A knowledge-based approach to behavior decision in intelligent vehicles
Knowledge based approach to consonant recognition
KNOWLEDGE BASED APPROACH TO CONSONANT RECOGNITIONA. SamouelianDepartment of Electrical and Computer Engineering, University of Wollongong, Northfields Avenue, Wollongong, NSW 2522, Australia.ara@.auABSTRACTThis paper presents a knowledge based approach to consonant recognition. In traditional knowledge based systems, the expert is the linguist/phonetician who attempts to describe and quantify the acoustic events, in the form of production rules into phonetic description. This paper proposes to alter the expert's role so that the expert only needs to provide the basic structure of the phonetic classification. The knowledge itself can then be induced from examples in the agreed structure. Thus the acoustic-phonetic rules are moved from the expert's head to the machine memory via the language of examples rather than via the language of explicit articulation. Recognition results on three broad phonetic classes, namely plosives, semi_vowels and nasals, for a combination of feature sets, for speaker dependent and independent recognition, are presented.1.INTRODUCTIONOne of the major difficulties in automatic speech recognition (ASR) is the extreme variability of the speech signal at the speaker and acoustic-phonetic level. Pattern recognition approaches can handle this variability to some extend by being data driven, but generally ignore acoustic-phonetic features. The use of knowledge/rule based approach to continuous speech recognition has been proposed by several researchers and applied to speech recognition [1], spectrogram reading [2, 3] and speech understanding systems [4]. In general, the production rules are in the form of IF condition THEN action. In speech recognition, there is always the need to generate additional rules to handle exceptions. Very quickly, the number and complexity of the rules increases to such an extent that it is very difficult, for human experts, to generate heuristically, a large number of interrelated rules, from empirical linguistic knowledge or from the observations of the speech data. To overcome this problem, Aikawa [5] proposes an automatic rule generation approach for rule-based consonant discrimination. The rules are generated automatically from the database.Inductive systems have been widely used for collection of classification knowledge from large databases and collections of examples. The essence of induction is to use___________________This work was carried out at the Speech Technology Research Laboratory, Department of Electrical Engineering, The University of Sydney.a known set of examples to a theory that explains both these examples and, hopefully, other unseen examples as well [6]. Since the most successful recognition systems are data driven, where the structure and characteristics of the speech signal is captured implicitly from the training data, this paper proposes a data driven knowledge-based approach to consonant recognition in continuous speech. The system is based on automatic generation of production rules from examination of hand segmented and labelled database by the use of an induction system (C4.5) [7]. The approach is based on two assumptions. First, it assumes that data driven methodology is the way to solve the problem of inter and intra speaker speech variability. Second, it assumes that inductive learning has the ability to generalise the characteristics of the speech signal explicitly from the database.The motivation here is to develop a flexible ASR system that allows the generation of production rules from any number of different feature combinations, including traditional acoustic-phonetics, speech specific or spectrally based features or parameters.Section 2 introduces the training and recognition strategy. Recognition results for a relatively small database are presented for the consonant class recognition in section 3. The performance evaluation of the recognizer using four different feature extraction modules are shown in section 4. Section 5 discusses the advantages of inductive systems for speech recognition with section 6 concluding this paper.2.TRAINING AND RECOGNITION STRATEGY 2.1 DatabaseThe speech database consisted of 195 Australian accented English phrases and included all the permissible sounds of the language in all possible combinations by class. The phrases were collected from two females and one male speaker, each reading the phrases from prepared text, only once. The phrases were devised and collected by National Acoustic Laboratories as part of the GLASS project. The recordings were made in an anechoic room. The speech was sampled at 40 kHz, and digitised into 16-bit samples. The speech was down sampled to 16 kHz for final analysis by the feature extraction modules. The database was hand segmented and phonetically labelled by The University of Sydney as part of the same project. Table 1 shows the classification of the speakers in the database.Table 1. The classification of the speakers in the database.The consonant classes of plosives , semi_vowels and nasals were selected for investigation since these tend to be more difficult to recognize. Table 2 shows the number of phonetic class tokens for each speaker. These tokens are according to the hand labelled transcription by the phonetician.Table 2. Number of phonetic class tokens for each speaker.2.2 TrainingA block schematic of the training and recognition strategy is shown in Figure 1. Four different feature extraction modules have been used to train and test the recognition system.The first feature extraction module (MFCC) generates MFCC coefficients. The second module (DCT) is an auditory front end [8] based on the Generalised Synchrony Detector (GSD)proposed by Seneff [9] and modified so that the synchrony output is transformed by Discrete Cosine Transform (DCT)function to produce a set of coefficients similar to MFCC.Both of these modules generate 12 MFCC/DCT, 12 delta MFCC/DCT and an energy term. The third modules(TRAJ) extracts formant and formant transition informationfrom the output of the auditory model. The final module (FEATURE) extracts from the speech signal, various time domain features such as root mean square (rms), maximum amplitude, zero crossing rate, voicing, energy, envelope, AC peak to peak, difference between maximum and minimum values in the positive and negative halves of the signal and auto-correlation peak. Modules 1 and 4 extract features in the time domain, while modules 2 and 3 extract features from the auditory model in the frequency domain.The feature extraction framework allows the collection of attributes used to describe the phonetic class. These attributes are of two kinds: those whose possible values form a small discrete set, and those whose values were real numbers. For example, the value of attribute F1 trajectory can have values in R, L, F indicating rising, level and falling F1 trajectory,while the value of F1 can be any (positive) real number.Attributes of either kind may have unknown values for a particular phonetic class, and these are designated with a question mark (?).During the training phase, the feature extraction framework extracts features or parameters from the continuous speech on a frame by frame basis. The time aligned phonetically labelled files are then used to associate each frame with its corresponding label and generate a training data file. This data file is constructed on the basis of the training samples, which contain labelled examples in the form (X,α), where X is a feature vector and α is the corresponding class.This data file is then used by the C4.5 program to generate a decision tree.Table 3 shows the feature set for the four different feature extraction modules, namely MFCC, DCT, FEATURE and TRAJ that were used to test the recognition system.Recognition PhaseFigure 1. Block schematic of training and recognition strategyTable 3. The feature set used in the various featureextraction modules.2.3 RecognitionThe recognition was performed at the frame level and the performance was evaluated by comparing each classified frame against the reference frame derived from the hand labelled data. This procedure allowed the correct identification of substitutions and insertions per frame. An inference engine (written in Prolog) was used to execute the decision tree [10].2.4 Combination of FeaturesTo evaluate the significance of the features combinations in improving or degrading the recognition performance, the features initially selected for the TRAJ module were augmented with a selection of features from the FEATURE module. This resulted in four new feature modules, namely t1_TRAJ, t2_TRAJ, t3_TRAJ and t4_TRAJ. Table 4 shows the combination of features used for each variation on TRAJ.3.RECOGNITION RESULTSTables 5 and 6 show the overall performance, for speakerTable 4. The combination of feature set used forvariations on TRAJ feature extraction module.dependent and independent recognitions respectively, for speakers 1, 2 & 3 in % correct, for the various feature extraction modules. For speaker dependent recognition, the system was trained and tested on the same speaker, while for speaker independent recognition, the system was trained on one speaker and tested on the other two in turn.Table 5. Speaker dependent recognition results, for consonant class recognition, for various feature extraction modules,for speakers 1, 2 & 3 .Table 6. Speaker independent recognition results, for consonant class recognition, for various feature extraction modules,for speakers 1, 2 & 3.Tables 7 and 8 show the overall performance, for speaker dependent and independent recognitions respectively, for speakers 1, 2 & 3 in % correct, for the variations on TRAJ feature extraction module.Table 7. Speaker dependent recognition results, for consonant class recognition, for variations on TRAJ feature extractionmodule, for speakers 1, 2 & 3 .Table 8. Speaker independent recognition results, for consonant class recognition, for variations on TRAJ feature extractionmodule, for speakers 1, 2 & 3 .4.PERFORMANCE EVALUATIONThe implementation of the proposed approach was evaluated at the speech frame level, on a relatively small corpora of Australian accented English database. Across the three speakers (2 Females and 1 Male), this approach produced an average consonant class recognition accuracy, for the speaker dependent mode in the range of 80.0% to 94.8%, and for the speaker independent mode in the range of 61.0% to 69.0%, depending on the feature extraction module. For speaker dependent recognition, the best performing features were MFCC and DCT, with an average recognition rate of between 94% to 95.3% between the three consonant classes. The average recognition rate between all of the feature extraction modules was between 87% to 90.1%. For the speaker independent recognition, the best performing feature was FEATURE, with an average recognition rate of between 62.0%-76.3%. The average recognition rate between all of the feature extraction modules was between 51.5% to 76%.It can be seen from table 7 that the performance of the recognizer for the speaker dependent mode can be improved by the choice of the feature combinations. By the inclusion of features zcr and rms, a minimum recognition improvement of 10% (plosives) and 9% (semi_vowels) was achieved. By th einclusion of a further two features, envelope and auto_peak, the recognition improved by a further 1-2% (plosives), 4-5% (semi_vowels) and 9% (nasals). Similar performance improvements were obtained for speaker independent mode as can be seen from table 8.The performance evaluation indicates that for speaker dependent recognition, spectrally based features such as MFCC and DCT coefficients perform better than the features based on acoustic-phonetics. This may be due to the fact that these features were probably not optimum for the task on hand. For speaker independent recognition, the performance of all the feature modules were similar. One possible explanation may be that since each decision tree was trained on a single speaker and tested on the other two, the decision tree could not be classified to be truly speaker independent. The performance results also indicate that the feature combination does play a significant role in improving the recognition accuracy.5.DISCUSSIONTraditional knowledge/rule based ASR systems rely on the expert to describe and quantify the acoustic events, in the form of production rules into phonetic description. The data driven rule based approach using inductive learning from examples helps to eliminate the bottle-neck in transferring knowledge from the expert to the system developer. In addition, inductive learning can quantify from the parameters a set of rules that can reliably identify a class of sound. A further advantage is that a large database can be used to extract the knowledge automatically and generate a decision tree which is derived according to the parameters or features that provide most information about a classification. Thus only those parameters are used as discriminating features. This also helps to optimise the size of the feature set that needs to be extracted.6.CONCLUSIONThis paper demonstrated a data-driven knowledge/rule based approach to broad consonant classification, namely plosives, semi_vowels and nasals, for a combination of feature sets using inductive learning to generate the production rules in the form of decision trees and an inference engine to classify the firing of the rules. The experimental results indicate the ability of this approach to solve the problem of inter and intra speaker speech variability by the use of a large speech database, and the ability to generate decision trees using any combination of features (parametric or acoustic-phonetic). This paves the way for the true integration of features from existing signal processing techniques that have proven to produce good results in stochastic modelling with acoustic-phonetic features, including the incorporation of speech specific knowledge into the decision tree.7.REFERENCES[1] Bulot, R. and Nocera, P., "Explicit Knowledge and Neural Networks for Speech Recognition", Eurospeech 89, Paris, France, Vol. 2, pp. 533-536, September 1989.[2] Komori, Y., Hatazaki, K., Tanaka, T., Kawabata, T. and Shikano, K., "Phoneme Recognition Expert System Using Spectrogram Reading Knowledge and Neural Networks", Eurospeech 89, Paris, France, Vol. 2, pp. 549-552, September 1989.[3] Zue, V. W. and Lamel, L. F. "An Expert Spectrogram Reader: A Knowledge-Based Approach to Speech Recognition", Proc. IEEE Int. Conf. Acoust., Speech, Signal Processing, Tokyo, Japan, pp. 1197-1200, April 1986.[4] De Mori, R. and Kuhn, R., "Speech Understanding Strategies Based on String Classification Trees", Proc. ICSLP 92, Vol. 1, pp. 441-459, Canada, 1992.[5] Aikawa, K., "Automatic Generation of Consonant Discrimination Rules", Proc. IEEE Int. Conf. Acoust., Speech, Signal Processing, Tokyo, Japan, pp. 2755-2758, April 1986 [6] Quinlan, J. R., "Discovering Rules by Induction from Large Collections of Examples", Machine Learning, Vol. 1, No. 1, 1979.[7] Quinlan, J. R., "Induction of Decision Trees", in Expert Systems in Micro Electronic Age, D. Mitchie, ed. Edinburgh: Edinburgh University Press, 1986.[8] Samouelian, A., "Speech Recognition Front-End Using Auditory Model", Int. Conf. on Signal Proc. '90, Beijing, China, pp 337-340, October, 1990.[9] Seneff, S., "A Joint Synchrony/Mean Rate Model of Auditory Speech processing", Journal of Phonetics, Vol. 16, No. 1, pp77-91, 1988.[10]Horn K. A., "RD-ID3: A System for Knowledge Acquisition and maintenance Employing Induction with Ripple Down Rules", OTC Technical Report, OTC R&D, December, 1991.。
学习动力 的英语作文
学习动力的英语作文英文回答:Motivation is the driving force that propelsindividuals to initiate and sustain goal-directed behavior. It is a complex construct that encompasses various psychological, social, and cognitive factors. Understanding the nature and sources of motivation is crucial for achieving success in any endeavor.There are two primary types of motivation: intrinsic and extrinsic. Intrinsic motivation arises from within the individual and is driven by inherent interest or enjoyment in the activity itself. Extrinsic motivation, on the other hand, stems from external rewards or consequences and is typically employed to influence behavior. While both types of motivation can be effective in driving behavior,intrinsic motivation is generally considered more sustainable and conducive to long-term success.Motivation can be influenced by a multitude of factors, including personal beliefs and values, goals and aspirations, social and environmental influences, and biological processes. Cognitive theories of motivation emphasize the role of goal-setting, self-efficacy beliefs, and perceived challenges in motivating behavior. Social-cognitive theories explore the influence of social factors, such as social comparison, modeling, and feedback, on motivation.To enhance motivation, it is important to identify the sources of intrinsic and extrinsic motivation that work best for the individual. Setting realistic and achievable goals, creating a supportive and encouraging environment, providing timely feedback, and fostering growth mindset can all contribute to increased motivation. It is also crucial to find activities that are inherently enjoyable and stimulating, as these will naturally foster intrinsic motivation.Furthermore, understanding the role of rewards and punishments in extrinsic motivation is essential. Whilerewards can be effective in reinforcing desired behavior, they should be used judiciously and in conjunction with intrinsic motivation. Punishments, on the other hand,should be avoided as they can have negative effects on motivation and foster a fear-based approach to behavior.In summary, motivation is a multifaceted phenomenonthat plays a pivotal role in human behavior. By understanding the different types of motivation, thefactors that influence it, and the strategies to enhance it, individuals can harness its power to achieve their goalsand aspirations.中文回答:学习动机。
2023上半年教师资格证考试《小学英语专业面试》真题及答案解析
2023上半年教师资格证考试《小学英语专业面试》真题及答案解析1. 【试讲】1.题目:口语教学试讲2.内容: Tastes3(江南博哥).基本要求:(1)采用全英语授课;(2)创设相关的生活情境,引导学生在情境中学习和理解;(3)注意学生多感官参与学习;(4)配合教学内容适当板书;(5)试讲时间约10分钟。
【答辩】1. The core competencies are the concentrated reflection of theeducational value of the curriculum. Then what are the core competencies made up of?2.根据《义务教育英语课程标准(2022年版)》,在小学教学中,应该如何帮助学生习得词汇和语法知识?参考解析:【试讲参考解析】Teaching Procedures:I. Lead-inGreeting.Show students some pictures about different fruit and food and students review the names of them.Ⅱ. Presentation1. Students listen to the tape and confirm their predictions. Get familiar with the topic of tastes.2.Students listen again and learn the sentence patterns "How is it?"and"It's..." to ask and answer the tastes.3.Students read after the tape and imitate the pronunciation and intonation.Ⅲ. Practice1.Students work in pairs to role play the conversation2.Students role play the conversation and then try to make short conversation with the given food on the screen according to the text. IV. ProductionCreate a scene: You are the taste tester in a first-class hotel. You are going to test all the food there. Work in groups to make a short play according to the situation and act it out in the front.V. SummaryStudents summarize the lesson and the teacher makes supplements. VI. HomeworkStudents will share the short play with their parents after school. Blackboard Design:略【答辩及解析】1. The core competencies are the concentrated reflection of the educational value of the curriculum. Then what are the core competencies made up of?【参考答案】The core competencies are the concentrated reflection of the educational value of the curriculum, which consists of the values and attitudes, indispensable qualities and key abilities.The core competencies achieved through the English curriculum include language ability, cultural awareness, thinking capacity and learning ability.2.根据《义务教育英语课程标准(2022年版)》,在小学教学中,应该如何帮助学生习得词汇和语法知识?【参考答案】根据《义务教育英语课程标准(2022年版)》课程内容中的要求,在教学中应创设丰富的语境,在理解和表达活动中帮助学生习得词汇和语法知识。
A Strategic Approach To Organizational Behavior
Interpersonal Factors
Adapted from Exhibit 1-1: Factors and Outcomes of a Strategic Approach to Organizational Behavior
1-6
Senior Managers
Activities Skills
Studying organizational behavior with a strategic lens is important because:
• Helps to focus on major issues critical to the direction of the organization.
