Toward a Theoretical Framework for Researching Second Language Production

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杜宾斯基的APOS理论

APOS: A Constructivist Theory of Learningin Undergraduate Mathematics Education ResearchEd Dubinsky, Georgia State University, USAandMichael A. McDonald, Occidental College, USAThe work reported in this paper is based on the principle that research in mathematics education is strengthened in several ways when based on a theoretical perspective. Development of a theory or model in mathematics education should be, in our view, part of an attempt to understand how mathematics can be learned and what an educational program can do to help in this learning. We do not think that a theory of learning is a statement of truth and although it may or may not be an approximation to what is really happening when an individual tries to learn one or another concept in mathematics, this is not our focus. Rather we concentrate on how a theory of learning mathematics can help us understand the learning process by providing explanations of phenomena that we can observe in students who are trying to construct their understandings of mathematical concepts and by suggesting directions for pedagogy that can help in this learning process.Models and theories in mathematics education can•support prediction,•have explanatory power,•be applicable to a broad range of phenomena,•help organize one’s thinking about complex, interrelated phenomena,•serve as a tool for analyzing data, and•provide a language for communication of ideas about learning that go beyond superficial descriptions.We would like to offer these six features, the first three of which are given by Alan Schoenfeld in “Toward a theory of teaching-in-context,” Issues in Education, both as ways in which a theory can contribute to research and as criteria for evaluating a theory.In this paper, we describe one such perspective, APOS Theory, in the context of undergraduate mathematics education. We explain the extent to which it has the above characteristics, discuss the role that this theory plays in a research and curriculum development program and how such a program can contribute to the development of the theory, describe briefly how working with this particular theory has provided a vehicle for building a community of researchers in undergraduate mathematics education, and indicate the use of APOS Theory in specific research studies, both by researchers who are developing it as well as others not connected with its development. We provide, in connection with this paper, an annotated bibliography of research reports which involve this theory.APOS TheoryThe theory we present begins with the hypothesis that mathematical knowledge consists in an individual’s tendency to deal with perceived mathematical problem situations by constructing mental actions, processes, and objects and organizing them in schemas to make sense of the situations and solve the problems. In reference to these mental constructions we call it APOS Theory. The ideas arise from our attempts to extend to the level of collegiate mathematics learning the work of J. Piaget on reflective abstraction in children’s learning. APOS Theory is discussed in detail in Asiala, et. al. (1996). We will argue that this theoretical perspective possesses, at least to some extent, the characteristics listed above and, moreover, has been very useful in attempting to understand students’learning of a broad range of topics in calculus, abstract algebra, statistics, discrete mathematics, and other areas of undergraduate mathematics. Here is a brief summary of the essential components of the theory.An action is a transformation of objects perceived by the individual as essentially external and as requiring, either explicitly or from memory, step-by-step instructions on how to perform the operation. For example, an individual with an action conception of left coset would be restricted to working with a concrete group such as Z20 and he or she could construct subgroups, such asH={0,4,8,12,16} by forming the multiples of 4. Then the individual could write the left coset of 5 as the set 5+H={1,5,9,13,17} consisting of the elements of Z20which have remainders of 1 when divided by 4.When an action is repeated and the individual reflects upon it, he or she can make an internal mental construction called a process which the individual can think of as performing the same kind of action, but no longer with the need of external stimuli. An individual can think of performing a process without actually doing it, and therefore can think about reversing it and composing it with other processes. An individual cannot use the action conception of left coset described above very effectively for groups such as S4, the group of permutations of four objects and the subgroup H corresponding to the 8 rigid motions of a square, and not at all for groups S n for large values of n. In such cases, the individual must think of the left coset of a permutation p as the set of all products ph, where h is an element of H. Thinking about forming this set is a process conception of coset.An object is constructed from a process when the individual becomes aware of the process as a totality and realizes that transformations can act on it. For example, an individual understands cosets as objects when he or she can think about the number of cosets of a particular subgroup, can imagine comparing two cosets for equality or for their cardinalities, or can apply a binary operation to the set of all cosets of a subgroup.Finally, a schema for a certain mathematical concept is an individual’s collection of actions, processes, objects, and other schemas which are linked by some general principles to form a framework in the individual’s mind that may be brought to bear upon a problem situation involving that concept. This framework must be coherent in the sense that it gives, explicitly or implicitly, means of determining which phenomena are in the scope of the schema and which are not. Because this theory considers that all mathematical entities can be represented in terms of actions, processes, objects, and schemas, the idea of schema is very similar to the concept image which Tall and Vinner introduce in“Concept image and concept definition in mathematics with particular reference to limits and continuity,” Educational Studies in Mathematics, 12, 151-169 (1981). Our requirement of coherence, however, distinguishes the two notions.The four components, action, process, object, and schema have been presented here in a hierarchical, ordered list. This is a useful way of talking about these constructions and, in some sense, each conception in the list must be constructed before the next step is possible. In reality, however, when an individual is developing her or his understanding of a concept, the constructions are notactually made in such a linear manner. With an action conception of function, for example, an individual may be limited to thinking about formulas involving letters which can be manipulated or replaced by numbers and with which calculations can be done. We think of this notion as preceding a process conception, in which a function is thought of as an input-output machine. What actually happens, however, is that an individual will begin by being restricted to certain specific kinds of formulas, reflect on calculations and start thinking about a process, go back to an action interpretation, perhaps with more sophisticated formulas, further develop a process conception and so on. In other words, the construction of these various conceptions of a particular mathematical idea is more of a dialectic than a linear sequence.APOS Theory can be used directly in the analysis of data by a researcher. In very fine grained analyses, the researcher can compare the success or failure of students on a mathematical task with the specific mental constructions they may or may not have made. If there appear two students who agree in their performance up to a very specific mathematical point and then one student can take a further step while the other cannot, the researcher tries to explain the difference by pointing to mental constructions of actions, processes, objects and/or schemas that the former student appears to have made but the other has not. The theory then makes testable predictions that if a particular collection of actions, processes, objects and schemas are constructed in a certain manner by a student, then this individual will likely be successful using certain mathematical concepts and in certain problem situations. Detailed descriptions, referred to as genetic decompositions, of schemas in terms of these mental constructions are a way of organizing hypotheses about how learning mathematical concepts can take place. These descriptions also provide a language for talking about such hypotheses.Development of APOS TheoryAPOS Theory arose out of an attempt to understand the mechanism of reflective abstraction, introduced by Piaget to describe the development of logical thinking in children, and extend this idea to more advanced mathematical concepts (Dubinsky, 1991a). This work has been carried on by a small group of researchers called a Research in Undergraduate Mathematics Education Community (RUMEC) who have been collaborating on specific research projects using APOS Theory within abroader research and curriculum development framework. The framework consists of essentially three components: a theoretical analysis of a certain mathematical concept, the development and implementation of instructional treatments (using several non-standard pedagogical strategies such as cooperative learning and constructing mathematical concepts on a computer) based on this theoretical analysis, and the collection and analysis of data to test and refine both the initial theoretical analysis and the instruction. This cycle is repeated as often as necessary to understand the epistemology of the concept and to obtain effective pedagogical strategies for helping students learn it.The theoretical analysis is based initially on the general APOS theory and the researcher’s understanding of the mathematical concept in question. After one or more repetitions of the cycle and revisions, it is also based on the fine-grained analyses described above of data obtained from students who are trying to learn or who have learned the concept. The theoretical analysis proposes, in the form of a genetic decomposition, a set of mental constructions that a student might make in order to understand the mathematical concept being studied. Thus, in the case of the concept of cosets as described above, the analysis proposes that the student should work with very explicit examples to construct an action conception of coset; then he or she can interiorize these actions to form processes in which a (left) coset gH of an element g of a group G is imagined as being formed by the process of iterating through the elements h of H, forming the products gh, and collecting them in a set called gH; and finally, as a result of applying actions and processes to examples of cosets, the student encapsulates the process of coset formation to think of cosets as objects. For a more detailed description of the application of this approach to cosets and related concepts, see Asiala, Dubinsky, et. al. (1997).Pedagogy is then designed to help the students make these mental constructions and relate them to the mathematical concept of coset. In our work, we have used cooperative learning and implementing mathematical concepts on the computer in a programming language which supports many mathematical constructs in a syntax very similar to standard mathematical notation. Thus students, working in groups, will express simple examples of cosets on the computer as follows.Z20 := {0..19};op := |(x,y) -> x+y (mod 20)|;H := {0,4,8,12,16};5H := {1,5,9,13,17};To interiorize the actions represented by this computer code, the students will construct more complicated examples of cosets, such as those appearing in groups of symmetries.Sn := {[a,b,c,d] : a,b,c,d in {1,2,3,4} | #{a,b,c,d} = 4};op := |(p,q) -> [p(q(i)) : i in [1..4]]|;H := {[1,2,3,4], [2,1,3,4], [3,4,1,2], [4,3,2,1]};p := [4,3,2,1];pH := {p .op q : q in H};The last step, to encapsulate this process conception of cosets to think of them as objects, can be very difficult for many students. Computer activities to help them may include forming the set of all cosets of a subgroup, counting them, and picking two cosets to compare their cardinalities and find their intersections. These actions are done with code such as the following.SnModH := {{p .op q : q in H} : p in Sn};#SnModH;L := arb(SnModH); K := arb(SnModH); #L = #K; L inter K;Finally, the students write a computer program that converts the binary operation op from an operation on elements of the group to subsets of the group. This structure allows them to construct a binary operation (coset product) on the set of all cosets of a subgroup and begin to investigate quotient groups.It is important to note that in this pedagogical approach, almost all of the programs are written by the students. One hypothesis that the research investigates is that, whether completely successful or not, the task of writing appropriate code leads students to make the mental constructions of actions, processes, objects, and schemas proposed by the theory. The computer work is accompanied by classroom discussions that give the students an opportunity to reflect on what they have done in the computer lab and relate them to mathematical concepts and their properties and relationships. Once the concepts are in place in their minds, the students are assigned (in class, homework and examinations) many standard exercises and problems related to cosets.After the students have been through such an instructional treatment, quantitative and qualitative instruments are designed to determine the mental concepts they may have constructed and the mathematics they may have learned. The theoretical analysis points to questions researchers may ask in the process of data analysis and the results of this data analysis indicates both the extent to which the instruction has been effective and possible revisions in the genetic decomposition.This way of doing research and curriculum development simultaneously emphasizes both theory and applications to teaching practice.Refining the theoryAs noted above, the theory helps us analyze data and our attempt to use the theory to explain the data can lead to changes in the theory. These