An Aspectual Use-Case Driven Approach

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用例的概念

用例的概念

用例方法可以帮助我们:
1、capture system requirements
捕获系统的需求
2、communicate with the end users and domain experts
便于和最终用户、领域专家交流
3、test the system
测试系统
为什么用例方法可以在这些方 面帮助我们
概要级用例
概要级用例包含多个用户目标,主要有 以下作用: 1. 显示用户目标级用例运行的语境 2. 为低层用例提供一个目录表
子功能级用例
子功能级用例一般是在做用例分解和系 统分析的时候引入的。常见情况: 1. 在用户目标级用例中需要依赖的用例, 而这部分功能相对用户的目标而言,没 有什么直接的关系 2. 或者是多个用户目标级用例中需要使用 到的子功能
用例的类别
业务用例与系统用例
业务人员编写业务用例来描述业务操作 软硬件开发人员编写系统用例来描述系
统的需求
设计人员可以编写另外的系统用例来记
录设计结果,或用于分解子系统的需求
黑盒用例与白盒用例
黑盒用例:完全不关心系统内部如何实 现。如用于获取需求的用例 白盒用例:涉及到系统内部的实现,需 要描述系统中构件的行为。如说明系统 设计的用例。业务用例中描述部门和个 人之间的相互作用。
• Association:两个用例之间有交互
Use和Include
UML中没有预定义Use用例关系。但在很 多文章中看到使用
个人理解:以前一直使用Include。因为 Use和Include的关系一般是在用例分解的 时候引入的上层用例和下层用例的关系。 但后来,对于子功能级,且必须被包含 在某个用户目标级(或更低级)用例中 使用的用例,使用Use关系;其他的用例 分解使用Include关系。Use常用于系统设 计。Include可以用于需求中也可以用于 设计中

学术用途英语(EAP)的语篇体裁结构模式

学术用途英语(EAP)的语篇体裁结构模式

学术用途英语(EAP)的语篇体裁结构模式【摘要】学术体裁的语篇结构模式是对学术体裁的语篇进行宏观分析,即各类学术体裁语篇应该包含哪几个部分。

不同的学术体裁的语篇具有不同的语篇结构,但都遵循特定的、约定俗成的图式结构,而图式结构又可分解出可识别的功能层次———语步。

本文将根据不同类型的学术体裁分析其宏观结构及其语步特征。

【关键词】学术用途英语,结构模式,语步一、学术论文语篇的体裁结构模式学术论文语篇是说话人阐述学术观点、交流研究成果的场所。

根据Halliday 和Hasan, Martin和Eggins的见解,学术论文语篇体裁中的结构分为必要成分和非必要成分。

必要成分标示语篇体裁的结构,而此语篇体裁中的具体语篇的差异主要反映在非必要成分上。

学术论文的语篇呈现出一种特定的语篇体裁,其语篇体裁结构表现出以下步骤:题目——摘要3——3关键词3——4序论(引言,文献资料探讨,研究方法)——本论(分析讨论)——结论——参考资料——附录3。

从总体结构上看,学术论文结构由序论、本论、结论组成,在结构中带有“3”号部分为可选成分,无“3”号的部分为必选成分。

序论即论文的导入部分,在此,作者向读者交待本课题研究的意义、现状及方法等。

本论分两到三个层次,结论即结尾部分。

不同的学者构建的学术语篇体裁是有些差异的,如Myers认为学术论文语篇体裁的表达结构是:“报告的目的——对研究提出建议——介绍研究步骤——叙述结果——显示图表——说明意义”;但其基本结构是一样的。

学术论文的语篇体裁比较抽象,在应用中应根据作者的专业或研究方向采取相应的语篇模式,而语篇体裁的确定应该经过语域分析。

某个专业的学术语篇的表征是一种具体的交际形式,而具体的交际是在一定的情景中进行的,所以我们在分析某个语篇时就要考虑其交际内容、活动参与者和讲话媒介等因素。

Hasan认为“语场确定语篇体裁”,因此我们可以从语场这个视角把学术论文分为自然科学技术类论文和人文社会科学类论文,因为此两种语篇在序论、本论和结论等结构上表现出一定的差别。

