Considerations for Aircraft Movement Operations (337)AHM465Foreign Object Damage(FOD)Prevention Program (340)Chapter5—LOAD CONTROL (343)AHM500Chapter5—Record of Revisions (343)AHM501Terms and Definitions (345)AHM503Recommended Requirements for a New Departure Control System (351)AHM504Departure Control System Evaluation Checklist (356)AHM505Designation of Aircraft Holds,Compartments,Bays and Cabin (362)AHM510Handling/Load Information Codes to be Used on Traffic Documents and Messages (368)AHM513Aircraft Structural Loading Limitations (377)AHM514EDP Loading Instruction/Report (388)AHM515Manual Loading Instruction/Report (404)AHM516Manual Loadsheet (416)AHM517EDP Loadsheet (430)AHM518ACARS Transmitted Loadsheet (439)AHM519Balance Calculation Methods (446)AHM520Aircraft Equipped with a CG Targeting System (451)AHM530Weights for Passengers and Baggage (452)AHM531Procedure for Establishing Standard Weights for Passengers and Baggage (453)AHM533Passengers Occupying Crew Seats (459)AHM534Weight Control of Load (460)AHM536Equipment in Compartments Procedure (461)AHM537Ballast (466)Table of ContentsPageChapter5—LOAD CONTROL(continued)AHM540Aircraft Unit Load Device—Weight and Balance Control (467)AHM550Pilot in Command's Approval of the Loadsheet (468)AHM551Last Minute Changes on Loadsheet (469)AHM561Departure Control System,Carrier's Approval Procedures (471)AHM562Semi-Permanent Data Exchange Message(DEM) (473)AHM564Migration from AHM560to AHM565 (480)AHM565EDP Semi-Permanent Data Exchange for New Generation Departure Control Systems (500)AHM570Automated Information Exchange between Check-in and Load Control Systems (602)AHM571Passenger and Baggage Details for Weight and Balance Report(PWR) (608)AHM580Unit Load Device/Bulk Load Weight Statement (613)AHM581Unit Load Device/Bulk Load Weight Signal (615)AHM583Loadmessage (619)AHM587Container/Pallet Distribution Message (623)AHM588Statistical Load Summary (628)AHM590Load Control Procedures and Loading Supervision Responsibilities (631)AHM591Weight and Balance Load Control and Loading Supervision Training and Qualifications (635)Chapter6—MANAGEMENT AND SAFETY (641)AHM600Chapter6—Record of Revisions (641)AHM610Guidelines for a Safety Management System (642)AHM611Airside Personnel:Responsibilities,Training and Qualifications (657)AHM612Airside Performance Evaluation Program (664)AHM615Quality Management System (683)AHM616Human Factors Program (715)AHM619Guidelines for Producing Emergency Response Plan(s) (731)AHM620Guidelines for an Emergency Management System (733)AHM621Security Management (736)AHM633Guidelines for the Handling of Emergencies Requiring the Evacuation of an Aircraft During Ground Handling (743)AHM650Ramp Incident/Accident Reporting (745)AHM652Recommendations for Airside Safety Investigations (750)AHM660Carrier Guidelines for Calculating Aircraft Ground Accident Costs (759)Airport Handling ManualChapter7—AIRCRAFT MOVEMENT CONTROL (761)AHM700Chapter7—Record of Revisions (761)AHM710Standards for Message Formats (762)AHM711Standards for Message Corrections (764)AHM730Codes to be Used in Aircraft Movement and Diversion Messages (765)AHM731Enhanced Reporting on ATFM Delays by the Use of Sub Codes (771)AHM780Aircraft Movement Message (774)AHM781Aircraft Diversion Message (786)AHM782Fuel Monitoring Message (790)AHM783Request Information Message (795)AHM784Gate Message (797)AHM785Aircraft Initiated Movement Message(MVA) (802)AHM790Operational Aircraft Registration(OAR)Message (807)Chapter8—GROUND HANDLING AGREEMENTS (811)AHM800Chapter8—Record of Revisions (811)AHM801Introduction to and Comments on IATA Standard Ground Handling Agreement(SGHA) (812)AHM803Service Level Agreement Example (817)AHM810IATA Standard Ground Handling Agreement (828)AHM811Yellow Pages (871)AHM813Truck Handling (872)AHM815Standard Transportation Documents Service Main Agreement (873)AHM817Standard Training Agreement (887)AHM830Ground Handling Charge Note (891)AHM840Model Agreement for Electronic Data Interchange(EDI) (894)Chapter9—AIRPORT HANDLING GROUND SUPPORT EQUIPMENT SPECIFICATIONS (911)AHM900Chapter9—Record of Revisions (911)AHM901Functional Specifications (914)AHM904Aircraft Servicing Points and System Requirements (915)AIRBUS A300B2320-/B4/C4 (917)A300F4-600/-600C4 (920)A310–200/200C/300 (926)A318 (930)A319 (933)Table of ContentsPageChapter9—AIRPORT HANDLING GROUND SUPPORT EQUIPMENT SPECIFICATIONS(continued) AHM904Aircraft Doors,Servicing Points and System Requirements for the Use of Ground Support Equipment(continued)A320 (936)A321 (940)A330-200F (943)A330-300 (948)A340-200 (951)A340-300 (955)A340-500 (959)A340-600 (962)Airbus350900passenger (965)AIRBUS A380-800/-800F (996)ATR42100/200 (999)ATR72 (1000)AVRO RJ70 (1001)AVRO RJ85 (1002)AVRO RJ100 (1003)B727-200 (1004)B737–200/200C (1008)B737-300,400,-500 (1010)B737-400 (1013)B737-500 (1015)B737-600,-700,-700C (1017)B737-700 (1020)B737-800 (1022)B737-900 (1026)B747–100SF/200C/200F (1028)B747–400/400C (1030)B757–200 (1038)B757–300 (1040)Airport Handling ManualPageChapter9—AIRPORT HANDLING GROUND SUPPORT EQUIPMENT SPECIFICATIONS(continued) AHM904Aircraft Doors,Servicing Points and System Requirements for the Use of Ground Support Equipment(continued)B767—200/200ER (1041)B767—300/300ER (1044)B767—400ER (1048)B777–200/200LR (1051)B777–300/300ER (1055)Boeing787800passenger (1059)BAe ATP(J61) (1067)Bombardier CS100 (1068)Bombardier CS300 (1072)CL-65(CRJ100/200) (1076)DC8–40/50F SERIES (1077)DC8–61/61F (1079)DC8–62/62F (1081)DC8–63/63F (1083)DC9–15/21 (1085)DC9–32 (1086)DC9–41 (1087)DC9–51 (1088)DC10–10/10CF (1089)DC10–30/40,30/40CF (1091)EMBRAER EMB-135Regional Models (1092)EMBRAER EMB-145Regional Models (1094)Embraer170 (1096)Embraer175 (1098)Embraer190 (1100)Embraer195 (1102)FOKKER50(F27Mk050) (1104)FOKKER50(F27Mk0502) (1106)Chapter9—AIRPORT HANDLING GROUND SUPPORT EQUIPMENT SPECIFICATIONS(continued) AHM904Aircraft Doors,Servicing Points and System Requirements for the Use of Ground Support Equipment(continued)FOKKER70(F28Mk0070) (1108)FOKKER100(F28Mk0100) (1110)FOKKER100(F28Mk0100) (1112)IL-76T (1114)MD-11 (1116)MD–80SERIES (1118)SAAB2000 (1119)SAAB SF-340 (1120)TU-204 (1122)AHM905Reference Material for Civil Aircraft Ground Support Equipment (1125)AHM905A Cross Reference of IATA Documents with SAE,CEN,and ISO (1129)AHM909Summary of Unit Load Device Capacity and Dimensions (1131)AHM910Basic Requirements for Aircraft Ground Support Equipment (1132)AHM911Ground Support Equipment Requirements for Compatibility with Aircraft Unit Load Devices (1136)AHM912Standard Forklift Pockets Dimensions and Characteristics for Forkliftable General Support Equipment (1138)AHM913Basic Safety Requirements for Aircraft Ground Support Equipment (1140)AHM914Compatibility of Ground Support Equipment with Aircraft Types (1145)AHM915Standard Controls (1147)AHM916Basic Requirements for Towing Vehicle Interface(HITCH) (1161)AHM917Basic Minimum Preventive Maintenance Program/Schedule (1162)AHM920Functional Specification for Self-Propelled Telescopic Passenger Stairs (1164)AHM920A Functional Specification for Towed Passenger Stairs (1167)AHM921Functional Specification for Boarding/De-Boarding Vehicle for Passengers withReduced Mobility(PRM) (1169)AHM922Basic Requirements for Passenger Boarding Bridge Aircraft Interface (1174)AHM923Functional Specification for Elevating Passenger Transfer Vehicle (1180)AHM924Functional Specification for Heavy Item Lift Platform (1183)AHM925Functional Specification for a Self-Propelled Conveyor-Belt Loader (1184)AHM925A Functional Specification for a Self-Propelled Ground Based in-Plane LoadingSystem for Bulk Cargo (1187)Chapter9—AIRPORT HANDLING GROUND SUPPORT EQUIPMENT SPECIFICATIONS(continued) AHM925B Functional Specification for a Towed Conveyor-Belt Loader (1190)AHM926Functional Specification for Upper Deck Catering Vehicle (1193)AHM927Functional Specification for Main Deck Catering Vehicle (1197)AHM930Functional Specification for an Upper Deck Container/Pallet Loader (1201)AHM931Functional Specification for Lower Deck Container/Pallet Loader (1203)AHM932Functional Specification for a Main Deck Container/Pallet Loader (1206)AHM933Functional Specification of a Powered Extension Platform to Lower Deck/Container/ Pallet Loader (1209)AHM934Functional Specification for a Narrow Body Lower Deck Single Platform Loader (1211)AHM934A Functional Specification for a Single Platform Slave Loader Bed for Lower DeckLoading Operations (1213)AHM936Functional Specification for a Container Loader Transporter (1215)AHM938Functional Specification for a Large Capacity Freighter and Combi Aircraft TailStanchion (1218)AHM939Functional Specification for a Transfer Platform Lift (1220)AHM941Functional Specification for Equipment Used for Establishing the Weight of aULD/BULK Load (1222)AHM942Functional Specification for Storage Equipment Used for Unit Load Devices (1224)AHM950Functional Specification for an Airport Passenger Bus (1225)AHM951Functional Specification for a Crew Transportation Vehicle (1227)AHM953Functional Specifications for a Valuable Cargo Vehicle (1229)AHM954Functional Specification for an Aircraft Washing Machine (1230)AHM955Functional Specification for an Aircraft Nose Gear Towbar Tractor (1232)AHM956Functional Specification for Main Gear Towbarless Tractor (1235)AHM957Functional Specification for Nose Gear Towbarless Tractor (1237)AHM958Functional Specification for an Aircraft Towbar (1240)AHM960Functional Specification for Unit Load Device Transport Vehicle (1242)AHM961Functional Specification for a Roller System for Unit Load Device Transportation on Trucks (1245)AHM962Functional Specification for a Rollerised Platform for the Transportation of Twenty Foot Unit Load Devices that Interfaces with Trucks Equipped to Accept Freight ContainersComplying with ISO668:1988 (1247)AHM963Functional Specification for a Baggage/Cargo Cart (1249)AHM965Functional Specification for a Lower Deck Container Turntable Dolly (1250)AHM966Functional Specification for a Pallet Dolly (1252)Chapter9—AIRPORT HANDLING GROUND SUPPORT EQUIPMENT SPECIFICATIONS(continued) AHM967Functional Specification for a Twenty Foot Unit Load Device Dolly (1254)AHM968Functional Specification for Ramp Equipment Tractors (1256)AHM969Functional Specification for a Pallet/Container Transporter (1257)AHM970Functional Specification for a Self-Propelled Potable Water Vehicle with Rear orFront Servicing (1259)AHM971Functional Specification for a Self-Propelled Lavatory Service Vehicle with Rear orFront Servicing (1262)AHM972Functional Specifications for a Ground Power Unit for Aircraft Electrical System (1265)AHM973Functional Specification for a Towed Aircraft Ground Heater (1269)AHM974Functional Specification for Aircraft Air Conditioning(Cooling)Unit (1272)AHM975Functional Specifications for Self-Propelled Aircraft De-Icing/Anti-Icing Unit (1274)AHM976Functional Specifications for an Air Start Unit (1278)AHM977Functional Specification for a Towed De-Icing/Anti-Icing Unit (1280)AHM978Functional Specification for a Towed Lavatory Service Cart (1283)AHM979Functional Specification for a Towed Boarding/De-Boarding Device for Passengers with Reduced Mobility(PRM)for Commuter-Type Aircraft (1285)AHM980Functional Specification for a Self-Propelled Petrol/Diesel Refueling Vehicle forGround Support Equipment (1287)AHM981Functional Specification for a Towed Potable Water Service Cart (1289)AHM990Guidelines for Preventative Maintenance of Aircraft Towbars (1291)AHM994Criteria for Consideration of the Investment in Ground Support Equipment (1292)AHM995Basic Unit Load Device Handling System Requirements (1296)AHM997Functional Specification for Sub-Freezing Aircraft Air Conditioning Unit (1298)Chapter10—ENVIRONMENTAL SPECIFICATIONS FOR GROUND HANDLING OPERATIONS (1301)AHM1000Chapter10—Record of Revisions (1301)AHM1001Environmental Specifications for Ground Handling Operations (1302)AHM1002Environmental Impact on the Use of Ground Support Equipment (1303)AHM1003GSE Environmental Quality Audit (1305)AHM1004Guidelines for Calculating GSE Exhaust Emissions (1307)AHM1005Guidelines for an Environmental Management System (1308)Chapter11—GROUND OPERATIONS TRAINING PROGRAM (1311)AHM1100Chapter11—Record of Revisions (1311)AHM1110Ground Operations Training Program (1312)Appendix A—References (1347)Appendix B—Glossary (1379)Alphabetical List of AHM Titles (1387)IATA Strategic Partners..............................................................................................................................SP–1。

软考高级架构师系统设计40题

软考高级架构师系统设计40题

软考高级架构师系统设计40题1. In a system design, which of the following is the most important consideration for scalability?A. Hardware performanceB. Software architectureC. Network bandwidthD. User interface design答案:B。

解析:软件架构对于系统的可扩展性至关重要。

硬件性能在一定程度上影响,但不是最关键的。

网络带宽主要影响数据传输,对可扩展性的直接影响较小。

用户界面设计与系统的可扩展性关系不大。

2. When designing a system, which principle should be followed to ensure high availability?A. RedundancyB. Minimization of componentsC. Simple architectureD. Low cost答案:A。

解析:冗余是确保高可用性的重要原则。

减少组件可能会降低复杂性,但不一定能保证高可用性。

简单架构有助于理解和维护,但不是保证高可用性的关键。

低成本通常不是高可用性设计的首要考虑因素。

3. Which of the following is a key factor in determining theperformance of a system?A. The number of usersB. The algorithm usedC. The color scheme of the interfaceD. The brand of the hardware答案:B。

解析:算法的优劣直接决定了系统的性能。

用户数量会影响系统负载,但不是决定性能的根本因素。

界面的颜色方案与性能无关。

硬件品牌对性能有一定影响,但算法的影响更为关键。

房地产宣传册的工具型翻译——以《绿城作品》英译为例

房地产宣传册的工具型翻译——以《绿城作品》英译为例

摘要近年来,随着经济全球化的深入发展,中国的房地产业呈现出与国际接轨的新趋势。

许多房地产宣传册都配有英语译文,目的就是吸引国外的消费者购买房地产。

鉴于房地产宣传册英译日益重要的作用,本文基于大量房地产宣传册的翻译实践,在诺德文本功能理论的指导下对绿城集团房地产宣传册《绿城作品》的英译进行了详细的案例分析和研究,旨在为今后房地产宣传册文本的英译工作提供参考和建议。

翻译的目的和功能决定翻译策略。

房地产宣传册作为一种实用性文体,主要具有感染功能和指称功能。

中英文房地产宣传册的功能基本相同,但由于中英文语言表达和文化习惯的差异,在进行房地产宣传册的英译时需要参考国外房地产宣传册英文的文本特征和语言特点,使房地产宣传册译本体现英文的语言习惯和文化传统,迎合国外消费者的阅读习惯,从而让译文在目标语文化中也能实现感召效果,为此在翻译过程中须采用以目标语文化为导向的工具型翻译策略。

工具型翻译包括等功能翻译和异功能翻译。

等功能翻译主要探讨指称功能和感染功能在目标语文本中的等功能实现,为实现同等的感染功能探讨了四字词组和排偶句的修辞翻译方法,为实现同等的指称功能采用译名统一和句式转换的翻译方法。

剥离部分功能是异功能翻译的翻译方式,通过采用省译和改写的翻译方法来剥离源语文本中无用的成分。

本文根据房地产宣传册文本功能和特征的分析,以工具型翻译为翻译策略,提出了具体的翻译方法,基本实现了译文的指称功能和感染功能,达到了刺激消费者购买欲的目的,旨在为今后房地产宣传手册文本的英译工作提供一定的借鉴,从而达到房地产宣传册译本的宣传效果。

关键词:房地产; 宣传册; 工具型翻译; 文本功能AbstractRecently, China’s real estate industry starts to integrate with global industry with the deepening of global economic integration. Many real estate companies publish brochures in English in order to appeal to clients abroad. In the light of the importance of real estate brochure translations and under the guidance of Nord’s Text Functions theory, this paper analyzed and studied the translation practice of Greentown Works, aimed at providing reference and advice for the C-E translation of real estate brochures.The translation purpose and function decide translation strategies. As a practical style of writing, Real estate brochures have referential function and appellative function. The Chinese and English real estate brochures have the same function. However, due to the distinction of language expression and cultural customs between Chinese and English, the textual and language features of English real estate brochures must be taken into consideration during the translation of real estate brochures, so as to conform to western customers’reading habits. Therefore, the author adopted target culture-oriented instrumental translation strategy, including two methods: Equifunctional translation and Heterofunctional translation. Equifunctional translation discussed the realization of the same function in source culture and target culture. The same appellative function is achieved through the translation of four-character structure, antithesis and parallelism.The same referential function is realized by unifying the same translation and converting sentences. Removing part of the function is the way of Heterofunctional translation, which can be achieved byomitting and rewriting.Based on the analysis of real estate brochures’text functions and features, this paper takes instrumental translation as its strategy and proposes practical translation methods, basically realizing the referential function and appellative function and achieving the purpose to stimulate customers’desire to purchase properties. This paper is expected to she some light on the C-E translation of real estate brochures.Key words: real estate; brochures; instrumental translation; text functions目录摘要 (i)Abstract (iii)引言 (1)1. 房地产宣传册英译的理论基础 (3)1.1 诺德文本功能分类 (3)1.2文献型翻译和工具型翻译 (4)2. 房地产宣传册的文本功能和特征 (5)2.1感染功能 (6)2.1.1大量使用形容词 (6)2.1.2使用排偶修辞 (7)2.2 指称功能 (8)2.2.1 专有名词和术语出现频率高 (8)2.2.2 多用简单句式 (9)3. 房地产宣传册的工具型翻译 (11)3.1 实现修辞感染 (12)3.1.1四字词组的处理 (12)3.1.2排偶句的处理 (14)3.2 对应指称信息 (17)3.2.1译名统一 (18)3.2.2句式转换 (20)3.3 剥离部分功能 (22)3.3.1省译 (23)3.3.2改写 (24)结语 (27)参考文献 (29)附录:翻译资料 (32)致谢辞 (71) (72) (72)房地产宣传册的工具型翻译——以《绿城作品》英译为例引言当前中国房地产市场不断升温,进行房地产宣传对于房地产公司来说是非常必要的。