changes can be of two kinds. Usually, the genetic decomposition in the original theoretical analysis is revised and refined as a result of the data. In rare cases, it may be necessary to enhance the overall theory. An important example of such a revision is the incorporation of the triad concept of Piaget and Garcia (1989) which is leading to a better understanding of the construction of schemas. This enhancement to the theory was introduced in Clark, et. al. (1997) where they report on students’ understanding of the chain rule, and is being further elaborated upon in three current studies: sequences of numbers (Mathews, et. al., in preparation); the chain rule and its relation to composition of functions (Cottrill, 1999); and the relations between the graph of a function and properties of its first and second derivatives (Baker, et. al., submitted). In each of these studies, the understanding of schemas as described above was not adequate to provide a satisfactory explanation of the data and the introduction of the triad helped to elaborate a deeper understanding of schemas and provide better explanations of the data.The triad mechanism consists in three stages, referred to as Intra, Inter, and Trans, in the development of the connections an individual can make between particular constructs within the schema, as well as the coherence of these connections. The Intra stage of schema development is characterized by a focus on individual actions, processes, and objects in isolation from other cognitive items of a similar nature. For example, in the function concept, an individual at the Intra level, would tend to focus on a single function and the various activities that he or she could perform with it. TheInter stage is characterized by the construction of relationships and transformations among these cognitive entities. At this stage, an individual may begin to group items together and even call them by the same name. In the case of functions, the individual might think about adding functions, composing them, etc. and even begin to think of all of these individual operations as instances of the same sort of activity: transformation of functions. Finally, at the Trans stage the individual constructs an implicit or explicit underlying structure through which the relationships developed in the Inter stage are understood and which gives the schema a coherence by which the individual can decide what is in the scope of the schema and what is not. For example, an individual at the Trans stage for the function concept could construct various systems of transformations of functions such as rings of functions, infinite dimensional vector spaces of functions, together with the operations included in such mathematical structures.Applying the APOS TheoryIncluded with this paper is an annotated bibliography of research related to APOS Theory, its ongoing development and its use in specific research studies. This research concerns mathematical concepts such as: functions; various topics in abstract algebra including binary operations, groups, subgroups, cosets, normality and quotient groups; topics in discrete mathematics such as mathematical induction, permutations, symmetries, existential and universal quantifiers; topics in calculus including limits, the chain rule, graphical understanding of the derivative and infinite sequences of numbers; topics in statistics such as mean, standard deviation and the central limit theorem; elementary number theory topics such as place value in base n numbers, divisibility, multiples and conversion of numbers from one base to another; and fractions. In most of this work, the context for the studies are collegiate level mathematics topics and undergraduate students. In the case of the number theory studies, the researchers examine the understanding of pre-college mathematics concepts by college students preparing to be teachers. Finally, some studies such as that of fractions, show that the APOS Theory, developed for “advanced” mathematical thinking, is also a useful tool in studying students’understanding of more basic mathematical concepts.The totality of this body of work, much of it done by RUMEC members involved in developing the theory, but an increasing amount done by individual researchers having no connection with RUMEC or the construction of the theory, suggests that APOS Theory is a tool that can be used objectively to explain student difficulties with a broad range of mathematical concepts and to suggest ways that students can learn these concepts. APOS Theory can point us towards pedagogical strategies that lead to marked improvement in student learning of complex or abstract mathematical concepts and students’ use of these concepts to prove theorems, provide examples, and solve problems. Data supporting this assertion can be found in the papers listed in the bibliography.Using the APOS Theory to develop a community of researchersAt this stage in the development of research in undergraduate mathematics education, there is neither a sufficiently large number of researchers nor enough graduate school programs to train new researchers. Other approaches, such as experienced and novice researchers working together in teams on specific research problems, need to be employed at least on a temporary basis. RUMEC is one example of a research community that has utilized this approach in training new researchers.In addition, a specific theory can be used to unify and focus the work of such groups. The initial group of researchers in RUMEC, about 30 total, made a decision to focus their research work around the APOS Theory. This was not for the purpose of establishing dogma or creating a closed research community, but rather it was a decision based on current interests and needs of the group of researchers.RUMEC was formed by a combination of established and beginning researchers in mathematics education. Thus one important role of RUMEC was the mentoring of these new researchers. Having a single theoretical perspective in which the work of RUMEC was initially grounded was beneficial for those just beginning in this area. At the meetings of RUMEC, discussions could focus not only on the details of the individual projects as they developed, but also on the general theory underlying all of the work. In addition, the group’s general interest in this theory and frequent discussions about it in the context of active research projects has led to growth in the theory itself. This was the case, for example, in the development of the triad as a tool for understanding schemas.As the work of this group matures, individuals are beginning to use other theoretical perspectives and other modes of doing research.SummaryIn this paper, we have mentioned six ways in which a theory can contribute to research and we suggest that this list can be used as criteria for evaluating a theory. We have described how one such perspective, APOS Theory is being used, in an organized way, by members of RUMEC and others to conduct research and develop curriculum. We have shown how observing students’ success in making or not making mental constructions proposed by the theory and using such observations to analyze data can organize our thinking about learning mathematical concepts, provide explanations of student difficulties and predict success or failure in understanding a mathematical concept. There is a wide range of mathematical concepts to which APOS Theory can and has been applied and this theory is used as a language for communication of ideas about learning. We have also seen how the theory is grounded in data, and has been used as a vehicle for building a community of researchers. Yet its use is not restricted to members of that community. Finally, we provide an annotated bibliography which presents further details about this theory and its use in research in undergraduate mathematics education.An Annotated Bibliography of workswhich develop or utilize APOS TheoryI. Arnon. Teaching fractions in elementary school using the software “Fractions as Equivalence Classes” of the Centre for Educational Technology, The Ninth Annual Conference for Computers in Education, The Israeli Organization for Computers in Education, Book of Abstracts, Tel-Aviv, Israel, p. 48, 1992. (In Hebrew).I. Arnon, R. Nirenburg and M. Sukenik. Teaching decimal numbers using concrete objects, The Second Conference of the Association for the Advancement of the Mathematical Education in Israel, Book of Abstracts, Jerusalem, Israel, p. 19, 1995. (In Hebrew).I. Arnon. Refining the use of concrete objects for teaching mathematics to children at the age of concrete operations, The Third Conference of the Association for the Advancement of the Mathematical Education in Israel, Book of Abstracts, Jerusalem, Israel, p. 69, 1996. (In Hebrew).I. Arnon. In the mind’s eye: How children develop mathematical concepts – extending Piaget's theory. Doctoral dissertation, School of Education, Haifa University, 1998a.I. Arnon. Similar stages in the developments of the concept of rational number and the concept of decimal number, and possible relations between their developments, The Fifth Conference of the Association for the Advancement of the Mathematical Education in Israel, Book of Abstracts. Be’er-Tuvia, Israel, p. 42, 1998b. (In Hebrew).The studies by Arnon and her colleagues listed above deal with the development ofmathematical concepts by elementary school children. Having created a framework thatcombines APOS theory, Nesher’s theory on Learning Systems, and Yerushalmy’s ideas ofmulti-representation, she investigates the introduction of mathematical concepts as concreteactions versus their introduction as concrete objects. She establishes developmental paths for certain fraction-concepts. She finds that students to whom the fractions were introduced asconcrete actions progressed better along these paths than students to whom the fractions were introduced as concrete objects. In addition, the findings establish the following stage in thedevelopment of concrete actions into abstract objects: after abandoning the concrete materials, and before achieving abstract levels, children perform the concrete actions in their imagination.This corresponds to the interiorization of APOS theory.M. Artigue, Enseñanza y aprendizaje del análisis elemental: ¿qué se puede aprender de las investigaciones didácticas y los cambios curriculares? Revista Latinoamericana de Investigación en Matiemática Educativa, 1, 1, 40-55, 1998.In the first part of this paper, the author discusses a number of student difficulties and tries toexplain them using various theories of learning including APOS Theory. Students’unwillingness to accept that 0.999… is equal to 1 is explained, for example, by interpreting the former as a process, the latter as an object so that the two cannot be seen as equal until thestudent is able to encapsulate the process which is a general difficulty. In the second part of the paper, the author discusses the measures that have been taken in France during the 20thCentury to overcome these difficulties.M. Asiala, A. Brown, D. DeVries, E. Dubinsky, D. Mathews and K. Thomas. A framework for research and curriculum development in undergraduate mathematics education, Research in Collegiate Mathematics Education II, CBMS Issues in Mathematics Education, 6, 1-32, 1996.The authors detail a research framework with three components and give examples of itsapplication. The framework utilizes qualitative methods for research and is based on a veryspecific theoretical perspective that was developed through attempts to understand the ideas of Piaget concerning reflective abstraction and reconstruct them in the context of college levelmathematics. For the first component, the theoretical analysis, the authors present the APOStheory. For the second component, the authors describe specific instructional treatments,including the ACE teaching cycle (activities, class discussion, and exercises), cooperativelearning, and the use of the programming language ISETL. The final component consists ofdata collection and analysis.M. Asiala, A. Brown, J. Kleiman and D. Mathews. The development of students’ understanding of permutations and symmetries, International Journal of Computers for Mathematical Learning, 3, 13-43, 1998.The authors examine how abstract algebra students might come to understand permutations of a finite set and symmetries of a regular polygon. They give initial theoretical analyses of what it could mean to understand permutations and symmetries, expressed in terms of APOS. Theydescribe an instructional approach designed to help foster the formation of mental constructions postulated by the theoretical analysis, and discuss the results of interviews and performance on examinations. These results suggest that the pedagogical approach was reasonably effective in helping students develop strong conceptions of permutations and symmetries. Based on thedata collected as part of this study, the authors propose revised epistemological analyses ofpermutations and symmetries and give pedagogical suggestions.M. Asiala, J. Cottrill, E. Dubinsky and K. Schwingendorf. The development of student’s graphical understanding of the derivative, Journal of Mathematical Behavior, 16(4), 399-431, 1997.In this study the authors explore calculus students’ graphical understanding of a function and its derivative. An initial theoretical analysis of the cognitive constructions that might be necessary for this understanding is given in terms of APOS. An instructional treatment designed to help foster the formation of these mental constructions is described, and results of interviews,conducted after the implementation of the instructional treatment, are discussed. Based on the data collected as part of this study, a revised epistemological analysis for the graphicalunderstanding of the derivative is proposed. Comparative data also suggest that students who had the instructional treatment based on the theoretical analysis may have more success indeveloping a graphical understanding of a function and its derivative than students fromtraditional courses.M. Asiala, E. Dubinsky, D. Mathews, S. Morics and A. Oktac. Student understanding of cosets, normality and quotient groups, Journal of Mathematical Behavior,16(3), 241-309, 1997.Using an initial epistemological analysis from Dubinsky, Dautermann, Leron and Zazkis(1994), the authors determine the extent to which the APOS perspective explains students’mental constructions of the concepts of cosets, normality and quotient groups, evaluate the。