Abstract A Relation-based Approach to Use Case Analysis

Abstract A Relation-based Approach to Use Case Analysis

A Relation-based Approach to Use Case AnalysisA.Fantechi*, S.Gnesi^, mi^*Dip. di Sistemi e Informatica - Università di Firenze - Italy^ISTI - C.N.R. - Area della Ricerca C.N.R. di Pisa - ItalyAbstractUse Cases are an effective tool for modeling functionalrequirements of software systems. A well written Use Caseallows to depict a large amount of information regarding the behaviour of the system, as perceived by the actors. UseCases have the advantage to be expressed using Natural Language expressions that have a fixed structure and this can mitigate some of the usual, NL-inherent, problems of interpretation. In this paper, we present an approach that, starting with the application of NL processing techniques to the Use Case scenarios, derives semantic information on the relations between the actors. This information, largely achievable in an automatic way, can be used to support the analysis of Use Case requirements document and it represents a starting point towards the formal verification of some relevant aspects.1. IntroductionThe problem of the analysis of software requirements with respect to some consistency and correctness parameters has been extensively exploited in several ways in recent years [14]. For example, formal methods and tools have been used for this purpose when a formal representation of software requirements has been adopted.Currently, in the common practice formal notations are not always used in the first description of the system. More frequently Natural Language (NL) expressions are used to represent software requirements [12, 15]. It is hence quite important to provide methods and tools for the consistency and correctness analysis of them starting from their NL representation.Use Cases are a powerful tool to capture functional requirements for software systems. They allow structuring requirements documents with user goals and provide a means to specify the interactions between a certain software system and its environment. In his book [3], Alistair Cockburn presents an effective technique for specifying the interactions between a software system and its environment. The technique is based on natural language specification for scenarios and extensions. Scenarios and extensions are specified by phrases in plain English language. This makes requirements documents easy to understand and communicate even to non-technical people.The typical structure of Use Cases makes their analysis easier and more effective than classic Natural Language sentences. Quality is determined by the fulfilment of some predefined characteristics (target qualities) that in the case of Use Cases can be classified into three main groups: Expressiveness, Completeness and Consistency. • Expressiveness category: it includes those characteristics dealing with the understanding of the meaning of Use Cases by humans, such as Ambiguity orUnderstandability• Consistency category: it includes those characteristics dealing with the presence of semantics contradictions and structural incongruities in the NL requirement document.• Completeness category: it includes those characteristics dealing with the lack of necessary parts within the requirement specifications.The quality of NL components of Use Cases (typically sentences), may be analysed from a lexical, syntactical or semantical point of view [8]. For this reason it is proper to talk about, for example, lexical non-ambiguity or semantical non-ambiguity rather than non-ambiguity in general [10,11,13]. For instance, a NL sentence may be syntactically non-ambiguous (in the sense that only one derivation tree exists according to the syntactic rules applicable) but it may be lexically ambiguous because it contains wordings that have not a unique meaning.In the practice expressiveness-related issues can be addressed by means of existing NL-based techniques and tools [2,6,9,17]. For example, ambiguity mitigation may be addressed in the following ways:• By lexical evaluation: using lexical parsers to detect and possibly correct terms or wordings that are ambiguous. • By syntactical evaluation: using syntactical analysers to detect sentences having different interpretations. Understandability improvement may be addressed by lexical and syntactical evaluation as well: using linguistic parsers both to detect poorly understandable or complex parts of the document and to achieve readability indicators (metrics) based on the count of elements of the sentences (e.g. the number of characters or words of the sentences, the average length of the sentences, …).It is more difficult to exploit NL-based techniques and tools able to provide some help in addressing Consistency and Completeness issues, because it is necessary to capture, at least at some level, the semantics of the Use Case under evaluation.In this paper we present a methodology for the analysis of the Use Case based requirements documents. This methodology is aimed to extract semantic information from the Use Cases, based on NL processing techniques. This information regards the functional relations between the actors of the Use Case based requirements specification. From the elementary relation between two actors determined by the verb in a sentence we discuss how to derive more complex relations between the concepts present in the Use Cases description, which may help in assessing consistency and completeness issues. This derivation can be largely supported by automatic tools.This paper is structured as follows: in section 2 we describe the kind of Use Cases we will consider and in section 3 we present our approach to support the analysis of consistency and completeness based on linguistic techniques. In section 4 we discuss how to derive the relations, presenting an integrated environment for the lexical, syntactical and semantic analysis of NL requirements that can be used to this aim. In section 6 we discuss the possible use of the relational approach and the related opportunities to improve the analysis of Use Case-based requirements documents. 