AECT94定义原文

AECT94定义原文

Chapter 1 The 1994 Definition of the FieldInstructional Technology is the theory and practice of design, development, utilization, management and evaluation of processes und resources for learning.For at least forty years the field of Instructional Technology periodically has pursued processes of collective self-examination, resulting in statements which describe itself professionally. In 1963 such efforts produced the first formal definition of the field. This definition has been updated a number of times, with each change providing new directions for the field. Since the last formal definition seventeen years ago, dramatic changes in the profession and in technology have occurred. Consequently, this process of reexamination has once again evolved. The result of this collective analysis is the 1994 definition of the field shown above. This book will explore the dimensions of the new definition and its implications for both theory and practice. First, Chapter One will introduce the new definition by discussing the assumptions on which it was based and the implications of its terminology.Assumptions of the DefinitionThe Nature of the DefinitionIsrael Scheffler(1960) distinguishes between general definitions and scientific definitions. According to Schefller, scientific definitions are technical, theoretically based and require special knowledge in order to understand them. They are embedded in a context of research. General definitions, on the other hand, can be understood by the public or other professionals. A general definition explains how a term is to be understood in the context in which it is used. Scheffler identifies three types of general definitions: stipulating, descriptive and programmatic. The definition of the field presented here meets Scheffler's criteria for a general definition of a stipulative and programmatic nature. This 1994 definition of the field is based on prior usage, stipulating what the field is equivalent to and encompasses, and suggests areas where research is needed. Therefore, it is a stipulalive definition with programmatic implications intended to serve communication purposes.A field can be defined in several ways: by the roles practitioners play. by areas of special knowledge, or by the requirements for being a professional in the field (Marriner-Tomey,1989). Definitions can be logical or metaphorical or a combination of both. For example, a role in a field can be described through metaphor, such as portraying the instructional designer as an artist or a craftsman.Before a definition is developed, parameters for the definition must be clarified. These parameters are the assumptions that provide a basis for making decisions. For a definition to be formulated, decisions must be made first about the scope, purpose, viewpoint, audience and essential characteristics to be taken into account. The 1994 definition of the field is based on the following assumptions:• Instructional technology has evolved from a movement to a field and profession. Since a profession is concerned with a knowledge base, the 1994 definition must identify and emphasize Instructional Technology as a field of study as well as practice. In contrast, the 1977 definition placed more emphasis on practitioner roles.• A revised definition of the field s hould encompass those areas of concern to practitioners and scholars. These areas are the domains of the field.• Both process and product are of vital importance to the field and need to be reflected in the definition.• Subtleties not clearly unde rstood or recognized by the typical Instructional Technology professional should be removed from the definition and its more extended explanation.Although not slated explicitly, several important characteristics of the field are implicit in the definition. First, it is assumed that both research and practice in the field are carried out in conformity with the ethical norms of the profession. It is further assumed that professional decisions of instructional technologists are guided by their understanding of those interventions which are more likely to yield effective results. Being aware of the knowledge base of 'what works' in diverse circumstances and using that knowledge base are important hallmarks of the Instructional Technology professional. Professional instructional technologists who fail to follow effective practices betray their lack of understanding of or commitment to the norms of the field.Closely related to the concept of effectiveness is efficiency. The definition also assumes that practice in this field is characterized by efficient, economical pursuit of ends. Another hallmark that differentiates the professional from the lay person is the ability to achieve effective, productive ends in a way that is most direct, adroit, and cost-beneficial. There arc many activities conducted by professional instructional technologists that are also conducted by others, such as developing computer courseware, selecting materials to use with learners, or making video recordings. Thedifference, it is assumed, is that the professional will be able to conduct these activities with a more efficient use of human and material resources. These characteristics and the values they imply are discussed further in Chapter Three.Educational/Instructional TechnologyHistorically, the field has been called both 'Educational Technology' and 'Instructional Technology'. Those who prefer 'Instructional Technology' make two points. Their first point is thai the word 'instructional' is more appropriate for describing the function of technology. Secondly, they argue that 'instructional' is more appropriate because'Educational Technology' commonly implies a school or educational .setting. To many the term 'instructional' incorporates not only K-12 settings,but training situations as well. Knirk and Gustafson (1986) assert that 'instructional' relates primarily to teaching and learning problems,while 'educational' is too broad, encompassing all aspects of education.Those who prefer the use of 'Educational Technology' argue that since instruction is considered by many as a part of education the term helps maintain a broader focus for the field (Association for Educational Communications and Technology, 1977; Saettler, 1990). They believe that 'educational' refers to learning in many environments, including home, school, work, and that the term 'instructional' connotes only school environments.It seems that both groups have used the same rationale to justify use of different terms. There are also those who have used the terms interchangeably for many years as noted by Finn in 1965, nearly thirty years ago. The term "Educational Technology' is preferred in England and Canada; however, the term 'Instructional Technology' is now widely used in the United Stales.In the 1977 Association for Educational Communications and Technology (AECT) definition a distinction is also made between 'Educational' and 'Instructional Technology' and 'technology in education' based on the scope of each term. In 1977 "Educational Technology' was used to describe a subset of education which was involved in solving problems related to all aspects of human learning through complex, interrelated processes. This interpretation allowed Educational Technology' to encompass learning through mass media and support systems for instruction including management systems. 'Technology in education" was used to describe technological applications used by support systems for education such as grade reporting, scheduling and finance. 'Instructional Technology' was defined as a subset of "Educational Technology' using the rationale that instruction is a subset of education which deals only with learning that is purposive and controlled (AECT, 1977).Since 1977 the distinctions between these terms have disappeared. currently, all three terms are used to describe applications of technological proesses and tools which can be used to solve problems of instruction learning. Today the profession is centering activities and concepts around instruction more and more, even if the instruction is incidentall(indirect) rather than intentional (constructed or directed). In other words,there is less emphasis on problems involved with all aspects of education and more emphasis on problems related to the effect of incidental or intentional instruction on learning. Therefore, it is difficult to sustain the proposition that 'Instructional Technology' and 'technology in education' are subsets of 'Educational Technology'.At present the terms 'Educational Technology' and 'Instructional Technology' are used interchangeably by most professionals in the field.Because the term " instructional Technology' (a) is more commonly used today in the United Stales, (b) encompasses many practice settings, (c) describes more precisely the function of technology in education, and (d) allows for an emphasis on both instruction and learning in the same definitional sentence, the term 'Instructional Technology' is used in the 1994 definition, but the two terms are considered synonymous.The Orientation of the DefinitionWhen the Instructional Technology movement was in its infancy in the 1950s and the 1960s, many of the tools and theories of today were inconceivable. Programmed instruction developers foresaw computer-assisted instruction, but not interactive video or interactive multimedia. Audiovisual specialists saw the potential of games and simulations, but not of video games. The steps in instructional design were simpler then. One had only to master a few techniques and a fundamentally linear theory. The body of research was small because the mass of research on visual teaming and other areas was still to come.Since then society, education and Instructional Technology have become more diverse. The post-1960s period has been one of great technological creativity. Joel Mokyr, an economist from Northwestern University. believes that diversity is the key to continuing technological creativity in a culture (Mokyr, 1990). Diversity, not necessity, is the mother of invention according lo Mokyr. Arnold Toynbee, the British historian, argues that when a more dynamic, creative civilization comes into conflict or contact with a more static, less creative civilization, the dynamic civilization will dominate. The society that loses its ability to change and create is superseded (Toynbee, 1957). Similarly, the field that becomes static and uncreative is likely to become less prominent. A definition thatclarifies the diversity of interests in the field will identify problems and areas of opportunity that can act as a catalyst for creativity and invention. We now turn to twoquestions: "What is technology?" and "How essential are the concepts of 'science' and 'systematic' to the meaning of technology?"The Relationship Between Science and Technology. In his most recent history of Instructional Technology, Saettler( 1990) speaks of technology as focusing on improvement of skills and organization of work rather than on tools and machinery. Modem technology is described as systematized practical knowledge which improves productivity. Similarly, Heinich, Molenda and Russell (1993) define Instructional Technology as "the application of our scientific knowledge about human learning to the practical tasks of teaching and learning."Instructional Technology is often defined as the application of principles of science in order to solve learning problems, a point of view based upon the assumption that science and technology are inseparable. This has proved to be a myth. Science and technology are related, but separable. When considering everyday life in the 15th to 18lh centuries,French historian Ferdinand Braudcl says that:In a way everything is technology: not only man's most strenuous endeavors but also his patient and monotonous efforts to make a mark on the external world; not only the rapid changes we are a little too ready to label revolutions . . . but also the slow improvements in processes and tools, and those innumerable actions which may have no immediate innovating significance but which are the fruit of accumulated knowledge . . . "What 1 call technology". Marcel Mauss used to say, "is a traditional action made effective". In other words one which implies the action of one man or generation upon anoiher . . . there are times when technology represents the possible, which for various reasons—economic, social or psychological—men are not yet capable of achieving or fully utilizing; and other times when it is the ceiling which materially and technologically blocks their efforts. In the latter case, when one day the ceiling can resist the pressure no longer, the technological breakthrough becomes a point of departure for rapid acceleration. However, the force that over-comes the obstacle is never a simple internal development of the technology or .science (Braudel. 1979. pp. 334. 335).Braudel reminds us that technology is not jusi the application of sciencc. bul that it includes improvements in processes and tools that allow one generation to build on the knowledge of a previous generation.In keeping with Braudel's point of view, the idea that scientists make discoveries and technologists apply them is no longer in vogue among historians (Schwartz,, 1992).Things are now thought to be more complicated than that. and technology is believed to stem from other sources in addition to science, such as art and social innovation (Brooks, 1980,Roller. 1971). Therefore, the 1994 definition does not include the concept of technology as only the application of science since this is not totally supported by current literature.The Concept of Systematic. The concept of 'systematic' is implicit in the definition of technology proposed by Everett Rogers. Rogers says that technology is "a design for instrumental action that reduces the uncertainly in the cause-effect relationships involved in achieving a desired outcome" (Rogers, 1983, p. 12). He goes on to say that technology usually has two components: a hardware aspect, consisting of tools, and a software aspect, consisting of information.Cass Gentry (1991) reviews several definitions of Instructional Technology (hat do not include 'systematic' as an essential characteristic:the body of knowledge resulting from the application of the science of teaching and learningto the real world of the classroom,together with the tools and methodologies developed toassist in these appli- cations (Dieuzeide, as cited in Gentry, 1991, p. 4).is concerned with the overall methodology and set of techniques employed in the applicationof instructional principles (Cleary, et. al. as cited in Gentry. 1991, p. 4).an effort with or without machines, available or utilized, to manip- ulate the environment ofindividuals in the hope of generating a change in behavior or other learning outcome(Knezevich and bye, as cited in Gentry, 1991, p. 5).Still, based on other definitions reviewed. Gentry defines InstructionalTechnology as "the systemic and systematic application of strategies and techniques derived from behavioral and physical science concepts and other knowledge to the solution of instructional problems." By 'systemic' he means that all things impact and are affected by other things in their environment. In comparison he defines educational technology as "the combination of instructional, learning, developmental, managerial, and other technologies as applied to the solution of educational problems" (Gentry, 1991, p. 7-8).The concept of systematic is implicit in this 1994 definition because the domains are equivalent to (he steps in a systematic process for developing instruction.Nevertheless, the 1994 definition de-emphasizes systematic in the sense of a linear process that is the totality of the technological approach.One of the most comprehensive systems-oriented definitions of Instructional Technology was given by Robert Gagne who said that Instructional Technology is concerned with studying and establishing conditions for effective learning.Some of these conditions were, to be sure, the capacities and qualities of theindividual human learner, including such things as visual and auditory abilities,speech and print comprehension abilities, and so on. Other conditions, in fact theother large set, were media-based conditions, pertaining to the kind ofpresentation made to the learner, and to its timing, sequence and organization(Gagne, 1990, p. 3).Even though this definition is focused on the research questions pursued by the profession, it seems limited now in light of the current constructivist descriptions of learning environments. However, if one assumes that establishing conditions for learning includes establishing learning environments, Gagne's definition still remains a comprehensive, yet precise statement of the concerns of Instructional Technology.The Structure of the Definition. The 1994 definition recognizes both the established traditions and trends in the field. In the 1970s terminology of the field was rooted in different types of media, including computer-assisted instruction and instructional television, and in teaching activities, such as independent study and simulations. In contrast, the Field's current literature contains not only media descriptors, but alsolearning variables and strategies with more emphasis on techniques and theories than on media categories. In addition, the areas identified by terminology are covered in more depth today. The diversity of the field and profession is reflected in its current terminology and the range of Instructional Technology doctoral dissertation topics (Caffarella and Sachs, 1988, Caffarella, 1991). The 1994 definition provides for current diversity and specialization while incorporating the traditional components of definitions and domains in the field. The revised definition is:Instructional technology is the theory and practice of design,development, utilization, management and evaluation of processes andresources for learning.Each domain in the field contributes to the theory and practice which is the basis for the profession. The domains are independent, though related. There is no linearrelationship between the domains. Figure 1.1,The Definition of Instructional Technology, highlights the relationship of domains of the field to theory and practice.Components of the DefinitionAccording to the 1994 definition, Instructional Technology is:• the theory and practice;• of design, developm ent, utilization, management and evaluation;• of processes and resources; and• for learning.The definition's meaning is derived from each component. This section explains the components and how they describe what professionals in this field do and study.The Theory and PracticeA profession must have a knowledge base that supports practice Each domain of Instructional Technology includes a body of knowledgebased on both research and experience. The relationship between theory and practice is nurtured by a mature field. Theory consists of the concepts, constructs, principles, and propositions that contribute to the body of knowledge. Practice is the application of that knowledge to solve problems. Practice can also contribute to the knowledge base through information gained from experience.Both theory and practice in Instructional Technology make extensive use of models. Procedural models, which describe how to perform a task, help to connect theory and practice. Theory can also generate models that visualize relationships; these models are called conceptual models(Richey, 1986).Of the Design, Development, Utilization, Management and EvaluationThese terms refer to both areas of the knowledge base and to func- tions performed by professionals in the field. These are the five basic domains of Instructional Technology. Each of these functions has sufficient uniqueness and scope to have evolved as a separate area of study. The domain of design represents the largest theoretical contribution of Instructional Technology to the larger field of education. The domain of development is also mature and represents the largest contribution to practice. The domain of utilization, on the other hand, is not well developed either theoretically or practically. Although much has been done in the area of media utilization. other areas of the domain languish for lack of attention. The domain of management has always been pan of the field because the resources to support each function must be organized and supervised (managed). The domain of evaluation still rests on research from other fields. The major contribution from this area of study is formative evaluation. The domains of Instructional Technology will be discussed in Chapter Two.Of Processes and ResourcesThis phrase encompasses the traditional dements of both process and product in the definition. A process isa series of operations or activities directed towards a particular result. In Instructional Technologythere are boih design and delivery processes. A process implies a sequence involving input, actions and output. The more recent research into instructional strategics and their relationship to types of learning and media is an example of the study of processes (Leshin, Pollock and Reigeluth,1992). Instructional strategies are methods for selecting and sequencing activities. Examples of processes are delivery systems, such as teleconferencing; types of instruction, such as independent study; models for leaching, such as the inductive approach; and models for the development of instruction, such as instructional systems design. A process is usually procedural, but not always. When a formal set of steps is followed, the process is procedural, but when the order of actions is less structured, the process may not be procedural. Resources are sources of support for learning, including support systems and instructional materials and environments. The field grew from an interest in the use of instructional materials and communications processes, but resources are not only the devices and materials used in the process of learning and teaching, but also people, budget, and facilities. Resources can include whatever is available to help individuals learn and perform competently.For LearningThe purpose of Instructional Technology is to affect and effect learning. The phrase was chosen to emphasize learning outcomes and clarify that learning is the goal andthat instruction is a means to learning. Learning, as evidenced by a change in knowledge, skills or altitudes, is the criterion for instruction. In the definition, learning refers to "the relatively permanent change in a person's knowledge or behavior due to experience" (Mayer, 1982, p. 1040). Berlo (1960) compares learning to the communication process by showing that the ingredients in learning parallel the ingredients in communication. Thus, in communication a message moves through a channel to a decoder who receives it and encodes a new message that provides feedback to the sender. While engaged in the learning process, one perceives, interprets and responds to a stimulus and learns from the consequences of the response.Evolutionary Nature of the DefinitionThe 1994 definition evolved from previous definitions of the field. This section will explain how the definition evolved.Historical BackgroundSaettler (I990) admits having difficulty identifying the source of the term 'educational technology'.It is unclear who first used the term educational technology. We have documented evidence that Franklin Bobbin and W.W. Charters used educational engineering in the l920's. This author first heard educational technology used by W. W. Charters in an interview with this author in 1948 . . .The late James D. Finn used instructional technology in a forward he wrote for the firstpublication of the NEA- sponsored Technological Development Project in I963. However, the focus of the application was audiovisual communications (Saettler, I990. p. 17).Educators like John Dewey (1916), William Heard Kilpatrick (1925) and W.W. Charters (1945) laid the foundation for the concept of educational technology. But modem technology is primarily a post World War II idea. While the process definition of Instructional Technology has its roots in the educational practice of the progressive era, the popular belief is that Instructional Technology evolved from the audiovisual communications movement (Saettler, 1990). Educational technology was first seen as a tool technology. It referred to the use of devices, media and hardware for educational purposes. Thus, the term was synonymous with the phrase 'teaching with audio-visual aids' (Rountree, 1979).The field is a result of the flowing together of three streams of interest: media in education, psychology of instruction and systematic approaches to education (Seels, 1989), Two individuals, Edgar Dale and James Finn, are credited with making major contributions to the development of modern Instructional Technology and its earliest definition. Dale developed the Cone of Experience which is shown in Figure 1.2.Thecone served as a visual analogy for levels of concreteness and abstractness of teaching methods and instructional materials. The purposeFigure 1.2 Dale's Cone of ExperienceNote. From Audio-Visual Methods In Teaching (p.39) by E. Dale. 1946. New York:Oryden Press.of the cone was to represent a range of experience from direct experience to symbolic communication. It was based on a concrete to abstract continuum.It was Dale's belief that abstract symbols and ideas could be more easily understood and retained by the learner if they were built on concrete experience. Dale's cone melded the educational theory of John Dewey and ideas in vogue in psychology at the time. The Cone of Experience was the first attempt to build a rationale that involved both learning theory and audiovisual communications (Dale, 1946).Jim Finn was a doctoral student of Edgar Dale. Finn lias been credited with moving the held of audiovisual communications to instructional technology (AECT, 1977). A major thrust of Finn's work was to change the role of audiovisual communications personnel functionally supportive of the instructional process to one of leadership andinnovation. Finn asserted that for audiovisual communications to become a profession the field must develop its own theory, research and technique (Finn, 1953).He argued that Instructional Technology is an intellectual process that must be based on research (Finn, 1960). Finn made two other contributions to the field. He was a strong advocate for changing the name of the field to Instructional Technology (Finn, 1965), and he promoted the application of systems theory as a basis for the field (Finn, 1956). Finn's concept of integrated systems and processes incorporated and expanded Dale's idea of the inler-relatedness of materials and processes.Definitions of Instructional TechnologyAECT's 1963 Definition. There have been many definitions of educational technology (AECT, 1977; Ely, 1983). Six of the definitions are considered mainstays because they are cited most frequently in the literature (Ely, 1973, Ely, 1983). The Technological Development Project of the National Education Association provided the first definition.Audiovisual communications is that branch of educational theory and practice primarilyconcerned with the design and use of messages which control the learning process. It undertakes:(a) the study of the unique and relative strengths and weaknesses of both pictorial andnonrepresentational messages which may be employed in thelearning process for any purpose; and (b) the structuring and systematizing of messages by men and instruments in an educational environment. These undertakings include the planning,production, selection, management, and utilization of both components and entire instructional systems. Its practical goal is the efficient utilization of every method and medium ofcommunication which can contribute to the development of the learner's full potential (lily, 1963, pp. 18-19).The purpose of the 1963 definition was "to provide a working definition for the held of instructional technology which will serve as a frame-work for future developments and lead to an improvement of instruction" (Ely, 1963, p. 8). The definition was one stimulus for changing the name of the organization from Department of Audiovisual Instruction to the Association for Educational Communications and Technology. In the report on the proposed definition the Task Force on Definition and Terminology staled, "The audiovisual communications label is used at this time as an expedient. Another designation may evolve, and if it does, then it should be substituted" (Ely. 1963, pp. 18-19). Ely believed that there was value in keeping the general term of "audiovisual communications" until personnel in the field were uncomfortable with it (Ely, D. P. Personal Communication, October, 1963).Another important factor in the 1963 definition was the listing of the roles or functions of those involved with the field. This approach helped move the field from a product orientation, which focused on things and identified the held with machines, to。