三体古筝计划详解

三体古筝计划详解(中英文版)Title: The Detailed Explanation of the Three-Body Problem - Guzhang PlanTitle: 三体问题——古筝计划详解In the universe, there is a saying that goes, "Where there is a Three-Body Problem, there is a Guzhang Plan." The Three-Body Problem refers to the most chaotic and unpredictable scenario in the universe, where the gravitational forces of three stars interact in a complex manner, creating extreme and unstable conditions.在宇宙中，有一句话是这样说的：“哪里有三体问题，哪里就有古筝计划。

”三体问题是指宇宙中最混乱、最不可预测的情况，三个恒星的引力相互作用，创造出极端和不稳定的条件。

To address this issue, the Guzhang Plan was devised.It is a comprehensive strategy that involves selecting suitable planets, manipulating their orbits, and utilizing advanced technology to create stable environments for human habitation.The plan is named after Guzhang, a character in the Chinese science fiction novel, The Three-Body Problem, who is credited with developing this ingenious solution to the Three-Body Problem.为了解决这个问题，古筝计划被提出。

theoretical framework和文献综述

theoretical framework和文献综述【释义】theoretical framework理论框架：指在研究或分析某个问题时所采用的理论基础和概念框架。

它提供了研究的理论基础和指导，帮助研究者解释现象、提出假设和进行分析。

【短语】1Theoretical framework for treatment治疗的理论构架2tcm theoretical framework中医理论体系3game theoretical framework对策论分析框架4Clear theoretical framework明晰的理论框架5Systems Theoretical Framework系统理论框架6economic theoretical framework经济理论模型7complete theoretical framework完整的理论框架8universal theoretical framework普适理论框架【例句】1Section3is the theoretical framework.第3章是本文的理论框架。

2In a world where there is no one,overarching,theoretical framework;这个世界没有一种能凌驾一切的理论框架；3Now for markets,are there any theoretical framework about market structure?现在的市场，是否有任何有关市场的理论框架结构？4The first chapter is about the theoretical framework of the EU's RTD policy.第一章，欧盟的研究与技术开发政策：理论框架。

5The theory provides a good theoretical framework for China's foreign language teaching.其中可理解性输入理论为我国外语教学提供了一个很好的理论框架。

发明时光穿梭机英语作文

In the realm of science fiction,the concept of time travel has long captivated the imaginations of readers and audiences alike.The idea of being able to journey through time,to witness the past or explore the future,is a tantalizing prospect that has inspired countless stories and films.However,the notion of inventing a time machine is not just a fanciful dream it has also been a subject of serious scientific inquiry and speculation.This essay will delve into the theoretical underpinnings of time travel,the challenges faced in its potential realization,and the profound implications it holds for humanity.The theoretical groundwork for time travel is rooted in the theories of relativity proposed by Albert Einstein.According to his Special Theory of Relativity,time is relative and can dilate or contract depending on the observers speed and proximity to a gravitational field.This phenomenon, known as time dilation,suggests that time is not an absolute constant but rather a flexible dimension that can be influenced by physical conditions. Einsteins General Theory of Relativity further elaborates on the curvature of spacetime caused by mass and energy,which provides a theoretical framework for the possibility of time travel through the concept of wormholes.A wormhole,in theoretical physics,is a hypothetical tunnellike structure that connects two separate points in spacetime.If such a structure could be found or created,it might allow for instantaneous travel between these points,effectively enabling time travel.However,the creation and stabilization of a wormhole present monumental challenges.The immense gravitational forces at play would likely require the manipulation of exoticmatter with negative energy density,which has yet to be discovered in any significant quantity.Moreover,the practicality of time travel raises a host of ethical and logical conundrums.The concept of the butterfly effect suggests that even minor alterations to the past could have unforeseen and potentially catastrophic consequences for the present.This presents a moral dilemma for any time traveler,as their actions could inadvertently disrupt the delicate balance of history.Additionally,the paradoxes associated with time travel,such as the grandfather paradox,pose logical quandaries that challenge our understanding of causality.If a person were to travel back in time and prevent their grandparents from meeting,they would effectively erase their own existence,creating a paradoxical situation where their time travel would be both necessary and impossible.Despite these theoretical and practical challenges,the allure of time travel remains strong.It offers a unique lens through which we can explore the nature of existence and our place in the universe.The potential for gaining insights into historical mysteries or even preventing tragic events is a compelling incentive for continued research into the feasibility of time travel.In recent years,advancements in quantum mechanics have introduced new perspectives on the possibility of time travel.The discovery of quantum entanglement,where particles can be instantaneously connectedregardless of distance,hints at a level of interconnectedness that transcends our traditional understanding of space and time.This has led some physicists to propose that quantum mechanics may offer a pathway to realizing time travel on a smaller,subatomic scale.Furthermore,the exploration of time travel has inspired innovative technological developments.For instance,the quest to create a time machine has driven research into more efficient energy sources,advanced materials,and cuttingedge propulsion systems.Even if a functional time machine remains elusive,the pursuit of this goal has the potential to yield significant scientific and technological breakthroughs.In conclusion,the invention of a time machine,while fraught with theoretical and practical obstacles,represents a fascinating frontier in our quest to understand the universe.It challenges our perceptions of time and space and invites us to contemplate the profound implications of altering the course of history.Whether or not time travel will ever become a reality,its exploration enriches our scientific knowledge and fuels our collective imagination,pushing the boundaries of what we believe to be possible.。

功能对等论视角下电影《肖申克的救赎》的字幕翻译

- 236-校园英语 / 翻译探究功能对等论视角下电影《肖申克的救赎》的字幕翻译三亚学院外语学院/章成成【摘要】电影字幕可以帮助观众更好地理解电影情节，有助于获得最佳的观影感受。

然而令人遗憾的是，虽然电影字幕影响广泛，肩负重任，但该领域内的研究却远远未跟上其发展的速度。

本文以美国影片《肖申克的救赎》的两个中文字幕翻译版本为例，论证了在字幕翻译中应用功能对等理论作为理论基础和策略指导的必要性和可行性，以及为了实现功能对等应该运用的翻译策略。

【关键词】字幕翻译功能对等理论翻译策略引言电影字幕是指以文字形式显示电影作品中的对话等非影像内容，也泛指影视作品后期加工的文字，一般出现在屏幕下方。

好的电影字幕可以帮助观众更好地理解电影情节，有助于获得最佳的观影感受。

字幕翻译还可以起到传递文化价值，帮助树立国家形象和民族典型的作用。

随着电影在文化交流中扮演着越来越重要的作用，字幕翻译研究也因此受到越来越多的国内外学者的重视。

然而令人遗憾的是，虽然电影字幕肩负重任，甚至对一部外国电影的成功与否起着至关重要的影响，但该领域内的研究却远远未跟上其发展的速度，影视翻译作为一个独立的翻译学科存在只有短短50年左右，数量和质量上都急需进一步发展(钱邵昌, 2000; Cintas, 2004)。

纵览已有的关于字幕翻译的研究，不难发现不仅数量不多，而且已有的研究大部分针对的都是西方国家语际之间的翻译，如英语与意大利语之间的翻译，或法语与英语之间，又或丹麦语与英语之间。

中英语之间的字幕翻译研究少之又少，还有待进一步发掘研究。

本文以美国影片《肖申克的救赎》的两个中文字幕翻译版本为例，论证了在字幕翻译过程中应用功能对等理论作为理论基础和策略指导的必要性和可行性，以及为了实现功能对等应该运用的翻译策略。

一、功能对等理论功能对等理论最早是由美国语言学家尤金•奈达提出，1964年最初提出的时候称为动态对等或灵活对等(Dynamic Equivalence)。

空间曲率驱动原理

空间曲率驱动原理The concept of space curvature driving principle is a fundamental idea in physics that suggests the curvature of space influences the motion of objects. It is a key aspect of the general theory of relativity proposed by Albert Einstein. 空间曲率驱动原理是物理学中的基本概念，它表明空间的曲率影响物体的运动。

这是爱因斯坦提出的广义相对论的关键方面。

In the context of general relativity, the curvature of space-time is determined by the distribution of mass and energy. According to the theory, massive objects like stars and planets cause space-time to bend around them, creating what we perceive as the force of gravity. 据广义相对论的理论，空间时间的曲率由质量和能量的分布决定。

根据这一理论，像恒星和行星这样的大质量物体使空间时间围绕它们弯曲，形成我们所感知到的引力。

The concept of space curvature driving principle has been verified through various experiments and observations. One of the most notable examples is the bending of light around massive objects, known as gravitational lensing. 过去通过各种实验和观测已经验证了空间曲率驱动原理。