George Zimmer effectively uses his human capital. His company has a core set of beliefs:
• • • • • •
Work should be fulfilling Workplaces should be fearless and energized Work and family life should be balanced Leaders should serve followers Employees should be treated like customers People should not be afraid to make mistakes
1-5
Strategic Approach
Organizational Factors
Organizational Success
Productivity of Individuals and Groups
Implementation of the Competence-Based Approach in
Sino-US English Teaching, ISSN 1539-8072July 2014, Vol. 11, No. 7, 500-505Implementation of the Competence-Based Approach in Teaching Foreign Languages in a Non-linguistic CollegeYelena ChzhanD. Serikbayev East-Kazakhstan State Technical University, Ust-Kamenogorsk, KazakhstanDue to the increasing role and importance of foreign languages in the context of globalization, it is becoming moreimportant to teach foreign languages for professional communication in different types of educational institutionsincluding nonlinguistic colleges. In this regard, both the approaches to teaching foreign languages should bereconsidered, and also training programs that meet the requirements of future specialists should be created. One ofthe possible ways out is to use the competence-based approach, i.e., forming a set of special competences in futureprofessionals to solve practical problems. For training a competitive IT-specialist, in teaching foreign languages itis necessary to form a number of language subcompetences in students that are on the basis of their professionalcompetence. The proposed model can be used for teaching any foreign language, where the language component isinvariable, and is filled with professional content.Keywords: IT-specialists, teaching foreign languages, vocational-oriented training, competence-based approach,special foreign language communicative competenceAll Rights Reserved.IntroductionAs the result of expanding collaboration between countries, the skills of real foreign language communication seem to be of great necessity.The foreign language of future professionals should become not only a tool for knowledge creation, but first of all, a means of communication, an indicator of professional and communicative competence. Thisrequires not only a revision of approaches to learning a foreign language, but also the development of newtraining programs aiming at meeting the educational needs of future specialists. In addition, the State EducationDevelopment Program of the Republic of Kazakhstan until 2020 defined trilinguism, multiculturalism,communication, and technocratic as its basic competencies (Nazarbayev, 2011).Consequently, a modern foreign language teaching program should aim at the implementation of the system of vocational-oriented training of qualified specialists in various fields and include the development ofcore competencies of graduates on completion of their course.Since the formation of the core competencies of students is one of the most important tasks in training of competitive specialists, so a competence-based approach becomes a topical issue. Teachers have chosen thisapproach as the main one for teaching foreign languages to IT-students in non-linguistic colleges.Yelena Chzhan, associate professor, Ph.D., Department of Information Technology and Energetics, D. SerikbayevEast-Kazakhstan State Technical University.IMPLEMENTATION OF THE COMPETENCE-BASED APPROACH IN TEACHING 501Methodology of the Competence-Based ApproachFocus on mastering skills, types of activities were studied by such scholars as Bermus (2005), Velykanova (2002), Zimnyaya (2012), Kobzeva (2011), Hutorskoy (2002).Competence-based approach, according to Hutorskoy (2002), is one of the approaches contrasted with “knowledge-based approach” when students may well possess a set of theoretical knowledge, but have a greatdifficulty in activities requiring the use of this knowledge to solve specific problems or problem situations.The purpose of the competence-based approach in teaching foreign languages is the formation of a fully developed personality of the student, his theoretical thinking, language intuition, and abilities. Students’mastering the culture of verbal communication and behavior allows them to be equal partners of cross-culturalcommunication in a foreign language in everyday situations, and also in cultural, educational, and professionalspheres (Yakimanskaya, 1996).From the analysis of scientific and methodological literature, and documents of international organizations, it becomes obvious that the competence-based approach aims at developing free and creative thinking instudents who are directly involved in the learning process; forming knowledge and skills that prepare futurespecialists for the social conditions of the society; creating leadership qualities and abilities to obtaininformation independently, to apply their knowledge and skills for solving practical situations, and for furtherself-education including professional sphere.Competence-based approach in teaching foreign languages involves the formation of three core competencies in students: linguistic, communicative, and cross-cultural.The analysis of the literature on the issue shows that the competence is understood holistically, as the All Rights Reserved.structure, consisting of different parts—a complex of knowledge and skills necessary to perform a specificprofessional activity, personality traits, and the potential ability of the individual to cope with various tasks.Keen (2009)metaphorically compared competence with the fingers of a hand (skills, knowledge, experience,contacts, values), which are coordinated by the palm and controlled by the nervous system, which controls ahand as a whole(Obraztsov, 2005).There are several definitions of the notions “competence” and “competency”. Based on the opinions of the majority of researchers, it is possible to use the following interpretation of these terms. Competence is thequality of the human that determines his ability to perform a certain group of actions in a particular kind ofactivity. It is a certain level of demands to the person, corresponding to his role in the society. Competencymeans to mobilize and update one’s own competences to solve real problems.Competence-Based Approach Goals and ObjectivesAccording to the view of many scientists, the competence-based approach will allow to solve many of the existing problems in the field of language training, namely: (1) lack of professional interest in learning aforeign language among non-linguistic college students; (2) the difference between the levels of training instudents who graduated from rural, urban, or special schools; (3) lack of high-quality instructional productsproviding the necessary level of training students to communicate and work in a multilingual environment; and(4) insufficient elaboration of conceptual ideas about the content and structure of language training in anon-linguistic institution.In addition, the competence-based approach is fundamentally changing the traditional view on training specialists at technical college.Such kind of training just gives a certain amount of knowledge to students. However,IMPLEMENTATION OF THE COMPETENCE-BASED APPROACH IN TEACHING 502developing competences in students helps to reveal possible applications of their language skills in practice.Possibilities of Competence-Based ApproachIt is believed that the competence-oriented language training program in terms of non-linguistic college suggests: (1) selection of new forms of organization of educational process aiming at integrating linguistic andprofile training of students, (2) designing individual learning trajectories, and (3) developing the reflection andautonomy in learning a foreign language (Language Policy Division, Council of Europe, 1986).Introduction of competence-oriented programs in the learning process ultimately helps to educate competent, competitive, and mobile professionals needed due to economic conditions and, in particular, themodern job market.Language Competence StructureEuropean StandardsThe accession of Kazakhstan to the Bologna Convention identified the need for harmonization of educational standards in Kazakhstan with the general European standards.There are two kinds of competencies concerning a foreign language in the materials of the Council of Europe (Iriskhanova, 2003; Homyakova, 2011): general competences and communicative language competence.General competencies include: (1) ability to learn, (2) existential competence, (3) declarative knowledge, and(4) skills and know-how. Communicative competence includes: (1) linguistic component—lexical,phonological, and syntactical knowledge and skills; (2) sociolinguistic component—ability to use a foreignlanguage in a social context; and (3) pragmatic component—knowledge, existential competence and skills, andknow-how relating to the linguistic system and its sociolinguistic variation.All Rights Reserved.Special Foreign Language Communicative Competence (SFLCC) StructureA Special Foreign Language Communicative Competence (SFLCC) should be developed in collegegraduates, so that a foreign language would become not only a tool for knowledge creation to futureprofessionals, but first of all, a means of communication, an indicator of their professional and communicativecompetence. Researchers adhere to the position of Homyakova (2011), who considered that SFLCC shouldinclude: (1) linguistic (language) subcompetence, (2) discursive subcompetence, (3) strategic subcompetence,(4) sociocultural subcompetence, (5) subject subcompetence, (6) translation subcompetence, and (7)information subcompetence.Professional Subcompetence as the Core of the Communicative Competence Context-TypeModel of the Competitive IT-SpecialistAs the model of professional activities is the basic guideline for training specialists, the model of IT-specialists was taken as an example, from which it can be clearly seen that all competencies of a competitivespecialist are viewed through language competence, consisting of the above-mentioned subcompetencies (seeFigure 1).Let us consider the structure of special subcompetences making SFLCC of future specialists of a non-linguistic profile.A system factor among them is a special subject (professional) subcompetence. It has a multidimensionalintegrative content as it consolidates the following components on the interdisciplinary basis (disciplines of thespecialty + language of the specialty + foreign language):IMPLEMENTATION OF THE COMPETENCE-BASED APPROACH IN TEACHING 503(1) Knowledge gained in courses of theoretical disciplines in the native language (concepts, principles, categories, thematic repertoire of scientific papers, elements/points); together they form a fairly complete conceptual picture of the world, with a specific (information) culture of a given society.Figure 1. Model of the competitive IT-specialist.IMPLEMENTATION OF THE COMPETENCE-BASED APPROACH IN TEACHING 504(2) Knowledge gained in courses of special subjects in the native language (concepts, principles, laws,categories, and thematic glossary in the sphere of a certain profession); together they form a fairly completeconceptual picture of the world, with a specific (information) culture of professional activity.(3) Knowledge gained in the course of a foreign language (concepts, principles, categories, thematicrepertoire of scientific papers of specialists in the field of Informatics, and elements/points); together they forma fairly complete conceptual picture of the world, with a specific (information) culture of some foreign society.(4) Practical skills to apply theoretical knowledge and data to a specific situation/problem (formed in thenative language).(5) Practical skills to apply theoretical knowledge and data obtained in special courses in the nativelanguage, to specific situations.These skills are developed and perfected on the basis of their analogues formed by means of the native language. They are formed and implemented in the format of developing special linguistic, discursive, strategicand other subcompetencies.ConclusionThis fact allows to conclude that the subject subcompetence is the core in the structure of the communicative competence context-type model of non-linguist professionals (Educational-Methodical Councilfor Technical and Vocational Education, 2009) (in this case, IT-specialists in a non-linguistic college), whichmakes its integrity and effectiveness.Speaking of other structural components of the contextual model, it should be emphasized that there is a cross-cultural aspect in each of them that provides the developing of students’ ability to professional All Rights Reserved.cross-cultural communication.The given structure of SFLCC can be recommended for the study of any foreign language. From this perspective, it has an invariable character, but the structure of its components will fit the contexts of the chosenprofession.ReferencesBermus, A. G. (2005). Problems and prospects of implementation of competence-based approach in education. Retrieved from http://www.eidos.ru/journal/2005/0910-12.htmEducational-Methodical Council for Technical and Vocational Education. (2009). Educational curricula for technical and vocational training. Retrieved from http://ereymentau.akmoedu.kzHomyakova, N. P. (2011). Contextual model of foreign language communicative competence of non-linguistic high school students (French), specialty 13.00.02. Theory and methods of training and education (foreign languages) (p. 47, Abstract ofthesis for the degree of Doctor of Pedagogical Sciences, M.A. Sholokhov Moscow State University for the Humanities,Moscow).Hutorskoy, A. V. (2002). Key competencies and educational standards. Retrieved from http://www.eidos.ru/journal/2002/0423 -1.htmIriskhanova, K. (Ed.). (2003). A common European framework of reference for languages: Learning, teaching, assessment/Department of modern languages of European council’s directorate of education, culture and sport. Moscow:Publishing House of Moscow State Linguistic University.Keen, K. (2009). Competence: What is it and how can it be developed?. In J. Lowyck, P. de Potter, & J. Elen (Eds.), Instructional design: Implementation issues (pp. 111-122). Brussels: IBM Education Center.Kobzeva, N. A. (2011). Competence approach as the basis for learning a foreign language in technical college. Molodoy uchenyi, 2(2), 89-92.IMPLEMENTATION OF THE COMPETENCE-BASED APPROACH IN TEACHING 505Language Policy Division, Council of Europe. (1986). A common European framework of reference for languages: Learning, teaching, assessment. Strasbourg: Cambridge University Press.Nazarbayev, N. A. (2011). Message of the President of Kazakhstan to the people of Kazakhstan. Astana: Elorda.Obraztsov, P. I. (Ed.). (2005). Professionally-oriented teaching a foreign language at the non-language faculties: Textbook (p. 287).Orel: OSU.Velykanova, A. V. (2002). Project approach in teaching foreign languages at the present stage. Competence-Based Approach to Education, (2), 92.Yakimanskaya, I. S. (1996). Student-centered learning in modern school (p. 120). Moscow: Higher School.Zimnyaya, I. A. (2012). Competence and competency in the context of competence-based approach in education. Foreign Languages at school, (2), 2-12.All Rights Reserved.。
教学法考试重点整理
填空1.Nurture(empiricism经验主义):all knowledge comes fromexperience and practice, ultimately from our interaction with the environment through our reasoning or senses{environmentalist theories; the neobehaviorist; stimulus-response learning theory}.Nature(nativism先天论):generally transmitted and innate(The nativist theories; Chomsky’s innatist language acquisition theory). 2.Behavioristic(行为主义)view of language acquisition claims thatlanguage development is the process of habit formation, and the result of a set of habits. Behaviorism believes knowledge is the product of interaction with the environment through stimulus-response conditioning.3.The direct approach(直接法):developed initially as a reaction to thegrammar-translation approach in an attempt to integrate more use of the target language in instruction.(直接用目标语,不用母语)4.The audio-lingual method(听说法):based on the principles ofbehavior psychology.(顺序:听说读写;单词受限。
HR专业词典(中文版)
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Career-Long Employment Case studies Case Study Training Method Cash Cashier CBT-Computer Based Training Central Tendency Change agent Change management Channel Sales Manager Channel Sales Representative Channel Sales Supervisor Charisma Chief Executive Officer (CEO) Chief Operations Officer (COO) CIPP-Context,Input,Process,Product CIPP CIRO-Context Evaluation, Input Valuation, Reaction Evaluation, Output Evaluation CIT-Critical Incident Technique Classification Method Classroom Training Clear Expectations Clerk Clinic Doctor Clinic Research Administrator Clinic Research Manager Clinic Research Supervisor Clinical Closed question Closed Shop CMI-Computer-managed Instruction Coaching Co-Determination Coercive Power Cognitive Aptitude Test Cohesiveness Colleague Appraisal Collective Bargaining collective contract College recruiting Commission Commissioned courses Commitment Common Understanding Communicate about career development opportunities Communication Company culture
顺风而行 顺势而为不是阿谀奉承英语作文