韩礼德文章索引

韩礼德文章索引

The published works of M. A. K. Halliday I. Included in The Collected Works of M. A. K. Halliday(Continuum Books), edited by Jonathan J. Webster.Volume One: On Grammar (2002)1. Halliday, M. A. K. (1957) ‘Some aspects of systematic description and compari-son in grammatical analysis’, Studies in Linguistic Analysis, Special V olume of the Philological Society. Blackwell, 54–67.2. Halliday, M. A. K. (1961) ‘Categories of the theory of grammar’, Word, 17.3.,241–92.3. Halliday, M. A. K. (1963) ‘Class in relation to the axes of chain and choice inlanguage’, Linguistics, 2., 5–15.4. Halliday, M. A. K. (1966) ‘Lexis as a linguistic level’. In C. E. Bazell et al. (eds)In Memory of J. R. Firth. Longman, 148–62.5. Halliday, M. A. K. (1966) ‘Some notes on ‘deep’ grammar’, Journal ofLinguistics, 2.1., 57–67.6. Halliday, M. A. K. (1966) ‘The concept of rank: a reply’, Journal of Linguistics,2.1., 110–118.7. Halliday, M. A. K. (1970) ‘Language structure and language function’. In JohnLyons (ed.) New Horizons in Linguistics. Penguin, 140–165.8. Halliday, M. A. K. (1979) ‘Modes of meaning and modes of expression: typesof grammatical structure and their determination by different semantic func-tions’. In D. J. Allerton et al. (eds) Function and Context in Linguistic Analysis.Cambridge University Press, 57–79.9. Halliday, M. A. K. (1981) ‘Text semantics and clause grammar: some patternsof realization’. In James E. Copeland and Philip W. Davies (eds) The Seventh LACUS Forum 1980. Linguistic Association of Canada and the United States, 31–59.10. Halliday, M. A. K. (1982) ‘How is a text like a clause?’ In Sture Allen (ed.)Text Processing: text analysis and generation, text typology and attrition(Proceedings of Nobel Symposium 51). Almqvist and Wiksell, 209–47.11. Halliday, M. A. K. (1984) ‘On the ineffability of grammatical categories’. InAlan Manning, et al. (eds) The Tenth LACUS Forum. John Benjamins, 3–18. 12. Halliday, M. A. K. (1985) ‘Dimensions of discourse analysis: grammar’, TheHandbook of Discourse Analysis, Vol. 2: Dimensions of Discourse. Academic Press, 29–56.13. Halliday, M. A. K. (1987) ‘Spoken and written modes of meaning’,Comprehending Oral and Written Language. Academic Press, 55–82.14. Halliday, M. A. K. (1992) ‘How do you mean?’. In Martin Davies and LouiseRavelli (eds) Advances in Systemic Linguistics: Recent Theory and Practice.Pinter, 20–35.1028Continuing Discourse on Language15. Halliday, M. A. K. (1996) ‘On grammar and grammatics’. In Ruqaiya Hasan, etal. (eds) Functional Descriptions: Theory in Practice. John Benjamins, 1–38. 16. Halliday, M. A. K. (1998) ‘Grammar and daily life: concurrence and comple-mentarity’. In Tuen A. van Dijk (ed.) Functional Approaches to Language,Culture and Cognition. John Benjamins, 221–37.17. Halliday, M. A. K. (2002) ‘Introduction: a personal perspective’. In JonathanJ. Webster (ed.) Collected Works of M. A. K. Halliday, Vol. 1, On Grammar.Continuum, 1–16.Volume Two: Linguistic Studies of Text and Discourse (2002)18. Halliday, M. A. K. (1964) ‘Descriptive linguistics in literary studies’. In AlanDuthie (ed.) English Studies Today: Third Series. Edinburgh University Press, 23–39.19. Halliday, M. A. K. (1964) ‘The linguistic study of literary texts’. In Horace Lunt(ed.) Proceedings of the Ninth International Congress of Linguists, Cambridge, MA, 1962. Mouton, 302–307.20. Halliday, M. A. K. (1971) ‘Linguistic function and literary style: an inquiry intothe language of William Golding’s The Inheritors’. In Seymour Chatman (ed.) Literary Style: a Symposium. Oxford University Press, 330–68.21. Halliday, M. A. K. (1977) ‘Text as semantic choice in social context’. In TeunA. van Dijk and János S. Petöfi (ed.) Grammars and Descriptions. Walter deGruyter, 176–226.22. Halliday, M. A. K. (1982) ‘The de-automatization of grammar: from Priestley’sAn Inspector Calls’. In John M. Anderson (ed.) Language Form and Linguistic Variation: Papers Dedicated to Angus McIntosh. John Benjamins, 129–59.23. Halliday, M. A. K. (1987) ‘Poetry as scientifi c discourse: the nuclear sectionsof Tennyson’s In Memoriam’. In David Birch and Michael O’Toole (eds)Functions of Style. Pinter, 31–44.24. Halliday, M. A. K. (1990) ‘The construction of knowledge and value in thegrammar of scientifi c discourse: with reference to Charles Darwin’s The Origin of Species’. In Clotilde de Stasio, et al. (eds) La Rappresentazione Verbalee Iconica: Valori Estetici E Funzionali. Atti del XI Congresso Nazionaledell’Associazzione Italiana di Anglistica, Bergamo, 24 e 25 Ottobre 1988.Guerini Studio (Milan), 57–80.25. Halliday, M. A. K. (1992) ‘Some lexicogrammatical features of the ZeroPopulation Growth text’. In William C. Mann and Sandra A. Thompson (eds) Discourse Description: Diverse Linguistic Analysis of a Fund-raising Text. John Benjamins, 327–58.26. Halliday, M. A. K. (1994) ‘So you say ‘pass’… thank you three muchly’. InAllen D. Grimshaw (ed.) What’s Going on Here? Complementary Studies of Professional Talk. Ablex, 175–229.Volume Three: On Language and Linguistics (2003)27. Halliday, M. A. K. (1964) ‘Syntax and the consumer’. In C. I. J. M. StuartReport of the Fifteenth Annual (First International) Round Table Meetingon Linguistics and Language Studies, Monograph Series on Languages andLinguistics 17. Georgetown University Press, 11–24.The published works of M.A.K. Halliday 1029 28. Halliday, M. A. K. (1967) Grammar, Society and the Noun, lecture given atUniversity College London on 24 November 1966. H. K. Lewis (for University College London).29. Halliday, M. A. K. (1969) ‘A brief sketch of systemic grammar’, LaGrammatica; La Lessicologia. Bulzoni Editore.30. Halliday, M. A. K. (1972) ‘Towards a Sociological Semantics’, Working Papersand Prepublications C014. Centro Internazionale di Semiotica e Linguistica, University di Urbino.31. Halliday, M. A. K. (1973) ‘The functional basis of language’. In Basil Bernstein(ed.) Applied Studies towards a Sociology of Language, Vol. 2, Class, Codes and Control. Routledge and Kegan Paul, 343–66.32. Halliday, M. A. K. (1975) ‘The context of linguistics’. In Francis P. Dinneen(ed.) Report of the Twenty-fi fth Annual Round Table Meeting on Linguisticsand Language Studies, Monograph Series on Language and Linguistics 17.Georgetown University Press.33. Halliday, M. A. K. (1977) ‘Ideas about language’, Occasional Papers, 1., 32–55.34. Halliday, M. A. K. (1985) ‘Systemic background’. In James D. Benson andWilliam S. Greaves (eds) Systemic Perspective on Discourse, Vol. 1: Selected Theoretical Papers from the Ninth International Systemic Workshop, Advances in Discourse Processes 15. Ablex Publishing, 1–15.35. Halliday, M. A. K. (1987) ‘Language and the order of nature’. In N. Fabb, et al.(eds) The Linguistics of Writing: Arguments between Language and Literature.Manchester University Press, 135–54.36. Halliday, M. A. K. (1990) ‘New ways of meaning: the challenge to appliedlinguistics’, Journal of Applied Linguistics, 6, Ninth World Congress of Applied Linguistics Special Issue. The Greek Applied Linguistics Association (GALA) (Thessaloniki), 7–36.37. Halliday, M. A. K. (1992) ‘Systemic grammar and the concept of a ‘science oflanguage’’, Waiguoyu (Journal of Foreign Languages), No. 2 (General Serial No. 78), 1–9.38. Halliday, M. A. K. (1992) ‘The act of meaning’. In James E. Alatis (ed.)Georgetown University Round Table on Languages and Linguistics: Language, Communication and Social Meaning. Georgetown University Press, 7–21.39. Halliday, M. A. K. (1992) ‘The history of a sentence’. In Vita Fortunati (ed.) laCultura Italiana e le Letterature Straniere Moderne, V ol. 30. A. Longo Editore (Ravenna), 29–45.40. Halliday, M. A. K. (1993) ‘Language in a changing world’, Occasional Papers,13.41. Halliday, M. A. K. (1994) ‘On language in relation to the evolution of humanconsciousness’. In Sture Allen (ed.) Of Thoughts and Words (Proceedings ofNobel Symposium 92: the Relation between Language and Mind). ImperialCollege Press.42. Halliday, M. A. K. (1994) ‘Systemic theory’. In R. E. Asher (ed.) Encyclopediaof Language and Linguistics, V ol. 8. Pergamon Press.1030Continuing Discourse on Language43. Halliday, M. A. K. (1995) ‘A recent view of ‘missteps’ in linguistic theory’,Functions of Language, 2.2. John Benjamins Publishing Co., 249–67.44. Halliday, M. A. K. (1997) ‘Linguistics as metaphor’. In Anne-Marie Simon-Vandenbergen, et al. (eds) Reconnecting Language: Morphology and Syntax in Functional Perspectives. John Benjamins Publishing Co., 3–27.45. Halliday, M. A. K. (2001) ‘Is the grammar neutral? Is the grammarian neutral?’.In Jessica de Villiers and Robert J. Stainton (eds) Communication in Linguistics: Papers in Honour of Michael Gregory. Editions duGref (Toronto).46. Halliday, M. A. K. (2003) ‘On the ‘architecture’ of human language’. InJonathan J. Webster (ed.) Collected Works of M. A. K. Halliday, Vol. 3, OnLanguage and Linguistics. Continuum, 1–32.Volume Four: The Language of Early Childhood (2003)47. Halliday, M. A. K. (1969) ‘Relevant models of language’, The State ofLanguage, Educational Review, University of Birmingham, 22.1. CarfaxPublishing, 26–37.48. Halliday, M. A. K. (1974) ‘A sociosemiotic perspective on language develop-ment’, Bulletin of the School of Oriental and African Studies (W. H. Whiteley Memorial Volume), 37.1. The School of Oriental and African Studies, 98–118. 49. Halliday, M. A. K. (1975) ‘Into the adult language’, Learning how to Mean:Explorations in the Development of Language, in the series Explorations in the study of Language. Edward Arnold, 82–119.50. Halliday, M. A. K. (1975) ‘Learning how to mean’. In Eric Lennebergand Elizabeth Lennebery (eds) Foundations of Language Development: aMultidisciplinary Perspective. Academic Press, 239–65.51. Halliday, M. A. K. (1975) ‘The social context of language development’,Learning how to Mean: Explorations in the Development of Language, in the series Explorations in the study of Language. Edward Arnold, 120–45.52. Halliday, M. A. K. (1976) ‘Early language learning: a sociolinguistic approach’.In William C. McCormack and Stephen A. Wurm (eds) Language and Man,Anthropological Issues. Mouton de Gruyter, 97–124.53. Halliday, M. A. K. (1978) ‘Meaning and the construction of reality in earlychildhood’. In Herbert L. Pick, et al. (eds) Modes of Perceiving and Processing of Information. Lawrence Erlbaum Associates, 67–96.54. Halliday, M. A. K. (1979) ‘On the development of texture in child language’. InTerry Myers (ed.) The Development of Conversation and Discourse. Edinburgh University Press, 72–87.55. Halliday, M. A. K. (1979) ‘One child’s protolanguage’. In Margaret Bullowa(ed.) Before Speech: the Beginnings of Interpersonal Communication.Cambridge University Press, 171–90.56. Halliday, M. A. K. (1979) ‘The ontogenesis of dialogue’. In Wolfgang U.Dressler (ed.) Proceedings of the Twelfth International Congress of Linguists, Innsbruck, 1978. Innsbrucker Beiträge zur Aprachwissenschaft, 539–44.57. Halliday, M. A. K. (1980) ‘The contribution of developmental linguistics to theinterpretation of language as a system’, The Nordic Languages and ModernThe published works of M.A.K. Halliday 1031 Linguistics: Proceedings of the Fourth International Conference of Nordic andGeneral Linguistics, Oslo, 1980, 1–18.58. Halliday, M. A. K. (1980) ‘Three aspects of children’s language development:learning language, learning through language, learning about language’. InYetta M. Goodman, et al. (eds) Oral and Written Language Development:Impact on Schools, Proceedings from the 1979 and 1980 IMPACT Conferences.International Reading Association (Newark), 7–19.59. Halliday, M. A. K. (1983) ‘On the transition from child tongue to mothertongue’, Australian Journal of Linguistics, 3.2. The Australian LinguisticSociety, 201–16.60. Halliday, M. A. K. (1984) ‘Language as code and language as behaviour: asystemic-functional interpretation of the nature and ontogenesis of dialogue’.In R. P. Fawcett, et al. (eds) The Semiotics of Culture and Language, Vol. 1,Language As Social Semiotic. Frances Pinter Publishers Ltd, 3–35.61. Halliday, M. A. K. (1991) ‘The place of dialogue in children’s constructionof meaning’. In SorIn Stati, et al. (eds) Dialoganalyse III: Referate der 3,Arbeitstgung. Max Niemeyer Verlag GmbH, 417–30.62. Halliday, M. A. K. (1993) ‘Towards a language-based theory of learning’,Linguistics and Education, 5.2. Elsevier Science, 93–116.63. Halliday, M. A. K. (1998) ‘Representing the child as a semiotic being’, paperpresented at the conference ‘Representing the Child’, Monash University, 2–3 October 1998.64. Halliday, M. A. K. (1999) ‘Grammar and the construction of educationalknowledge’. In Barry Asker, et al. (eds) Language Analysis Description andPedagogy. Language Centre, Hong Kong University of Science and Technology, 70–87.Volume Five: The Language of Science (2004)65. Halliday, M. A. K. (1988) ‘On the language of physical science’. In MohsenGhadessy Registers of Written English: Situational Factors and LinguisticFeatures. Pinter.66. Halliday, M. A. K. (1989) ‘Some grammatical problems in scientifi c English’,Symposium in Education. Society of Pakistani English Language Teachers,Karachi: SPELT.67. Halliday, M. A. K. and Martin, James. (1993) ‘Writing science: literacyand discursive power’, Writing Science: Literacy and Discursive Power.RoutledgeFlamer.68. Halliday, M. A. K. (1995) ‘Language and the reshaping of human experience’,from the International Symposium of Critical Discourse Analysis, Athens,15–16 December 1995. Speech delivered at the offi cial ceremony for M.A.K.Halliday at the National and Kapodistrian University of Athens, Doctor Honoris Causa of the Faculty of English Studies, School of Philosophy, on 14 December 1995. Also appears in Offi cial Speeches, No. 44 in V ol. 31 (Athens, 2002),(period 1 September 1995–31 August 1997) Part A, 1995–6, pp. 1261–76.. 69. Halliday, M. A. K. (1997) ‘On the grammar of scientifi c English’. In CarolTaylor Torsello (ed.) Grammatica: Studi interlinguistici. Unipress (Padova).1032Continuing Discourse on Language70. Halliday, M. A. K. (1998) ‘Things and relations: regrammaticizing experienceas technical knowledge’. In James R. Martin and Robert Veel (eds) ReadingScience: Critical and Functional Perspectives on Discourse of Science.Routledge.71. Halliday, M. A. K. (1998) ‘Language and knowledge: the ‘unpacking’ of text’.In Desmond Allison, et al. (eds) Text in Education and Society. SingaporeUniversity Press and World Scientifi c (Singapore).72. Halliday, M. A. K. (1999) ‘The grammatical construction of scientifi c knowl-edge: the framing of the English clause’. In Rema Rossini Favretti, et al.(eds) Incommensurability and Translation: Kuhnian Perspectives on Scientifi c Communication and Theory Change. Edward Elgar (Cheltenham).73. Halliday, M. A. K. (2004) ‘How big is a language? On the power of language’.In Jonathan J. Webster (ed.) Collected Works of M. A. K. Halliday, Vol. 5, The Language of Science. Continuum.Volume Six: Computational and Quantitative Studies (2005)74. Halliday, M. A. K. (1956) ‘The linguistic basis of a mechanical thesaurus, andits application to English preposition classifi cation’, Machine Translation, 3:3, December 1956. Massachusetts Institute of Technology, 81–88.75. Halliday, M. A. K. (1962) ‘Linguistics and machine translation’, Zeitschrift FürPhonetik Sprachwissenschaft Und Kommunikationsforschung, 15.1/2., 145–158.76. Halliday, M. A. K. (1991) ‘Corpus studies and probabilistic grammar’. InKarin Aijmer and Bengt Altenberg (eds) English Corpus Linguistics: Studies in Honour of Jan Svartvik. Longman.77. Halliday, M. A. K. (1991) ‘Language as system and language as instance:the corpus and a theoretical concept’, Directions in Corpus Linguistics:Proceedings of Nobel Symposium 82. Mouton de Gruyter.78. Halliday, M. A. K. (1991) ‘Towards probabilistic interpretations’. In EijaVentola (ed.) Trends in Linguistics: Functional and Systemic Linguistics:Approaches and Uses. Mouton de Gruyter.79. Halliday, M. A. K. and James, X. L. (1993) ‘A quantitative study of polarity andprimary tense in the English fi nite clause’. In John M. Sinclair (eds) Techniques of Description: Spoken and Written Discourse. Routledge.80. Halliday, M. A. K. (1993) ‘Quantitative studies and probabilities in gram-mar’. In Michael Hoey (ed.) Data, Description and Discourse: Papers on the English Language in Honour of John M. Sinclair on his Sixtieth Birthday.HarperCollins.81. Halliday, M. A. K. (1995) ‘Fuzzy grammatics: a systemic functional approachto fuzziness in natural language’, Proceedings of 1996 IEEE InternationalConference on Fuzzy Systems, The International Joint Conference of the Fourth IEEE International Conference on Fuzzy System and the Second International Fuzzy Engineering Symposium. IEEE: Piscataway NJ.82. Halliday, M. A. K. (1995) ‘On language in relation to fuzzy logic and intelligentcomputing’, Proceedings of 1995 IEEE International Conference on FuzzySystems, The International Joint Conference of the Fourth IEEE International Conference on Fuzzy System and the Second International Fuzzy Engineering Symposium. IEEE: Piscataway NJ.The published works of M.A.K. Halliday 1033 83. Halliday, M. A. K. (1995) ‘Computing meanings: some refl ections on past expe-rience and present prospects’, presented as plenary address at PACLING 95. 84. Halliday, M. A. K. (2002) ‘The spoken language corpus’. In Karin Aijmer andBengt Altenberg (eds) Proceedings of ICAME 2002: the Theory and Use ofCorpora, Göteborg, 22–26 May 2002. Editions Rodopi (Amsterdam).Volume Seven: Studies in English Language (2005)85. Halliday, M. A. K. (1963) ‘Intonation in English grammar’, Transactions of thePhilological Society. Blackwell Publishing Ltd, 143–169.86. Halliday, M. A. K. (1963) ‘The tones of English’, Archivum Linguisticum, 15.1.The Continuum International Publishing Company Ltd, 1–28.87. Halliday, M. A. K. (1966) ‘Notes on transitivity and theme in English, part 1’,Journal of Linguistics, 3.1, 1966. Cambridge University Press, 37–81.88. Halliday, M. A. K. (1967) ‘Notes on transitivity and theme in English, part 2’,Journal of Linguistics, 3, 1967. Cambridge University Press, 199–244.89. Halliday, M. A. K. (1968) ‘Notes on transitivity and theme in English, part 3’,Journal of Linguistics, 4.2, 1968. Cambridge University Press, 179–215.90. Halliday, M. A. K. (1969) ‘Options and functions in the English clause’, BrnoStudies in English, 8., 81–88.91. Halliday, M. A. K. (1970) ‘Functional diversity in language, as seen from aconsideration of modality and mood in English’, Foundations of Language:International Journal of Language and Philosophy, 6.3., 322–361.92. Halliday, M. A. K. (1976) ‘The teacher taught the student English: an essayin applied linguistics’. In Peter A. Reich (ed.) Second LACUS Forum 1975.Hornbeam Press (Columbia, S. C.), 334–9.93. Halliday, M. A. K. (1980) ‘On being teaching’. In Sidney Greenbaum, et al.(eds) Studies in English Linguistics: for Randolph Quirk. Longman.94. Halliday, M. A. K. (1985) ‘English intonation as a resource for discourse’,Festschrift in Honour of Arthur Delbridge: Beiträge Zur Phonetic andLinguistik, 48. Helmut Buske Publishers (Hamburg), 111–17.95. Halliday, M. A. K. (1985) ‘It’s a fi xed word order language is English’, ITLReview of Applied Linguistics, 67–8. K. U. Leuven, Department of Linguistics, 91–116.96. Halliday, M. A. K. (1998) ‘On the grammar of pain’, Functions of Language, 5,1. John Benjamins Publishing Co., 1–32.97. Halliday, M. A. K. (2005) ‘Towards an applicable description of the grammar ofa language’. In Jonathan J. Webster (ed.) Collected Works of M. A. K. Halliday,Vol. 7, Studies in English Language. Continuum.Volume Eight: Studies in Chinese Language (in press)98. Halliday, M. A. K. (1959) the Language of the Chinese ‘Secret History of theMongols’, Publications of the Philological Society 17. Blackwell.99. Ellis, J. O. and Halliday, M. A. K. (unpublished ms.) ‘Temporal categories in themodern Chinese verb’.1034Continuing Discourse on Language100. H alliday, M. A. K. (unpublished ms.) ‘Some lexicogrammatical features of the dialects of the Pearl River Delta’.101. H alliday, M. A. K. (1980) ‘The origin and early development of Chinese pho-nological theory’. In R. E. Asher and Eugenie J. A. Henderson (eds) Towards a History of Phonetics. Edinburgh University Press, 123–139.102. H alliday, M. A. K. (1984) ‘Grammatical metaphor in English and Chinese’. In Beverly Hong (ed.) New Papers in Chinese Language Use, Contemporary China Papers 180. Australian National University Contemporary China Centre, 9–18. 103. H alliday, M. A. K. (1992) ‘A systemic interpretation of Peking syllable fi nal’. In Paul Tench (ed.) Studies in Systemic Phonology. Pinter Publishers, 100–123. 104. H alliday, M. A. K. (1993) ‘Analysis of scientifi c texts in English and Chinese’.In Kegi Hao (eds) Proceedings of the International Conference on Texts andLanguage Research, 29–31 March 1989. Xi’an Jiaotong University Press,90–97.105. H alliday, M. A. K. (1996) ‘Grammatical categories in modern Chinese’, Transactions of the Philological Society, 177–224.106. H alliday, M. A. K. (2001) ‘On the grammatical foundations of discourse’.In Ren Shaozeng, et al. (eds) Grammar and Discourse: Proceedings ofthe International Conference on Discourse Analysis. University of MacauPublications Centre, 47–58.Volume Nine: Language and Education (forthcoming)107. H alliday, M. A. K. and McIntosh, Angus. (1966) ‘General linguistics and its application to language teaching’, Patterns of Language: Papers in General,Descriptive and Applied Linguistics. Longman (Longmans Linguistics Library). 108. H alliday, M. A. K. (1967) ‘Linguistic and the teaching of English’. In James N.Britton (ed.) Talking and Writing: a Handbook of the Thematic Organization of the English Clause. Methuen (London), 80–90.109. H alliday, M. A. K. (1971) ‘A ‘linguistic approach’ to the teaching of the mother tongue?’ The English Quarterly, Canadian Council of Teachers of English, 4.2., 13–24.110. H alliday, M. A. K. (1972) ‘National language and language planning in a multi-lingual society’, East African Journal.111. H alliday, M. A. K. (1977) ‘Some thoughts on language in the middle school years’, English in Australia, 42., 3–16.112. H alliday, M. A. K. (1978) ‘Is learning a second language like learning a fi rst language all over again?’. In D. E. Ingram and T. J. Quinn (eds) LanguageLearning in Australian Society: Proceedings of the 1976 Congress of theApplied Linguistics Association of Australia. Australian International Press and Publications Pty Ltd, 3–19.113. H alliday, M. A. K. (1979) ‘Differences between spoken and written lan-guage: some implications for literacy teaching’. In Glenda Page, et al. (eds)Communication through Reading: Proceedings of the Fourth AustralianReading Conference. Australian Reading Association, 37–52.114. H alliday, M. A. K. (1979) ‘Some refl ections on language education in multi-lingual societies, as seen from the standpoint of linguistics’. In Madge CalxtonThe published works of M.A.K. Halliday 1035 (ed.) Report of the 1977 Seminar on Language Education in MultilingualSocieties. Regional Language Centre (RELC) (Singapore).115. H alliday, M. A. K. (1981) ‘A response to some questions on the language issue’, The English Magazine: The Language Issue. T he English Centre (Magazine) (London).116. H alliday, M. A. K. (1986) ‘Language across the culture’. In Makhan L. Tickoo (ed.) Language in Learning: Selected Papers From the RELC Seminar on‘Language across the Curriculum’, Singapore, 22–26 April 1985, Anthology Series 16. SEAMEO Regional Language Centre (Singapore), 14–29.117. H alliday, M. A. K. (1986) Learning Asian Languages. University of Sydney Centre for Asian Studies.118. H alliday, M. A. K. (1988) ‘Language and socialization: home and school’.In Linda Gerot, et al. (eds) Language and Socialization, Home and School:Proceedings from the Working Conference on Language in Education,Macquarie University, 17–21 November 1986. Macquarie University, 1–14. 119. H alliday, M. A. K. (1988) ‘Some basic concepts of educational linguistics’. In Verner Bickley (ed.) Languages in Education in a Bi-lingual or Multi-lingual Setting. Institute of Language in Education (Hong Kong), 5–17.120. H alliday, M. A. K. (1990) ‘On the concept of ‘educational linguistics’’. In Rod Giblett and John O’Carroll (eds) Discipline – Dialogue – Difference:Proceedings of the Language in Education Conference, Murdoch University, December 1989. 4D Duration Publications (Murdoch), 23–42.121. H alliday, M. A. K. (1991) ‘The notion of ‘context in language education’’. In Thao Le and Mike McCausland (eds) Language Education: interaction andDevelopment, Proceedings of the International Conference, Vietnam, April1991. University of Tasmania (Launceston), 1–26.122. H alliday, M. A. K. (1994) ‘A language development approach to education’.In Norman Bird, et al. (eds) Language and Learning. Institute of Language in Education (Hong Kong), 5–17.123. H alliday, M. A. K. (1994) ‘Contexts of English’. In X. Carlon, et al. (eds) Perspectives on English: Studies in Honour of Professor Emma Vorlat. Peeters (Leuvne), 449–468.124. H alliday, M. A. K. (1996) ‘Literacy and linguistics: a functional perspective’. In Ruqaiya Hasan and Geoff Williams (eds) Literacy in Society. Longman.125. H alliday, M. A. K. (1998) ‘Where languages meet: the signifi cance of the Hong Kong experience’. In Barry Asker (ed.) Teaching Language and Culture: Building Hong Kong on Education. Addison Wesley Longman, 27–37.126. H alliday, M. A. K. (forthcoming) ‘Linguistics and language education’.In Jonathan J. Webster (ed.) Collected Works of M. A. K. Halliday, Vol. 9,Language and Education. Continuum.Volume Ten: Language and Society (forthcoming)127. H alliday, M. A. K., McIntosh, Angus and Strevens, Peter. (1964) ‘The users and uses of language’, the Linguistic Sciences and Language Teaching. Longman. 128. H alliday, M. A. K. (1971) ‘Language in a social perspective’, the Context of Language (educational Review, University of Birmingham), 23.3., 165–188.1036Continuing Discourse on Language129. H alliday, M. A. K. (1973) ‘Forward’ to Basil Bernstein (ed.) Class, Codes and Control Vol. Ii: Applied Studies towards a Sociology of Language, PrimarySocialization, Language and Education. Routledge and Kegan Paul, ix-xvi. 130. H alliday, M. A. K. (1974) Language and Social Man, Schools Council Programme in Linguistics and English Teaching: Papers, Series II, V ol. 3.Longman.131. H alliday, M. A. K. (1975) ‘Language as social semiotic: towards a general sociolinguistic theory’. In Adam Makkai and Valerie Becker Makkai (eds) The First LACUS Forum. Hornbeam Press (Carolina), 17–46.132. H alliday, M. A. K. (1975) ‘Sociological aspects of semantic change’. In Luigi Heilmann (ed.) Proceedings of the Eleventh International Congress of Linguists.II Mulino (Bologna), 853–879.133. H alliday, M. A. K. (1975) ‘Some aspects of sociolinguistics’, Interactions between Linguistics and Mathematical Education, report on a Symposium spon-sored by UNESCO – CEDO – ICMI, Nairobi, September 1974, ED-74/CONF.808(64–73). UNESCO (Paris).134. H alliday, M. A. K. (1976) ‘Anti-languages’, American Anthropologist, 78.3., 570–584.135. H alliday, M. A. K. (1978) ‘An interpretation of the functional relationship between language and social structure’. In Uta Quasthoff (ed.) Sprachstruktur – Sozialstruktur: Zur Linguistischen Theorienbildung. Scriptor (Konigstein and Ts), 3–42.136. H alliday, M. A. K. (1994) ‘Language and the theory of codes’. In Alan Sadovnik (ed.) Knowledge and Pedagogy: the Sociology of Basil Bernstein. Ablex,124–142.。