Research Framework Tips

Research Framework TipsResearch framework is a crucial aspect of any research study as it provides the structure and direction for the entire research process. It acts as a guide for the researcher, helping them to define the research problem, develop research questions, and determine the appropriate methodology for data collection and analysis. In this response, I will provide tips and guidelines for developing a robust research framework, drawing from various perspectives and considerations.First and foremost, it is essential to clearly define the research problem before developing the research framework. The research problem should be specific, focused, and relevant to the field of study. It is important to conduct a thorough literature review to understand the existing knowledge and identify gaps in the research that need to be addressed. This will help in formulating research questions and objectives that are aligned with the research problem.Once the research problem is defined, the next step is to choose an appropriate theoretical framework for the study. The theoretical framework provides a conceptual basis for the research and helps in understanding the relationships between different variables. It is important to select a theoretical framework that is well-established and relevant to the research problem. The chosen framework should guide the formulation of hypotheses and the selection of research methods.In addition to the theoretical framework, researchers should also consider the methodological framework for their study. This involves deciding on the research design, data collection methods, and data analysis techniques. The choice of research design will depend on the nature of the research problem and the research questions. It is important to select a design that allows for the collection of valid and reliable data. The data collection methods should be aligned with the research objectives and should ensure the ethical treatment of research participants.Furthermore, researchers should consider the practical aspects of implementing the research framework. This includes identifying the resources required for the study, such asfunding, access to data, and research tools. It is important to develop a realistic timeline for the research process, taking into account the various stages of the study, from data collection to analysis and reporting. Researchers should also consider potential challenges and limitations that may arise during the research process and develop strategies to address them.Another important aspect of developing a research framework is to consider the broader implications of the research. Researchers should think about the potential impact of their study on the academic community, policy makers, and practitioners in the field. It is important to consider how the findings of the research can contribute to the existing knowledge and how they can be applied in practice. Researchers should also consider the ethical implications of their study and ensure that their research is conducted in a responsible and transparent manner.In conclusion, developing a robust research framework requires careful consideration of the research problem, theoretical and methodological frameworks, practical aspects of the study, and the broader implications of the research. By following these tips and guidelines, researchers can ensure that their research is well-structured, rigorous, and impactful. A strong research framework is essential for producing high-quality research that contributes to the advancement of knowledge in the field.。

区域创新英文书籍

区域创新英文书籍When it comes to the topic of regional innovation, there are several English books that provide comprehensive insights and analysis. Here are some recommended books that cover various aspects of regional innovation:1. "The Innovative Region: Toward a Theory of Regional Innovation Systems" by Philip Cooke and others: This book explores the concept of regional innovation systems and provides a theoretical framework for understanding the dynamics of innovation in different regions.2. "Regional Innovation Systems: The Role of Governance in a Globalized World" edited by Philip Cooke and others: This book delves into the role of governance in fostering regional innovation systems. It examines how different governance structures and policies impact regional innovation and economic development.3. "Innovation and Entrepreneurship in Western Canada:From Family to Multinationals" by David A. Wolfe: Focusing on the Western Canadian context, this book examines therole of innovation and entrepreneurship in driving regional economic growth. It explores the factors that contribute to successful innovation ecosystems in the region.4. "The Rise of the Creative Class: And How It's Transforming Work, Leisure, Community and Everyday Life" by Richard Florida: While not solely focused on regional innovation, this book explores the role of creative individuals and their impact on regional development. It discusses how the presence of a creative class can drive innovation and economic prosperity in a region.5. "Regional Advantage: Culture and Competition in Silicon Valley and Route 128" by AnnaLee Saxenian: This book compares the innovation ecosystems of Silicon Valley and Route 128 (Boston) and examines the cultural and institutional factors that contribute to their success. It provides valuable insights into the dynamics of regional innovation.6. "Smart Specialization: Opportunities and Challenges for Regional Innovation Policy" edited by Dominique Foray and others: This book explores the concept of smart specialization, which involves focusing regional innovation efforts on specific areas of expertise. It discusses the opportunities and challenges associated with implementing smart specialization strategies.These books offer a range of perspectives on regional innovation, covering topics such as regional innovation systems, governance, entrepreneurship, creative class, and specialization. They provide in-depth analysis and case studies from different regions, making them valuable resources for understanding and exploring the subject of regional innovation.。

创业研究的不同视角综述6900字

创业研究的不同视角综述6900字毕业/2/view-12170601.htm创业是全球重要的经济发展课题。

创业研究相关的理论具有重要的学术和实践意义。

创业研究过去是归属于战略管理范畴之内，自上世纪80年代以来，它逐渐形成跨学科的独立研究领域。

本文将阐述创业研究在国内外的发展历程及各种不同视角的研究。

创业；创业研究；行动导向理论自上世纪80年代以来，创业研究经过30年的蓬勃发展，除了具备了其自身的研究重点外，同时兼具了跨学科的理论作为借鉴，包括经济学、管理学、社会学和心理学等。

创业学是由传统的管理学科独立分离出来的，表明了新创企业的成长和发展是有别于成熟企业的，因此在研究新创企业时，传统的战略管理理论未必全然适合。

随着世界各国经济持续发展，各地的创业活动非常活跃，引起学术界的兴趣，并进行了广泛地探索研究。

创业（entrepreneurship）一词源于法国，早在十八世纪，法国经济学家坎狄龙（Richard Cantillon）提出创业者在经济活动中承担风险的作用，为创业学奠下了基石。

但比较具体的创业研究，则应追溯至20世纪早期若干著名经济学家的理论，包括奈特的不确定性条件（Knight 1921）、熊彼得的创造性破坏的创新理论（Schumpeter 1934）、彭罗斯的企业成长理论（Penrose 1959）等著名学者从解构经济发展中企业所作贡献的角度进行的剖析。

在上世纪60、70年代，创业学一直归附在战略管理研究的领域内，直至80年代开始，创业学研究本身的特殊内涵才受到关注，有学者更强调创业学研究应独立成一门学科。

Venkataraman（1997）强调创业研究须开拓独特的研究方向。

一、创业的概念创业的定义一直比较含糊，研究的学者不同，其取意也不同。

总体而言，创业（entrepreneurship）普遍亦被视为企业家精神，与企业家（entrepreneur）密切相关。

而根据熊彼得和德鲁克（Drucker 1985）的概念，企业家与创新又有不可分的关系，以致于创业一词往往与企业家和创新挂钩，造成词意的不规范。

学术英语写作Unit-6.Introduction

In sentence 4 the writer describes the general problem area or the current research focus of the field.
8
In sentence 5 the writer provides a transition between the general problem area and the literature review.
Unit 6 How to Write the Introduction
1
Teaching Procedures
1
Lead-in
2
Sample Analysis
3
Building a Model
4
Grammar and Writing Skills
2
Lead-in 1. What information should be contained in the Introduction?
11
➢ Literature Review
5. One way to toughen polymers is to incorporate a layer of rubber particles5 and there has been extensive research regarding the rubber modification of PLA. 6. For example , Penney et al. showed that PLA composites could be prepared using blending techniques6 and more recently, Hillier established the toughness of such composites.7

策略性人力资源管理

策略性人力資源管理博一黃家齊Tel: 81104 Office: 261104 E-mail: jchuang@.tw98年9月一、課程目標：策略性人力資源管理（SHRM）是晚近重要的人力資源管理研究議題，本課程之目標在於使同學們深入的了解策略性人力資源管理的觀念、理論基礎、重要主題、相關的觀點、以及代表性研究，以培養同學從事策略性人力資源管理研究之能力。

二、課程進行課程進行方式以學術研究論文的研讀與討論為主，修讀同學應預先研讀每週指定之Reading，輪流於課堂中針對各篇論文提出報告，並嘗試引導課堂中之討論。

三、期末報告同學應選擇策略性人力資源管理相關議題進行期末報告撰寫，於課程進度最後兩週進行口頭報告，並繳交書面報告。

期末報告的基本要求是對於特定議題進行深入探討，更佳之作法則是完成完整的研究計畫形式，亦即藉由議題及報告撰寫過程，推導出完整的研究假設，並完成研究設計，進而形成可執行的研究計畫。