顺风而行顺势而为不是阿谀奉承英语作文全文共3篇示例,供读者参考篇1Going with the Flow and Seizing Opportunities is Not FlatteryAs a student, one of the most valuable lessons I've learned is the importance of being adaptable and seizing opportunities as they arise. It's a skill that goes beyond just academics and can be applied to all aspects of life. Some might confuse this approach with being a people-pleaser or engaging in flattery, but that couldn't be further from the truth.Going with the flow doesn't mean compromising your principles or values. It simply means being open-minded, flexible, and willing to adjust your plans or strategies based on changing circumstances. In today's rapidly evolving world, rigidity and stubbornness can often be more detrimental than helpful.Think about it: how many times have you heard stories of successful entrepreneurs or innovators who had to pivot their business model or adapt their product to stay relevant and competitive? Or athletes who had to modify their trainingregimen or approach due to injuries or changing conditions? The ability to roll with the punches and embrace change is a hallmark of successful individuals across all fields.Personally, I've found that going with the flow has served me well in my academic journey. When I first started college, I had a very specific plan in mind – I was going to major in Biology and pursue a career in medical research. However, after taking a few introductory courses, I realized that my true passion lay in the field of Environmental Studies. Rather than stubbornly sticking to my original plan, I made the decision to change my major, and I've never looked back.Of course, making that kind of significant change wasn't easy. It meant adjusting my course schedule, potentially delaying my graduation date, and having to explain my decision to my family and friends. But by being open to new opportunities and following my genuine interests, I ended up on a path that was far more fulfilling and aligned with my values.Seizing opportunities is another crucial aspect of this mindset. As students, we're constantly presented with chances to learn, grow, and explore new avenues – whether it's joining a club, participating in a research project, or applying for an internship. While it's tempting to stick to our comfort zones andfamiliar routines, the most rewarding experiences often lie just outside our boundaries.Last year, for instance, I had the chance to participate in a study abroad program in Costa Rica. Initially, I was hesitant – the idea of leaving my friends and familiar surroundings for an entire semester was daunting. But after some encouragement from my academic advisor, I decided to take the leap. And what an incredible experience it turned out to be! Not only did I get to immerse myself in a new culture and improve my Spanish language skills, but I also made lifelong friends and gained invaluable personal growth.Going with the flow and seizing opportunities is not about being a pushover or blindly following the crowd. It's about having the wisdom and self-awareness to recognize when a change of course or a new opportunity aligns with your goals and values. It's about being open-minded and adaptable, while still staying true to your principles.Contrary to what some might think, this approach is not a form of flattery or people-pleasing. In fact, it requires a great deal of self-confidence and self-assuredness. When you're secure in your beliefs and values, you're better equipped to navigate the inevitable twists and turns that life throws your way.You're less likely to be swayed by external pressures or societal expectations, and more inclined to make decisions based on your own authentic desires and aspirations.Of course, this doesn't mean that we should recklessly abandon our plans or commitments at the first sign of adversity. It's important to strike a balance between flexibility and persistence. Sometimes, the most rewarding achievements come from persevering through challenges and pushing past obstacles. The key is to have the discernment to recognize when it's appropriate to adapt and when it's necessary to stay the course.As I look ahead to the future, I know that the ability to go with the flow and seize opportunities will continue to serve me well. Whether it's navigating the job market, building a career, or pursuing personal goals, the willingness to embrace change and explore new avenues will be invaluable.In a world that's constantly evolving, those who cling too tightly to rigid plans or refuse to adapt are likely to be left behind. But those who can gracefully adjust their sails and chart new courses as circumstances demand will be the ones who truly thrive and succeed.So, to my fellow students – and really, to anyone reading this – I encourage you to cultivate this mindset of being open,adaptable, and opportunistic. Embrace change, pursue your passions, and don't be afraid to veer off the beaten path. Because going with the flow and seizing opportunities is not about flattery or weakness – it's about having the courage and wisdom to live life to the fullest.篇2Going with the Flow and Seizing Opportunities is Not FlatteringAs a student navigating the tumultuous waters of academia, I've come to realize that the conventional wisdom of "going with the flow" and "seizing opportunities" is often misunderstood as a form of flattery or obsequious behavior. However, I firmly believe that this mindset is not only pragmatic but also essential for personal growth and success.The notion of "going with the flow" is frequently interpreted as a passive acceptance of circumstances, a resignation to the status quo, or worse, a willingness to compromise one's principles for the sake of convenience. This perception couldn't be further from the truth. In reality, "going with the flow" is about cultivating the wisdom to recognize when resistance is futile and when adaptation is the more prudent course of action.Life is an ever-changing tapestry of events, some within our control and others entirely beyond our influence. The ability to discern the difference between these two realms is a mark of emotional intelligence and maturity. By embracing the ebb and flow of life, we can channel our energy more effectively, focusing our efforts on areas where we can make a meaningful impact while gracefully navigating the currents that are beyond our control.It's essential to understand that "going with the flow" does not equate to complacency or a lack of ambition. On the contrary, it involves a thoughtful and strategic approach to navigatinglife's challenges. It's about recognizing when to hold firm to our convictions and when to pivot, adapting to new circumstances without compromising our core values.Similarly, the concept of "seizing opportunities" is often misconstrued as a form of obsequious behavior or a willingness to exploit others for personal gain. However, this perspective fails to capture the essence of what it truly means to capitalize on emerging prospects.Opportunities are the lifeblood of growth and progress, presenting themselves as fleeting moments that demand our attention and decisive action. Seizing these opportunities is notabout flattering or currying favor; it's about having the foresight to recognize their potential and the courage to act upon them.Throughout history, countless individuals have achieved remarkable feats by seizing opportunities that others overlooked or dismissed. From entrepreneurs who capitalized on emerging markets to scientists who pursued groundbreaking research, the ability to identify and grasp opportunities has been a defining characteristic of those who have left an indelible mark on the world.It's important to note that seizing opportunities does not necessitate sacrificing one's principles or engaging in unethical behavior. On the contrary, true opportunities are those that align with our values and contribute to our personal and professional growth. By remaining true to ourselves and our convictions, we can seize opportunities that not only propel us forward but also have a positive impact on those around us.In the context of academia, "going with the flow" and "seizing opportunities" take on heightened significance. As students, we are constantly bombarded with a myriad of challenges, from rigorous coursework to extracurricular commitments and social pressures. It is during these formative years that we must learn to navigate the currents of life whileremaining steadfast in our pursuit of knowledge and personal growth."Going with the flow" in an academic setting might mean recognizing when to prioritize self-care and mental well-being over academic obligations, or it could involve adapting to a professor's teaching style or course structure. It's about striking a balance between maintaining our determination and embracing flexibility when circumstances demand it.Conversely, "seizing opportunities" in the academic realm might involve pursuing internships, research projects, or study abroad programs that broaden our horizons and provide invaluable experiences. It could mean taking on leadership roles in student organizations or seeking mentorship from esteemed faculty members. By embracing these opportunities, we not only enhance our academic journey but also cultivate the skills and connections that will serve us well beyond our years in the classroom.However, it's crucial to remember that true opportunities are those that align with our values and contribute to our personal growth. It's all too easy to fall into the trap of pursuing opportunities solely for the sake of bolstering our resumes or appeasing others' expectations. True growth and fulfillmentcome from seizing opportunities that resonate with our passions and ambitions, even if they may seem unconventional or challenging at first glance.In essence, "going with the flow" and "seizing opportunities" are not acts of flattery or obsequious behavior; they are expressions of wisdom, adaptability, and a commitment to personal growth. By embracing these principles, we can navigate the complexities of life with grace and purpose, capitalizing on the currents that propel us forward while remaining steadfast in our convictions.As I continue my academic journey and venture into the world beyond the confines of the classroom, I carry with me the invaluable lessons of "going with the flow" and "seizing opportunities." These principles have taught me to embrace change while remaining true to myself, to recognize the potential in every circumstance, and to fearlessly pursue opportunities that align with my values and aspirations.In a world that often values conformity and blind obedience, the ability to "go with the flow" and "seize opportunities" is a mark of strength, not weakness. It is a testament to our resilience, our adaptability, and our commitment to personal growth. By embodying these principles, we can chart our own coursethrough life, leaving an indelible mark on the world while remaining true to ourselves.篇3Living by the Tides: Embracing Opportunity Without Compromising IntegrityAs students navigating the tumultuous currents of academic life, we often find ourselves faced with a delicate balance: seizing opportunities as they arise while holding firm to our principles. The age-old adage, "go with the flow," has been a source of both wisdom and contention, prompting us to question whether embracing the path of least resistance implies a surrender of our convictions.In a world that relentlessly bombards us with expectations and external pressures, the temptation to conform, to acquiesce to the whims of authority figures or influential peers, can be overwhelming. Yet, it is precisely in these moments that we must exercise discernment, distinguishing between genuine opportunities for growth and the treacherous pitfalls of blind obedience or flattery.To "go with the flow" is not an invitation to abandon our moral compass or to subjugate our authenticity to the whims ofothers. Rather, it is a call to cultivate a heightened awareness of the currents that swirl around us, to recognize the ebb and flow of circumstances, and to navigate these waters with grace and wisdom.Consider the analogy of a sailor braving the open seas. A skilled mariner does not merely drift aimlessly at the mercy of the tides but rather harnesses the power of the winds and currents to propel their vessel towards their desired destination. They adjust their sails, trim their rudder, and chart their course with a keen understanding of the forces at play, leveraging them to their advantage.Likewise, as students, we must develop a similar acuity, an ability to perceive the undercurrents of opportunity that ripple through our academic and social landscapes. Whether it be a chance to collaborate on a groundbreaking research project, participate in a prestigious internship, or forge meaningful connections with mentors and peers, these opportunities present themselves as favorable winds, carrying us forward on our journey of personal and intellectual growth.Yet, the true test of character lies in our capacity to discern when an opportunity demands a compromise of our ethics or a betrayal of our core values. It is in these moments that we mustresist the siren call of flattery, the allure of temporary gains at the expense of our integrity.For what is the value of seizing an opportunity if it necessitates the erosion of our moral foundations? What profit can we derive from successes built upon the shifting sands of deceit or the hollow praise of those we seek to please?True fulfillment and lasting accomplishment arise from a harmonious alignment between our actions and our innermost beliefs, a congruence that allows us to navigate life's currents with authenticity and conviction.This is not to say that we should stubbornly resist change or cling to rigid dogmas that blind us to the evolving tides of progress. Quite the contrary, embracing opportunity often necessitates a willingness to adapt, to shed outmoded perspectives, and to courageously venture into uncharted waters.The hallmark of a wise student is the ability to strike a delicate balance, to discern when an opportunity represents a genuine pathway to growth and when it constitutes a treacherous detour that compromises our integrity. It is a constant dance, a perpetual recalibration of our moral compass, guided by a steadfast commitment to authenticity and awillingness to confront the challenging currents that seek to divert us from our true course.In this endeavor, we must cultivate a deep well ofself-awareness, an unwavering understanding of our core values and the principles that anchor our being. For it is only through this clarity of purpose that we can navigate the ever-shifting tides of life with grace and conviction, seizing opportunities that align with our aspirations while resolutely rejecting those that threaten to erode the foundations upon which we stand.Moreover, we must foster a spirit of humility, recognizing that our journey is one of constant learning and growth. There will be times when we miscalculate the currents, when we find ourselves swept off course by forces beyond our control. In these moments, it is essential to embrace a posture of receptivity, to learn from our missteps, and to course-correct with renewed determination and wisdom.Ultimately, the path of the wise student is one of balance, discernment, and unwavering integrity. It is a journey that demands a keen awareness of the currents that swirl around us, coupled with an uncompromising commitment to our core values and principles.For it is only through this harmonious dance between opportunity and authenticity that we can truly thrive, propelling ourselves towards our aspirations while leaving an indelible mark upon the world, a legacy forged not through flattery or acquiescence but through the courageous pursuit of our convictions.As we navigate the turbulent waters of academic life and beyond, let us embrace the wisdom of the ages, heeding the call to "go with the flow" while remaining steadfast in our determination to chart our own course, guided by the unwavering light of our integrity.。
训诫+责打+规矩的英语作文结构
训诫+责打+规矩的英语作文结构Disciplining with Wisdom: A Comprehensive Structure.When faced with the challenge of disciplining a child, it is imperative to approach the situation with wisdom and compassion. The goal of discipline should not be to inflict punishment but rather to guide and teach the child appropriate behavior. A well-rounded approach to discipline involves three key elements:训诫,责打 and 规矩.训诫: The Power of Words.训诫 refers to the verbal instruction and guidance that parents or guardians provide to their children. It is a crucial aspect of discipline as it helps children understand the reasons behind their actions and the expectations that are held for them. Effective 训诫involves the following steps:Clear and Concise Communication: Parents should conveytheir expectations clearly and in a way that the child can easily understand. Avoid using ambiguous or vague language.Emphasize Positive Reinforcement: Focus on praising and rewarding the child for good behavior rather thansolely dwelling on negative actions.Explain the Consequences: Help the child understand the natural or logical consequences of their behavior. For example, explain that if they break a toy, they may not be able to play with it for a certain period.Encourage Dialogue: Allow the child to express their perspective and ask questions. Engage in respectful and empathetic conversation to facilitate understanding.Set Firm Boundaries: Establish clear limits and boundaries for acceptable behavior. Explain the consequences of crossing those boundaries and enforce them consistently.责打: A Last Resort.责打 refers to the use of physical punishment as a form of discipline. While it is sometimes necessary as a last resort, it should only be used sparingly and with extreme caution. It is essential to consider the following guidelines:Minimize Pain and Harm: The aim of 责打 is not toinflict pain but to deter the child from repeating unacceptable behavior. Use the minimum force necessary to convey the message.Explain the Reason: Before administering 责打, takethe time to explain to the child why they are beingpunished and what behavior led to it.Avoid Humiliation: Do not use 责打 as a form of public humiliation or degradation. It should be carried out in a private and respectful manner.Consider the Child's Age and Sensitivity: The severity and frequency of 责打 should be tailored to the child's age,maturity, and sensitivity.Seek Professional Help if Needed: If you arestruggling to discipline your child effectively or feel overwhelmed, do not hesitate to seek professional help from a therapist or counselor.规矩: Establishing a Framework.规矩 refers to the rules and routines that govern achild's behavior. They provide a consistent and predictable framework that helps the child develop self-discipline and responsibility. Effective 规矩 involve the following considerations:Age-Appropriate: Establish 规矩 that are age-appropriate and developmentally suitable for the child.Clear and Enforceable: Ensure that the 规矩 are clear and that you are consistent in enforcing them.Avoid Excessive Rigidity: While 规矩 provide structure,they should not be overly rigid or restrictive. Allow for some flexibility and room for the child to make mistakes.Promote Independence: Gradually give the child more responsibility for following the 规矩 and managing their own behavior.Regular Review and Adjustment: Periodically review the 规矩 with the child and make adjustments as they grow and develop.Conclusion.Disciplining a child is a multifaceted process that requires wisdom, compassion, and a balanced approach. By incorporating 训诫,责打, and 规矩 into your parenting strategy, you can effectively guide your child towards responsible and respectful behavior while fostering a positive and nurturing parent-child relationship. Remember that the ultimate goal of discipline is to create a secure and supportive environment in which a child can thrive and reach their full potential.。