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To what degree do I agree with what idea in the source
The translation of english business letters is not only the conversion of a form of a language into another form of language,but to faithfully express the general features,content and style of original language,in particular to follow thw rules and norms of original style.So,the theory of Nida’s functional equivalance is very important to the translation of english business latters/The principles of english business letters are correctness,specification and functional equivalence
In”The theory and Practice of Translation”,Nida pointed out:”translation consists of reproducing in the receptor language the closest natural equivalent of the source language message,first in terms of meaning and secondly in terms of style”

力学名词英文翻译

力学名词英文翻译

广义连续统力学generalized continuum mechanics简单物质simple material纯力学物质purely mechanical material微分型物质material of differentialtype积分型物质material of integral type混合物组份constituents of a mixture非协调理论incompatibility theory微极理论micropolar theory决定性原理principle of determinism等存在原理principle of equipresence局部作用原理principle of objectivity客观性原理principle of objectivity电磁连续统理论theory of electromagnetic conti-nuum内时理论endochronic theory非局部理论nonlocal theory混合物理论theory of mixtures里夫林-矣里克森张量Rivlin-Ericksen tensor 声张量acoustic tensor半向同性张量hemitropic tensor各向同性张量isotropic tensor应变张量strain tensor伸缩张量stretch tensor连续旋错continuous dislination连续位错continuous dislocation动量矩平衡angular momentum balance余本构关系complementary constitutiverela-tions共旋导数co-rotational derivative, Jaumann derivative非完整分量anholonomic component爬升效应climbing effect协调条件compatibility condition错综度complexity当时构形current configuration能量平衡energy balance变形梯度deformation gradient有限弹性finite elasticity熵增entropy production标架无差异性frame indifference弹性势elastic potential熵不等式entropy inequality极分解polar decomposition低弹性hypoelasticity参考构形reference configuration响应泛函response functional动量平衡momentum balance奇异面singular surface贮能函数stored-energy function内部约束internal constraint物理分量physical components本原元primitive element普适变形universal deformation速度梯度velocity gradient测粘流动viscometric flow当地导数local derivative岩石力学rock mechanics原始岩体应力virgin rock stress构造应力tectonic stress三轴压缩试验three-axial compression test三轴拉伸试验three-axial tensile test 三轴试验triaxial test岩层静态应力lithostatic stress吕荣lugeon地压强geostatic pressure水力劈裂hydraulic fracture咬合[作用] interlocking内禀抗剪强度intrinsic shear strength 循环抗剪强度cyclic shear strength残余抗剪强度residual shear strength 土力学soil mechanics孔隙比void ratio内磨擦角angle of internal friction休止角angle of repose孔隙率porosity围压ambient pressure渗透系数coefficient of permeability [抗]剪切角angle of shear resistance 渗流力seepage force表观粘聚力apparent cohesion粘聚力cohesion稠度consistency固结consolidation主固结primary consolidation次固结secondary consolidation固结仪consolidometer浮升力uplift扩容dilatancy有效应力effective stress絮凝[作用] flocculation主动土压力active earth pressure 被动土压力passive earth pressure 土动力学soil dynamics应力解除stress relief次时间效应secondary time effect 贯入阻力penetration resistance 沙土液化liquefaction of sand泥流mud flow多相流multiphase flow马格努斯效应Magnus effect韦伯数Weber number环状流annular flow泡状流bubble flow层状流stratified flow平衡流equilibrium flow二组份流two-component flow冻结流frozen flow均质流homogeneous flow二相流two-phase flow气-液流gas-liquid flow气-固流gas-solid flow液-气流liquid-gas flow液-固流liquid-solid flow液体-蒸气流liquid-vapor flow浓相dense phase稀相dilute phase连续相continuous phase离散相dispersed phase悬浮suspension气力输运pneumatic transport气泡形成bubble formation体密度bulk density壅塞choking微滴droplet挟带entrainment流型flow pattern流[态]化fluidization界面interface跃动速度saltation velocity非牛顿流体力学non-Newtonian fluid mechanics非牛顿流体non-Newtonian fluid幂律流体power law fluid拟塑性流体pseudoplastic fluid触稠流体rheopectic fluid触变流体thixotropic fluid粘弹性流体viscoelastic fluid流变测量学rheometry震凝性rheopexy体[积]粘性bulk viscosity魏森贝格效应Weissenberg effect流变仪rheometer稀薄气体动力学rarefied gas dynamics物理化学流体力学physico-chemical hydrodynamics空气热化学aerothermochemistry绝对压强absolute pressure绝对反应速率absolute reaction rate绝对温度absolute temperature吸收系数absorption coefficient活化分子activated molecule活化能activation energy绝热压缩adiabatic compression绝热膨胀adiabatic expansion绝热火焰温度adiabatic flame temperature 电弧风洞arc tunnel原子热atomic heat雾化atomization自燃auto-ignition自动氧化auto-oxidation可用能量available energy缓冲作用buffer action松密度bulk density燃烧率burning rate燃烧速度burning velocity接触面contact surface烧蚀ablation连续过程continuous process碰撞截面collision cross section通用气体常数conventional gas constant 燃烧不稳定性combustion instability稀释度dilution完全离解complete dissociation火焰传播flame propagation组份constituent碰撞反应速率collision reaction rate燃烧理论combustion theory浓度梯度concentration gradient阴极腐蚀cathodic corrosion火焰速度flame speed火焰驻定flame stabilization火焰结构flame structure着火ignition湍流火焰turbulent flame层流火焰laminar flame燃烧带burning zone渗流flow in porous media,seepage达西定律Darcy law赫尔-肖流Hele-Shaw flow毛[细]管流capillary flow过滤filtration爪进fingering不互溶驱替immiscible displacement 不互溶流体immiscible fluid互溶驱替miscible displacement互溶流体miscible fluid迁移率mobility流度比mobility ratio渗透率permeability孔隙度porosity多孔介质porous medium比面specific surface迂曲度tortuosity空隙void空隙分数void fraction注水water flooding可湿性wettability地球物理流体动力学geophysical fluid dynamics物理海洋学physical oceanography大气环流atmospheric circulation海洋环流ocean circulation海洋流ocean current旋转流rotating flow平流advection埃克曼流Ekman flow埃克曼边界层Ekman boundary layer大气边界层atmospheric boundarylayer大气-海洋相互作用atmosphere-ocean interaction埃克曼数Ekman number罗斯贝数Rossby unmber罗斯贝波Rossby wave斜压性baroclinicity正压性barotropy内磨擦internal friction海洋波ocean wave盐度salinity环境流体力学environmental fluid mechanics斯托克斯流Stokes flow羽流plume理查森数Richardson number污染源pollutant source污染物扩散pollutant diffusion噪声noise噪声级noise level噪声污染noise pollution排放物effulent工业流体力学industrical fluid mechanics 流控技术fluidics轴向流axial flow并向流co-current flow对向流counter current flow横向流cross flow螺旋流spiral flow旋拧流swirling flow滞后流after flow混合层mixing layer抖振buffeting风压wind pressure附壁效应wall attachment effect,Coanda effect简约频率reduced frequency爆炸力学mechanics of explosion终点弹道学terminal ballistics动态超高压技术dynamic ultrahigh pressure tech-nique流体弹塑性体hydro-elastoplastic medium热塑不稳定性thermoplastic instability空中爆炸explosion in air地下爆炸underground explosion水下爆炸underwater explosion电爆炸discharge-induced explosion激光爆炸laser-induced explosion核爆炸nuclear explosion点爆炸point-source explosion殉爆sympathatic detonation强爆炸intense explosion粒子束爆炸explosion by beam radiation 聚爆implosion起爆initiation of explosion爆破blasting霍普金森杆Hopkinson bar电炮electric gun电磁炮electromagnetic gun爆炸洞explosion chamber轻气炮light gas gun马赫反射Mach reflection基浪base surge成坑cratering能量沉积energy deposition爆心explosion center爆炸当量explosion equivalent火球fire ball爆高height of burst蘑菇云mushroom侵彻penetration规则反射regular reflection崩落spallation应变率史strain rate history流变学rheology聚合物减阻drag reduction by polymers 挤出[物]胀大extrusion swell, die swell 无管虹吸tubeless siphon剪胀效应dilatancy effect孔压[误差]效应hole-pressure[error]effect 剪切致稠shear thickening剪切致稀shear thinning触变性thixotropy反触变性anti-thixotropy超塑性superplasticity粘弹塑性材料viscoelasto-plastic material滞弹性材料anelastic material本构关系constitutive relation麦克斯韦模型Maxwell model沃伊特-开尔文模型V oigt-Kelvin model宾厄姆模型Bingham model奥伊洛特模型Oldroyd model幂律模型power law model应力松驰stress relaxation应变史strain history应力史stress history记忆函数memory function衰退记忆fading memory应力增长stress growing粘度函数voscosity function相对粘度relative viscosity复态粘度complex viscosity拉伸粘度elongational viscosity拉伸流动elongational flow第一法向应力差first normal-stress difference第二法向应力差second normal-stress difference德博拉数Deborah number魏森贝格数Weissenberg number动态模量dynamic modulus振荡剪切流oscillatory shear flow宇宙气体动力学cosmic gas dynamics等离[子]体动力学plasma dynamics电离气体ionized gas行星边界层planetary boundary layer阿尔文波Alfven wave泊肃叶-哈特曼流] Poiseuille-Hartman flow 哈特曼数Hartman number生物流变学biorheology生物流体biofluid生物屈服点bioyield point生物屈服应力bioyield stress电气体力学electro-gas dynamics铁流体力学ferro-hydrodynamics血液流变学hemorheology, bloodrheology血液动力学hemodynamics磁流体力学magneto fluid mechanics磁流体动力学magnetohydrodynamics, MHD磁流体动力波magnetohydrodynamic wave 磁流体流magnetohydrodynamic flow磁流体动力稳定性magnetohydrodynamic stability生物力学biomechanics生物流体力学biological fluid mechanics 生物固体力学biological solid mechanics 宾厄姆塑性流Bingham plastic flow开尔文体Kelvin body沃伊特体V oigt body可贴变形applicable deformation可贴曲面applicable surface边界润滑boundary lubrication液膜润滑fluid film lubrication向心收缩功concentric work离心收缩功eccentric work关节反作用力joint reaction force微循环力学microcyclic mechanics微纤维microfibril渗透性permeability生理横截面积physiological cross-sectional area农业生物力学agrobiomechanics纤维度fibrousness硬皮度rustiness胶粘度gumminess粘稠度stickiness嫩度tenderness渗透流osmotic flow易位流translocation flow蒸腾流transpirational flow过滤阻力filtration resistance压扁wafering风雪流snow-driving wind停滞堆积accretion遇阻堆积encroachment沙漠地面desert floor流沙固定fixation of shifting sand流动阈值fluid threshold尘暴dust storm计尘仪koniscope盛行风prevailing wind输沙率rate of sand transporting重演距离repetition distance跃移[运动] saltation跃移质saltation load沙波纹sand ripple沙影sand shadow沙暴sand storm流沙shifting sand翻滚tumble植物固沙vegetative sand-control流速线velocity line泥石流debris flow连续泥石流continuous debris flow 泥石铺床bed-predeposit of mud泥石流地声geosound of debris flow 气浪airsurge冻胀力frost heaving pressure冻土强度frozen soil strength雪崩avalanche冰崩iceslide冰压力ice pressure重力侵蚀gravity erosion分凝势segregation potential滑波landslide山洪torrent爆发blow up雪暴snowstorm火爆fire storm闪点flash point闪耀flare up阴燃smolder轰燃flashover飞火spotting, firebrand地表火surface fire地下火ground fire树冠火crown fire烛炬火candling fire狂燃火running fire火焰强度flame intensity火焰辐射flame radiation火龙卷fire tornado火旋涡fire whirl火蔓延fire spread对流柱convection column隔火带fire line隔火带强度fireline intensity非线性动力学nonlinear dynamics动态系统dynamical system原象preimage控制参量control parameter霍普夫分岔Hopf bifurcation倒倍周期分岔inverse period- doubling bifurca-tion全局分岔global bifurcation魔[鬼楼]梯devil's staircase非线性振动nonlinear vibration侵入物invader锁相phase- locking猎食模型predator- prey model[状]态空间state space[状]态变量state variable吕埃勒-塔肯斯道路Ruelle- Takens route 斯梅尔马蹄Smale horseshoe混沌chaos李-约克定理Li-Yorke theorem李-约克混沌Li-Yorke chaos洛伦茨吸引子Lorenz attractor混沌吸引子chaotic attractorKAM环面KAM torus费根鲍姆数Feigenbaum number费根鲍姆标度律Feigenbaum scaling KAM定理Kolmogorov-Arnol'd Moser theorem, KAM theorem勒斯勒尔方程Rossler equation混沌运动chaotic motion费根鲍姆函数方程Feigenbaum functional equation蝴蝶效应butterfly effect同宿点homoclinic point异宿点heteroclinic point同宿轨道homoclinic orbit异宿轨道heteroclinic orbit排斥子repellor超混沌hyperchaos阵发混沌intermittency chaos内禀随机性intrinsic stochasticity含混吸引子vague attractor [of Kolmogorov]VAK奇怪吸引子strange attractorFPU问题Fermi-Pasta- Ulam problem,FPU problem初态敏感性sensitivity to initial state反应扩散方程reaction-diffusion equation 非线性薛定谔方程nonlinear Schrodinger equation逆散射法inverse scattering method孤[立]波solitary wave奇异摄动singular perturbation正弦戈登方程sine-Gorden equation科赫岛Koch island豪斯多夫维数Hausdorff dimensionKS[动态]熵Kolmogorov-Sinai entropy, KS entropy卡普兰-约克猜想Kaplan -Yorke conjecture 康托尔集[合] Cantor set欧几里得维数Euclidian dimension茹利亚集[合] Julia set科赫曲线Koch curve谢尔平斯基海绵Sierpinski sponge李雅普诺夫指数Lyapunov exponent芒德布罗集[合] Mandelbrot set李雅普诺夫维数Lyapunov dimension谢尔平斯基镂垫Sierpinski gasket雷尼熵Renyi entropy雷尼信息Renyi information分形fractal分形维数fractal dimension分形体fractal胖分形fat fractal退守物defender覆盖维数covering dimension信息维数information dimension度规熵metric entropy多重分形multi-fractal关联维数correlation dimension拓扑熵topological entropy拓扑维数topological dimension拉格朗日湍流Lagrange turbulence布鲁塞尔模型Brusselator贝纳尔对流Benard convection瑞利-贝纳尔不稳定性Rayleigh-Benard instability闭锁键blocked bond元胞自动机cellular automaton浸渐消去法adiabatic elimination连通键connected bond, unblocked bond自旋玻璃spin glass窘组frustration窘组嵌板frustration plaquette窘组函数frustration function窘组网络frustration network窘组位形frustrating configuration逾渗通路percolation path逾渗阈[值] percolation threshold入侵逾渗invasion percolation扩程逾渗extend range percolation多色逾渗polychromatic percolation快变量fast variable慢变量slow variable卷筒图型roll pattern六角[形]图形hexagon pattern主[宰]方程master equation役使原理slaving principle耗散结构dissipation structure离散流体[模型] discrete fluid自相似解self-similar solution协同学synergetics自组织self-organization跨越集团spanning cluster奇点singularity多重奇点multiple singularity多重定态multiple steady state不动点fixed point吸引子attractor自治系统autonomous system结点node焦点focus简单奇点simple singularity单切结点one-tangent node极限环limit cycle中心点center鞍点saddle [point]映射map[ping]逻辑斯谛映射logistic map[ping]沙尔科夫斯基序列Sharkovskii sequence 面包师变换baker's transformation吸引盆basin of attraction生灭过程birth-and death process台球问题biliard ball problem庞加莱映射Poincar'e map庞加莱截面Poincar'e section猫脸映射cat map[of Arnosov][映]象image揉面变换kneading transformation倍周期分岔period doubling bifurcation单峰映射single hump map[ping]圆[周]映射circle map[ping]埃农吸引子Henon attractor分岔bifurcation分岔集bifurcation set余维[数] co-dimension叉式分岔pitchfork bifurcation鞍结分岔saddle-node bifurcation次级分岔secondary bifurcation跨临界分岔transcritical bifurcation开折unfolding切分岔tangent bifurcation普适性universality突变catastrophe突变论catastrophe theory折叠[型突变] fold [catastrophe]尖拐[型突变] cusp [catastrophe]燕尾[型突变] swallow tail抛物脐[型突变] parabolic umbilic双曲脐[型突变] hyperbolic umbilic椭圆脐[型突变] elliptic umbilic蝴蝶[型突变] butterfly阿诺德舌[头] Arnol'd tongueBZ反应Belousov-Zhabotinskireaction, BZ reaction法里序列Farey sequence法里树Farey tree洛特卡-沃尔泰拉方程Lotka-V olterra equation 梅利尼科夫积分Mel'nikov integral锁频frequency-locking滞后[效应] hysteresis突跳jump准周期振动quasi-oscillation。