期末報告之撰寫以個人為單位，同學於構思及撰寫報告時，可主動與教師討論相關問題。

四、成績核算方式期末報告40%課堂報告30%課堂參與及討論30%五、課程進度Week 1 (9/15) 課程簡介Week 2 (9/21) The Concept of SHRM1.Lengnick-Hall, C. A., and M. L. Lengnick-Hall. 1988. Strategic humanresources management: A review of the literature and a proposed typology.Academy of Management Review, 13(3): 454-470.2.Wright, P. M. & Boswell, W. R. 2002. Desegregating HRM: A Review andSynthesis of Micro and Macro Human Resource Management. Journal ofManagement, 28: 247-276.3.Wright, P. M., and Snell, S. A. 1998. Toward a unifying framework forexploring fit and flexibility in strategic human resource management.Academy of Management Review, 23(4): 756-772.Week 3 (10/2) Theoretical Basis of SHRM (1)1.Schuler, R. S. 1989. Strategic human resource management and industrialrelations. Human Relations, 42: 157-184.2.Barney, J., and Wright, P. M. 1998. On becoming a strategic partner: Therole of human resources in gaining competitive advantage. HumanResource Management, 37: 31-46.3.Lepak, D. P., and Snell, S. A. 1999. The human resource architecture:Toward a theory of human capital allocation and development. Academy ofManagement Review, 24: 31-48.Week 4 (10/9) Theoretical Basis of SHRM (2)1.Snell, S. A., M. A. Youndt, and P. M. Wright. 1996. Establishing aframework for research in strategic human resource management: Mergingresource theory and organizational learning. In J. Shaw, P. Kirkbride, and K.Rowland(Eds.), Research in personnel and human resource management,vol.14: 61-90, Greenwich, CT : JAI Press.2.Kang S. C., Snell, S. A. 2009. Intellectual capital architectures andambidextrous learning: A framework for human resource management,Journal of Management Studies, 46: 65-92.3.Snell, S. A. 1992. Control theory in strategic human resource management:The mediating effect of administrative information. Academy ofManagement Journal, 35: 292-327.Week 5 (10/16) HRM and Organizational Performance (1)1.Huselid, M. A., Jackson, S. E., and Schuler, R. S. 1997. Technical andstrategic human resource management effectiveness as determinants of firmperformance. Academy of management Journal, 40: 171-188.2.Batt, R. 2002. Managing customer services: Human resource practices, quitrates, and sales growth, Academy of management Journal, 45: 587-597.3.Giardini, A., and Kabst, R. 2008. Effects of work-family human resourcepractices: a longitudinal perspective. International Journal of HumanResource Management, 19: 2079 – 2094.Week 6 (10/23) HRM and Organizational Performance (2)1.Sun, L., Aryee, S., and Law, K. S. 2007. High-performance human resourcepractice, citizenship behavior, and organizational performance: A relationalperspective. Academy of Management Journal, 50: 558-577.2.Zatzick, C. D., and Iverson, R. D. 2006. High-involvement management andworkplace reduction: Competitive advantage or disadvantage? Academy ofmanagement Journal, 49: 999-1015.3.Ericksen, J., and Dyer, L. 2005. Toward a strategic human resourcemanagement model of high reliability organization performance,International Journal of Human Resource Management, 16: 907-928.Week 7 (11/6) Multiple Concepts about Fit1.Drazin, R., and Van de Ven, A. H. 1985. Alternative forms of fit incontingency theory. Administrative Science Quarterly, 30: 514-539.indarajan, V. 1988. A contingency approach to strategy implementationat the business-unit level: Integrating administrative mechanisms withstrategy. Academy of Management Journal, 31: 828-853.3.Doty, D. H., Glick, W. H., and Huber, G. P. 1993. Fit, equifinality, andorganizational effectiveness: A test of two configurational theories.Academy of Management Journal, 36: 1196-1250.Week 8 (11/13) Internal and External Fit in SHRM Research (1)1.Ichniowski, C., Shaw, K., and Prennushi, G. 1997. The effects of humanresource management practices on productivity: A study of steel finishinglines. The American Economic Review, 87: 291-313.2.Huselid, M. A. 1995. The impact of human resource management practiceson turnover, productivity, and corporate financial performance. Academy ofManagement Journal, 38: 635-672.3.Arthur, J. B. 1992. The link between business strategy and industrialrelations systems in American steel minimills. Industrial and LaborRelations Review, 45: 488-506.Week 9 (11/20) Internal and External Fit in SHRM Research (1)1.Youndt, M. A., Snell, S. A., Dean, J. W., and Lepak, D. P. 1996. Humanresource management, manufacturing strategy, and firm performance.Academy of Management Journal, 39: 836-866.2.Delery, J. E., and Doty, D. H. 1996. Modes of theorizing in strategic humanresources management: Tests of universalistic, contingency, andconfigurational performance prediction. Academy of Management Journal,39: 802-835.3.Nikandrou, I., Apospori, E., Panayotopoulou, L., Stavrou, E. T.,andPapalexandris, N. 2008. Training and firm performance in Europe: theimpact of national and organizational characteristics, International Journalof Human Resource Management, 19: 2057 – 2078.Week 11 (12/4) HRM and Employment Relationship1.Tsui, A. S., Pearce, J. L. Porter, L. W., and Tripoli, A. M. (1997),Alternative Approaches to the Employee-organization Relationship: DoseInvestment in Employees Pay Off? Academy of Management Journal, 40,pp.1089-1121.2.Wang, D., Tsui, A. S., Zhang, Y., and Ma, L. 2003. Employmentrelationships and firm performance: Evidence from an emerging economy.Journal of Organizational Behavior, 24:511-535.3.Dabos, G. E., and Rousseau, D. M. 2004. Mutuality and reciprocity in thepsychological contracts of employees and employers. Journal of AppliedPsychology, 89: 52-72.Week 12 (12/11) HRM and Agency Theory1.Eisenhardt, K. M. 1989. Agency theory: An assessment and review.Academy of Management Review, 14: 57-74.2.Welbourne, T. M., Balkin, D. B., and Gomez-Mejia, L. R. 1995.Gainsharing and mutual monitoring: A combined agency-organizationaljustice interpretation. Academy of Management Journal, 38: 81-899.3.Berrone, P., and Gomez-Mejia, L. R. 2009. Environmental performance andexecutive compensation: An integrated agency-institutional perspective.Academy of Management Journal, 52: 103-126.Week 13 (12/18) Multi-level issues in SHRM1.Klein, K. J., and Kozlowski, S. W. J. 2000. From micro to meso: Criticalsteps in conceptualizing and conducting multilevel research. OrganizationalResearch Methods, 3:211-236.2.Takeuchi, R., Chen, G., and Lepak, D. P. 2009. Through the looking glassof a social system: cross-level effects of high-performance work systems onemployees’ attitudes. Personnel Psychology, 62: 1-29.3.Ketkar, S., and Sett, P. K. 2009.HR flexibility and firm performance:Analysis of a multi-level causal model,International Journal of HumanResource Management, 20: 1009-1038.Week 14 (1/8) Cultural difference and HRM1.Hui, C., Rousseau, D. M., Lee, C. 2004. Psychological contract andorganizational citizenship behavior in China: Investigating generalizabilityand instrumentality, Journal of Applied Psychology, 89: 311-321.2.Fey, C. F., Morgulis-yakushev, S., Park, H. J., and Björkman, I. 2009.Opening the black box of the relationship between HRM practices and firmperformance: A comparison of MNE subsidiaries in the USA, Finland, andRussia. Journal of International Business Studies, 40: 690-712.3.Chiang, F. F. T., and Birtch, T. 2007. The transferability of managementpractices: Examining cross-national differences in reward preferences,Human Relations, 60: 1293-1330.Week 15 (1/15) Progress and Prospect of SHRM1.The Editors, 2009. Human resource management (HRM) and performance:Progress and prospects, Journal of Management Studies, 46: 127-128.2.Paauwe, J. 2009. HRM and performance: Achievements, methodologicalissues and prospects, Journal of Management Studies, 46: 129-142.3.Janssens, M., and Steyaert, C. 2009. HRM and Performance: A Plea forReflexivity in HRM Studies, Journal of Management Studies, 46:144-155.4.Becker, B. E., and Huselid, M. A. 2006. Strategic human resourcemanagement: Where do we go from here? Journal of Management, 32:898-925.Week 16 (1/22) Presentation。

toward a theory of stakeholder identification and salience (definitive dependent stakeholders)

Since Freeman (1984) published his landmark book. Strategic Management: A Stakeholder Approach, the concept oí "stakeholders" has become embedded in management scholarship and in managers' thinking. Yet, as popular as the term has become and as richly descriptive as it is, there is no agreement on what Freeman (1994) calls "The Principle oí Who or What Really Counts." That is, who (or what) are the stakeholders of the firm? And to whom (or what) do managers pay attention? The first question calls for a normaiive iheory of stakeholder identiiication, to explain logically why managers should consider certain classes oí entities as stakeholders. The second question calls for a descriptive theory oí stakeholder salience, to explain the conditions under which managers do consider certain classes of entities as stakeholders. Stakeholder theory, reviewed in this article, oífers a maddening variety oí signals on how questions oí stakeholder identification might be answered. We will see stakeholders identified as primary or secondary