高效人士的7个习惯提炼版(英文)
About the AuthorDr.Stephen R.Covey is co-founder/vice-chairman of FranklinCovey Company,a leading global professional services firm.Dr.Covey is perhaps best known as the author of ,which is ranked as a No.1bestseller by the ,having sold more than 13million copies in 36languages throughout the world.He has made teaching principle-centered living and principle-centered leadership his life's work.The 7Habits of Highly Effective People New York Times !!!!In 2002,named one of the top 10most influential management books ever.Dr.Covey also authored the book ,with sales exceeding one million.,co-authored with A.Roger and Rebecca R.Merrill,doubled the first-year hardcover sales of in the same time period.Over two million copies have been sold.Simon &Schuster expressed the opinion,"...is the best-selling time management book ever."Dr.Covey's book was released in October 1997and ranked fourth on the list within three months of its release date.It is the No.1best selling hardcover book on family.His newest books are ,co-authored with Roger Merrill and Dewitt Jones,and Forbes The 7Habits of Highly Effective People Principle-Centered Leadership First Things First The 7Habits of Highly Effective People First Things First The 7Habits of Highly Effective Families New York Times The Nature of Leadership Living the 7Habits:Stories of Courage and Stephen CoveyPublished by BestSummaries,Building 3005Unit 258,4440NW 73rd Ave,Miami,Florida 33166in a NutshellWisdom Do you change the world,or do you change yourself,and the way you view the world?In this book,Stephen Covey talks about powerful lessons in personal change and argues that the personal premise towards the path to effectiveness starts from within.Perception is key to personal change.Change is a catalyst for continuous improvement,and without change,improvement cannot take place.To effect change one must assess personal principles and paradigms that run deeply entrenched within a person.Principles and paradigms govern a person so an honest and careful assessment is called for.The Seven Habits of Highly Effective People presents an “inside-out”approach to effectiveness that is centered on principles and character.“Inside-out”means that the change must start from within,moving through a paradigm shift towards a new level of thinking,feeling,and empowered interdependence reflected through actions.T HE 7H ABITS OF H IGHLY E FFECTIVE P EOPLEAuthor:Publisher:Date of Publication:ISBN:No.of Pages:Stephen Covey1989360pagesSimon &Schuster New York 0-671-66398-4For most people,change is an easy thing as their perception of change is anchored on the superficial so they are prone to easy fixes.Quick fixes,however,do not address the underlying chronic problems.People who want to change a situation must first change themselves.And to change themselves effectively,they must first change their perceptions,inner-values and ethics.Character ethics illustrate the struggles of a person to incorporate principles and habits into his lifestyle.Character is perceived to comprise the deeper principles and foundations of success such as:courage,integrity,justice,and patience.This ethic professes that certain principles,once integrated in the basic character of a person,will allow him to experience the true essence of success and happiness.Personality ethic largely characterized the literature on self-improvement,psychology and personality development in the 1970's.This ethic attributes success to various personality traits such as skills,techniques,and maintaining a positive attitude in human interaction.Paradigms are theoretical and philosophical framework or models that serve as the lens through which people see the world.It affects a person's biases and prejudices.Paradigms are the platform from which people judge other people.They are the source of people's perceptions and interpretations.Stephen Covey talks about paradigm in terms of a map.Paradigms are maps where territories are outlined and boundaries are drawn.A map is not the territory per se but to be able to navigate through a territory one must employ the human tools of behavior and attitude.A person may have the right attitude to go about a territory,but if the person is using the wrong map,then he may not get anywhere near his goal.As long as a person is equipped with the right map,and coupled with proper behavior and right attitude,the goal will always be attained evenKey IdeasChange:Inside OutCharacter vs.Personality EthicsPower of a Paradigmwhen frustrating conditions arise.A paradigm is also subject to change and when this happens,a paradigm shift takes place.It happens because a person gains better insight and sees the bigger scheme of things.A necessary pre-requisite for a paradigm shift is an open mind and a willingness to understand and explore new things,meanings,and symbols in the light of advancement and changing circumstances.To find creative solutions to problems,one must have a higher level of thinking and acknowledge the fact that fundamental problems cannot be solved at a superficial level or with quick fix solutions.This book espouses a new level of thinking that is principle-centered and character based with an “inside-out”approach to gaining effectiveness at both the personal and interpersonal level.In the book,habit is defined as the interspersed area between knowledge,skill and desire.Without any of the three or without a point of intersection,habits cannot be formed.Knowledge pertains to “what to do and the why.”Skill refers to the technical know-how while desire is the spring of motivation within a person,the area that strives to want to do something.Knowledge,skill and desire are three factors that bring about human habits;habits that become “lived”principles and patterns of behavior.The Paradigm ShiftANew Levelof ThinkingADefinitionof HabitThe Personal habits shape human character.Hence,it plays an important factor in life.They constitute and reinforce a person's character through conscious and unconscious patterns of actions or inactions.Once habits become deeply imbedded in a person,they are much harder to change or break.The Seven Habits illustrated in this book takes place within a Maturity Continuum.The continuum is a three-tiered model progressing from dependence to independence to interdependence.is the first phase of each human existence.When an infant is born,his parents nurtures and takes care of him.An infant is totally dependent on his parents and the people around him for his continued growth.As the infant grows to be a child,he becomes more and more independent.He learns to walk,to eat alone,and eventually at the right age,he goes to school and undertakes tasks that will lead to further .The concept of figures more prominently through continued growth and maturity.Interdependence comes with the realization that human relationships must be fostered,that human beings need each others'skills,traits,knowledge,and existence in order to thrive as a community.To summarize the continuum,dependence is “you-oriented”:You should have done this,You didn'tDependence independence interdependence Habits Have ItMaturity Continuum From Dependence to InterdependenceContinuum in a Nutshellarrive,it's Your fault.Independence is “I-oriented”:I am capable of doing it.I can achieve the goal.I am in control.Interdependence is “we-oriented”:we can do it,we can beat the deadline,we can achieve better things together.Since the Maturity Continuum is tiered,one must master the first level first before he can move to the next.Dependent people cannot become interdependent overnight.With proper self-mastery,however,dependent people can become independent before moving on to become interdependent.Habits 1,2,and 3will help a person move from a state of dependence to independence because it involves knowing of the self.The first three habits pertain to “Private Victories,”victories that nurture character growth.A person must first feel worthy and capable of becoming independent before he can become truly independent.This reinforces the inside-out approach to effectiveness.As a person becomes more independent,he can move to Habits 4,5,and 6which are more concerned with “Public Victories,”or the more personality oriented aspects of interpersonal communication.Understanding first six habits is important in order for a person to manage his growth towards effectiveness.Habit 7is an all-encompassing habit;it pertains to all the first six habits in an attempt for a continuous personal improvement that will enable a person to become better.Habit 7pushes a person to new levels of understanding and thinking.Stephen Covey defines effectiveness as one that is in harmony with natural laws.It is,according to him,embodied in his concept of “P/PC Balance.”This concept takes its idea from Aesop's fable of the Goose and the Golden Egg.The story starts with a poor farmer discovering that his goose can lay eggs of pure gold.He gets greedy eventually and decides to kill the goose so he can get all the gold inside.ButThe Continuum and the Seven HabitsThe Seven HabitsAn OverviewEffectiveness and the P/PC Balancewhen he opens up the goose,he finds its insides empty.Now that the goose is dead,there is nowhere to get golden eggs anymore.Covey professes that true effectiveness results from a careful combination of two things:the product (golden eggs)and the producing asset (the goose).Focus on the golden eggs alone will harm the goose while too much focus on the goose without the golden eggs in mind will lead to a bleak future.True effectiveness is a balance of two factors:P is for production of desired outcomes and results (golden eggs)while PC stands for production capability (ability or the golden eggs-producing asset).The P/PC Balance is the framework from which the Seven Habits are formed;it is the main paradigm that will lead readers to live a well-balanced life and increased personal effectiveness.People in organizations must learn to find the P/PC Balance in order to achieve greater organizational effectiveness.The use of physical assets for instance such as machineries and fixtures must be planned along with maintenance and conditioning in order to achieve maximum benefit like increased productivity and effectiveness.Maintenance is just as important to a machine as rest is to human beings.The human assets of the organization customers and employees must also fit in the scheme of the P/PC Balance.Most organizations often fail to give the credit back to the employees.Covey states that the best way to treat employees is to treat them like clients or customers in order to win their hearts.The “shape up or ship out”manner of handling employees only promote bad feelings and does not promote organizational effectiveness.In order to achieve effectiveness,balance is a key factor.One must maintain the P/PC Balance the balance between production (P)and production capability (PC)however it is always a matter of judgment call on how to strike the proper balance in this equation.Organizational PCAlways a Judgment CallWhat are the things that set humans apart from animals?On top of the list is self-awareness.Humans have the ability to know themselves and to control their own thought processes.Because of self-awareness,people can observe,evaluate and learn from others'experiences.The act of examining oneself enables persons to have an objective view of ones individuality or uniqueness.Self-examination allows a person to separate himself from his feelings,from his moods and thoughts,so he can have a better view of how he functions as a person.Though conditioning plays an important factor in life,it does not define a person.Man's response to stimulus is determined by three theories of determinism.Genetic determinism states that a person possesses certain characteristics,behaviors or attitudes due to his DNA.Psychic determinism says that a person's upbringing determines his character in the later stage of his life.Environmental determinism states that factors in the present environment such as the office,school,community and the economy are responsible for a person's situation.Humans possess independent will and therefore have the freedom to choose to be responsible for their own lives.Because of man's independent will,behaviors become a function of their personal decisions and not of pre-conditions.Humans can choose and will things to happen.There is a tendency to let the conditions control and empower ones life that results in becoming reactive.One example of this is the weather.If it's good,some people feel good,and if it is bad,people also feel band and it affects their performance.Proactive people know that they have control over their own feelings hence their performance remain consistent because it is not hinged on external factors.Habit 1:Be Pro-activeConditioning and DeterminismChoose to Become a Proactive Personto be reactive or pro-active?The ability to make and keep commitments lies in the heart of the Circle of Influence.Proactive people know that keeping commitments builds integrity and self-worth.Making and keeping commitments,no matter how small,build inner-integrity that leads to greater self-control.It also makes proactive people become more responsible for their actions in life.Covey believes that “all things are created twice.”Things are created in the mind (mental creation)and then the action follows (physical creation).An effective person begins each day or task with a clear understanding in his mind of desired direction,destination or outcome.To begin with the end in mind,one must develop a personal mission statement or philosophy or creed.This exercise allows a person to focus on the things that he wants to do in life and the values and principles that will guide him in the achievement of his goals.A personal mission statement must be based on correct guiding principles because it becomes a benchmark for an individual when he makes life-changing decisions.The personal mission statement will empower the individual with strength and will be the source of courage when changes arise.Principles create a solid foundation for development of what Covey believes to be the four life-support factors that include security,wisdom,guidance and power.Correct principles are fundamental truths that remain deeply entrenched within a person.A mission statement that is principle-centered is marked with as it is not subject to immediate andsecurity,Making and Keeping CommitmentsDevelop a Personal Mission StatementBe Principle-CenteredHabit 2:Begin with the End in MindDraw While reactive persons are governed by social conditions,proactive people are driven by values and principles.Proactive people can control their feelings and are guided by internalized values and paradigms and their response to external stimuli is a value-based choice.To increase self-awareness,a person must look at where his time and energy is spent.Proactive people focus their efforts and energy in the Circle of Influence.This is a smaller circle where they have control over things and where they can do something about it.A Circle of Influence is a circle inside the Circle of Concern.The Circle of Influence allows a person to focus on the things that matter to him and those where they can have power over.This is the circle of proactive people.On the other hand,reactive people focus their efforts in the wider Circle of Concern where they have no control over.Thus,reactive people get frustrated and start to blame other people's weaknesses and the external environment over their predicament due to their perceived helplessness.In your personal and organizational life,do you wantReactive vs.ProactiveYour Own Circles of Concern and influenceProactive Circlefrequent change as opposed to work-centered or money-centered mission statements.Principle-centered living allows a person to use and as tools to see things as they really are.This helps us make decisions that will make our lives more meaningful.Personal power is strengthened by principles.A principle-centered person wields a personal that makes him more self-aware and proactive.He is not limited by constricting circumstances and external influences.To achieve a goal,a person must know where she is going.With a personal mission statement,a person can chart the route of her journey so she can examine her life with a much deeper direction and meaning,leading her to enriching experiences.This habit involves organizing and managing time and events according to the personal priorities established in Habit 2.Covey professes that a person must spend time doing what fits into his personal mission.In so doing,the P/PC Balance,which is the balance between production and production capability must be observed properly.In order to organize and prioritize things to be done,it is necessary to learn tools for time management.The matrix highlighted in the book divides activities into four quadrants.involves activities that are important and urgent these include crisis,pressing problems and deadline-driven projects.concerns those that are important and not urgent which includes relationship building activities and recognizing new opportunities.includes those activities that are not important and urgent such as interruptions,some calls and meetings.wisdom guidance power Quadrant I Quadrant II Quadrant III Routes of EnrichmentTime Management MatrixHabit 