管辖约束理论(语言学)

管辖约束理论(语言学)

Government Binding TheoryRobert N. St. ClairUniversity of LouisvilleIntroductionThere were a series of major developments leading to the rise of Government and Binding Theory. In the atavistic version of syntactic theory which was published as Syntactic Structures (1957), Chomsky argued for syntax as the basis for correlating the linguistic meanings (the semantic component) with linguistic forms (the phonological component). At that time, syntax consisted of three kinds of rules: (1) The phrase structure rules ordered the parts of a sentence into linguistic categories and provided the lexical forms for nouns, verbs, prepositions, and adjectives; (2) the transformational rules operated on deep structures and reordered the phrase structural forms; and (3) morphophonemic rules merely changed lexical forms where necessary ( e.g. go + past = went). The phrase structure Rules created the deep structures of sentences. The transformational rules operated on these deep structures to produce the surface structures of the language. These transformational rules were ordered.By 1965, the model was greatly expanded and revised. Aspects of the Theory of Syntax by Chomsky included a detailed account of the semantic component (projections rules, global insertion rules, selectional restrictions, rules for the interpretation of subcategorization, and semantic distinguishers). The most innovative work on the semantic component was done prior to this time as evidenced in the publication of An Integrated Theory of Linguistic Descriptions (1964) by Jerrold Katz and Paul Postal. This was enhanced further by the co-authored work on The Structure of Language (1964) by Jerrold Katz and Jerrold Fodor. The phonological component was also greatly enhanced the inclusion of underlying phonemic forms, ordered rules, and phonetic outputs. The most definitive work on the phonological component can be found in The Sound Patterns of English (Chomsky and Halle, 1968). This publication provided the theoretical framework for a universal theory of phonology (distinctive feature theory, the principle of stress rules, the phonological cycle, phonological constraints, etc.).The aforementioned model became known as The Standard Theory. By 1972 more revisions in the model took place and this led to a renaming of the revised standard theory. It became known as The Extended Standard Theory. There were several reasons for these revisions. What was referred to as the Semantic Representation of a sentence was no longer seen as a single, uniform structure. The syntactic component interacted with the semantic component of the language many times during the processing of syntactic structures. Before the application of transformational rules, for example, the deep structure went to the semantic component where it was interpreted in terms of its functional structures. At this time, the semantic component provided information on the interpretation of the various semantic roles used in the sentence such as agent, patient, goal, experiencer, etc. This deep structure continues to be processed syntactically as it goes through the various cycles of transformational rules. This information is again turned over to the semantic component for further interpretation. This time the semantic component provides information on modal structures such as the scope of negation, and the interpretation of quantifiers in thelanguage. Another kind of semantic information developed at this stage includes the establishment of a table of coreferences in the sentence being analyzed.These rules, it should be noted, could not be processed at the deep structure level and the process had to be delayed until certain modifications and rule applications had taken place within the transformational component of the language. Finally, at the surface structure level, the output of the final transformational cycle is sent to the semantic component for further processing. This time the semantic representation is analyzed for focus, presuppositions, topicalization. The presupposition of a declarative sentence has to do with what the speaker assumes the hearer knows. Focus, on the other hand, has to do with what the speaker assumes that the hearer does not know. Focus is symbolized in the following sentences by means of bold-faced capitalized words. Such words have extra heavy stress.Ray Jackendoff has been instrumental in the development of the Extended Standard Theory. The arguments for the current revisions are stated in Semantic Interpretation in Generative Grammar (1972).One of the concerns that he voiced during these revisions was the need for autonomous syntax. He proposed that transformations should be applied without having to mention semantic information such as referentiality within a table of coreference, the use of index markers, etc. This could be done, he argued, by changing the kind of information allowed in the deep structure in the Standard Theory. Consider, for example, the rules of reflexivization, pronominalization, and Equi-NP deletion. In each of these cases, full lexical forms are assumed to exist at the deep structure level. In reflexivization, John saw John is transformed into John saw himself. This requires semantic information on coreferentiality. In the case of pronominalization, coreferentiality is also needed to transform Mary wonders if Mary will be happy into Mary wonders if she will be happy. In the case ofEqui-NP Deletion, coreferentiality is also need to transform Mary expects Mary to win into Mary expects to win. One could avoid these references to the semantic component, Jackendoff argued, if pronouns and dummy subjects (gaps) already exist at the deep structure level. This introduction of abstract elements and empty categories into the deep structure of sentences marked an important turning point in linguistic theory. It led to the emergence of GB Theory. Nevertheless, before turning to this major revision based on the premise of autonomous syntax, it is important to review the representation of the model of the Extended Standard Theory. This is the model of grammar without autonomous syntax.The development of Government and Binding Theory as a modular model really began in 1977 when Chomsky and Lasnik proposed some major revisions in the Extended Standard Theory. In this article on "Filters and Control" (Linguistic Inquiry 8.3), they questioned the necessity of phrase structure rules in the context of lexical subcategorizational rules in the lexicon which provided similar information. They also addressed the question of transformational rules with regard to stylistic rules versus meaning changing rules. The issues addressed in this early article were further addressed by Noam Chomsky in his writings on Lectures on Government and Binding (1981) and Some Concepts and Consequences of the Theory of Government and Binding (1982). He became less concerned with regard to the base generability in transformational grammar and more concerned with Structure-Preserving Constraints on language. The revisions led to a modular model of transformational grammar.Since the concepts of Deep Structure and Surface Structure were substantially revised by the inclusion of abstract elements, trace elements, and empty categories, they were given a new nomenclature, d-structure and s-structure respectively. These are related to each other by means of movement rules. S-structures were further developed into Phonetic Forms or Logical Forms. What is called phonetic form involves more than mere acoustic and articulatory information. It included semantic properties, andlow-level transformational rules (such as stylistic rules), deletion rules, contraction rules and phonological rules. The Logical Form Component deals with the meaning of sentences.The distinction between PF and LF components was necessary because they represented very different aspects and concerns within grammatical theory. The LF component deals with semantic information.Concerns about Binding Conditions are dealt with in the LF Component because they involve semantic issues (referential dependencies, coreferences, etc.). Similarly, quantifier raising dealt with semantic issues within the context of the LF Component. This component began by representing information in terms of standardlogic, but was modified to incorporate constituent command, trace theory, and other linguistic issues.The differences between a d-structure and an s-structure captures what changes have taken place once a movement rule has applied. But GB Theory involves a lot more than merely revising the deep structure of a grammar. In includes many new features:Consider how the surface structure sentence " Did John invite Mary?" was dealt with in the extended theory of syntax.In the GB Theory, movement rules are severely restricted. One can only move elements to unfilled (empty) or to certain designated categories . The sentence is now represented as an inflectional phrase (IP).One of the movement rules takes the INFL form (past) and moves it into only open and empty category of Complement. In the event that the INFL is not moved, Do is deleted by means of a Do Drop Rule. Within this model, there are three kinds of movement rules. One that moves NPs (maximal projections), another that moves Heads of Phrases, and a third that moves Wh-constructions.Another major change that took place in the transition from the Extended Standard Theory to GB Theory has to do with the shift from rules to representations. In the earlier models of transformational grammar, one accounted for grammatical changes by means of syntactic rules.Such a rule had to be language specific. Only English, for example, insert be+en before the main verb and insert by before the agentive noun phrase. If transformational rules are to be universal, they cannot also be language specific. Hence, the system has to be changed. What is needed, Chomsky argued, is a theory that relies on conditions on these representations. These conditions operate at all levels and employ general rules such as:This change became known as the Principles and Parameters Approach. Later, it came to be called Government and Binding Theory. This shift from rules to conditions on representations avoided language specific rules. It also strengthened the concept of the language acquisition device (LAD) in psycholinguistics. In the earlier model, a child was given a toolbox and was asked to construct a grammar for himself. He has some idea of what a grammar should look like, but he has no idea about universal principles govern all grammars. This could happen only if he were provided with a set of principles which defined the parameters and the conditions operating on syntactic representations. This is exactly what GB Theory attempts to do. This is why the shift from rules to conditions on representations had to take place. It provides a child with the principles and the conditions on natural languages and allows him to set the parameters in that language such as SOV or VSO word order, etc. CATEGORIES AND PHRASE STRUCTURES The Standard Theory of Syntax contained a base component. In this base were two subcomponents, one that generated the context-free Phrase Structure Rules for the deep structures of the language and the other which globally inserted lexical items into the final string of the deep structure of the sentence. The problem with this model is that it also generated many PS rule combinations which do not occur in language. What was needed was a PS component that avoided this problem. This led to a re-examination of PS rules and several things were discovered. One of them is that the labels for these categoriesare based on the traditional notion of the parts of speech. Outside of this tradition, they lacked cogent reasons for their nomenclature and their existence. The revision of this information became known as Structure Dependent Constructions, and X-Bar Theory. Another discovery which came out of this re-examination is that the head of a phrase turns out to be an important linguistic concept. This led to a closer look at endocentric and exocentric constructions. The revisions in this case were known as the Head Parameter, Head and Maximal Projections, The Hierarchical Organization Phrases, and X-Bar Theory. In every phrase, there is always an obligatory element. This element is called the head of the category. The head of a Noun Phrase is the Noun. The head of a Verb Phrase is the Verb. The head of an Adjectival Phrase is the Adjective. The head of a Prepositional Phrase is the Preposition. From this awareness, they noted a similarity among all phrases, viz. X (N, V, A, P) is the head of XP (NP, VP, AP,PP).This concept become known as X-Bar Theory where X stands for the head of XP (phrase). The more interesting questions to emerge have to do with the head of a sentence and the head of a complement phrase. The rationale for the head of a sentential phrase is the inflectional marker, INFL. The inflectional marker includes much more than mere tense markers. It also had to do with agreement features, etc. Given the analogy of X is the head of XP, one must reinterpret INFL as the head of the sentence or IP. As for the head of the complement phrase, it is obviously, the complement. Hence, C is the head of CP.This focus on the head and its projections became known as the core grammar. This means that any other elements added to these phrases are adjuncts (add-ons).It should be obvious from the aforementioned examples that what has been normally called temporal adverbs are now treated as adjuncts to phrases. They are no longer considered to be peripheral part of the sentence and does not belong to the core grammar.Some of the terminology and insights used in X-Bar Theory are related to similar research done in the area of morphology. Linguists have always studied how words are put together to form morphological units or compounds. These compounds function as though they were single words: blackmail, skyscraper, bathroom, bookshelf, football, in-crowd, etc. Two combinations of words within compounds have drawn the most attention and commentary in linguistic analysis. One of these has to do with constructions in which one of the elements is a headword (endocentric) and the other element acts a modifier of that headword. Such a combination is known as an endocentric construction. Bookshelf, for example, is an endocentric construction because "books" modify the headword "shelf". Such compounds are easy to detect because the combined elements function to define a subclass of one of the nouns in the construction. A bookshelf is a shelf for books. Similarly, a nosebleed is a kind of bleeding from the nose. The other kind of construction which morphologists are found of discussing is constructions with contrast with endocentric compounds. These are called exocentric constructions and they are defined negatively because the combined elements do not share a headword and modifier relationship. Scapegoat, for example, is not a kind of a goat. It is a kind of a person. Hence, this is an exocentric construction. What is interesting to GB Theory about this investigation of morphological constructions is the fact that endocentric constructions have many interesting parallels with X-Bar phrases. The headword functions as the head of the compound noun just as the noun functions as the head of a noun phrase. The conclusion that one draws from this information is that allXP constructions are endocentric. This discovery has been stated in even strong terms: there are no exocentric constructions among XPs. It is not enough to note that a phrase consists of a head and a modifying element. It is important to also consider how these relationships are structured. When all of the categories within a phrase are strung out in a linear pattern, this is called a flat structure.In a flat structure, all of the elements are connected by means of sister adjunction. They all belong to the same category (NP). There is abundant evidence that phrases are structured hierarchically. This evidence comes from the study of pro-forms. This is when a category is replaced by another form (pro-noun, pro-verb, pro-sentence, etc.). What is actually taking place with pro-form substitution is that some hierarchical structure is replaced by another form, a pro-form. These substitutions operate on structures. They are structure-based. These structure occur in layers. They are layered structures.XPs consist of a head element within a phrasal construction. The head is a lexical category and the phrasal component is called a projection.Since these projects may occur in layers, one speaks of the top most layer as the maximal projection of a phrase. NP is the maximal projection of N. VP is the maximal projection of V. There are intermediate projections, however, that must be accounted for in describing the structure of phrases. These are called X-Bar projections.One would naturally ask how many levels or layers of structure can occur from the maximal projection of a phrase to its head. In GB Theory, there are only two such projections allowed - the maximal projection (XP) and the intermediate projection (X-Bar). It should be noted that in addition to a head element and its projection, there is another element within a phrase. The element is known as the specifier (SPEC). A similar element can be found at the CP level and it is known as the complement C. Both specifiers and complements are not syntactic categories. In this regard they differ from X-Double Bar (XP), X-Bar, and X categories. These elements are empty categories. They function as locations for parts of the structure of a phrase that may be filled in by actual syntactic categories in the process of the application of a movement rule. Both Spec and C occur at the second level along with X-Bar categories.Given this awareness of endocentric constructions, one can now visualize how an XP structure is represented.C-COMMAND AND GOVERNMENTWhen linguists began to really study how pronouns function in language, they quickly learned that where a noun phrase occurs within a phrase structure tree will determine whether or not it is pronominalized. The first one t note this was Edward Klima at MIT who was then working on the scope of negation in English. Klima went to teach at the University of San Diego. At that same campus, Ronald Langacker became interested in this phenomenon and wrote an article "On Pronominalization and the Chain of command." This research was published in a book of readings by David Reibel and Sanford Schane (Modern Studies in English, 1969). Langacker explored the parameters of the rule of pronominalization by studying it in the sentence conjunction, verb phrase conjunction, noun phrase conjunction, and in embedded sentences. His parameters of the application of this rule were called the chain of command. Later, Chomsky would make some revisions and call it Constituent Command, or C-Command.Langacker found that if a noun phrase occurred in a matrix sentenceand it was identical to the noun phrase in an embedded sentence, the matrix NP would be able to command and pronominalize the embed NP. NP's in lower sentences, on the other hand, could never pronominalize identical noun phrases in higher sentences.Ralph in the matrix sentence commands the pronoun in the embedded sentence. Notice that the matrix sentence is also located on the left and prior to the embedded sentence. Language found that another kind of relationship needed to be made explicit and he call this precedence. Hence, he concluded from the study of the data he was working with that if a noun phrase occurs in a lower sentence,, but it precedes another identical noun phrase in the matrix sentence, it will pronominalize the NP on the right. What this means, in essence, is that the order of the elements in pronominalization is significant.Pronominalization occurs if an identical NP precedes another NP (the precedence relationship). It also occurs if an identical NP is higher in the phrase marker (command relationship). As Langacker investigated this phenomenon, he noted that something else besides precedence and command to account for some anomalies that he encountered among more deeply embedded sentences. He realized that pronominalization did not work in the more deeply embedded phrase markers.There is some kind of barrier between the identical NPs and their pronominalized forms. It is not enough to merely state that one of them commands another or that one of them precedes another. The chain of command has to be more direct. Langacker turned to the concept of dominance to explain the aforementioned sentences. He noted that an identical NP must directly dominate its pronoun. If some kind of barrier prevents the dominance from being direct, pronominalization will not take place. Chomsky was to take this concept of barriers and use it as one of the basic conditions within his Government and Binding Theory (cf. Barrier by Chomsky, 1986). Klima used the term "in construction with" to explain the scope of negation. Given two constituents A and B, B is said to be in construction with A if node C that directly dominates A also dominates B.Negation is in construction with the subject NP (John). Negation is is not in construction with the object NP (Mary) since the node (VP) that directly dominates the object NP (Mary) does not also dominate Negation. Obviously, the relationships between "in construction with" and "chain of command" (dominance, command and precedence) are similar. However, these are not equivalent concepts with regard to constituent structure. The framework that Langacker developed included more information and could explain much more with regard to dominance than the model proposed by Klima. Langacker's concept could explain both negation and pronominalization, Klima's could only account for the scope of negation.Consider what happens when these sentences are embedded. The result of what quantifiers surfaces depends on whether or not the negation marker is located in the matrix or in the embedded sentence.The negation marker changes the quantifier (someone) into anyone. In this case, the negation marker directly dominates the quantifier. Now, consider what happens when the negation marker does not directly dominate the quantifier.Since the negation marker is in the matrix sentence, it does not directly dominate the quantifier in the embedded sentence. Hence, someone remains unaffected by the scope of negation. What makes the scope of negation interesting is that it forces one to recognize the concept of grammatical barrier that limit the scope of certain transformational rules. Notice that barriers can be found when one is dealing with infinitival complements. The question that one may ask is whether or not other grammatical constructions are also within the scope of negation? This can be ascertained by looking at the following examples of that-clauses and relative clauses.Another form of syntactic corroboration for this placement of negation in the phrase marker comes from the transformation known as Pseudo-Cleft: What X did was Y. Hence, the following examples of pseudo-clefting corroborate the fact that negation controls the modal in once sentence and the verb phrase in the other.Finally, further evidence comes from the negation contraction transformation. This rule only operates on negative forms that modify a modal.Just when one is happy to learn that the chain of command can explain the phenomenon of pronominalization and the scope of negation, it turns out that these principles of control can also explain wh-formation within the context where wh+some forms the question word "what.":The WH Marker commands the quantifier "some." Consequentlywh+some becomes what. This marker controls elements in the embedded sentence. It does not control other elements in the matrix sentence. Hence, it could not produce the following sentences because some reason and some man are not within the control of the wh-marker.Once one is aware of the fact that there is a chain of command within a phrase marker, the next concern for linguists had to do with why some rules were blocked by barriers which also isolated certain portions of the phrase marker into islands. Not all constructions worked the same way. Infinitival complements and that-clauses wereopen to the scope of negation. Relative clauses were not open to the scope of negation. Barriers, the Complex NP Constraint of Ross, protected some examples of wh-formation. In other cases, the barriers did not protect wh-formation. What this mean is that syntactic research had a new set of problems to solve. It would not be until the rise of Government Binding Theory that most of these problems could be satisfactorily deal with. When these issues are dealt within in GB Theory, however, they are referred to within a very different context and with a different vocabulary. Dominating nodes, for example, will be called "mother nodes." Dominated nodes will be called "daughter nodes." The relationships of command, precedence and dominance are all treated as examples of C-Command (Constituent Command).C-COMMAND, M-COMMAND AND GOVERNMENTChomsky has noted that a phrase marker is essentially a graph in which the nodes (the sets of points) are connected by branches (solid lines). The labels used in the nodes may be maximal projections(X-Double-Bar), intermediate projections (X-Bar), or final projections, i.e., non-terminal nodes (NP, M, V, P, and other category labels). Within the revised model, some of these nodes may be empty (e). Also within the revised model, when elements are moved, they leave back a trace element (t). Another distinction made in Government Binding Theory has to do with the nature of dominance and precedence.The S node occurs higher on the phrase marker tree and it dominates all other nodes. The VP nodes dominates the V node and its terminal node (stay). One node immediately dominates another node if it is the next higher node in the phrase marker tree that is connected by a solid line. Hence, the S node immediately dominates NP, M, and VP nodes. The S node dominates the PP node, but it does not immediately dominate that node. Another relationship that merits comment with regard to the phrase marker tree is that of precedence. On node precedes another if it is located on the left of the other node. Hence, the M nodes precede VP, V, PP, NP, N (hence, the terminal nodes stay at home). The M node immediately precedes the VP and the V nodes (the terminal node (stay). What is important about these relationships of dominance and precedence is that Chomsky used them to define the terms of exhaustive dominance of constituents and immediate constituents.CONSTITUTENTS (CHOMSKY)Nodes form a constituent if and only if (iff) they are a set of nodes that are exhaustively dominated by a common node. In the aforementioned example, NP, M, and VP all branch out of the same single common node (S). Therefore, S exhaustively dominates NP, M, and VP. Therefore, in general terms one could say that X is a constituent of Y iff X is dominated by Y. Similarly, on notes that X is an immediate constituent of Y iff X is immediately dominated by Y.The mother node A dominates nodes B, C, D, E, and F. The mother node A immediately dominates the nodes B and C. The sister nodes D, E, and F are immediately dominated by the daughter node C. Mothers [A] dominate their daughters [B C] and nieces [D E F]. Mothers [A], however, can only immediately dominate their own daughters [B C]. Daughters [C] have their own children [D E F] and immediately dominate them. Nieces [D E F] are not exhaustively dominated by the mother node [A], but they [D E F ] are exhaustively dominated by the daughter node [C].Chomsky was asked many times why he did not use the traditional notion of dividing a sentence into a subject and a predicate. He was asked this question again when confronted with Fillmore's Case Grammar. His reply was that such relationships have to do with grammatical functions and not grammatical forms. Further, these functions can be readily ascertained by looking at the dominance and precedence relationships within a phrase marker.The subject of a sentence is the NP which is immediately dominated by S. The object of a sentence is the leftmost NP immediately dominated by VP. If two NPs occur to the left of the VP, the first is the direct object and the second is the Indirect object. The object of a。