Toward a Comprehensive Framework for Software Process Modeling Evolution

Toward a Comprehensive Framework for Software Process ModelingEvolutionOsama Eljabiri Fadi P. DeekNew Jersey Institute of Technology New Jersey Institute of TechnologyCIS Department CIS DepartmentUniversity Heights University HeightsNewark, NJ 07102 Newark, NJ 07102omae@ deek@AbstractS oftware process modeling has undergone extensive changes in the last three decades, impacting process' structure, degree of control, degree of visualization, degree of automation and integration. These changes can be attributed to several factors. This paper studies two of these factors, the time dimension and the interdisciplinary impact, and assesses their effect on the evolution of process modeling. A literature survey for software process modeling was carried out which provided evidence of how the time dimension and the interdisciplinary impact triggered process evolution and changes in methodology, technology, experience and business requirements. Finally, the paper concludes with a theoretical framework to serve as an illustrative model for the effects of the time dimension and interdisciplinary impact on process modeling evolution. This framework can serve as to develop more advanced models for technological forecasting in software process modeling evolution.KeywordsSoftware engineering, software process modeling, software process evolution, interdisciplinary impact, change in time, software development, software project management.1. IntroductionExamining the software development life cycle literature reveals a wealth of approaches that have been introduced in the last three decades. Many vary by titles, rationales, structures, degree of mapping and visualizing the real world applications and the extent of how these models reflect strategic goals in organizations. Moreover, there are a variety of approaches to classifying these models and to providing criteria for applying them to diverse business requirements. This can be attributed to several factors including evolving experiences of software engineers, degree of problem complexity, organizational goals, availability of technology, human factors and cognitive styles in addressing problems. Although several studies have examined the software development process literature at different levels of detail and abstraction [1, 2, 3, 4, 5, 6, 7, 8], there is still a benefit to a comprehensive review of the current software process literature, with a focus on the evolution of software process models as a function of time. As already indicated, there were several factors contributing to the diversity of software process models. One of these factors is the interdisciplinary impact influencing the development of software process models. The combined effect of the time dimension and the interdisciplinary impact might not only explain the evolution of process models but also may be useful in perhaps foreseeing future developments of process modeling.2. Literature ReviewThe evolution of process models started by the code and fix model [2], which fits the solution into the problem rather than drawing solutions from well-defined problems. Pressman [9] presented a comprehensive survey, though some approaches were not considered, and introduced the following process models: linear sequential (classical waterfall), prototyping model, RAD model, incremental model, spiral model, component assembly model, concurrent development model.Somerville [3] placed the process models he addressed in four main categories: the waterfall approach, the evolutionary development, the formal transformation, and assembly from reusable components. Evolutionary development is based on stages that consist of increments where "the directionsof evolution are determined by operational experience"[2].Behforooz and Hudson introduced another useful classification [4]. They considered all process models virtually as versions of the waterfall model and introduced models that were overlooked by others such as the Department Of Defense (DOD) system development life cycle and the NASA model.The waterfall model has played a significant role in process modeling evolution over the decades and has become the basis for most software acquisition standards [2].Although the waterfall model has its drawbacks, it is still the super class of many process-modeling approaches in software engineering. The unified software development approach proposed by Jacobson et al. [5] addressed some of the problems with previous models using an object-oriented approach and UML standards. This model is use-case driven, architecture centric, iterative and incremental, and has new phases: Inception, elaboration, construction and transition. While the unified process model can be characterized in terms of its object-oriented methodology and iterative nature, a framework by Abdel-Hamid et al. [10] was introduced to address management considerations coupled with software economics aspects. This framework recognized the impact of the control of resources variable on the overall performance of process models and thus gained popularity. IBM Cleanroom is another team oriented approach to software engineering in which intellectual control of the work is ensured by ongoing review by a qualified small team and the use of the formal methods in all the process phases and statistical quality control of an incremental development process [11].Process models with built in object-oriented techniques can be easily modified, extended and viewed at appropriate levels of abstraction. Their application areas include "development of an abstract theory of software process, formal methods of software process, definition and analysis, simulation of software process and the development of automated enactment support"[12].A lthough object-oriented methodologies have proven to be advantageous in process modeling, SOFL (structured-object-oriented-formal language) [13] is an approach that shows how integration between structured and object-oriented methodologies can add more value to a process model. This approach also combines static and dynamic modeling. These integrations aimed to develop a process model that overcomes formal methods problems, which limited their use in the industry.Introducing risk-driven process models was a significant breakthrough in process modeling after a large library of models based on document-driven or code-driven approaches as "the evolving risk driven approach provided a new framework for guiding the software process" [2]. This was referred to as the spiral model, which was to be adaptable to the full range of software project situations and flexible to accommodate a high dynamic range of technical alternatives and user objectives. However, the spiral model required further calibration to be fully usable in all situations [2]. In an effort to resolve model conflicts, Boehm [14] expanded the spiral model to another version named "win-win spiral model". In this version of spiral model Boehm used a stakeholder win-win approach to determine the objectives, constraints and alternatives for each cycle of the spiral.The prototyping model can be used as a generic tool in the software development process. Not only it can be integrated with other process models, but also it can assist in developing the requirements analysis phase. Furthermore, it can be used as an experimental tool in assessing the efficiency of the entire development process. In this respect, prototyping can be utilized as a mechanism in monitoring software processes before investing a great deal of efforts and resources [15]. The spiral model can also be utilized as a process model generator [16]. Boehm et al. used the spiral model as a framework for eliciting or generating adequate process models by means of the decision table technique. Another example for combined effect of both interdisciplinary impact and change in methodology is the commercial off-the-shelf (COTS) approach, which gained more attention recently. COTS components can be a complete application, an application generator, a problem-oriented language, or a framework in which specific applications are addressed by parameter choices [17].Web development life cycle, recently referred to as web engineering, is also gaining an increasing interest in software development [18]. In order to develop and maintain web sites in a cost-efficient way throughout their entire life cycle, sophisticated methods and tools have to be deployed [18].The reengineering process model is an approach based on business metrics of cost, time, and risk reduction as a result of substantial change in existing processes, which would create breakthroughs in the final product. According to Somerville [3], software reengineering has three main phases: defining the existing system, understanding and transformation, and reengineering the system. While traditional models were supported by loosely coupled CASE tools that provide assistance independently each phase of the life cycle, more sophisticated architectures were lately introduced. These provide mechanisms to ensure proper tool integration and interface capable of monitoring andcoordinate the activities and actions of software projects and team members [19]. The TAME process modeling approach represents a step toward integrating process modeling with product metrics along with the automation capabilities of CASE tools in a more comprehensive framework [1]. Integrating experimental data with CASE tools can also make the process model much more efficient by allowing data collection and knowledge base building throughout the development process. This approach has been introduced through the CAESE methodology where the tools and the experiment design combine to meet the software production goals as assessing software product metrics will be more efficient with the statistical analysis based on experiments accompanied by the high degree of CASE automation [20]. The flow of events represented by the cleanroom development increment life cycle based on formal techniques can be categorized in the same class [21].Finally, the cognitive prospective and human factors in developing process models are also relevant since problem solving cannot be achieved efficiently without adopting adequate strategies that are based on correct understanding of humans and their real needs [22]. Behavioral approaches have enhanced software usability from a user-oriented prospective particularly in the area of user interface design, thus influencing process modeling as well [23].3. AnalysisThe software development life cycle offers a methodology that developers follow to achieve software solutions for real world problems. This methodology reflects the evolving of the software solutions through a timeframe of a development process. It also represents the technical, human and financial resources required to perform the software project activities. In other words, it is a problem-solving framework that works within limited time and limited resources.As identified by Jaccheri et al., software processes are complex activities that affect critical parameters such as final product quality and costs [24]. Therefore, process control is significant to assure software product quality, as the duality of product and the process is an important element in software engineering [9]. The control capability is not only utilized for the purpose of preventive maintenance and corrective actions but also for quality assurance, quality improvement and forecasting. both in their structure and outcomes.Methodology adopted is an important factor that should be considered. Object-oriented methodology has a different impact than the process-oriented methodology on software development life cycle modeling.The degree of complexity in business problems is also an influential factor that should be considered. The change in the nature of business problems added more complexity to business processes, which resulted in changes in business requirements as a function of time.The time dimension variable and its associated factors impact the degree of visualization across process models. Degree of visualization is also a measure of process modeling evolution.4. ConclusionIn conclusion, the paper suggests a final conceptual framework. This framework indicates the effect of the time dimension and the interdesciplinary impact on the evolution of process modeling. It also indicates the effect of the time dimension on the interdesciplinary impact. This cross-relationship can be attributed to the change in experience and business requirements that triger the involvement of more deciplines in the assessment and development of more effecient process models.Based on this framework, several implications could be extracted.The first implication is the significant role of the four intervenning variables (i.e: change in experience, technology, methodology and business requirements) in transferring the effect of the time dimension on the evolution of process modeling. Another implication is that the dgree of automation, degree of visualization, degree of control, degree of integration and changes in structure could be used as measures of the extent in which process models evolve. The third implication is that the interdesciplinary impacts have had critical effects on process model evolution. This effect was coupled with the time dimension variable and trigered by its four intervenning variables. Cognitive phsycology played an important role in the context of behavioral and protpotyping models as more user involvement implies more human considerations. This can also be understood in the context of the customer economy as user satisfaction becames an issue in evaluating information systems.Software economics is another significant issue in this framework as it trigers the attention to risk considerations. Software economics encompasses several metrics of business performance that can also be addressesd in future studies. These business metrics that should be reflected in process modeling include cost reduction, profit maximazation, market share, competitive advantage, and the effect of project diversification in large organizations.Other interdecilpinary components addressed in this paper include management and industrial engineering which are correlated. Management had asignificant effect on process modeling structure as it allowed the incorporation of system dynamics subsequent to static modeling. Industrial engineering drew the attention to quality assurance standards applied to business processes which motivated software engineers to develop standards such as ISO9001 and the CMM model. The paper also discussed the impact of mathematics on the evolving of formal mothods and specification languages. In sum, this paper presents a suggested framework for a better understanding of the evolution of process modeling in terms of the time dimension and interdisciplinary impact. This framework can be used as an explanatory model of process modeling history and evolution, as well as for predictive purposes and technological forecasting. References[1] Victor R. Basili and H. Dieter Rombach, "The TAME Project: Towards Improvement-Oriented Software Environments", IEEE Transactions on Software Engineering, vol. SE-14, no. 6, June 1988, pp. 752-772.[2] Barry Boehm, "A Spiral Model of Software Development and Enhancement", IEEE Computer, vol. 21, no. 5, May 1988, pp. 61-72.[3] Ian Somerville, Software Engineering,New York, NY, Addison-Wesley, ISBN 0-201-17568-1, 1995.[4]Ali Behforooz,, Software Engineering Fundamentals, ISBN 0-19-510539-7, Oxford university press, New York, 1996.[5] Ivar Jacobson, Grady Booch and James Rambaugh, “The Unified Software Development Process”, ISBN: 0-201-57169-2, Addison Wesley, New York ,1998.[6] Barry Boehm ,"Anchoring the Software Process", IEEE Software, July 1996 .[7]Shari Lawrence Pfleeger, Software Engineering: Theory and Practice, Upper saddle River, NJ: Prentice Hall Corp, 1998.[8] 1074-1995: IEEE Guide for Developing Software Life Cycle Processes.[9]Roger Pressman, Software Engineering: A Practitioner's Approach, 4th Edition, New York, NY McGraw-Hill, ISBN 0070521824- 1438, 1996.[10] Tarek. Abdel-Hamid and Stuart E. Madnick, “Lessons Learned From Modeling The Dynamics Of Software Development “, Communications of the ACM vol. 32, no. 12 Dec. 1989, pp. 14-26.[11]Carmen J., Trammell, Leon H. Binder and Catherine E. Snyder, “The Automated Production Control Documentation System: A Case Study In Cleanroom Software Engineering“, ACM Transactions on Software Engineering Methodology vol. 1, no. 1 , Jan. 1992, pp. 81 – 94.[12] John D. Riley, “An Object-Oriented Approach To Software Process Modeling And Definition”, Proceedings of the 1994 conference on TRI-Ada '94, 1994, pp. 16 – 22. [13] Shaoying Liu, Offutt, A.J., Ho-Stuart, C., Sun, Y., Ohba, M., “SOFL: A Formal Engineering Methodology For Industrial Applications“, IEEE Transactions on Software Engineering, vol. 24, no. 1, Jan. 1998, pp. 24 –45.[14] Boehm, B. & Port, D., “Escaping The Software Tar Pit: Model Clashes And How To Avoid Them”, Software Engineering Notes. 24(1), January 1999 ,pp. 36-48.[15] Bradac, M., D. Perry, and L. Votta, "Prototyping a Process Monitoring Experiment", IEEE Transactions on Software Engineering, vol. 20, no .10, October 1994, pp. 774-784.[16] Barry Boehm and Frank Belz, “Experiences With The Spiral Model As A Process Model Generator”, Proceedings of the 5th international software process workshop on Experience with software process models, 1990, pp. 43 – 45.[17]W. Morven Gentleman, “Effective use of COTS (commercial-off-the-shelf) software components in long-lived systems” (tutorial), ACM Proceedings of the 1997 international conference on Software engineering, 1997, pp. 635 – 636.[18] Jung Reinhard and Robert Winter, “Case For WEB SITES Towards An Integration Of Traditional Case Concepts And Novel Development Tools”, Institute for Information Management University of St. Gallen, http:\\iwi1.unsg.ch\research\webcase, 1998.[19]Jayashree Ramanathan and Soumitra Sarkar, "Providing Customized Assistance for Software Lifecycle Approaches", IEEE Transactions on Software Engineering, vol. ~14, no. ~6, June 1988, pp. 749-757.[20] Torli, K., Matsumoto, K., Nakakoji, K., Takada, Y., Takada, S., Shims, K., “Ginger2: An Environment For Computer-Aided Empirical Software Engineering “, IEEE Transactions on Software Engineering, vol. 25, no. 4, July/August 1999, pp. 474 –491.[21] Carmen J. Trammell, Leon H. Binder and Catharine E. Snyder, “The Automated Production Control Documentation System: A Case Study In Cleanroom Software Engineering“, ACM Transactions Software Engineering Methodology, vol. 1, no. 1 , Jan. 1992, pp. 81 – 94.[22]Leveson N.G., “Intent Specifications: An Approach To Building Human-Centered Specifications”, IEEE Transactions on Software Engineering, vol. 26, no. 1, Jan. 2000, pp. 15 –35.[23]J. D. Chase, Robert S. Schulman, H. Rex Hartson and Deborah Hix, ”Development And Evaluation Of A Taxonomical Model Of Behavioral Representation Techniques“; ACM, Conference proceedings on Human factors in computing systems: “celebrating interdependence”, 1994, pp. 159 – 165.[24]Maria Letizia Jaccheri, Gian Pietro Picco and Patricia Lago, “Eliciting Software Process Models With The E3 Language “, ACM Transactions on Software Engineering Methodology, vol. 7, no. 4, Oct. 1998, pp. 368 – 410.。