3:Put First Things FirstQuadrant IV contains trivial activities such as time wasters that are classified as not important and not urgent.People who value effectiveness stay out of Quadrants III and IV because they are in the unimportant grid whether they are urgent or not.A person who focuses too much on Quadrant I will eventually be overwhelmed because it consumes too much time,effort,and energy.The crucial quadrant for effective personal management is Quadrant II.It falls in the grid of things that are not urgent but important.Because effective people are opportunity-minded,the second quadrant is the perfect vehicle for them.This quadrant focuses on the P/PC balance because the activities are forward-looking such as visioning,preparation,long-range planning,etc.For a person to be increasingly effective,more time must be spent on Quadrant II.The best place to get more time from is to do less activities belonging to Quadrant III and IV.Learn to prioritize things to be a more proactive individual.Quadrant II empowers people to look at things according to importance instead of urgency.In working towards internalizing the Quadrant II paradigm,one will experience increased effectiveness in organizing ones life around principle-centered priorities.If done properly,living the Quadrant II paradigm will make a positive difference in a person's life because it elicits effectiveness and allows a person to rely on himself in managing his life.Quadrant for Effective PeopleAllocate TimeQuadrant II ParadiglmEffective Life ManagementHabit 4:Think Win/WinIn negotiation and bargaining,win/win is the ideal outcome for both parties.The same idea holds true in personal and organizational context.To arrive at a win/win situation,one must constantly seek to arrive at a mutually beneficial outcome.Win/Win situations empower both parties to a strong commitment after reaching a mutually satisfying decision.This paradigm views life as an arena of cooperation and not of competition.Character is the basic building block of Win/Win.As such there are three characters that are essential in cultivating a win/win culture.First is integrity,it is the value one places on the self.A person who has integrity works from a set of clearly defined values by making and keeping promises and commitments that increase effectiveness.Second is maturity,which Covey defines as “the balance between courage and consideration.”A mark of maturity is a person's ability to pursue a win/win situation with courage and high consideration.Third is abundance mentality.It is the belief that there is abundance for everyone to enjoy.A win/win situation does not constrict outcomes instead it enlarges it for both parties.People must strive to maintain and build win/win relationships.In the negotiation context,both parties must focus on the issues and not on the personalities,positions,or power play involved.Trust and compromise are things that need to be considered to maintain a win/win relationship.This habit is the most important principle of interpersonal relations as it is anchored on communication.Humans need to communicate in order to go through life.Without communication,lifeHabit Foundation of Win/WinWin/Win Relationship5:Seek First to Understand,then to be Understoodwill be a complete wreck as people will not be able to come to an understanding of each other's point of views.Communication is not a one-way street but most people disregard the listening part of the communication process.Most people fail to listen for understanding.Empathic listening according to Covey is listening with the intention of understanding the other person.When one empathically listens,the listener understands the point of view,the feelings and emotions of the other person.A typical conversation often ends up as collective monologues.A person who intends to listen empathically must refrain from listening autobiographically.Autobiographical listening means evaluation,probing,advising,and interpreting based on personal biases and experiences before fully understanding what the other person is actually saying.Synergy is today's management buzzword.However,there is enough merit in this paradigm.It simply means that the whole is greater than the sum of its parts.Translated into organizational context,a person must establish relationships that wield creative cooperation to achieve more than what each individual can contribute independently.Synergy means effectiveness in an interdependentEmpathic ListeningRefrain from Autobiographical ResponsesValuing Difference Creates SynergyHabit 6:Synergizereality.Proper use of synergy allows people to make use of the full potentials of their strengths in order to come up with a better outcome.The essence of synergy works best in a team setting where it serves as a platform for valuing differences and bringing various perspectives together in the spirit of mutual respect.When synergy comes to fore,a higher level of communication takes place between individuals and it opens the heart and mind to new possibilities,alternatives and options.A synergistic approach to problem solving creates better solutions something that is even better than a compromise where the P/PC Balance is strengthened and reinforced.The last habit is one of self-renewal.A person is one's own greatest asset.Sharpening the saw means taking time out from production to build production capacity through personal renewal.Renewal must be a balanced one between the four dimensions of human nature:the physical,the spiritual,the mental and the social/emotional.Neglecting one aspect will create a negative impact on the rest.The physical needs of the body must be taken cared of.Proper care involves regular exercise,eating foods that provide proper nourishment,doing relaxing activities that promote sufficient rest.Exercise for instance belongs to Quadrant II because it is important although it isn't urgent.When one fails to engage in regular exercise,the person moves to Quadrant I with health problems resulting from the neglect.A person must exercise the body in order to promote endurance,flexibility and strength.Fishing for a ThirdAlternativeThe Physical DimensionHabit 7:Sharpening the SawOne area that most persons neglect is the spiritual life.A person's core and value system is linked to the spiritual mon activities that strengthen the spirituality of a person involve prayerful meditation,yoga,going to church or temple or mosque,and communing with nature.Activities that strengthen the spirit become a source of enlightenment for most leaders.Learning doesn't end after getting a degree.Aperson must continually sharpen his mental acumen through exploring new things and constant updating of knowledge.Continuous learning activities include reading,writing and further education.These activities expand the mind and enrich lives.A person's emotional life is tied together with the social dimension because emotional security is important in dealing with other people.One must be emotionally secure inside in order to successfully interact with others.According to Stephen Covey,the crucial step in taking the path to personal effectiveness is to start from “within”and create an “inside-out”approach to improvement.A person who has correctly aligned principles will be empowered to break old paradigms that hinder growth.It is important to note that the quest for effectiveness is not an easy task,nor is it a quick fix.It takes a lot of discipline and willpower to nurture a character aligned with principles of human effectiveness.It is worth all the hard work,because it will lead you to an existence marked by healthy interdependence,and decisions will come from a strong set of core values and principles.The Spiritual DimensionThe Mental DimensionThe Social/Emotional DimensionFinalNoteof 88ABOUT BESTSUMMARIES is a book summary service.We provide abridged versions of top self-help,motivational and inspirational books,where you can learn--in minutes--what it takes to live life and live it well.With BestSummaries,you will 2004。
听说法PPT课件
A linguist supervised the learning experience 1) An informant → (a Linguist) + a learner (a native speaker) 2) intensive course 3) small classes of mature and highly motivated
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15
Oral Approach in the U.S.A
throughout the 1950s
It advocated aural training first, the pronunciation training, followed by speaking, reading and writing.
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7
Background
The United States entered into World WarⅡ
To supply the U. S. government with personnel who were fluent in languages.
It was necessary to set up special language training program.
ASTP in 1942(Army Specialized Training Program )
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8
ASTP in the United States
Objective: attain conversational proficiency in a variety of foreign languages.
语言学专业名词
Term 专业名词(中英文)acculturation 文化移入action research 行动研究affect 情感ambiguity 模糊性approach 方法behavioral psychology 行为心理学cognitive psychology 认知心理学communicative competence 交际能力communicative language teaching 交际语言教学constructivism 建构主义content-based instruction 基于内容的教学conversation analysis 话语分析cooperative learning 协作学习deductive learning 演绎式学习design 教学设计discourse 语篇discourse competence 语篇能力drill 反复操练elicit 诱导error 偏误extrinsic motivation 外在型动机first language 第一语言或母语flooding 泛滥法fluency-first instruction 流利度教学foreign language 外语form-focused instruction 形式训练fossilization 僵化freewriting 自由式写作generative linguistics 生成语言学或转换生成语言学gist 主旨grammatical competence 语法能力hedge 推诿illocutionary force/act 言外行为impulsive learner 冲动型学习者incidental feedback 偶然型反馈inductive learning 归纳式学习informed approaches “万能式”交际学习法interference 干扰interlingual transfer 语际迁移intralingual transfer 语内迁移intrinsic motivation 内在型动机L1 第一语言或母语L2 第二语言language ego 语言自我language function 语言功能learning strategy 学习策略learning style 学习方式metalinguistic feedback 显性反馈method 方式方法motivation 动机Natural Approach, The 自然教学法noticing 目标转移overgeneralization 过度概括paralinguistic features 副语言特征pattern practice 句型操练politeness 礼貌原则pragmalinguistic competence 语用能力pragmatics 语用学proficiency 水平或能力recast 重铸,又称隐性反馈reflective learner 思考型学习者reflective style 思考型register 语域repair 修正response 反应role-play 角色扮演school of thought 学派second language 第二语言second language acquisition (SLA) 第二语言习得、简称二语习得slip 失误sociolinguistics 社会语言学sociolinguistic competence 社会语言能力sociopragmatic competence 社会语用能力stimulus 刺激strategic competence 策略能力structural linguistics 结构式语言学sustained content 持久性内容syllabus 教学计划syntax 句法target language 目标语言task-based instruction 任务型教学theme-based instruction 主题式教学Total Physical Response (TPR) 直接式沟通教学法或完全生理反应理论variability 变异性whole language 整体语言教学法Explanation 英文释义the process of adapting to a different cultureteacher-initiated classroom research focusing on a specific classroom issue(n.) emotion or feeling; (affective, adj.)a situation in which the intended meaning is not clear(n.) beliefs about the nature of language and language learning based on well-known theories(n.) a branch of psychology that focuses on observable actions, particularly stimulus-response methodsa branch of psychology that focuses on human perception and learning, in contrast with behavioral psychology which focuses on observable behaviorthe ability to communicate in a second or foreign language, requiring knowledge of social, cultural, and pragmatic rulesan approach that emphasizes interaction as both a means and the goal of learning a new languagea school of thought which integrates psychological and linguistic principles and emphasizes social interaction and the discovery, or construction, of meaningwhen a subject, such as math or history, is taught in a second language or when texts from such content areas are used for learning a second languagestudying the ways people participate in conversations and how conversation works in different settingsa learning process in which learners work togetherlearning that starts with learning language rules such as grammar, before practicing those rules(n.) the organizing principle that reflects learning theories, teaching objectives, teacher and student roles, textbooks, and materialslanguage used in particular kinds of speech and writingthe ability to connect longer sentences coherently and to produce long pieces of talk or writing(n.) a technique for practicing language, involving guided repetition to ask careful questions in order to get students to give a specific answer; (elicitation, n.)a mistake learners make when trying to say or write something above their level of languagemotivation that does not come from the learnerthe language used at home, usually in the country or region where that language is spoken; also know as the mother tongue or native languagemultiple exposures to the same language form (such as the simple past tense) within a textan approach to teaching that stresses speakinga language learned in an environment where a different language is spokenexplicit or implicit teaching which is designed to draw students' attention to formwhen the student does not show signs of progress and continues to make the same mistakesa writing activity where the focus is on flow of ideas without concern for language accuracy(n.) a school of thought that views language as a set of fixed rules that can be used to create an unlimited number of sentencesthe main idea or meaning of a written or spoken textthe ability to use the grammar, syntax, and vocabulary of a languageavoiding directness in communication in an attempt to lessen a negative effectthe speaker's intended meaninga learner who has the tendency to respond quickly, responses sometimes involve risk-taking or guessingunplanned, on-the-spot feedback and correction of errorsusing known facts or patterns to form a general rulelanguage learning approaches based on the belief that all communication supports second language acquisitionmaking mistakes in the language being learned by using the same grammatical pattern from the first languagewhen a language learner applies a rule from the first language to the second language, first language interferencewhen a learner applies a rule to all situation such as putting -ed at the end of all verbs to for the simple pastself-motivationthe first language, also know as the mother tongue or native languagethe second or additional language that one learnsthe identity people develop in reference to the language they speak the reason or purpose for saying somethinga technique a learner consciously uses when learning or using languagethe way an individual learner naturally prefers to learnteacher comments or questions used to prompt the students to self-correcta systematic plan based on a set of principles used in presenting material for instructiondesire to learn or do somethinga language teaching method based on principles of first language acquisitionbringing a student's focused attention to something such as a grammar or pronunciation pointwhen a learner applies a rule to all situationsnon-word-based communication, such as intonation or stressan exercise based on practicing the same pattern; a drillan area of pragmatics that focuses on expressing in a manner that are correct for the social situationthe appropriate use of grammatical structures to respond to a speakerthe study of how meaning is expressed and understood in interactionsa student's general ability to use a language(v.) when a teacher says an ill-formed or incomplete sentence correctlya learner who tends to think carefully before responding, making a decision, or solving a problemthe tendency to think carefully before making a decision or solving a problemthe level of formality in speaking or writingany one of a number of strategies to keep a conversation going after communication has broken down, for example, because of a misunderstandingin psychology, any behavior that is caused by a stimulus(n) a classroom activity in which students act out roles in a given situationa way of thinking that is based on a particular theorya language one learns other than one's first, or native, language: target languagea collection of theories and principles about how foreign languages are learned(n.) a language mistake that students can correct on their owna school of thought that focuses on the relationship between language and culturethe ability to use and respond to language appropriately with specific topics, people, and situationsthe culturally appropriate use of the social rules of languagein psychology, an agent that directly causes a behavior; stimuli, pl.the ability to accomplish something, such as a request, through languagea school of thought popular in the 1940s and 1950s that focused on structural characteristics of human languagewhen students study the same subject matter throughout the coursea plan that shows students what they will be studying in a particular course or subjectthe way words are arranged to form sentences or phrasesthe language that is being learnedan approach in which the focus is on the completion of meaningful tasks rather than on the languagewhen students study different themes or topics throughout a course a way of teaching in which the teacher presents language items as instructions and the students have to do exactly what the teacher tells themchange in language use at different times and in different situationsa teaching approach without explicit focus on language rules or formsChinese Explanation 中文释义适应另一种文化的过程。
中学英语学科知识与教学能力试卷与答案解析(13)
2021年中学英语学科知识与教学能力模拟试卷与答案解析13一、单选题(共30题)1.Some tribes _______ with their cattle in search of fresh grass.A:immigrateB:migrateC:emigrateD:transfer【答案】:B【解析】:本题考查动词辨析B选项,migrate表示迁移,随季节而移居,符合句意。
A选项,immigrate表示移民,移居入境,故排除。
C选项,emigrate表示(永久)移居国外,故排除。
D选项,transfer 表示转换,这里指部落迁移,故排除。
故正确答案为B项。
2.When we talk about the element of the teaching aims “ABCD”, what does the “C” refer to?A:contentB:capacityC:conditionD:competence【答案】:C【解析】:本题考查教学设计中的教学目标。
教学设计中提倡用行为目标对学生通过学习后行为及能力的变化进行描述。
行为目标的编写方法也叫ABCD模式,即对象(audience)、行为(behavior)、条件(condition)、和标准(degree),也叫行为主体、行为动词、行为条件、表现程度。
综上,C选项正确。
故正确答案为C项。
3.The _____ approach to writing teaching pays attention to not only what to write, but also how to write.A.product-oriented B.process-orienteA:B:form-focusedC:meaning-focuseD:【答案】:B【解析】:考查写作技能教学。
根据概念可知,重过程的写作,该写作集中于写作思路的产生和形成。