2020年软考高级信息系统项目管理师考试英语练习题及答案多套汇总

2020年软考高级信息系统项目管理师考试英语练习题及答案多套汇总

2020 年软考高级信息系统项目管理师考试英语练习题及答案多套汇总1. Project Quality Management must address the management of the project and the () of the project. While Project Quality Management applies to all projects, regardless of the nature of their product, product quality measures and techniques are specific to the particular type of product produced by the project.A.performanceB.processC.productD.object【答案】C【解析】项目质量管理必须解决项目的管理和项目的管理问题。

尽管项目质量管理适用于所有项目,无论其()的性质如何,但产品质量措施和技术是针对项目生产的特定类型产品的。

A、性能B、过程C、产品D、对象2.() is the budgeted amount for the work actually completedon the schedule activity or WBS component during a given time per i od.A.Planned valueB.Earned valueC.Actual costD.Cost variance【答案】B【解析】()是给定时间段内计划活动或WBS 组件实际完成的工作的预算金额。

A、计划值B、挣值C、实际成本D、成本差异3.() involves comparing actual or planned project practices to those of other projects to generate ideas for improvement and to provide a basis by which to measure performance. These other projects can be within the performing or gani za t i on or outside of it, and can be within the same or in another application area.A.MetricsB.MeasurementC.BenchmarkingD.Baseline【答案】C【解析】()将实际或计划的项目实践与其他项目的实践进行比较,以产生改进意见,并提供衡量绩效的依据。

Safety-Critical

Safety-Critical

Safety-Critical Systems, Formal Methods and Standards
Jonathan Bowen Oxford University Computing Laboratory Programming Research Group 11 Keble Road, Oxford OX1 3QD, UK Tel: +44-865-273838 (272574 direct) Fax: +44-865-273839 Email: <Jonathan.Bowen@> & Victoria Stavridou Department of Computer Science Royal Holloway and Bedford New College University of London Egham Hill, Egham, Surrey TW20 0EX, UK Tel: +44-784-434455 (443429 direct) Fax: +44-784-443420 Email: <victoria@> Revised May 1992. Submitted to the Software Engineering Journal.
Safety-Critical Systems, Formal Methods and Standards
Jonathan Bowen Victoria Stavridou
Abstract
Standards concerned with the development of safety-critical systems, and the software in such systems in particular, abound today as the software crisis increasingly a ects the world of embedded computer-based systems. The use of formal methods is often advocated as a way of increasing con dence in such systems. This paper examines the industrial use of these techniques, the recommendations concerning formal methods in a number of current and draft standards, and comments on the applicability and problems of using formal methods for the development of safety-critical systems of an industrial scale. Some possible future directions are suggested.

On the drivers of eco-innovations_ Empirical evidence from the UK

On the drivers of eco-innovations_ Empirical evidence from the UK

Research Policy 41 (2012) 862–870Contents lists available at SciVerse ScienceDirectResearchPolicyj o u r n a l h o m e p a g e :w w w.e l s e v i e r.c o m /l o c a t e /r e s p olOn the drivers of eco-innovations:Empirical evidence from the UKEffie Kesidou ∗,Pelin DemirelUniversity of Nottingham,Nottingham University Business School,Jubilee Campus,NG81BB Nottingham,United Kingdoma r t i c l ei n f oArticle history:Received 27April 2010Received in revised form 30August 2011Accepted 15January 2012Available online 11 February 2012Keywords:Eco-innovationsEnvironmental regulations Organisational capabilitiesa b s t r a c tThe environmental economics literature emphasises the key role that environmental regulations play in stimulating eco-innovations.Innovation literature,on the other hand,underlines other important determinants of eco-innovations,mainly the supply-side factors such as firms’organisational capabilities and demand-side mechanisms,such as customer requirements and societal requirements on corporate social responsibility (CSR).This paper brings together the views of these different disciplines and provides empirical insights on the drivers of eco-innovations based on a novel dataset of 1566UK firms that responded to the Government Survey of Environmental Protection Expenditure by Industry in 2006.By applying the Heckman selection model,our findings indicate that demand factors affect the decision of the firm to undertake eco-innovations whilst these factors exhibit no impact upon the level of investments in eco-innovations.Hence,we suggest that firms initiate eco-innovations in order to satisfy the minimum customer and societal requirements,yet,increased investments in eco-innovations are stimulated by other factors such as cost savings,firms’organisational capabilities,and stricter regulations.Based on a quantile regression analysis,the paper offers interesting insights for policy makers,by showing that the stringency of environmental regulations affects eco-innovations of the less innovative firms differently from those of the more innovative firms.Crown Copyright © 2012 Published by Elsevier B.V. All rights reserved.1.IntroductionWhilst most researchers and policy makers are well acquainted with the concept of innovation,1eco-innovation is a new concept for which a standardised definition does not exist yet.OECD illustrates that eco-innovation differs from generic innovation on two signif-icant characteristics:“It is innovation that reflects the concept’s explicit emphasis on a reduction of environmental impact,whether such an effect is intended or not.And,it is not limited to innova-tion in products,processes,marketing methods and organisational methods,but also includes innovation in social and institutional structures”(OECD,2009,p.13).Additionally,the merit of eco-innovation has been highlighted by academics and policy-makers in the European Commission (see Kemp,2009about the MEI project)not only because of its beneficial environmental impact but also due to the expected increased competitiveness of the firms and countries that eco-innovate (Arundel and Kemp,2009).∗Corresponding author.Tel.:+4401159515265;fax:+4401158466667.E-mail address:effie.kesidou@ (E.Kesidou).1Innovation refers to “the implementation of a new or significantly improved product (good or service),or process,a new marketing method,or a new organisa-tional method in business practices,workplace organisation or external relations”(OECD and Eurostat,2005,p.46).The UK environmental policy clearly sets out the urgent chal-lenges in meeting the increasing demands of the economy whilst moving towards a low emission and sustainable environment (DTI Energy White Paper,2007).Furthermore,“the transition to a low-carbon economy will bring challenges for competitiveness but also opportunities for growth’arising out of eco-innovations,which will offset some of the high costs of mitigation”(Stern Review,2006,p.16).On the way to an environmentally sustainable eco-nomic growth,integrating environmental and innovation insights and understanding where the UK stands in terms of its existing capabilities and potential for creating eco-friendly technologies is crucial.A number of contributions from the field of innovation and envi-ronmental economics are seeking to determine the factors that drive eco-innovation.Studies leaning towards the field of innova-tion indicate that demand factors in general (Horbach,2008),and collaboration with environmentally concerned stakeholders in par-ticular (Wagner,2007)play an important role for the generation of eco-innovations.On the other hand,insights from the manage-ment literature on corporate social responsibility (CSR)suggest that the societal pressure and demand for environmentally friendly products and processes may not necessarily lead to increasing investments in eco-innovation,but rather be limited to initiate a minimum investment in eco-innovation that will signal the com-mitment of the firm to ‘green issues’(Suchman,1995;Bansal and Hunter,2003;Potoski and Prakash,2003;Darnall,2006).0048-7333/$–see front matter.Crown Copyright © 2012 Published by Elsevier B.V. All rights reserved.doi:10.1016/j.respol.2012.01.005E.Kesidou,P.Demirel/Research Policy41 (2012) 862–870863Other scholars have highlighted the importance of technologi-cal and organisational capabilities in stimulating eco-innovations in manufacturingfirms(Horbach,2008).The implementation of environmental management systems(EMS)which facilitate eco-innovation is seen as the reflection of the strong organisational capabilities offirms in environmental management(Wagner,2007; Horbach,2008).Studies closer to thefield of environmental economics underline the significance of environmental regulation and standards that aim to combatfirms’pollution activities(Magat,1979;Malueg, 1989;Milliman and Prince,1989).Recently,increasing attention has been given to the role of regulation in enhancing investments in eco-innovations(Brunnermeier and Cohen,2003).Regulation is not seen as an undesirable cost-increasing factor but as a stimulator offirms’innovativeness that,in turn,would lead to afirst-mover advantage in markets for eco-innovations(Porter,1991;Porter and Van Der Linde,1995a,b).Yet,an issue that is overlooked in these studies is related to the heterogeneity infirms’innovation capabilities and their respective strategies for eco-innovation.Less innovativefirms may adopt eco-innovation as a means to reduce production costs and comply with the minimum environmental standards,whilst more innovativefirms may adopt eco-innovation in order to enter new markets(Grubb and Ulph,2002).As a result, the effectiveness of regulations forfirms could potentially differ depending on whether or not they are already ahead of their peers in eco-innovation investments and activities.This paper contributes to the literature by pooling together insights from the innovation literature on eco-innovation,the management literature on CSR strategy,and the environmental economics literature.The paper considers three key factors that potentially drive eco-innovation:(1)demand factors,(2)organisa-tional capabilities,and(3)stringency of environmental regulations.With respect to the demand factors and organisational capa-bilities,by applying the Heckman Selection model,we are able to distinguish between the factors that affect the decision of thefirm to conduct eco-innovation,and those factors that affect the level of investments in eco-innovation.The application of this method-ology enables us to examine the extent that demand factors–namely societal requirements of CSR and demand for environmen-tally friendly products–affect the decision of thefirm to conduct eco-innovation and/or the level of investment in eco-innovation. Additionally,we use quantile regression techniques to analyse whether environmental stringency affects eco-innovation differ-ently in less innovativefirms and more innovativefirms.The paper is structured as follows:in Section2,we review the theoretical and empirical literature on eco-innovation and for-mulate the research hypotheses.Section3presents the data and explains the methodologies that were applied.Section4presents the empirical results,whilst Section5discusses thefindings and the policy implications of the study.2.Theoretical framework and research hypotheses2.1.Demand factors:CSR and customer requirementsTheoretical insights from the innovation literature underline the critical role of demand pull factors for innovations.In the late 1980s,the linear model of innovation was replaced by new insights that emphasised the feedback mechanisms that take place at every stage of the innovation process(Kline and Rosenberg,1986).Con-sequently,numerous other studies from innovation management literature highlighted that not only producers participate and shape the innovation process but also consumers and users,universi-ties,as well as public and private institutes(Edquist,2004;Nelson, 1993;Von Hippel,1987).Innovation is now seen as a cumulative and interactive process integrating technology push and market pull(Dosi,1988;Lundvall,1992).However,the demand factors in eco-innovation concept have generally been overlooked.Only recently a small number of empir-ical studies indicate that demand factors play an important role for the creation of eco-innovations(Horbach,2008;Wagner,2007). In particular,Horbach(2008)shows that demand,namely expec-tations of increases in the turnover of thefirm,is an important determinant of eco-innovations in the case of German manufactur-ingfirms.Additionally,Wagner(2007)underlines the importance of active consumer associations for eco-innovation.His empirical study on German manufacturingfirms indicates that collaboration with predominantly environmentally concerned stakeholders–partly reflecting the activities of consumer protection associations –plays an important role for the generation of eco-innovative prod-ucts(Wagner,2007).Moreover,recent years have witnessed an increase in government efforts to endorse eco-innovations through the use of centralised‘green purchasing’plans(e.g.BIS,2009). Overall,this evidence pinpoints that demand factors and in par-ticular,calls for corporate responsibility and consumer demand for environmentally friendly products and processes,will affect the decision of thefirm to invest in eco-innovation.Additionally,the above studies examine the impact of demand factors upon a binary dependent variable that reflects the decision of thefirm to eco-innovate(eco-innovations=1vs.no eco-innovation=0).We still know very little about the impact of the demand factors upon the intensity of eco-innovations.Insights from the management literature on CSR suggest that demand factors may not affect the level of investment in eco-innovation.The CSR literature illustrates thatfirms align their practices with societal expectations in order to ensure the legiti-macy of their business(Iatridis,2009;Palazzo and Scherer,2006; Sethi,1975).Consequently,the adoption of CSR policies may reflect a reinforcing or reorienting of thefirm strategy through signalling commitment to‘green issues’and building the‘green’image of the company(Bansal and Hunter,2003;Darnall,2006;Potoski and Prakash,2003).As a result,firms may undertake only the mini-mum investment in eco-innovation to legitimise their practices and improve their‘green’image(Suchman,1995).Thus,CSR and cus-tomer demand for green products and processes may not bring the expected increasing investments in eco-innovations.Therefore,we test whether demand factors and in particular customer demand for environmentally friendly innovations and CSR will affect the decision of afirm to invest in eco-innovation, as well as the level of investment in eco-innovation.Hypothesis1.Demand factors influence(1)the decision of the firm to invest in eco-innovation;and(2)the level of investment in eco-innovation.anisational capabilities:environmental management systems(EMS)The innovation literature focusing on eco-innovations has shown that increasing investments in eco-innovation are influ-enced by the capabilities of thefirms(Kemp et al.,1992).In particular,thosefirms that build organisational capabilities and practices such as source reduction,recycling,pollution preven-tion,and green product design are more likely to invest in eco-innovation(Georg et al.,1992;Winn and Roome,1993). Additionally,Florida et al.(2001)demonstrate that two types of organisational factors–organisational resources and performance monitoring systems–play an important role for the adoption of eco-innovations.Organisational environmental capabilities are often developed with the implementation of environmental management systems864 E.Kesidou,P.Demirel/Research Policy41 (2012) 862–870(EMS).2EMS are voluntary organisational frameworks that detail the procedures used to manage the impacts of the organisation on the natural environment(Darnall,2006).Their purpose is to continuously improve corporate environmental performance to get ahead of the existing government regulations to reduce emissions and waste disposal(Kollman and Prakash,2002).EMS are viewed as an indicator of the strong but latent organisational capabilities of thefirm in environmental management(Fryxell and Szeto,2002; Russo and Harrison,2005).A number of empirical studies from the innovation literature have found that implementation of EMS has a positive impact upon eco-innovation(Horbach,2008;Wagner,2007).Even though the implementation of EMS signals the building of organisational capabilities,management research on EMS has shown that solely external certification does not boost eco-innovation due to the rather ostentatious organisational implementation of EMS by some firms(Boiral,2007;Fryxell and Szeto,2002;Rondinelli and Vastag, 2000;Russo and Harrison,2005).Hence,we investigate how the organisational environmental capabilities of thefirm affect its eco-innovativeness.anisational factors influence(1)the decision of thefirm to invest in eco-innovation and(2)the level of investments in eco-innovation.2.3.Stringency of environmental regulationsMost research on environmental economics is focussed on the effectiveness of various policy measures,namely regu-lations(ambient standards,technology-based standards,and performance-based standards)and market-based instruments (Pigouvian tax,subsidies,deposit/refund systems,and tradable per-mits),for limitingfirms’pollution activities(Callan and Thomas, 2009;Magat,1979;Milliman and Prince,1989;Malueg,1989). Presently the attention has shifted to the role that environmental regulations play in stimulating eco-innovations(Brunnermeier and Cohen,2003;Lanjouw and Mody,1996).Empiricalfirm-level stud-ies suggest that more stringent environmental regulations boost eco-innovations(Cleff and Rennings,1999;Frondel et al.,2008; Green et al.,1994).This hypothesis,initially formalised by Porter(1991)and Porter and Van Der Linde(1995a,b)has been empirically tested sev-eral times in different contexts and with different datasets as the interest to control emissions and environmental pollution heav-ily mounts on the industry and governments(Brunnermeier and Cohen,2003;Horbach,2008;Mazzanti and Zoboli,2006;Popp, 2006).The‘win-win’situation underlying the Porter hypothesis suggests that regulations can forcefirms to invest in environmen-tal research and development in order to cut down the costs of complying with environmental regulation standards.In turn,firms that undertake eco-innovations will be able to reduce their produc-tion costs and/or enter into expanding markets for eco-products. Indeed,regulations may be the only means to break out of exist-ing technological lock-ins and move towards eco-technologies that usually have higher costs at least in the short term(Arthur,1989; Klaassen et al.,2005).The majority of evidence on the relationship between envi-ronmental regulations and eco-innovations comes from a small number of developed countries,namely the USA and Germany,and to a lesser extent from other European countries such as Italy,UK2European Union’s Environmental Management and Audit Scheme(EMAS)and ISO14001constitute the most diffused forms of formalised EMS and both schemes require third party certification and investigation.Bansal and Hunter(2003)argue that these two schemes reinforce legitimacy which cannot be claimed through in-house EMS.and Denmark.The differences in stringency of environmental reg-ulations across countries are accompanied by different levels of development in their eco-innovation capabilities(Klaassen et al., 2005;Popp,2006).Eco-innovations respond heavily to national and local regulations and therefore,we anticipate stringency of environmental regulations to stimulate eco-innovations.Yet,we know very little about the response of different types offirms to environmental regulations.Firm heterogeneity with respect to innovative capabilities implies that somefirms may be ahead of others in their investments into environmental R&D. Thus,higher levels of environmental stringency may increase eco-innovation in less innovativefirms,which assume a reactive strategy by adopting eco-innovations in order to reduce production costs of complying with environmental regulations.In contrast, more innovativefirms,which are ahead of their peers in eco-innovations,may not respond to environmental stringency since they are already complying with the new regulations.Finally, highly innovativefirms,which are more proactive,may increase their investments in eco-innovation for strategic reasons;in order to gain an advantage in product markets(Grubb and Ulph,2002). As a result,stricter regulations may not affect the investments of allfirms in eco-innovation uniformly.Hypothesis3.Stringency of environmental regulations affects the level of investments in eco-innovation differently for less innova-tivefirms and more innovativefirms.3.Data and methodology3.1.DataThe data we use in the empirical analysis was collected by the Department for Environment Food and Rural Affairs(DEFRA) in2006for the‘Government Survey of Environmental Protection Expenditure by Industry’.The objective of the survey was to gather firm-level data on environmental protection expenditure across industrial sectors in the UK.The survey is designed to collect information on operating and capital environmental expenditure, environmental management systems,environmental research and development expenditures,motivation for environmental expen-diture,and general information onfirm characteristics such as employment and turnover.From a random sample of7850manu-facturingfirms1599responded to the survey,which represents an approximately20.4%response rate.Because of missing responses to some of the variables,the sample that is used in the analysis is reduced to1566.We use environmental research and development expenditures (ECORD)as a proxy of eco-innovation.This variable measures the level offirms’R&D investments into eco-innovations and is more specific and precise compared to the majority of R&D based eco-innovation indicators found in the literature.Survey questions that investigate environmental R&D activities often askfirms‘whether or not’they conduct environmental research and development activities and not specifically‘how much’they invest into envi-ronmental research and development activities(Horbach,2008). Hence,thefirst advantage of the ECORD variable used in this study is its ability to indicate not only whetherfirms conduct environ-mental research and development but also to provide information on the level of such investments.The second advantage of the ECORD variable is that it is specifically aimed at R&D expenditures allocated for eco-innovations and not all types of innovations.Some previous studies have utilised thefirm’s total R&D as a proxy of eco-innovations even though these measures do not immediately indicate the rate of eco-innovations but assume a strong correla-tion between eco-innovations and generic innovations(Jaffe and Palmer,1997;Brunnermeier and Cohen,2003).E.Kesidou,P.Demirel/Research Policy41 (2012) 862–870865 Table1Variables and summary statistics.Variable Definition Mean Std ECORD Environmental research and development(£).7687134,186 CSR=1if thefirm invested in environmental protection because of parent company or owner policy/CSR.0.06aCust Req=1if thefirm invested in environmental protection because of customer environmental requirements.0.02aEMS=1if thefirm has implemented environmental management systems.0.26aEOC Environmental operating costs(£).512,29812,239,109 ECC Environmental capital costs(£).196,4784,135,495 AC Total abatement costs=EOC+ECC(£).708,92113,565,860 Equ Upgrade=1if thefirm invested in environmental protection because of equipment upgrade.0.13aCS Total cost savings resulting from environmental improvements(£).24,800265,313BP Total income obtained from the sale of by-products arising from environmental improvements(£).0.030.304 TOPCOM=1if thefirm is a Top Company b.0.03TURNOVER Company turnover in2006. 5.44E+07 4.55E+08 EMP Number of employees in2006.180606SIZE=ln(EMP). 3.94 1.39a The mean of a dummy variable represents the proportion or percentage of cases that have a value of1for that variable.b DEFRA selected Top Companies by ranking the top50companies by turnover and by number of employees.In addition the companies with over250employees in SICs 10–14(Mining and quarrying),23(Coke/petroleum/nuclear fuel),40and41(Energy&water supply)were included and thefive largest(by number of employees)companies for each SIC,were also selected as Top Companies.We measure the demand for eco-innovations with two indica-tors:(a)customer requirements(CUST REQ),which is a dummy variable that takes the value of1if afirm has invested in environmental protection because of customers’environmental requirements;and,(b)corporate social responsibility(CSR),which is a binary variable that specifies whether afirm has invested in environmental protection because of parent company or owner policy on corporate social responsibility.Organisational capabilities related to eco-innovations are mea-sured with a dummy variable that indicates whether afirm has implemented environmental management systems(EMS).In the literature,the stringency of environmental regulations is often proxied with abatement costs(i.e.the capital and operat-ing costs of complying with environmental regulations as in the US PACE survey),the number of pollution related inspections to companies(Brunnermeier and Cohen,2003),qualitative survey questions on whether existence(or anticipation)of regulations ‘prompt’product and process eco-innovations(Cleff and Rennings, 1999;Green et al.,1994)and also by considering the pre and post periods of a specific environmental legislation(Popp,2006).In this study we measure regulatory stringency with abatement costs by taking into account the environmental operating and capital expen-diture of thefirm(AC).Table1presents the main variables,their definition and some summary statistics.3.2.MethodologyHypotheses1and2are tested by applying a Heckman model (1979)whilst a quantile regression model is used for testing Hypothesis3.3.2.1.Heckman modelLet us use i=1,2,...,N to indexfirms.This equation specifies the determinants of eco-innovation(ECORD i):ECORD∗i=˛x0i+ε0iHere x0i is a vector of the determinants of eco-innovation,˛is a vector of parameters of interest,andεi is an error term.Envi-ronmental research and development(ECORD)can be used as a proxy for eco-innovation but,this is possible only in cases where ECORD>0(i.e.firms spend on ECORD).However,manyfirms do not perform ECORD;in particular,1314out of1566firms do not undertake any environmental R&D.As a result,the dependent vari-able ECORD is left censored,with a lower threshold of zero.Hence,the above equation cannot be estimated with an OLS regression; this would produce inconsistent estimations of the˛coefficients because of selection bias and truncation(Amemiya,1985).This is resolved by employing a two-step Maximum Likelihood Heck-man model byfirst estimating a selection equation,and then the outcome equation adjusting for selection bias(Greene,2003).In particular,the selection equation indicates whether or not afirm performs ECORD:ECORD i=1if ECORD∗i>00if ECORD∗i≤0where ECORD∗i=ˇ0+ˇ1x1i+ε1iwhere ECORD∗i is the corresponding latent variable indicating that firms decide to perform ECORD if it is above the threshold level of zero.Hence,conditional onfirm i performing ECORD,3it is possible to observe the determinants of eco-innovation as follows:ln(ECORD i)=ln(ECORD)if ECORD∗i>0–if ECORD∗i≤03.2.2.Quantile regression modelThe quantile regression produces important insights about the different factors that determine investments in environmental research and development(ECORD)at different points on the conditional ECORD distribution(Koenker and Basset,1978).The Heckman model and other statistical techniques focus on the mean effect of the covariates.Hence,the quantile regression comple-ments the Heckman estimation by providing a detailed description of the conditional ECORD distribution across all quantiles.Note that,in this part of the study,we focus only on thosefirms with positive ECORD investments.Ideally,one would combine a selection equation with the quantile regression model to correct for the sample selection problems as discussed in Section3.2.1.Whilst there are examples of quantile regression models that include a3Following previous studies,we use the logarithmic form of the environmen-tal research and development variable,since it is a highly skewed variable(Jaffe and Palmer,1997).The Histograms of ECORD and ln(ECORD)demonstrate that the logarithmic transformation corrects for the non-normality of the ECORD variable. Additionally,the Shapiro–Wilk test shows that the null-hypothesis of normality is rejected for ECORD(Prob>z:0.000)and accepted for ln(ECORD)(Prob>z:0.220). Note that the normality tests are conducted on the non-censored portion of the ECORD data(i.e.ECORD>0)which effectively enters into estimations in the second stage of the regression model.The missing values of ln(ECORD)generated in cases when ECORD=0are taken into account at thefirst stage of the model where we identify the factors forfirms to undertake ECORD or not.866 E.Kesidou,P.Demirel/Research Policy41 (2012) 862–870Table2Environmental R&D by size and sector.Allfirms ECORD>0ECORD mean Number offirms ECORD mean Number offirmsSizeMicro(1–9employees)2208426457 Small(10–49employees)118710619922127 Medium(50–249employees)10,68130742,04278 Large(≥250employees)67,751114193,09340SectorMining and quarrying63957331,12315 Food,beverages and tobacco products327223223,72532 Textiles,clothing and leather products21319316,51512 Wood and wood products32633616,7857 Pulp and paper products,printing680159636217 Coke,petroleum and nuclear fuel19,1451444,6726 Chemicals and man-madefibres11,59822246,96054 Rubber and plastic products182814121,48612 Other non-metallic mineral products192854946511 Basic metals and metal products166515712,45021 Machinery and equipment42299330,25913 Electrical,medical and optical equipment466413130,55320 Transport equipment19488410,23116 Other manufacturing67075243,6008 Energy production and water228,54425710,9388Total1566252selection equation(Buchinsky,2001),this theoretically poses a con-flict between the main equation and the selection equation sincethe Heckman model evaluates the results at the mean and not at dif-ferent quantiles.Hence,we omit the selection equation and simplyfocus on thosefirms that invest in ECORD.3.2.3.Other methodological issuesFirstly,in order to address potential multicollinearity problems,we have checked the Pearson correlation matrix for dependent andindependent variables used in the analysis.The only two variablesthat are found to display high levels of significant correlation isthefirm size(ln(EMP))and the abatement expenditure(ln(AC))variables(r=0.75,significant at5%).In order to remove this correla-tion,we transformed the AC variable by dividing it with TURNOVER(AC/TURNOVER).The resulting correlation betweenfirm size andthe transformed AC variable is much lower(r=−0.0255)andinsignificant.Furthermore,the VIF inflation factor(VIF),1/(1−R2 k )test(Greene,2003)reveal an improvement in eliminatingmulticollinearity.4Secondly,since the data is cross sectional,problems of endo-geneity may arise especially with regard to issues of reverse causality between environmental research and development (ECORD)and abatement costs(AC).We were able to check empir-ically the potential problems of reverse causality by examining whether ECORD in2003is significantly correlated with abate-ment costs in2006for a subset of64firms that appear in both years.The Spearman correlation analysis shows that ECORD in 2003is not significantly correlated with AC/TURNOVER in2006 (r=0.187).5In contrast,ECORD in2006is significantly correlated with AC/TURNOVER in2006(coefficient=0.330,significant at5%). This empirical test shows that the data does not suffer from serious endogeneity problems.We also tested the data for possible bias arising out of com-mon method variance(CMV).CMV is a type of spurious correlation which occurs amongst indicators or constructs when these derive4The VIF for the independent variables including the transformed AC variable (AC/TURNOVER)has dropped to1.13from the VIF value of1.46for the independent variables including abatement expenditure(ln(AC)).5We apply the Spearman non-parametric test because the AC/TURNOVER vari-able is not normally distributed and the data is not homoscedastic.from a common source.Podsakoff et al.(2003)have categorised the sources of CMV:(a)common rater effect,(b)item characteristics effect,(c)item context effect,and(d)measurement context effect. Note that CMV varies with the discipline of study.In particular,it has been shown that the levels of CMV are approximately15.8% in marketing,3.8%in other business areas,28.9%in psychology, and30.5%in education(Malhotra et al.,2006).The current study is based on the measurement of simple,objective,and unambiguous constructs–such as environmental expenditure,environmental management systems,environmental research and development, motivations for environmental expenditure,firm size and turnover –that we would expect to be associated with lower levels of CMV as it is in the case of‘other business areas’.Yet,we tested the survey for potential presence of CMV(Appendix A).Our results indicate that CMV is not a problem in this study.4.Empirical resultsEnvironmental research and development(ECORD)forfirms of different size and sector is presented in Table2.An ANOVA test on differences in mean values was conducted,comparing the mean of various size subgroups offirms.6A Kruskal–Wallis non-parametric ANOVA test of equality of population rank was carried out,comparing the medians of various sector subgroups offirms.7 Table2indicates that investment in environmental research and development is significantly related to the size of thefirm,namely largefirms spend on average£67,751per annum on ECORD,whilst micro,small,and mediumfirms invest considerably less.8Thisfirst finding confirms that largefirms are more likely to undertake envi-ronmental innovations compared to their smaller counterparts. Largefirms’higher tendency to eco-innovate may be driven by their higher public visibility and the corresponding pressures they face from green/environmental public groups and the governments 6The assumptions of ANOVA,namely,independence,normality and homoscedas-ticity,were satisfied.7The non-parametric test was applied because ANOVA’s assumption of homoscedasticity was not satisfied.8The Bonferroni Post hoc ANOVA test was performed to determine the multiple comparisons between the mean differences of the various SIZE rgefirms differ significantly at the0.05level from other sub-groups.。