跨境电商英语A卷

浙江农业商贸职业学院2016/2017学年第二学期2016级《跨境电商英语》期末试卷出卷人：王群考试时间：90分钟考试形式：开卷共8页__________系_____级专业班姓名学号____________第I卷(1-4页)包括写作与阅读两部分，答题时间为45分钟。

卷I和答题纸在开考时分发。

Part I Writing (10’*2=20’) Directions: For this part, you are allowed 20minutes to write two shortpassages. You should include inyour passages all the giveninformation. You should write atleast 60 words but not more than100 words for each passage. Writeyour passages on Answer Sheet. Section AWrite an-email to Li Hua, a friend of yours, answering his questions about how to write the description of a product. The necessary information below should be included. 1. 一个优秀的产品描述有助于买家了解产品并形成下单意向。

2. 由于买家都为境外客户，需要使用英文填写一切产品信息。

3. 必须将买家比较关注的产品的特色、功能、服务、包装及运输信息等展示出来。

4. 还应当包括产品的包装及配件信息、付款方式、物流方式、售后服务及承诺。

Section BWrite an email to one of your customer, reminding her of a quick payment. The necessary information below should be included.1. 你所挑选的商品是本店最畅销的。

跨文化交际试题附答案

跨文化交际试题附答案Paper 1 Communication AnalysisThe following are three different cases of cross-cultural communication. In each of the cases there is something to be improved upon. Write an analysis on what is to be desired for more successful communication or cultural understanding.Question 1Case 1:Chen Bing, a Chinese tour guide, is talking to a Canadian tourist, Luke Baines, who has no knowledge of Chinese at all. They are having dinner in a restaurant. Chen: This is Beijing duck, one of China's most famous dishes. You'll love itLuke: No, thanks. I don't like duck. I prefer chicken.Question 2Case 2:Feng Li and Tom have been working on a scientific experiment at a British university for some months. It has not been totally successful. They arediscussing the situation in the laboratory.Feng Li: I don't know where it went wrongTom, Don't feel so bad. Cheer up, you've done your job.Feng Li: But our experiment has turned out to be a failure.Tom: Relax for a couple of days. I'll face the music.Feng Li: Tom, we are not playing children's games here. This is a scientific experiment.Tom, I've never taken the experiment as child’ s play, and I'm playing the game.Feng Li: You say you're playing the game It's a rather important experiment Feng Li walks out of the Laboratory angrily. Tom is puzzled.Question 3Case 3:This is a more complex situation where there are several things that require more informed cultural analysis. Find the cultural problems and explain the cultural differences. Jim and Li Zhen were students together at LeedsUniversity in Britain. A year later, after graduating, Jim went to Shanghai as a visiting scholar on a year’s exchange.Jim had never been to China before. Li Zhen took him to a classical piano concert performed by a famous Chinese pianist. During the performance people were talking and at one stage someone ran up onto the stage and presented the pianist with a bunch of flowers during the playing of a particular musical item. This happened several times during the evening. It also happened when two singers were on stage singing some songs that he was playing. Jim thought all these things quite strange. At the end of the performance the audience applauded the pianist and he applauded them. The audience began to leave while the pianist remained on the stage.Paper 2 VocabularyChoose one word or expression from those in the box below to fill the gap in each of the sentences. Write the correct words in the spaces provided in your answer sheet. Do not change the forms of the words.4. After twenty five years working in the bank she decided on a different .5. Finally, after arguing about the meal for five minutes it was decided he would .6. Despite the circumstances of the accident there were still some that needed explanation.7. There are many different used when talking about people's relationships in China.8. "Mike Meet Jane, the ."9. "Ok, the argument is over. Let's forget it, you know."10. People in English speaking countries also avoid losing face or hurting other people by telling .11. It is difficult for foreigners to understand British pub culture,especially the system of which all members of the group are expected to join in.12. It was a crushing blow to her, a hit when she received the news that her husband had left her for another woman.13. In China there is a real sense of in social situations.Paper 3 TranslationTranslate the following passage from English into Chinese. Please write your translation on the answer sheet.What do we mean by "Intercultural Communications" or "IC" This is not a description of the popular trend toward talking about international things or going overseas. IC is actually an academic and applied discipline that has developed internationally since the 1950s. Sometimes called "cross-cultural communications" or "comparative culture" , scholars most often use the prefix "inter" with the word "cultural" to describe the interaction between cultures. On one level, IC is represented by culture studies, where we examine the political, economic and lifestyle systems ofother countries. On another level, it is applied linguistics, where we seek to understand the relationship between language and culture. Many Chinese English teachers and professors have been interested in this aspect since the 1980s - How to teach English in ways that help students also learn the basic communication practices of Britain, the US or other English speaking countries.But the discipline of Intercultural Communications is actually a broad and well-developed field of study. IC is an interdisciplinary application of fields like cultural anthropology, sociology, psychology and social psychology, communication studies, applied linguistics and educational pedagogy. IC is a comprehensive attempt to understand all aspects of human cultures and how they interact with each other.To understand Intercultural Communications, we seek to understand tradition and modernization, consistency and change. As we understand some of the ongoing national characteristics of a people, we can examine how this culture is seen from the outside, how it interacts with other cultures and how it is changing. In the last thirty odd years, scholars have developed both theoretical framework for comparing cultures and some practical dimensions for considering the similarity and differences between them. Onelevel of intercultural comparison is Cultural Identity. Another level of comparison is Verbal Communication. Another area receiving much attention is Nonverbal Communication.Paper 4 ReadingPassage 1 Questions 15-20In recent years criticisms have been voiced concerning sexist bias in the English language. It has been argued that some of the vocabulary and grammar we use reflects and reinforces a traditional view of the world as one in which men are dominant and women play a secondary role. Take the word 'chairman' for example. While this can in fact apply to people of both sexes, it appears to some people to be male-oriented as it ends in 'man'. In the past people taking the role of chairman were exclusively male and the word was obviously originally a compound of 'chair' and 'man'. Many English speakers, however, have ceased to view this word as a compound and no more feel it to be composed of these two units, than they perceive cupboard to be a composite of ' cup' and ' board'. In addition the continued use of chairman might be defended on the grounds that the final syllable is pronounced /m'n/ rather than /mn/, just like the final syllable of woman.Despite such considerations other speakers take a contrary view and are sensitive to the components of which it is made up. They clearly perceive it as a title that perpetuates traditional ideas about the place of women in society. For this reason they seek to replace it with neutral terms such as 'chairperson' or 'chair', so that it is now possible to ask questions such as; 'Who is chair of the committee'Other changes advocated include the replacement of words such as 'postman', 'fireman' and 'policeman' with more clearly neutral terms such as 'postal worker', fire-fighter' and 'police officer’. There is, however, continuing controversy about how far such language changes should go. Should changes be considered for traditional idioms as 'man in the street' and titles such as 'Peking Man' What about those words where the male meaning of 'man' is no longer dominant, such as 'manhandle'To the extent that changes have taken place, they have done so more in the written language and formal pronouncements than in everyday speech. You would be quite likely to read in the paper that 'Postal workers are to receive a pay increase.' But 'Has the postman been' would be most likely to be heard in informal conversation. Here 'post man’ remains firmly entrenched in popular usage.The extent to which language reflects and shapes attitudes and behaviors is a matter of conjecture. Chinese, Japanese, Persian and Turkish do not make the kinds of sex distinctions English makes through its system of pronouns, but it would be difficult to maintain that males who speak these languages are less sexist than males who speak EnglishAnswer the following questions according to the above text:15. The general use of the word 'man' added to English words indicates .A. sexual feelingsB. sexual freedomC. sexist ideasD. sexist bias .16. Generally where language and sex are concerned in Britain .A. all people agree change is neededB. some people agree change is neededC. people can't make up their minds on the issueD. people think the issue is unimportant and not serious17. What example does the author give to support a defense of the word 'chairman'18. What does the author argue for when the example 'manhandle' is given19. What does the author have to say about the impact of language changes20. What is the author's argument in the final paragraphPassage 2 Questions 21-27Can Computers Do a Better Job Rating StocksSince May, Charles Schwab has been providing stock ratings to clients using a computerized system that it says tries to remove human bias.In particular, Schwab says, its system is meant to avoid the conflicts of interest that have plagued traditional brokerage firms, whose research analysts have often acted as cheerleaders for companies being courted by their investment bankers."We believe that our single biggest advantage is our objectivity," said Jerry Chafkin, Schwab's executive vice president for investment advice and products. " While the development of the methodology is human, the analysis is being performed systematically and automatically.Though Schwab is perhaps the most prominent financial services company to use a computer-driven rating system, several others, including Value Line and Zacks Investment Research, pick stocks in a similar way.The various systems produce very different ratings of individual stocks, and their ability to outperform a market index fund over time has not been proved conclusively. The verdict is still out as to whether computers do it better than people. What is clear, though, is that the major computerized systems hand out fewer positive stock ratings than do Wall Street analysts, who seem to give them out very generously.People who run computerized selection systems criticize traditional Wall Street analysis as having institutional conflicts of interest, as well as individual bias. "I am very suspicious about opinions and judgments and emotions by humans in individual stock selection," said Samuel Eisenstadt, Value Line's research director.However, the computer-driven stock-picking systems must rely on the selection criteria of their creators. All try to isolate factors that their developers believe have the greatest ability to predict share prices. Most models compare a company9s historical earnings growth with that of other companies. And many track the extent to which earnings have surprised analysts.Many firms use their computer-based stock-rating systems as marketing tools.The designers of these systems say they should be judged on how a group of stocks performs over time. But all the systems assume, as do stock analysts on Wall Street, that superior research, by humans, and analysis can select a group of stocks that will outperform the market averages over the long run.Market analysts say it is too soon to assess the fledgling Schwab system or new models, like Microsoft's year-old Stock-ScouterMark the following statements True T / False F / Not Given NG according to the information provided in the text.Write T, or F or NG on your answer sheet in the spaces provided for questions.21. Charles Schwab is a computer company.22. The method of operation by Schwab is done automatically.23. 'Value Line' and 'Zacks' have similar operating methods to Schwab.24. There is no conclusive proof that computers perform better than humans.25. Wall Street analysts are generous in rating stocks.26. Human beings make value judgments according to the research director of 'Value Line'.27. Analysts are surprised at the growth rate of share prices.答案及评分标准Paper 1: Communication Analysis●The following points should be covered in the analysis.●Award one point for each of the points covered underlined.Paper 2: Vocabulary●One point for each item.●Answers must be the same as the key.4. vocation5. foot the bill6. grey areas7. kin terms8. trouble and strife 9. live and let live10. white lies 11. buying a round12. below the belt 13. communityPaper 3: Translation14.“跨文化交际”或“IC”是指什么呢这并不是对于谈论国际事务或出国大潮的描述;“IC”实际上是自20世纪50年代以来在世界范围内发展起业的一门学术及应用学科;有时称为“跨文化交际”或“比较文化”,学者们大多使用“inter”这一前缀加上“文化”这个词来表述文化间的相互作用;在一个层面上,IC体现在文化研究上,研究其它国家的政治,经济和生活方式制度等;在另一个层面上,它是应用语言学,力求了解语言与文化的关系;20世纪80年代以来,许多中国英语教师和教授对此产生了浓厚兴趣一如何在英语教学中帮助学生同时了解英国,美国或其他英语国家基本的交际行为;但跨文化交际这门学科实际上是一门广泛且日益完善的研究领域;IC是涵盖如文化人类学、社会学、心理学及社会心理学、交际研究、应用语言学和教育学的跨学科应用;IC是了解人类文化以及它们间是如何相互影响的综合尝试;要了解跨文化交际,我们力图探究传统与现代,一致与变化;由于我们了解了某一民族现存的某些民族特色,我们便可以探究如何从外部审视这一文化,它是如何与其它文化相互影响的,又是如何变化的;在过去的30多年,学者们发展了用于比较文化的理论框架以及若干用于思考它们异同的实践领域;跨文化比较的一个层面是文化特性,另一层面是口头语言交际;还有一倍受关注的领域是非语言交际;Paper 4: ReadingPassage 115. D16. C17. The pronunciation of the final syllable of 'chairman' is /m'n/ as in the pronunciation of 'woman'.18. The author argues that the male meaning of 'man' is no longer dominant. OR: The author argues that the male meaning of 'man' is no longer 'dominant.19. The impact is more in formal and/or written language areas e. g. the media. Ordinary people still tend to use words ending in ' man'. Therefore In Informal language use there has been little or no impact.20. Regardless of language structure in any society, non-sexist language use does not mean change will occur if people's attitudes and behaviors do not change.Passage 2● Award one point for each item.● Answers must be the same as the key.21. F 22. F 23. T 24. T 25. T26. T 27. F。