小学上册第7次英语第六单元全练全测
小学上册英语第六单元全练全测英语试题一、综合题(本题有100小题,每小题1分,共100分.每小题不选、错误,均不给分)1.The __________ (历史的情感连接) foster unity.2.The air feels fresh after it ______ (下雨).3.My grandma taught me how to knit. Now I can make ________ (围巾) for my dolls.4.The __________ is famous for its unique rock formations.5.The __________ is a major river system in South America. (亚马逊河)6.What is 20 10?A. 5B. 10C. 15D. 20B7.What is the name of the fairy tale character who lost her shoe?A. Sleeping BeautyB. CinderellaC. Snow WhiteD. Rapunzel8.The _______ (Salem Witch Trials) were a series of hearings in colonial America.9.What do we call a baby dog?A. KittenB. PuppyC. CubD. Foal10.What is the name of the famous character known for her long hair?A. CinderellaB. RapunzelC. Snow WhiteD. Belle11. A _______ is a device that can convert energy from one form to another.12.I can ___ (knead) dough for bread.13.I like to help my dad with the _______ (我喜欢帮我爸爸做_______).14.The chemical formula for strontium carbonate is ______.15.My brother loves __________ (科学实验) at home.16.Acids have a _______ taste and can be found in citrus fruits. (酸)17.We should ________ our toys.18.My favorite animal is the ______. I think it is very ______ and interesting. This animal is known for its ______ fur and big ______. It lives in ______ and often eats ______.19.I want to _____ (try) new food.20.The chemical formula for calcium oxalate is _______.21.I enjoy planting seeds of ________.22.The __________ can help improve understanding of geological processes.23.I have a collection of _______.24.在中国历史中,________ (philosophers) 的思想对社会发展产生了深远的影响。
小学下册E卷英语第五单元暑期作业(含答案)
小学下册英语第五单元暑期作业(含答案)英语试题一、综合题(本题有100小题,每小题1分,共100分.每小题不选、错误,均不给分)1.aring a _______ (漂亮的裙子). She is w2.The __________ (历史的准确性) is paramount.3.My sister enjoys learning about ____ (science).4.I love to watch ______ movies with my family.5.My brother enjoys playing __________. (电子游戏)6.My ______ loves to participate in competitions.7.My friend is a great __________ (听众) when I need to talk.8.What is the term for a baby frog?A. TadpoleB. LarvaC. PupaeD. Fry答案: A9.My brother is a great ________.10.The park is ________ from my house.11.ts are _____ (外来物种) that can be invasive. Some pla12.The ______ teaches us about famous scientists.13.I can approach challenges with my ________ (玩具类型).14.The process of heating a liquid to create vapor is called ______.15.She is an excellent ________.16.My sister is my best _______ who is always there to cheer me up.17.The ocean is very ________.18.The ________ (灌木) can be trimmed into shapes.19.Which planet is known as the Red Planet?A. EarthB. VenusC. MarsD. Jupiter答案: C. Mars20.The cat lounges in a _____ sunny spot.21.The action figure can do many ______.22. A _______ is a substance formed from two or more elements.23.I love to ________ (画画) in my sketchbook.24. A liquid that can dissolve a solute is called a _______.25. A ______ is an elevated area of land surrounded by lower terrain.26.My favorite _________ (玩具) is the one that sings when you hug it.27.The gas used in balloons is ______.28.小狼) plays with its siblings. The ___29.Carbon dioxide is produced during ______ respiration.30.Julius Caesar was a famous __________ (将军) and leader in ancient Rome.31. A _______ solution contains less solute than the maximum capacity.32.My _____ (玩具熊) is very cuddly.33.I can ______ (画) a picture of my family.34.我的朋友喜欢 _______ (活动). 她觉得这很 _______ (形容词)35.My ______ loves to share her knowledge.36.The ________ is a common pet in many homes.37.The _______ can thrive in poor soil conditions.38.The ________ can sometimes be very shy.39.What is the name of the process where plants absorb sunlight?A. PhotosynthesisB. RespirationC. TranspirationD. Germination 答案:A40.The butterfly flutters around the _______ (蝴蝶围着_______飞舞).41.My aunt is a talented __________ (作曲家).42. A volcano can create new land when it erupts ______.43.When water freezes, it becomes ______.44.The stars are ___ (shimmering) tonight.45.What is the main ingredient in pesto sauce?A. BasilB. ParsleyC. CilantroD. Mint答案: A46.My sister has a pet ______ (兔子) that loves carrots.47.I eat cereal for ___ (breakfast).48.I feel ______ when I play outside.49.In a chemical reaction, the substances we start with are called _______. (反应物)50.My favorite _____ is a colorful butterfly.51.The chemical symbol for manganese is _______.52. A light-year is a measure of ______.53.My pet _______ (鹦鹉) talks a lot.54.The rabbit has sharp _______ (牙齿) for chewing.55.I like to ______ (参与) in science projects.56.The main use of acetic acid is in _____.57. A _______ (小松鼠) gathers nuts for winter.58.The duck quacks and swims in the ______.59.The country known for its beaches is ________ (以海滩闻名的国家是________).60.My birthday is in ______ (十月).61.What do we call a place where you can see many animals?A. FarmB. ZooC. ParkD. Garden答案: B62.We play _______ games together.63.The Milky Way is the galaxy that contains our _______.64.Saturn is famous for its ______.65.The __________ (历史的声音) echoes through time.66.The chemical formula for calcium chloride is _______.67. A mixture of metals is called an ______.68.Many plants like to _______ under the sun.69.Chemical reactions can be balanced using ______.70.I enjoy riding my __________ on a sunny day. (自行车)71.The _______ (小瓢虫) has spots on its back.72.Acids have a sour ______.73. A ________ is a large area of land that has a lot of vegetation.74.__________ (化学应用程序) can improve processes in various industries.75. A ______ is a method for reporting experimental data.76. A ______ (青蛙) can be found in many colors and patterns.77.The capital of Iceland is _____.78.sustainable community development) enhances quality of life. The ____79.What is the opposite of "hot"?A. WarmB. ColdC. BoilingD. Freezing答案:B80.I like to ______ (参与) in field trips.81.What is the term for animals that are active at night?A. DiurnalB. NocturnalC. CrepuscularD. Seasonal答案:B82.The _____ (海豚) is known for its playful behavior.83.The cat loves to chase after a _____ laser pointer.84.The ________ is celebrated for its independence from Britain.85.What is the name of the tree that produces acorns?A. PineB. OakC. MapleD. Birch答案: B86.Which one is a mammal?A. SharkB. EagleC. DolphinD. Frog答案:C87.What is the name of the famous American landmark known for its statue of a man on a horse?A. Mount RushmoreB. Lincoln MemorialC. Statue of LibertyD. Washington Monument答案: A. Mount Rushmore88.My friend has a __________ dog. (可爱的)89.I enjoy making __________ in the snow with my friends. (雪球)90.I enjoy participating in school clubs. They provide a platform for us to explore interests outside of academics. I’m currently involved in __________, which is a lot of fun!91.The __________ is a major river that flows through South America. (亚马逊河)92.Plant-based diets are becoming more ______ (流行).93.I can count to ___. (ten)94.The ancient Romans built ________ as centers of commerce.95.The chemical symbol for platinum is ______.96.What do you call a group of stars?A. PlanetB. GalaxyC. Solar SystemD. Constellation答案:D97.I enjoy collecting ______ (邮票) from different countries.98.The _______ of a wave can be affected by changes in temperature.99. A _______ can help to measure the speed of a moving car.100.The Milky Way is the name of our ______.。
人教版高中英语选择性必修第四册精品课件 Unit 2 分层作业 能力提升强化练
4.What does the text mainly tell us? A.Ecotourism has led to a better understanding of primates. B.Ecotourism makes it possible to get close to primates. C.Ecotourism is contributing to the conservation of primates. √D.Ecotourism is having a negative effect on primate behavior. 主旨大意题。通读全文并结合第一段可知,文章介绍了灵长类动物生态旅 游引起猴子压力行为的相关研究,所以“生态旅游对灵长类动物的行为有 负面影响”是文章主要想要告诉读者的内容。故选D项。
ⅠⅡⅢ
Sofi Mursidawati,a PhD in agriculture at the Bogor Botanical Gardens on the island of Java,is one of the world’s leading experts on this strange flower,and her efforts to build a body of knowledge that will allow for the creation of the flower into the future could save it from extinction.Rafflesia has no leaves,roots,or stems,but rather only one giant,one-meter-long,20pound bloom that smells like rotting meat.Found only in the rainforests of Sumatra and Borneo,its artificial creation in the face of habitat loss is a problem.
Organizational Citizenship Behavior
1 IntroductionHuman factor is the most active productivity element and the most valuable wealth of a corporate. Against the background of the knowledge-based economic globalization, an unprecedented attention has been given to the development and application of human resources. How to explore the potential of its staff, stimulate their positive organizational behavior and change human resources into human capital at its maximum has become an important problem which needs to be solved urgently in the management of Chinese modern enterprise.Much research is done into the staff's working motivation in the foreign countries while empirical study of their positive organizational behavior seems less. Theories on organizational motivation are rarely seen abroad. however, whether they are suitable for Chinese management cultural tradition is still to be considered. For example, when Adams' theory of organizational justice applies to Chinese traditional organizational behavior culture, such as respect of person, being sensitive of one's reputation, thinking better of the collective and circumbendibus in dealing with human relations, it is a question whether organizational justice will still have a direct effect on the staff's positive organizational behavior. So far, studies of staff's positive organizational behavior have just started at home and abroad, and systematic studies of the concepts of staff's positive organizational behavior, its internal structures and its measurement have not yet been formed. Especially at home, empirical studies of positive organizational behavior have been rarely seen. The present research attempts to make an empirical study of the concept, the structure, its state and features and some influencing factors of positive organizational behavior of the staff in manufacturing-type enterprises in China.2 FindingsOrganizational Citizenship Behavior (OCB) is a unique aspect of individual activity at work first mentioned in the early 1980s. According to Organ's (1988) definition, It represents “individual behavior that is discretionary, not directly or explicitly recognized by the formal reward system, and in the aggregate promotes the efficient and effective functioning of the organization”.None of the organizations are designed perfectly. So organizations need organizational citizenship behavior to aggregate promotes the efficient and effective functioning of the organization. Organizational Citizenship Behavior (OCB) refers to the individual behaviors that is discretionary ,not directly or explicity recognized by the formal reward system, and in the aggregate promotes the effective functioning of the organization. With the deepening competition among enpertises and the flattening of organizational structure, more and more managers pay attention to OBC. In China, OBC has also gained a lot of attention, and this paper's main research objects are new employees in corporations.We attempts to examine the correlation among new employees' OBC, performance and turnover intention. The paper has introduced the concept of OBC, performance and turnover intention at first .On the basis of correlative research, this paper has educed the characteristic symbols of OCB of enterprise's new staff in our country ,and then testified the hypotheses by questionnaire survey and analyzing the date.Through explored the elements of Counterproductive work behavior (CWB) and the correlated variables, such as organizational justice, interpersonal conflict, organizational constraints, the intermediation of negative emotions, and the effects of team commitment affected CWB, under the comparation between OCB and CWB. Based on the literature review, the data aregained by the methods of survey from hundred employees of fifteen corporations. Results of CWB as follows:(1) Counterproductive Work Behaviors included five factors: interpersonal hostility, work deviated, corporation property misappropriates, aggressive behavior, people property misappropriate.(2) Decision-making justice affected directly CWB, and affected indirectly CWB through the intermediation of negative emotions.(3) Interpersonal justice affected directly CWB, and affected indirectly CWB through the intermediation of negative emotions.(4) Organizational constraints affected directly CWB, and affected indirectly CWB through the intermediation of negative emotions.(5) Negative emotions have independent power of interpretation for the variation of CWB.(6) Team commitment could predict CWB.(7) Team commitment moderates the relation between decision-making justice and CWB.(8) Team commitment moderates the relation between decision-making justice and CWB.(9) There is significant CWB difference in gender, position and fixed number of work years.The self-constructed organizational citizenship behavior questionnaire is employed to investigate the structure of the organizational citizenship behavior of the personal life insurance salespersons. We can conclusion, seven organizational citizenship behaviors have been identified, which include sportsmanship, self-development, organizational loalty&compliance, individual initiative, helping behavior, good relationship, and organizational agreement. Based on the results and findings of the paper, the organizational citizenship behavior of the personal life insurance salespersons has been constructed and the applied significance of the model in the HR management practice has been pointed out as well. Through the analyzing of the influence of the autobiographical variables on the model, the author points out that: sex factor age factor education factor marriage factor, even their interactions have no notable affection on organizational citizenship behavior; either justice factor or satisfaction factor has notable plus-correlated relationship with seven organizational citizenship behaviors; seven organizational citizenship behaviors have notable plus-correiated relationship with the performance of salespersons and the group. The rest of the research provides some helpful suggestions for the HR management of the life insurance industry, especially for performance management.1 Positive organizational behavior of the staff in manufacturing-type enterprises in China consists of indulgent behavior, responsibility behavior, active behavior, innovative behavior, assistance behavior and behavior aimed at interpersonal harmony2 With good reliability and validity, self-made questionnaires on corporate staff's positive organizational behavior, psychological ownership in organization, organization-based self-esteem and corporate image can be used as effective and reliable tools for measuring positive organizational behavior of the staff in manufacturing-type enterprises.3The main features of corporate staff's positive organizational behavior are the following: a. responsibility behavior and behaviors aimed at interpersonal harmony are given adequate attention and develop relatively well, but the average grade of indulgent behavior is the lowest, that is, indulgent behavior develops worse compared with the other positive organizational behaviors; b. corporate staff s positive organizational behavior shows no difference in sex; c. in the factor of age, middle-aged staff s positive organizational behavior is better than that of other age groups; d. inthe factor of position, the higher the position is, the higher the grade turns out to be; e. in the factor of working years, as their working years increase, the corporate staff is of the tendency to elevate the positive organizational behavior; f. in the factor of salary, staff members of middle-level salary, compared with the staff members of relatively Lower and higher salary, get a comparatively low grade in their positive organizational behavior; g. as to the element of enterprise type, foreign-capital enterprises, limited responsibility corporations and limited stock corporations have got higher grades than other types of enterprises in positive organizational behavior, joint-partner enterprise has got the lowest grade; h. as to the element of region, staff members in the north have got a higher grade in positive organizational behavior, and the grade of the staff members in the south is obviously lower than that in other regions.4 It is found in the study that the direct effect of organizational justice on positive organizational behavior is not obvious. Organizational justice imposes its influences indirectly through factors including psychological ownership in organizations, perceived organizational support, organization-based self-esteem and corporate image, which have more influence on positive organizational behavior; that is, when the staff think in their mind that organization's products, achievements, and honor belong to them, when they feel that the organization cares about them and support them, and when they feel worthy and proud as a member of the organization and integrate themselves with the organization's ideal, corporate staff's positive organizational behavior will be formed easily.The present study also shows that organizational justice, psychological ownership in organization; organization-based self-esteem and corporate image are the important factors that affect staff's positive organizational behavior, which are of significant positive correlations with staff's positive organizational behavior and of significant positive prediction effect on every individual factor of positive organizational behavior. A comprehensive observance of their influence on the factors of positive organizational behavior shows that organization-based self-esteem and psychological ownership in organizations have significant influences on indulgent behavior; while the effects of psychological ownership in organizations and corporate image are more effects on responsibility behavior and organization-based self-esteem; in active behavior and behaviors aimed at interpersonal harmony, organization-based3 ConclusionsThe main conclusion of this paper including: in