Instructional_design

Instructional_design

Instructional designFrom Wikipedia, the free encyclopediaInstructional Design(also called Instructional Systems Design (ISD)) is the practice of maximizing the effectiveness, efficiency and appeal of instruction and other learning experiences. The process consists broadly of determining the current state and needs of the learner, defining the end goal of instruction, and creating some "intervention" to assist in the transition. Ideally the process is informed by pedagogically(process of teaching) and andragogically(adult learning) tested theories of learning and may take place in student-only, teacher-led or community-based settings. The outcome of this instruction may be directly observable and scientifically measured or completely hidden and assumed. There are many instructional design models but many are based on the ADDIE model with the five phases: 1) analysis, 2) design, 3) development, 4) implementation, and 5) evaluation. As a field, instructional design is historically and traditionally rooted in cognitive and behavioral psychology.HistoryMuch of the foundations of the field of instructional design was laid in World War II, when the U.S. military faced the need to rapidly train large numbers of people to perform complex technical tasks, fromfield-stripping a carbine to navigating across the ocean to building a bomber—see "Training Within Industry(TWI)". Drawing on the research and theories of B.F. Skinner on operant conditioning, training programs focused on observable behaviors. Tasks were broken down into subtasks, and each subtask treated as a separate learning goal. Training was designed to reward correct performance and remediate incorrect performance. Mastery was assumed to be possible for every learner, given enough repetition and feedback. After the war, the success of the wartime training model was replicated in business and industrial training, and to a lesser extent in the primary and secondary classroom. The approach is still common in the U.S. military.[1]In 1956, a committee led by Benjamin Bloom published an influential taxonomy of what he termed the three domains of learning: Cognitive(what one knows or thinks), Psychomotor (what one does, physically) and Affective (what one feels, or what attitudes one has). These taxonomies still influence the design of instruction.[2]During the latter half of the 20th century, learning theories began to be influenced by the growth of digital computers.In the 1970s, many instructional design theorists began to adopt an information-processing-based approach to the design of instruction. David Merrill for instance developed Component Display Theory (CDT), which concentrates on the means of presenting instructional materials (presentation techniques).[3]Later in the 1980s and throughout the 1990s cognitive load theory began to find empirical support for a variety of presentation techniques.[4]Cognitive load theory and the design of instructionCognitive load theory developed out of several empirical studies of learners, as they interacted with instructional materials.[5]Sweller and his associates began to measure the effects of working memory load, and found that the format of instructional materials has a direct effect on the performance of the learners using those materials.[6][7][8]While the media debates of the 1990s focused on the influences of media on learning, cognitive load effects were being documented in several journals. Rather than attempting to substantiate the use of media, these cognitive load learning effects provided an empirical basis for the use of instructional strategies. Mayer asked the instructional design community to reassess the media debate, to refocus their attention on what was most important: learning.[9]By the mid- to late-1990s, Sweller and his associates had discovered several learning effects related to cognitive load and the design of instruction (e.g. the split attention effect, redundancy effect, and the worked-example effect). Later, other researchers like Richard Mayer began to attribute learning effects to cognitive load.[9] Mayer and his associates soon developed a Cognitive Theory of MultimediaLearning.[10][11][12]In the past decade, cognitive load theory has begun to be internationally accepted[13]and begun to revolutionize how practitioners of instructional design view instruction. Recently, human performance experts have even taken notice of cognitive load theory, and have begun to promote this theory base as the science of instruction, with instructional designers as the practitioners of this field.[14]Finally Clark, Nguyen and Sweller[15]published a textbook describing how Instructional Designers can promote efficient learning using evidence-based guidelines of cognitive load theory.Instructional Designers use various instructional strategies to reduce cognitive load. For example, they think that the onscreen text should not be more than 150 words or the text should be presented in small meaningful chunks.[citation needed] The designers also use auditory and visual methods to communicate information to the learner.Learning designThe concept of learning design arrived in the literature of technology for education in the late nineties and early 2000s [16] with the idea that "designers and instructors need to choose for themselves the best mixture of behaviourist and constructivist learning experiences for their online courses" [17]. But the concept of learning design is probably as old as the concept of teaching. Learning design might be defined as "the description of the teaching-learning process that takes place in a unit of learning (eg, a course, a lesson or any other designed learning event)" [18].As summarized by Britain[19], learning design may be associated with:∙The concept of learning design∙The implementation of the concept made by learning design specifications like PALO, IMS Learning Design[20], LDL, SLD 2.0, etc... ∙The technical realisations around the implementation of the concept like TELOS, RELOAD LD-Author, etc...Instructional design modelsADDIE processPerhaps the most common model used for creating instructional materials is the ADDIE Process. This acronym stands for the 5 phases contained in the model:∙Analyze– analyze learner characteristics, task to be learned, etc.Identify Instructional Goals, Conduct Instructional Analysis, Analyze Learners and Contexts∙Design– develop learning objectives, choose an instructional approachWrite Performance Objectives, Develop Assessment Instruments, Develop Instructional Strategy∙Develop– create instructional or training materialsDesign and selection of materials appropriate for learning activity, Design and Conduct Formative Evaluation∙Implement– deliver or distribute the instructional materials ∙Evaluate– make sure the materials achieved the desired goals Design and Conduct Summative EvaluationMost of the current instructional design models are variations of the ADDIE process.[21] Dick,W.O,.Carey, L.,&Carey, J.O.(2004)Systematic Design of Instruction. Boston,MA:Allyn&Bacon.Rapid prototypingA sometimes utilized adaptation to the ADDIE model is in a practice known as rapid prototyping.Proponents suggest that through an iterative process the verification of the design documents saves time and money by catching problems while they are still easy to fix. This approach is not novel to the design of instruction, but appears in many design-related domains including software design, architecture, transportation planning, product development, message design, user experience design, etc.[21][22][23]In fact, some proponents of design prototyping assert that a sophisticated understanding of a problem is incomplete without creating and evaluating some type of prototype, regardless of the analysis rigor that may have been applied up front.[24] In other words, up-front analysis is rarely sufficient to allow one to confidently select an instructional model. For this reason many traditional methods of instructional design are beginning to be seen as incomplete, naive, and even counter-productive.[25]However, some consider rapid prototyping to be a somewhat simplistic type of model. As this argument goes, at the heart of Instructional Design is the analysis phase. After you thoroughly conduct the analysis—you can then choose a model based on your findings. That is the area where mostpeople get snagged—they simply do not do a thorough-enough analysis. (Part of Article By Chris Bressi on LinkedIn)Dick and CareyAnother well-known instructional design model is The Dick and Carey Systems Approach Model.[26] The model was originally published in 1978 by Walter Dick and Lou Carey in their book entitled The Systematic Design of Instruction.Dick and Carey made a significant contribution to the instructional design field by championing a systems view of instruction as opposed to viewing instruction as a sum of isolated parts. The model addresses instruction as an entire system, focusing on the interrelationship between context, content, learning and instruction. According to Dick and Carey, "Components such as the instructor, learners, materials, instructional activities, delivery system, and learning and performance environments interact with each other and work together to bring about the desired student learning outcomes".[26] The components of the Systems Approach Model, also known as the Dick and Carey Model, are as follows:∙Identify Instructional Goal(s): goal statement describes a skill, knowledge or attitude(SKA) that a learner will be expected to acquire ∙Conduct Instructional Analysis: Identify what a learner must recall and identify what learner must be able to do to perform particular task ∙Analyze Learners and Contexts: General characteristic of the target audience, Characteristic directly related to the skill to be taught, Analysis of Performance Setting, Analysis of Learning Setting∙Write Performance Objectives: Objectives consists of a description of the behavior, the condition and criteria. The component of anobjective that describes the criteria that will be used to judge the learner's performance.∙Develop Assessment Instruments: Purpose of entry behavior testing, purpose of pretesting, purpose of posttesting, purpose of practive items/practive problems∙Develop Instructional Strategy: Pre-instructional activities, content presentation, Learner participation, assessment∙Develop and Select Instructional Materials∙Design and Conduct Formative Evaluation of Instruction: Designer try to identify areas of the instructional materials that are in need to improvement.∙Revise Instruction: To identify poor test items and to identify poor instruction∙Design and Conduct Summative EvaluationWith this model, components are executed iteratively and in parallel rather than linearly.[26]/akteacher/dick-cary-instructional-design-mo delInstructional Development Learning System (IDLS)Another instructional design model is the Instructional Development Learning System (IDLS).[27] The model was originally published in 1970 by Peter J. Esseff, PhD and Mary Sullivan Esseff, PhD in their book entitled IDLS—Pro Trainer 1: How to Design, Develop, and Validate Instructional Materials.[28]Peter (1968) & Mary (1972) Esseff both received their doctorates in Educational Technology from the Catholic University of America under the mentorship of Dr. Gabriel Ofiesh, a Founding Father of the Military Model mentioned above. Esseff and Esseff contributed synthesized existing theories to develop their approach to systematic design, "Instructional Development Learning System" (IDLS).The components of the IDLS Model are:∙Design a Task Analysis∙Develop Criterion Tests and Performance Measures∙Develop Interactive Instructional Materials∙Validate the Interactive Instructional MaterialsOther modelsSome other useful models of instructional design include: the Smith/Ragan Model, the Morrison/Ross/Kemp Model and the OAR model , as well as, Wiggins theory of backward design .Learning theories also play an important role in the design ofinstructional materials. Theories such as behaviorism , constructivism , social learning and cognitivism help shape and define the outcome of instructional materials.Influential researchers and theoristsThe lists in this article may contain items that are not notable , not encyclopedic , or not helpful . Please help out by removing such elements and incorporating appropriate items into the main body of the article. (December 2010)Alphabetic by last name∙ Bloom, Benjamin – Taxonomies of the cognitive, affective, and psychomotor domains – 1955 ∙Bonk, Curtis – Blended learning – 2000s ∙ Bransford, John D. – How People Learn: Bridging Research and Practice – 1999 ∙ Bruner, Jerome – Constructivism ∙Carr-Chellman, Alison – Instructional Design for Teachers ID4T -2010 ∙Carey, L. – "The Systematic Design of Instruction" ∙Clark, Richard – Clark-Kosma "Media vs Methods debate", "Guidance" debate . ∙Clark, Ruth – Efficiency in Learning: Evidence-Based Guidelines to Manage Cognitive Load / Guided Instruction / Cognitive Load Theory ∙Dick, W. – "The Systematic Design of Instruction" ∙ Gagné, Robert M. – Nine Events of Instruction (Gagné and Merrill Video Seminar) ∙Heinich, Robert – Instructional Media and the new technologies of instruction 3rd ed. – Educational Technology – 1989 ∙Jonassen, David – problem-solving strategies – 1990s ∙Langdon, Danny G - The Instructional Designs Library: 40 Instructional Designs, Educational Tech. Publications ∙Mager, Robert F. – ABCD model for instructional objectives – 1962 ∙Merrill, M. David - Component Display Theory / Knowledge Objects ∙ Papert, Seymour – Constructionism, LOGO – 1970s ∙ Piaget, Jean – Cognitive development – 1960s∙Piskurich, George – Rapid Instructional Design – 2006∙Simonson, Michael –Instructional Systems and Design via Distance Education – 1980s∙Schank, Roger– Constructivist simulations – 1990s∙Sweller, John - Cognitive load, Worked-example effect, Split-attention effect∙Roberts, Clifton Lee - From Analysis to Design, Practical Applications of ADDIE within the Enterprise - 2011∙Reigeluth, Charles –Elaboration Theory, "Green Books" I, II, and III - 1999-2010∙Skinner, B.F.– Radical Behaviorism, Programed Instruction∙Vygotsky, Lev– Learning as a social activity – 1930s∙Wiley, David– Learning Objects, Open Learning – 2000sSee alsoSince instructional design deals with creating useful instruction and instructional materials, there are many other areas that are related to the field of instructional design.∙educational assessment∙confidence-based learning∙educational animation∙educational psychology∙educational technology∙e-learning∙electronic portfolio∙evaluation∙human–computer interaction∙instructional design context∙instructional technology∙instructional theory∙interaction design∙learning object∙learning science∙m-learning∙multimedia learning∙online education∙instructional design coordinator∙storyboarding∙training∙interdisciplinary teaching∙rapid prototyping∙lesson study∙Understanding by DesignReferences1.^MIL-HDBK-29612/2A Instructional Systems Development/SystemsApproach to Training and Education2.^Bloom's Taxonomy3.^TIP: Theories4.^Lawrence Erlbaum Associates, Inc. - Educational Psychologist -38(1):1 - Citation5.^ Sweller, J. (1988). "Cognitive load during problem solving:Effects on learning". Cognitive Science12 (1): 257–285.doi:10.1016/0364-0213(88)90023-7.6.^ Chandler, P. & Sweller, J. (1991). "Cognitive Load Theory andthe Format of Instruction". Cognition and Instruction8 (4): 293–332.doi:10.1207/s1532690xci0804_2.7.^ Sweller, J., & Cooper, G.A. (1985). "The use of worked examplesas a substitute for problem solving in learning algebra". Cognition and Instruction2 (1): 59–89. doi:10.1207/s1532690xci0201_3.8.^Cooper, G., & Sweller, J. (1987). "Effects of schema acquisitionand rule automation on mathematical problem-solving transfer". Journal of Educational Psychology79 (4): 347–362.doi:10.1037/0022-0663.79.4.347.9.^ a b Mayer, R.E. (1997). "Multimedia Learning: Are We Asking theRight Questions?". Educational Psychologist32 (41): 1–19.doi:10.1207/s1*******ep3201_1.10.^ Mayer, R.E. (2001). Multimedia Learning. Cambridge: CambridgeUniversity Press. ISBN0-521-78239-2.11.^Mayer, R.E., Bove, W. Bryman, A. Mars, R. & Tapangco, L. (1996)."When Less Is More: Meaningful Learning From Visual and Verbal Summaries of Science Textbook Lessons". Journal of Educational Psychology88 (1): 64–73. doi:10.1037/0022-0663.88.1.64.12.^ Mayer, R.E., Steinhoff, K., Bower, G. and Mars, R. (1995). "Agenerative theory of textbook design: Using annotated illustrations to foster meaningful learning of science text". Educational TechnologyResearch and Development43 (1): 31–41. doi:10.1007/BF02300480.13.^Paas, F., Renkl, A. & Sweller, J. (2004). "Cognitive Load Theory:Instructional Implications of the Interaction between InformationStructures and Cognitive Architecture". Instructional Science32: 1–8.doi:10.1023/B:TRUC.0000021806.17516.d0.14.^ Clark, R.C., Mayer, R.E. (2002). e-Learning and the Science ofInstruction: Proven Guidelines for Consumers and Designers of Multimedia Learning. San Francisco: Pfeiffer. ISBN0-7879-6051-9.15.^ Clark, R.C., Nguyen, F., and Sweller, J. (2006). Efficiency inLearning: Evidence-Based Guidelines to Manage Cognitive Load. SanFrancisco: Pfeiffer. ISBN0-7879-7728-4.16.^Conole G., and Fill K., “A learning design toolkit to createpedagogically effective learning activities”. Journal of Interactive Media in Education, 2005 (08).17.^Carr-Chellman A. and Duchastel P., “The ideal online course,”British Journal of Educational Technology, 31(3), 229-241, July 2000.18.^Koper R., “Current Research in Learning Design,” EducationalTechnology & Society, 9 (1), 13-22, 2006.19.^Britain S., “A Review of Learning Design: Concept,Specifications and Tools” A report for the JISC E-learning Pedagogy Programme, May 2004.20.^IMS Learning Design webpage21.^ a b Piskurich, G.M. (2006). Rapid Instructional Design: LearningID fast and right.22.^ Saettler, P. (1990). The evolution of American educationaltechnology.23.^ Stolovitch, H.D., & Keeps, E. (1999). Handbook of humanperformance technology.24.^ Kelley, T., & Littman, J. (2005). The ten faces of innovation:IDEO's strategies for beating the devil's advocate & driving creativity throughout your organization. New York: Doubleday.25.^ Hokanson, B., & Miller, C. (2009). Role-based design: Acontemporary framework for innovation and creativity in instructional design. Educational Technology, 49(2), 21–28.26.^ a b c Dick, Walter, Lou Carey, and James O. Carey (2005) [1978].The Systematic Design of Instruction(6th ed.). Allyn & Bacon. pp. 1–12.ISBN020*******./?id=sYQCAAAACAAJ&dq=the+systematic+design+of+instruction.27.^ Esseff, Peter J. and Esseff, Mary Sullivan (1998) [1970].Instructional Development Learning System (IDLS) (8th ed.). ESF Press.pp. 1–12. ISBN1582830371. /Materials.html.28.^/Materials.htmlExternal links∙Instructional Design - An overview of Instructional Design∙ISD Handbook∙Edutech wiki: Instructional design model [1]∙Debby Kalk, Real World Instructional Design InterviewRetrieved from "/wiki/Instructional_design" Categories: Educational technology | Educational psychology | Learning | Pedagogy | Communication design | Curricula。