【课题申报】英语学科中的文化交流教育

英语学科中的文化交流教育Title: Cultural Exchange Education in English Subject1. IntroductionCultural exchange education plays a vital role in promoting cross-cultural understanding and fostering global citizenship. The aim of this research project is to explore the significance and effectiveness of incorporating cultural exchange education into the English subject curriculum. By integrating cultural content and activities into English language teaching, we can enhance students' language proficiency, intercultural communication skills, and promote mutual respect and appreciation for diverse cultures. This proposal will outline the research objectives, methodology, and expected outcomes of the project.2. Research ObjectivesThe main objectives of this research project are as follows:a) Examine the current English subject curriculum and identify areas where cultural exchange education can be incorporated effectively.b) Investigate the impact of cultural exchange education on students' language learning, intercultural sensitivity, and global awareness.c) Develop and evaluate teaching materials and strategies to facilitate cultural exchange education in the English classroom. d) Assess the perception and attitudes of English subject teachers towards incorporating cultural exchange education.3. MethodologyThe research will be conducted using a mixed-methods approach,combining qualitative and quantitative research methods. The following research methods will be employed:a) Literature Review: A comprehensive review of existing literature on cultural exchange education, language learning, and intercultural communication will be conducted to establish a theoretical framework for the study.b) Questionnaire Survey: A questionnaire will be designed and administered to gather data on teachers' attitudes, classroom practices, and student perceptions of cultural exchange education.c) Classroom Observation: English language classes incorporating cultural exchange activities will be observed to assess the impact on students' engagement, language proficiency, and intercultural communication skills.d) Interviews: In-depth interviews will be conducted with a selection of teachers and students to gain insights into their experiences and perceptions of cultural exchange education.4. Expected OutcomesThe expected outcomes of this research project are as follows: a) Recommendations on how cultural exchange education can be effectively incorporated into the English subject curriculum.b) Development of teaching materials and strategies to enhance cultural exchange education in the English classroom.c) Enhancement of students' language proficiency, intercultural communication skills, and global awareness through cultural exchange activities.d) Increased awareness and appreciation of diverse cultures and perspectives among students.e) Improved attitudes and openness towards communication and collaboration in a multicultural society.5. Budget and TimelineThe estimated budget for this research project includes costs for research materials, data collection, data analysis, and publication of research findings. The timeline for this research project is as follows:a) Literature Review: 2 monthsb) Questionnaire Survey: 1 monthc) Classroom Observation: 2 monthsd) Interviews: 1 monthe) Data Analysis and Report Writing: 2 monthsf) Publication: 1 month6. ConclusionCultural exchange education plays a crucial role in promoting cross-cultural understanding and global citizenship. This research project aims to explore the significance and effectiveness of incorporating cultural exchange education into the English subject curriculum. By nurturing intercultural communication skills and fostering an appreciation for diverse cultures, we can prepare students to become global citizens in an increasingly interconnected world. The proposed research objectives, methodology, and expected outcomes outlined in this proposal provide a strong foundation for conducting this research project.。

英语作文关于化学的内容

英语作文关于化学的内容Title: The Marvels of Chemistry。

Chemistry, often dubbed as the "central science," is a captivating realm where elements, compounds, and reactions dance in intricate harmony, shaping the very fabric of our world. From the simplest of molecules to the most complex polymers, chemistry permeates every aspect of our lives, from the air we breathe to the food we consume. In this discourse, we delve into the wonders of chemistry, exploring its profound impact on humanity and the natural world.At the heart of chemistry lies the periodic table, a visual testament to the diversity and beauty of the elements. From the noble gases to the transition metals, each element possesses unique properties that dictate its behavior in chemical reactions. Hydrogen, the simplest of elements, fuels the mighty stars through fusion, while carbon, the backbone of life, forms the intricate moleculesessential for biological processes.One cannot discuss chemistry without delving into the realm of chemical reactions. These transformative processes, governed by the laws of thermodynamics and kinetics, underpin countless natural phenomena and human innovations. From the combustion of fuels to the synthesis of pharmaceuticals, chemical reactions drive progress and innovation across industries.Organic chemistry, the study of carbon-based compounds, holds particular significance in both scientific research and everyday life. From the synthesis of pharmaceuticals to the development of sustainable materials, organic chemistry serves as a cornerstone of modern society. The discovery of new reactions and the synthesis of novel compounds continue to expand the frontiers of organic chemistry, offering solutions to pressing global challenges.Inorganic chemistry, on the other hand, explores the properties and behavior of non-carbon-based compounds. From metal complexes to coordination polymers, inorganicchemistry elucidates the structures and reactivities of diverse chemical species. Applications of inorganic chemistry range from catalysis and materials science to environmental remediation, highlighting itsinterdisciplinary nature and societal relevance.Physical chemistry, the marriage of physics and chemistry, unravels the underlying principles governing chemical systems' behavior. From quantum mechanics to statistical thermodynamics, physical chemistry provides a theoretical framework for understanding molecular interactions and reaction mechanisms. Applications of physical chemistry extend to fields such as chemical kinetics, spectroscopy, and surface science, driving innovation in diverse scientific disciplines.Biochemistry, the study of chemical processes within living organisms, bridges the gap between chemistry and biology. From the structure of DNA to enzymatic catalysis, biochemistry elucidates the molecular mechanisms underlying life's phenomena. Applications of biochemistry encompass fields such as medicine, biotechnology, and agriculture,offering insights into disease mechanisms and therapeutic interventions.Furthermore, environmental chemistry investigates the interactions between chemical species and the Earth's atmosphere, hydrosphere, and lithosphere. From the degradation of pollutants to the cycling of nutrients, environmental chemistry plays a pivotal role in addressing global environmental challenges. Sustainable practices and pollution remediation strategies hinge upon a profound understanding of environmental chemistry principles.In conclusion, chemistry embodies a rich tapestry of knowledge, encompassing diverse subdisciplines and applications that touch every aspect of our lives. From fundamental research to practical innovations, chemistry continues to shape our understanding of the natural world and drive progress toward a sustainable future. As we navigate the complexities of the 21st century, the marvels of chemistry serve as beacons of knowledge and inspiration, guiding us toward a brighter tomorrow.。

THEORETICAL FRAMEWORK AND RESEARCH …的理论框架和研究…_OK

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SUMMARY A synopsis of the contents of what has been written about in
If possible, form them into a conceptual framework of theory or hypothesis to be tested.
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Research Methodology Discuss the nature of the questions your are asking
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Questionaire Describe the questionaire used in the study. Background of the questionaire: Is it original? If any items are taken from existing questionaire,