our country, the OCB of enterprise's new staff is formed by organizational compliance, helping behavior, sportsmanship, interpersonal harmony and protecting company resource; Studied the relationship between the staff characteristic and OCB, and the testing showed there was little correlation; Studied the relationship between the OCB and performance, it showed there was positive correlation; Studied the relationship between the OCB and turnover intention, it showed there was negative correlation.Finally, the theory and empirical study's conclusions have put forward some countermeasure proposals to enterprise's administrators: establishing the positive attitude, approving and praising OCB highly, regarding OCB as the corporate culture and so on.In a word, the innovations in the present research are as follows: as to the theory, the study shows that direct effect of the traditional theory of organizational justice toward Chinese staff's positive organizational behavior is not obvious, and psychological ownership in organizations, perceived organizational support, organization-based self-esteem and corporateimage have more influence on Chinese corporate staff's positive organizational behavior in manufacturing-type enterprises; also its structural model is constructed against the Chinese cultural background. As to the research methods, the research combines qualitative study and quantitative study, and by using kinds of methods, an investigation of the structure of connotation, the state and features and the influencing factors of positive organizational behavior is made on the mufti-perspective; as to the practice, a series of scientific and effective tools for measurement of positive organizational behavior are made for the first time in the research, that is, questionnaire on corporate staff's positive organizational behavior, questionnaire on psychological ownership in organizations, questionnaire on organization-based self-esteem and questionnaire on corporate image. Furthermore, corresponding practical strategies for management of enterprise are brought out according to the result of empirical study.ReferenceReichers, A. F. A Review and Reconceptualizatian of Organizational Commitment. Academy of Management Review, 1985, 10 (3):465-476.Becker, ii. S. Notes on the Concept of Commitment. American Journal of sociology, 1960,66, 32-40.Kanter, R. M. Commitment and Social Organizations; A Study of Commitment Mechanism in dtopian Communities. American Sociological Review, 1988, 33, 499-517,Sheldon, M. E. Investment and Invalvements as Mechanisms Producing Commitment to the Organization. Administrative Science Quarterly, 1971, 16, 143-149.Hrebiniak, L. G, Alutto, J. A. Personal and hole Related Factors in the Development of Organizational Gommitmant. Administrative Science Quarterly, 1}?72, 17(4):555-573.Buchanan, . Government Managers, Business Executives, and Organizational Commitment. Public Administrative Review, 1974, 34(4):339--347.Salancik, G. R.,Pfeffer, J. A Social Information Processing Approach to Job Attitudes and Task Resign. Administrative Science Quarterly, 1977, 23, 224-253.Stevens ,J. M, Beyer, J. M., Trice, H. M. Assessing Personal, Role and Organizational Predictors of Managerial Commitment. Academy of Management Journal, 1978, 21(3):380-396.Mowday, R. T.,Steers, R.,Porter, L. The Measurement of Organizational Commitment. Journal of V ocational Behavior, 1979, 14, 224-247.Weaver, Y. Commitment in Organizations: A Normative View. Academy of Management Review, 1982, 7(3):418-428.。
behavior research methods分区 -回复
behavior research methods分区-回复Behavior Research MethodsBehavior research methods refer to the techniques and tools used by researchers to study and understand human behavior. These methods are essential in various fields, including psychology, sociology, anthropology, and education, among others. In this article, we will explore the different types of behavior research methods, their applications, and the step-by-step process involved in carrying out such research.Types of Behavior Research Methods:1. Experimental Methods: Experimental methods involve the manipulation of one or more variables to determine their effect on behavior. Researchers randomly assign participants to different conditions and measure their responses. This allows them to establish cause-and-effect relationships between variables. Examples of experimental methods include laboratory experiments, field experiments, and quasi-experiments.2. Observational Methods: Observational methods involve observing and documenting behavior in its natural setting withoutany intervention from the researcher. This method allows researchers to study behavior as it occurs naturally and understand the context in which it occurs. Examples of observational methods include naturalistic observation, participant observation, and structured observation.3. Survey Methods: Survey methods involve collecting data from a large sample of participants using questionnaires or interviews. This method allows researchers to gather information about people's attitudes, beliefs, and behaviors in a relatively short period. Surveys can be conducted through face-to-face interviews, phone interviews, mail, or online platforms.4. Case Study Methods: Case study methods involve in-depth and detailed analysis of an individual, group, or event. Researchers collect data from multiple sources, such as interviews, observations, documents, and archival records, to gain a comprehensive understanding of the subject. Case studies are often used when studying rare phenomena or when a deep understanding of a specific situation is needed.5. Correlational Methods: Correlational methods involve examiningthe relationship between two or more variables without manipulating them. Researchers measure the variables and determine the strength and direction of their relationship using statistical analysis. Correlational methods help identify associations and patterns, but they do not establish causality.Step-by-Step Process of Conducting Behavior Research:Step 1: Identify Research Question: The first step in conducting behavior research is to identify a research question or problem. This question should be specific and related to the behavior under investigation.Step 2: Literature Review: Conduct a thorough review of existing literature to understand what is already known about the topic. This helps in identifying gaps in knowledge and informs the research design.Step 3: Choose Research Method: Select the appropriate research method based on the research question, available resources, and ethical considerations.Step 4: Sample Selection: Determine the target population and use appropriate sampling techniques to select a representative sample. Ensure that participants' rights and confidentiality are protected.Step 5: Data Collection: Collect data using the chosen research method. This may involve administering surveys, conducting interviews or observations, or analyzing existing data.Step 6: Data Analysis: Analyze the collected data using appropriate statistical techniques. This can involve calculating means, correlations, conducting inferential analysis, or using qualitative methods to identify themes and patterns.Step 7: Interpretation of Results: Interpret the findings in the context of the research question and existing literature. Discuss the implications, limitations, and future directions for the field.Step 8: Report Writing: Prepare a comprehensive research report that includes an introduction, methodology, results, discussion, and conclusion sections. Follow ethical guidelines for reporting research findings.Step 9: Peer Review and Publication: Submit the research report to relevant journals or present the findings at conferences for peer review and possible publication.Step 10: Replication and Further Research: Encourage replication of the study to validate the findings and guide further research in the field.In conclusion, behavior research methods provide a systematic approach to studying human behavior. Researchers employ various methods such as experimental, observational, survey, case study, and correlational methods to gain insights into behavior. The step-by-step process involves identifying the research question, choosing the appropriate research method, collecting and analyzing data, and interpreting the results. Through these methods, researchers contribute to the advancement of knowledge in their respective fields and facilitate evidence-baseddecision-making in various domains.。
国家开放大学电大《管理英语2》2020期末试题及答案
国家开放大学电大《管理英语2》2020期末试题及答案一、选择题(每题2分,共20分)1. The purpose of management is to make sure that an organization achieves its goals by efficiently and effectively utilizing its resources. The word "efficiently" means ________.A. in a timely mannerB. at a low costC. in an effective wayD. with high efficiency答案:D2. A manager needs to possess certain skills to be effective. Which of the following is NOT one of the key management skills?A. Conceptual skillsB. Technical skillsC. Interpersonal skillsD. Financial skills答案:D3. Which of the following is NOT a function of management?A. PlanningB. OrganizingC. LeadingD. Marketing答案:D4. A company's mission statement defines its________.A. goalsB. visionC. valuesD. strategy答案:C5. Which of the following is a characteristic of a good leader?A. Micro-managementB. Lack of communicationC. Inspiring and motivatingD. Autocratic decision-making答案:C二、填空题(每题2分,共20分)6. Management is the process of coordinating and________ the work of a group of people to achieve organizational goals.答案:directing7. A manager's decision-making process includes identifying the problem, generating alternatives, evaluating alternatives, and ________.答案:making a decision8. A company's culture is the set of values, beliefs, and norms that guide the behavior of its________.答案:employees9. In the context of management, the term "span of control" refers to the number of employees a manager can effectively ________.答案:supervise10. The ________ function of management involves determining what needs to be done, how it will be done, and who is responsible for doing it.答案:organizing三、简答题(每题10分,共30分)11. What are the four functions of management? Briefly describe each function.答案:The four functions of management are:1. Planning: Determining what needs to be done, how it will be done, and who is responsible for doing it. This involves setting goals and objectives, developing strategies, and creating action plans.2. Organizing: Establishing the structure of the organization, assigning tasks, and allocating resources to achieve the goals set in the planning stage.3. Leading: Directing, guiding, and motivating employees to work towards achieving the organization's goals. This function includes communication, leadership styles, and conflict resolution.4. Controlling: Monitoring and evaluating the organization's performance against the goals and objectives set in the planning stage. This function involves measuring performance, comparing it to the standards, and taking corrective action if necessary.12. Explain the difference between leadership and management.答案:Leadership and management are closely related concepts but have distinct differences. Management is the process of coordinating and directing the work of a group of people to achieve organizational goals. It focuses on planning, organizing, leading, and controlling.Leadership, on the other hand, is the ability to influence and inspire others to work towards a common goal. It is about motivating, guiding, and empowering employees to achieve their full potential. While management is more about processes and systems, leadership is more about people and relationships.13. Discuss the importance of organizational culture in the management of a company.答案:Organizational culture plays a crucial role in the management of a company. It is the set of values, beliefs, and norms that guide the behavior of its employees. A strong organizational culture can have several benefits:1. Employee engagement: A positive culture fostersa sense of belonging and commitment among employees, leading to higher engagement and productivity.2. Employee retention: A strong culture canattract and retain talented employees who share the company's values and vision.3. Consistency: Organizational culture ensures consistency in decision-making, communication, and customer service.4. Innovation: A culture that encouragescreativity and risk-taking can drive innovation and growth.5. Adaptability: A strong culture can help a company adapt to changes and challenges by promoting unity and resilience.四、案例分析题(每题25分,共50分)14. Read the following case study and answer the questions below.Case Study: XYZ CompanyXYZ Company is a medium-sized manufacturing firm that has been experiencing rapid growth in recent years. However, the company's management team has been struggling to keep up with the increased demand fortheir products. The company's employees are working long hours, and customer satisfaction has been declining.Question 1: Identify potential management issues that XYZ Company may be facing based on the case study.答案:Based on the case study, XYZ Company may be facing the following management issues:1. Inadequate planning: The management team may not have effective plans in place to handle the increased demand for their products.2. Poor organization: The company may lack a clear structure and roles, leading to confusion and inefficiency.3. Insufficient leadership: The management team may not be providing the necessary guidance and motivation to employees, resulting in low morale and productivity.4. Inadequate control: The company may not be monitoring and evaluating its performance against the standards set in the planning stage.Question 2: Provide recommendations to address the management issues identified in the case study.答案:To address the management issues identified in the case study, XYZ Company can consider the following recommendations:1. Develop a comprehensive plan: The management team should create a detailed plan that outlines how to handle the increased demand for their products, including production schedules, resource allocation, and employee workload.2. Streamline organization: The company should establish a clear organizational structure and define roles and responsibilities to improve efficiency.3. Enhance leadership: The management team should focus on developing their leadership skills to provide better guidance, motivation, and communication to employees.4. Implement control measures: The company should implement a system to monitor and evaluate its performance, identify areas for improvement, and take corrective action as needed.。
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A Knowledge-based Approach to Behavior Decisionin Intelligent VehiclesAndreas ttner,Jan D.Gehrke,Ingo J.Timm,and Otthein HerzogCenter for Computing Technologies-TZIUniversitaet Bremen,PO Box330440,D-28334Bremen,Germany{adl|jgehrke|i.timm|herzog}@tzi.deAbstract—Recent advances in thefield of intelligent vehicles have shown that it is possible nowadays to provide the driver with useful assistance systems,or even letting a car drive autonomously over long distances on ually these approaches are on a rather quantitative level.A knowledge-based approach as presented here has the advantage of a better comprehensibility and allows for formulating and using common sense knowledge and traffic rules while reasoning.In our approach a knowledge base is the central component for higher-level functionality.A qualitative mapping module abstracts from the quantitative data and stores symbolic facts in the knowledge base.The knowledge-based approach allows for easily integrating and adjusting background knowledge.Higher-level modules can query the knowledge base in order to evaluate the situation and decide what actions to perform.For the evaluation of the approach a prototype was developed in order to simulate traffic scenarios.In experiments behavior decision was applied for controlling the vehicle and its gaze.I.I NTRODUCTIONRecent advances in thefield of intelligent vehicles have shown that it is possible nowadays to provide the driver with useful assistance systems like,e.g.,lane departure warning, lane change assistants,adaptive cruise control,or even lettinga car drive autonomously over long distances on highways[3],[4],[7],[18],[22].Usually these approaches are on a rather quantitative level.A knowledge-based approach as presented in this paper has the advantage of a better comprehensi-bility and allows for formulating and using common sense knowledge and traffic rules while reasoning.We claim that a knowledge-based representation is not only needed in order to increase traceability and user acceptance w.r.t.intelligent vehicles but even mandatory to handle complex situations where background knowledge is needed to cope with traffic situations like those in cities.Some approaches addressing higher-level functionality like situation assessment,mission planning,and plan recognition use symbolic representations.Pellkofer et al.[17]perform a situation assessment in order to decide the behavior of the intelligent vehicle based on explicitly described capabilities. In their approach the situation assessment computes symbolic meanings by“situation aspects”[17,p.497].Among other things the name,values(fuzzy,degree of fulfillment),and the period of validity is described here.Mock-Hecker[16]developed a methodology for recogniz-ing critical traffic situations.He defined a symbolic repre-sentation for plans of traffic participants in order to describe their behavior based on STRIPS[9].On this basis a conflict detection is performed.Possible conflicts are identified on a qualitative level and–if necessary–evaluated on a quantita-tive level where time is also taken into account.Dagli et al.[5],[6]address the prediction of actions of traffic participants with dynamic Bayesian networks.Their approach is based on motivations of actors,e.g.,for changing the lane in order to keep a desired speed.With this approach lane change maneuvers could be recognized about1.5s before the actual maneuver.Schlenoff et al.