功能加忠诚理论诺德FunctionalityplusLoyalty汇总

功能加忠诚理论诺德FunctionalityplusLoyalty汇总
eg. Lady Chatterley’s Lover (《查特莱夫人的情人》) Living History (《亲历历史:希拉里回忆录》)
1.functinality and loyalty in film dobbing
Kung Fu Panda
So, you want to get to sleep. 那么 是的你想睡觉了
free translation (意译)
b. loyalty is an interpersonal category referring to a social relationship between people.
(忠诚是一种翻译上的伦理道义的原则。)
author; commissioner →→ translator ←← target readers
《新编汉英翻译教程》,陈宏薇、李亚丹,上海外语教育出版 社,2004
《英汉翻译综合教程》,王宏印,辽宁师范大学出版社,2007
《中西翻译思想比较研究》,刘宓庆,中国对外翻译出版公司, 2005
Translation As a Purposeful Activity--Funtionalist Approaches Explained, Christiane Nord,Shanghai Foreign
纪实型翻译Documentary Translation
翻译功能
为目的语文化读者记录原语文化交际互动
翻译类型
纪实型翻译
翻译形式 逐行对照翻译 逐词对应翻译 语文学翻译 异国情调翻译
翻译目的 翻译焦点 举例说明
再现原语系统
原语词汇 结构+句法 对比语言学
再现原语形式
原文词汇单位
新闻文本中的 引语

成人脑瘫下肢矫形手术病历模板范文

成人脑瘫下肢矫形手术病历模板范文

成人脑瘫下肢矫形手术病历模板范文英文回答:Adult Cerebral Palsy Lower Limb Orthopedic Surgery Medical Record Template Sample.Patient Information:Name: [Patient's Name]Age: [Patient's Age]Gender: [Patient's Gender]Date of Admission: [Date of Admission]Chief Complaint:The patient presented with difficulty in walking and frequent falls due to spasticity and muscle imbalance inthe lower limbs.History of Present Illness:The patient has a history of cerebral palsy since childhood, which has resulted in motor impairments, especially in the lower limbs. The spasticity and muscle tightness have progressively worsened over the years, causing significant limitations in mobility and daily activities.Past Medical History:Cerebral palsy diagnosed at the age of [age]Previous orthopedic interventions: [list any previous surgeries or interventions]Other relevant medical conditions: [list any other medical conditions or comorbidities]Physical Examination:Gait analysis: The patient demonstrates a spastic gait pattern with increased muscle tone in the lower limbs, causing equinus deformity and toe walking.Muscle strength: Decreased muscle strength in the lower limbs, particularly in the ankle dorsiflexors and plantar flexors.Range of motion: Limited range of motion in the ankle joint, with tightness in the calf muscles.Imaging Studies:X-ray: [describe any relevant findings, such as joint deformities or bony abnormalities]MRI/CT scan: [describe any relevant findings, such as muscle or tendon abnormalities]Diagnosis:Adult cerebral palsy with lower limb spasticity and muscle imbalance.Treatment Plan:1. Botulinum toxin injections: To temporarily reduce muscle spasticity and improve muscle balance.2. Physical therapy: To improve muscle strength, range of motion, and gait pattern.3. Orthopedic surgery: To correct deformities and improve functional outcomes.Surgical Procedure:1. Tendon lengthening: Lengthening of the Achilles tendon to correct equinus deformity and improve foot position during walking.2. Muscle release: Release of tight muscles, such as the gastrocnemius and soleus, to improve range of motionand reduce muscle spasticity.3. Osteotomy: If necessary, surgical correction of bony deformities to improve joint alignment and stability.Postoperative Care:1. Pain management: Administration of analgesics and monitoring of pain levels.2. Physical therapy: Initiation of postoperative rehabilitation to promote recovery and optimize functional outcomes.3. Follow-up visits: Regular follow-up visits to monitor progress, adjust treatment plan if needed, and address any concerns or complications.中文回答:成人脑瘫下肢矫形手术病历模板范文。

平衡功能的评定

平衡功能的评定
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人体平衡的三种状态
静态一级平衡,指人体在无外力作用下,在睁眼和闭眼时维持某种姿势稳定的过程。自动态二级平衡,指在无外力作用下从一种姿势调整到另外一种姿势的过程中保持平衡状态。他动态三级平衡,指人体在外力的作用下,当身体重心发生改变时,迅速调整重心和姿势,保持身体平衡的过程。
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4
10.转身向后看
4/4
11.转身一周
2/2
12.双足交替踏台阶
1
13.双足前后站立
4/4
14.单腿站立
4/1
可以独立行走
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平衡功能评定-量表法(Berg Balance Scale)
注意: 评定者按照以下说明示范每个项目和(或)给予受试者以指导。如果某个项目测试双侧或测试1次不成功需要再次测试,则记分时记录此项目的最低得分。 在大多数项目中,要求受试者在要求的位置上保持一定时间。如果不能达到所要求的时间或距离,或受试者的活动需要监护,或受试者需要外界支持或评定者的帮助,则按照评分标准给予相应的分数。受试者要意识到完成每项任务时必须保持平衡。至于用哪条腿站立或前伸多远则取决于受试者。如果评定者对评定标准不明确则会影响评定结果。
0%
10
20
30
40
50
60
70
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90
100%
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定义 采用平衡测量仪评定受检者的静态和动态平衡功能。 适应症与禁忌症 同临床观察评定。设备与用具 各类平衡测试仪。
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平衡测试系统
原理通过计算机系统控制和分离各种感觉信息的输入目的观察躯体感觉、视觉、前庭系统对于平衡及姿势控制的作用与影响结果数据及图的形式显示计算机动态姿势图

flowserve - edward valves 快速闭合隔离阀 - 等径阀替代方案说明书

flowserve - edward valves 快速闭合隔离阀 - 等径阀替代方案说明书

Figure 1: Cross sectional drawing of the Flowserve-Edward Equiwedge gate valve with the Type A Actuator
Quick Closing Isolation Valves -The Equiwedge Alternative
Flowserve Equiwedge Gate Valve Prototype tests were conducted to confirm
resistance against wedge sticking during thermal transient tests from as high as 1000°F (540°C). Valve performance was satisfactory throughout thermal shock tests which exposed valve seats to a 550°F (290°C) temperature differential in 25 seconds. In these tests, valve opening force never exceeded the design value and it averaged considerably less. These additional tests add to the confidence that the Equiwedge is resistant to wedge sticking under conditions equal to, or worse than, the most severe conditions expected in service.
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The Application of the Functional Equivalence in the Translationof Chinese Tourist Guide1IntroductionTourism has become a prosperous industry all over the world. Since the early 1980s, with the development of the reform and opening-up policy, also thanks to the rich tourism resources —high mountains, great rivers and mysterious culture, China has attracted a large number of foreign tourists. The growth of tourism requires not only the rich tourism resources but also an appropriate language to publicize it. Thus, the translation of Chinese tourist guide is especially important.The translation of Chinese tourist guide serves as a bridge between China and the rest of the world. Approp riate translation can arouse the tourists’ interest, so it will be helpful for publicizing China. However, in the process of translation, owing to the cultural differences between China and the Western countries, there must be some difficulties in understanding the translation. Accordingly, great importance has been attached to the translation of Chinese tourist guide. Many translation theories have been put into practice. Among these theories, Nida’s functional equivalence is regarded as an effective way to overcome barriers in the mutual-understanding.Eugene A. Nida is a distinguished American translation theorist. His translation theory has tremendous influence on the Western as well as Chinesetranslation studies. His functional equivalence, which is developed from dynamic equivalence, was introduced into China in the 1980s.Nida gave a clear definition of “dynamic equivalence”in the book The Theory and Practice of Translation in 1969. In this book, dynamic equivalence is defined as “in terms of the degree to which the receptors of the message in the receptor language respond to it in substantially the same manner as the receptors in the source language” (Toward a Science of Translating 24). In this definition, dynamic equivalence is defined with “receptor’s response” as its nature.In 1986, in his From One Language to Another, he changed the term to “functional equivalence”.But there is not much difference between the two concepts. He adopts the term “functional equivalence” to stress t he concept of function and to avo id misunderstandings of the term “dyna m ic”,which is mistaken by some persons for something in the sense of impact (Language, Culture and Translating 124). Functional equivalence is defined as “The readers of a translated text should be able to comprehend it to the point that they can conceive of how original readers of the text must have understood and appreciated it”(From One Language to Another118). In the definition, the readers’ reception and response is reflected.The thesis is composed of four parts. Part one is the introduction. Part two is literature review, in which previous studies on the translation of Chinese tourist guide is introduced. Part three presents some translation techniques from the view of reader’s recepti on and response. The last part is the conclusion.2 Literature ReviewMuch research in the translation of Chinese tourist guide has been conducted with different approaches, such as cultranslation approach, contrastive text analysis approach and functionalist approach.The researchers approaching the translation of Chinese tourist guide from the perspective of cultranslation mainly include Jia Shunhou and Zhang Ning.Jia Shun hou, in his article “On the Cultural Adjustment of the Translation of the Chinese Tourist Materials”(90-92) argues that in translation, translators should focus their attention on transferring the cultural message, and the translated versions should reflect Chinese culture so as to arouse the potential curiosity of the foreign tourists.The transformation of cultural factors is also mentioned by Zhang Ning, in t he article “Cultural Factors in the Translation of the Tourist Materials”(3-5).He believes that attention should be paid to the cultural message in tourist materials and its differences between cultures from the following six aspects: historic anecdotes, religion, landscape gardening, national characteristics, cooking culture and mode of thinking. He also believes that the translation of such materials is to transfer messages in the source text to the target text, so the features of tourist materials should be taken into consideration, with the cultural message transformation as the key point. Besides, some appropriate techniques, such as amplification, analogy, omission as well as adaptation, are also offered.The cultranslation approach regards the translation of Chinese tourist guideas a process of transferring culture. It aims at clearing off obstacles that may lead to inefficiency in cross-cultural communication.Many scholars have carried out their contrastive studies between Chinese and English tourist guide, including Gao Jinling and Ji Aimei. The differences between China and the West in philosophy, aesthetics and way of thinking have great influence on the language structure and style of writing.Aesthetic differences between Chinese and Westerners manifested in tourist guide is highlighted in Gao Jinling’s article “The Translation of Descriptive Touring Materials in Light of Sino-Western Aesthetic Modes” (100-103). He analyzes aesthetic differences between Chinese and Westerners, which mainly focuses on the following aspects: representation vs. expression; abstract concepts vs. concrete concepts; poetic pictures vs. picturesque poetry; rich in images vs. exact in depiction; time-oriented description vs. space oriented description. Based on the analysis, he puts forward his point of view about translation of Chinese tourist guide, which is to reduce subjective descriptions to objective ones.In “A Study of the English Version of Qilu Tourism Culture from the Perspective of Cultranslation and Contractive Text Analysis”, Ji Aimei focuses her research on the contrastive discourse analysis between the English version of Qilu tourism culture and the English tourism publications so as to see the different features of the two kinds of tourism English. She finds that the two kinds of tourism English are different in impersonality, formality, diction andthe way to introduce historical culture involved in tourism.The contrastive text analysis approach, through comparing the language features and style of writing between English and Chinese tourist guide, they all agree that English tourist guide mainly focus on presenting information on the geographical surroundings of tourist attractions and cultural heritage. While Chinese versions pay more attention to the social status of tourism resources and also give prominence to the scenery and humanistic features of scenic spots.The research on the translation of Chinese tourist guide from the functionalist perspective is mainly based on the skopos theory.On the basis of the three rules within the framework of skopos theory, namely, the skopos rule, the coherence rule and the fidelity rule, Chen Gang (30-35) proposes in his book Tourism Translation and Guide-Interpreting three basic criteria for the translation of tourist materials: a) Faithfulness (The translated version should be faithful to the content of the source text which includes historical stories, geographical descriptions, cultural background, etc.);b) Expressiveness (This refers not only to the intertextual coherence of the target text, but also the adaptation to the features of tourism language); c)Elegance(The translated version should preserve the aesthetic element in tourism language). In his point of view, the major principles guiding the English translation of Chinese tourist materials are: to be tourist-oriented and to aim at promoting Chinese culture.Research from the perspective of functionalism adopts skopos theory toguide the translation of Chinese tourist guide. It can be concluded that the translation of Chinese tourist guide should adapt to the English writing style so as to fulfill the vocative and informative functions.As for those studies on the translation of Chinese tourist guide, there are systematic theoretical instructions. However, the target-language reader’s response is not sufficiently emphasized. There is still a long way to establish a complete and satisfactory theoretical framework in this newly developed field. The author of the thesis holds that Nida’s functional equivalence works in guiding the translation of Chinese tourist guide, because Nida’s concept of translating shifts from “the form of message” to “the response to the receptor”(Translating Meaning1), thus avoiding a rigid linguistic translation from the source text to the target text.3 The Application of the Functional Equivalence in the Translation of Chinese Tourist GuideThe translation of Chinese tourist guide plays an important role in pub licizing and promoting Chinese tourism, so it is necessary to adopt different translation techniques to help transferring information to the tourists. In this part, the author analyzes the application of the functional equivalence in the translation of Chinese tourist guide. In order to present information to the target-language readers as much as possible, priority should be given to the reception and response of the target-language readers.3.1 The Importance of the Receptor“Receptor” is the addressee o f the translations who actually reads or listens to the target text after it is produced. Nida attaches great importance to the role of receptor and the relationship between receptor and message by saying, “It is essential that functional equivalence be stated primarily in terms of a comparison of the way in which the original receptors understood and appreciated the text and the way in which receptors of translated text understand and appreciate the translated text.” (Language, Culture and Translating116). “In producing a functional equivalent translation one must be constantly aware of the capacity and motivation of receptors” (Jin Di & Nida 89). In other words, how to translate a tourist guide first depends on whether the target receptors can understand it or not. The receptors of the tourist guide have direct connection with the effect of dissemination of Chinese tourism. If the readers can not understand the translated tourist guide properly, the translation is surely a failure. Therefore, the primary requirement for translation is that the translated version should be understood or accepted by the receptors, for translation is meaningless if it is treated in isolation from the decoding ability of its target receptors (Han Xu 32).It is of great importance to estimate the extent to which receptors correctly understand and appreciate the translated text; what’s more, according to Nida, ideal situation is that the target receptor’s response to the target text should be essentially the same to the original receptors’ response to the original text. Tosome extent, receptors of the tourist guide can be regarded as communicators. They convey what they see and feel to other tourists who have never been to China yet. In fact, they are a bridge between China and the Western countries. Thus the receptor of the translation is of great importance.3.2 Techniques Used in the Translation of Chinese Tourist GuideBased on the essence of the functional equivalence, some translation techniques are used to guide the translation of Chinese tourist. By using these techniques, the translation is adjusted from different perspectives to achieve a roughly equivalent response between the target language readers and the source languages readers.3.2.1 ConversionConversion is an approach to achieve the functional equivalence and increase readability of the translation in order to help the target-language readers comprehend the source text. Considering the target-language reader’s recepti on and response, the translator can convert affirmative sentence into negative sentence or vice versa, or conversion between simple sentence and compound sentence or passive voice and active voice. The following examples will illustrate these methods respectively. Firstly, conversion occurs between the affirmative sentence and the negative sentence.(1)西湖的景色真是美不胜收。

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