[21]predict future positions of moving objects by assigning probabilities to discrete actions of ve-hicles.The probabilities of actions can be biased by weather, intentions,vehicle type etc.In our approach a knowledge base(KB)is the central component for higher-level functionality.Similarly to the work presented in[14]we perform a mapping from quantitative to qualitative data.A qualitative mapping module abstracts from the quantitative data and stores symbolic facts in the KB.The temporal dimension is represented by time intervals where certain facts hold.The knowledge-based approach allows for easily integrating and adjusting background knowledge.The higher-level modules can query the KB in order to evaluate the situation and decide what actions to perform.The paper is organized as follows:Section II gives an overview of the overall architecture.The knowledge-based sit-uation assessment and behavior control is presented in Section III.The experimental evaluation is described in Section IV. The paper closes with conclusions in Section V.II.A RCHITECTUREThe architecture presented here is a refinement of Dick-manns’architecture[8](see Fig.1).Dickmanns’architecture consists of different components in order to realize various cognitive functions in an intelligent vehicle.Situation assess-ment,behavior decision,and mission planning have different characteristics w.r.t.time criticality.While mission planning can be done in rather long cycles,situation assessment must be able to identify risks quickly.Fig.1.Architecture adapted from DickmannsThe situation assessment analyzes the situation perceived by the sensory information and recognizes situation patterns. Some decisions have to be made already at this level based on the current situation if they need a quick intervention to the maneuver control.The central component here is the qualitative representation of the information perceived by the sensors,which is mapped into a qualitative abstraction.The current situation can be evaluated by considering matching situation and behavior patterns.If a dangerous situation is identified a direct interaction with the vehicle control might be necessary in order to avoid a collision with some obstacle. Having modeled the current situation and possible actions of traffic participants future world states can be computed (“possible worlds”).This allows for identifying risks in the near future.The main task of the behavior decision is to create a short-term plan about the next actions of the vehicle.Here,the next mission goal(from the mission planning component)and the current situation must be taken into account.This also includes the plans of other traffic participants which might interfere with the own plan.Mission planning is on the most abstract and least critical (w.r.t.time)level.Here,decisions are made on a very high level,e.g.,for basic strategies(e.g.,economic vs.time-saving driving)or route planning.The selected goals are passed to the behavior decision component where planning is performed on a more detailed level.III.K NOWLEDGE-BASED S ITUATION A SSESSMENT ANDB EHAVIOR D ECISIONThis section introduces our knowledge-based approach to behavior decision.The following subsections describe the qualitative scene representation,the qualitative mapping,the definition of situation and risk patterns,and their application for behavior decision.A.Qualitative Scene Representation and MappingWe propose a symbolic representation of the world within the higher layers of the architecture.The quantitative data originating from the sensors is mapped onto a qualitative abstraction.This builds the basis for higher level tasks like situation assessment,planning,and behavior control.In or-der to create such a representation,time series of different measures are divided into intervals by monotonicity-based or threshold-based segmentation algorithms[14].This leads to time intervals for different properties of objects or object pairs,e.g.,intervals where the distance between two objects decreases monotonically,or intervals where the velocity of an object can be described by a qualitative class(e.g.,“high speed”).Using such an abstraction spatiotemporal patterns can be described in a human comprehensible way,e.g.,“A approaches B”if the distance between those two objects de-creases monotonically.The temporal dimension is represented by time intervals.This representation can be easily mapped to a qualitative representation like Allen’s interval logic[1].In order to create such a qualitative scene representation qualitative mapping modules have to observe different quan-titative time series or have to obtain information from other sources(e.g.,object classification modules).The vocabulary for the scene description must be defined and the background knowledge must be modeled in advance.The qualitative mapping is done cyclically.During each cycle an update of the KB is performed,i.e.,new facts are inserted into the KB or existing intervals are extended(if a relation is still valid).In order tofind out if an existing interval must be extended the KB is queried if there exists such relation directly before the current mapping interval.The performance of the mapping cycles is crucial as it must be fast enough to provide information to the higher level components in order to allow the intelligent vehicle to act in time.Our knowledge base allows for storing relevant information for describing traffic situations,e.g.:•Object classes:This includes classes(e.g.,truck),class properties(like capabilities or special traffic rules for a class),class hierarchy,and the assignment of instances to classes.•Topological information:In order to represent the posi-tion of dynamic objects in relation to the ground regions RCC-5is used in this approach[2].With these relations it can be represented whether an object region is discon-nected,overlapping,inside,part of,or(spatially)equal to a ground region.•Spatial relations:It is useful to use other spatial repre-sentation in order to represent relations between objects,e.g.,before/behind relations from an egocentric point ofview.•Speed information:Information about speed and acceler-ation of single objects(e.g.,high speed,decelerating).In this domain lateral speed,acceleration and position(w.r.t.to a lane)are also important.•Distance information:Distance classes and the devel-opment of distances between object pairs(e.g.,close, approaching;cf.[15]).•Road network:Information about roads,lanes,junctions, lane regions and their connectivity.This is needed in order to know which region transfers are possible andallowed.•Traffic situation:Different information about signals, signs and traffic rules(possibly assigned to lanes and thus to vehicles on these lanes).•Background knowledge:Here,different rules can be set up in order to allow for deriving information from atomic facts, e.g.,the definition of a one-way street(if all neighboring lanes just allow for driving in the same direction).The qualitative mapping leads to symbolic descriptions of dynamic scenes.The following example illustrates the representation:holds(rcc_part(iv,ivLane),5,30).holds(fast_speed(iv),10,30).meetsJunction(ivLane,junction1).holds(maxDist(close,iv,junction1),25,30).Thefirst relation specifies that the object region of the intelligent vehicle(“iv”)is part of the region of a lane (“ivLane”).The speed of the vehicle is fast and it is close to junction“junction1”.The lane“ivLane”meets the junction “junction1”.The last two parameters represent the temporal validity of the relation.Static information(as road connectiv-ity)is independent of time,thus no start and end time points are defined.B.Situation and Risk PatternsPatterns are abstract descriptions of situations where certain conditions hold(cf.[11]).The patterns are based on the qualitative representation in the knowledge plex patterns can be composed of the different basic predicates. Allen’s temporal relations between these predicates can be used for a more concise definition of patterns.Risk patterns extend the pattern description by the definition of risk variables and corresponding risk values[12].An example for a pattern whichfinds dynamic objects in medium distance ahead of the intelligent vehicle is: maxDistHolds(medium_distance,Actor,iv,S,E),relationHolds(ahead,Actor,iv,S,E),isMemberOfClass(Actor,dynamic_object)Here,“Actor”denotes a variable for a dynamic object.The variable“S”and“E”represent the start and end time points.C.Situation Assessment and Behavior DecisionDifferent pattern matching modules observe the KB and notify their initiators if certain patterns are detected.In each matching cycle all patterns are evaluated and all valid as-signments are derived by an inference engine.An assignment maps constants(i.e.,objects)to variables.The inference engine just returns valid assignments w.r.t.the defined pattern and its temporal interrelations.For situation assessment different situation patterns must be defined.These patterns are checked at regular intervals.If a situation pattern holds,the derived information can be stored in the KB in order to allow the behavior decision module to select an appropriate behavior.Behavior decision can be realized similarly to situation assessment.Based on the initial and derived factsthroughFig.2.Architecture of the ASKOF prototypesituation assessment,behavior decision patterns determine which actions can be performed.In order to select the behavior the expected outcome of certain actions has to be evaluated. Here an evaluation function defines how to rate these possible future states.The action(or plan)which leads to the most promising situation is selected.IV.E XPERIMENTAL E VALUATIONFor the evaluation of our approach a prototype was de-veloped.The architecture is shown in Fig.2.The ASKOF demonstrator allows for setting up and simulating traffic situations with different regions(like roads,lanes,crossings) and dynamic objects(traffic participants).The movements in the simulation are mapped onto the qualitative representation which is shown in Section III.For the qualitative mapping different mapping modules were realized,e.g.:•SpeedMapper:Creates intervals with different speed classes(e.g.,high speed)and the development of the speed(e.g.,acceleration).•DistanceMapper:Creates intervals with different dis-tance classes(e.g.,far distance)and the development of the distance(e.g.,approaching).•ClassMapper:Assigns the recognized class(es)to ob-jects in the dynamic scene.•TopologyMapper:Creates the topological information between objects and ground regions.•RelativeDirectionMapper:Assigns egocentric direction information relative to the direction of an object(e.g., before/behind).•LateralPositionMapper:Creates intervals with different lateral positions within a lane(e.g.,left,center,right)and the lateral movement(e.g.,moving left,moving right). The different mapping modules create and update facts representing the belief about the world and assert them to the KB.For the ASKOF prototype we decided to use F-Logic as the representation language because of its representational power[10].As implementation we used Flora-2[13],[23] which is based on XSB[19],[20].In order to test the feasibility two modules which use the qualitative representation have been developed:A behaviorFig.3.Stopping-Oncoming trafficdecision for gaze control based on risk assessment and a simple behavior decision for locomotion control.For an evaluation the approach was tested in six different scenarios.In the basic setting of the scenarios there are four dynamic objects in the scene:the own vehicle,a bus,and two children.In the simulation the own vehicle has a camera attached to the car body which can be directed to focus different objects.In all scenarios the own vehicle and the bus approach the same crossing.It has to be identified if the autonomous vehicle must stop in order to grant the bus the right of way,or if the own way can be kept without stopping. For behavior decision for gaze control different sample risk patterns have been defined.In the risk assessment cycles the KB is queried with the risk patterns,all results are collected, and corresponding risk values are assigned to the risky objects. The gaze control is directed to the different objects identified as dangerous by applying a scheduling algorithm.(cf.[12]) For locomotion control situation patterns were defined which evaluate if a crossing is blocked or if another vehicle which approaches the crossing has the right of way.These patterns were used by a simple behavior decision customized to the scenarios.Here,the car is stopped before the crossing if the crossing is blocked or if another vehicle is approaching the crossing.The pattern which identifies if another vehicle has the right of way is:relationHolds(rcc_part,iv,IvLane,S,E),meetsJunction(IvLane,NextJunction),maxDistHolds(medium_distance,iv,Veh,S,E),relationHolds(decreasing_distance,iv,Veh,S,E), (relationHolds(rcc_part,Veh,VhLane,S,E);relationHolds(rcc_partial_overlap,Veh,VhLane,S,E)),leadsToJunction(VhLane,NextJunction),not((relationHolds(rcc_partial_overlap,Veh,OtherReg,S,E), OtherReg\=NextJunction,not leadsToJunction(OtherReg,NextJunction)))It matches if the intelligent vehicle(IV)is in a lane that meets a junction and if another vehicle(“Veh”)is on a different lane that also leads to the junction.Additionally,the distance between the IV and the other vehicle should be less or equal to“medium distance”and decreasing.In order to check if the other vehicle has not entered the lay-by further conditions state that the other vehicle has not entered another region which does not lead to the junction.The experiments show that risky objects are identified correctly and that the gaze control is directed towards these objects.For locomotion control the autonomous car is stopped correctly if it is not allowed to enter the crossing due to oncoming traffic or a blocked crossing.Figure3shows a situation where the vehicle was stopped because of oncoming traffic.In the situation shown in Figure4the vehicle can proceed driving because the bus entered the lay-by.In order to evaluate the approach different measures were extracted from logfiles created by the prototype.Each of the six scenarios was repeated three times.The average duration for an assert command to the KB is0.66ms.A query takes 1.55ms on the average1.Table I shows the average duration and number of com-mands for the different mapping modules in the basic settings. The average duration for the pattern matching cycles with the same settings are shown in Table II.The time complexity was evaluated by increasing the num-ber of objects.Fig.5shows the duration of the mapping and matching cycles with a growing number of objects.As it can be seen the matching cycles stay quite constant but the mapping cycles show approximately quadratic growth. Fig.6shows exemplarily the development of the mapping cycle duration forfive and for ten objects for one run.In the 1Experiments were run on a system with SuSE Linux9.0/64Bit with four 1.4GHz AMD Opteron processors and8GB RAM.Due to the sequential processing of queries and commands within Flora-2/XSB the parallel computation power could not be used.Fig.4.Turning left-No oncoming trafficcase offive objects after some initial expense the durations stay quite constant.If ten objects are processed it can be seen that duration grows rapidly after some cycles.The reason for this growth is that in the current implementation all values of time series are processed even if the mapping cycle takes too much time(due to the large number of relations between objects to map).If mapping takes too much time in the next step more values have to be processed by the qualitative abstraction.This problem can be addressed by reducing the number of objects or skipping values during qualitative mapping.V.C ONCLUSIONIn this paper we presented a knowledge-based approach to behavior decision.This approach presumes a qualitative scene representation which has to be created by a qualitative mapping.Patterns are defined by combining different pred-icates from the KB and possibly setting them into temporal interrelations.Relevant information about the scenes are stored in a KB.The KB is queried in order to assess the situation and to identify risky objects.For non-standard or complex traffic situations(e.g.,in cities) it is usually hard to formulate all possible aspects relevant for situation assessment.A knowledge-based approach allows for realizing abstract rules and background knowledge and to use an inference engine in order to evaluate a situation.The experimental evaluation on simulated traffic scenes shows the feasibility of our approach.An analysis of theTABLE IA VERAGE DURATION AND NO.OF COMMANDS OF THE MAPPING CYCLESCycle duration in ms#Commands/CycleDistance18.80±08.1323.03±4.37Speed6.35±09.208.07±0.70Topology4.74±03.262.67±1.37RelDirection8.30±03.1412.00±0.05Class0.17±01.850.02±0.30time complexity with a growing number of objects point out difficulties during the mapping if the number of objects is large,but usually it is not necessary to take all objects in the environment into account.Thus,if the qualitative mapping can be reduced to relevant objects it is possible to handle the complexity,and usually there are less than ten relevant objects. In future work we would like to address the learning of behavior patterns and their application in order to create adaptive intelligent agents.It has to be investigated to what degree the performance of agents can be increased by learning and applying such patterns.A CKNOWLEDGMENTThe content of this paper is a partial result of the ASKOF project which was funded by the Deutsche Forschungsge-meinschaft(DFG,German Research Foundation)under grant HE989/6-1.We would like to thank our student research as-sistants Jan Gerken and Hanna Bauerdick for many interesting discussions and ideas and their effort in the implementation of the ASKOF prototype.We also want to thank Matthias Goebl and Sebastian Dr¨o ssler from the Institute for Real-time Computer Systems(RCS)at TU M¨u nchen for their cooperation as members of the ASKOF project,especially for their support in designing the evaluation scenarios.TABLE IIA VERAGE DURATION OF THE MATCHING CYCLESCycle duration in msChild close,low 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