2. Use CasesA Use Case describes the interaction (triggered by an external actor in order to achieve a goal) between a system and its environment. A Use Case defines a goal-oriented set of interactions between external actors and the system under consideration. The term actor is used to describe the person or system that has a goal against the system under discussion. A primary actor triggers the system behaviour in order to achieve a certain goal. A secondary actor interacts with the system but does not trigger the Use Case.A Use Case is completed successfully when that goal is satisfied. Use Case descriptions also include possible extensions to this sequence, e.g., alternative sequences that may also satisfy the goal, as well as sequences that may lead to failure in completing the service in case of exceptional behaviour, error handling, etc.. The system is treated as a "black box”, thus, Use Cases capture who (actor) does what (interaction) with the system, for what purpose (goal), without dealing with system internals. A complete set of Use Cases specifies all the different ways to use the system, and therefore defines the whole required behaviour of the system. Generally, Use Case steps are written in an easy-to-understand, structured narrative using the vocabulary of the domain. The language used for the description is English. Any other natural language can be used as well, and although our analysis focuses on English, the same reasoning can be applied to other languages (considering the obvious differences in syntax and grammar rules). A scenario is an instance of a Use Case, and represents a single path through the Use Case. Thus, there exists a scenario for the main flow through the Use Case, and other scenarios for each possible variation of flow through the Use Case (e.g., triggered by options, error conditions, security breaches, etc.). Scenarios may also be depicted in a graphical form using UML sequence diagrams. Figure 1 shows the template of the Cockburn’s Use Case taken from [4].In this textual notation, the main flow is expressed, in the “Description” section, by an indexed sequence of NL sentences, describing a sequence of actions of the system. Variations are expressed (in the "Extensions" section) as alternatives to the main flow, linked by their index to the point of the main flow in which they branch as a variation. Developers have always used scenarios in order to understand what the requirements of a system are and how a system should behave with respect to its environment. The work we present in this paper is an attempt to provide means to identify possible flaws in the textual scenario descriptions.Figure 1. Use Case template3. Towards Linguistic Evaluation of Consistency and CompletenessTo effectively address the Consistency and Completeness aspects of requirements specification, we should resort to their formalization, [9,18]. Indeed formal methods are a powerful mean to evaluate requirements because they provide a theoretical framework to verify their correctness. Formal methods require, however, a specific skill and this has increased their cost and prevented their wide application.In this paper we investigate methods and tools that may provide an effective support to deal with Consistency and Completeness issues, but that are still based on NL analysis and then are more user-friendly.Other works aiming at the improvement of the correctness of requirements relying on the Use Cases structure exist [1,5]. The methods and tools we are presenting in this paper also rely on the structure of the Use Cases and are based on the study of the relations between actors of Use Case-based description of a system.The relations we are interested in are the “functional” relations, i.e. the relations or dependencies between two actors. These relations can be determined looking at the syntactical structure of each sentence of the Use Case scenarios defining a set of items (quadruples) where each primary actor (the subject of the sentence) has been put in relation with the secondary actor (the complement) according to the verb. The canonical form of these relations is:(1.) (Actor_1, verb_i, Actor_2, Use_Case_id).Each item compliant with (1.) describes an occurrence of a functional relation between two actors established by the verb and indicates the Use Case in which this relation occurs.The functional relations between two actors, in the form (1.), can be extended, by transitivity, to other actors when two items with the following form exist: (A i , v 1, A j,, UC x ) and (A j , v 2, A k , UC y ). In this way, hence, an indirect functional relation between the actor A i and the actor A k is also established by transitivity. Starting from this consideration, chains joining different actors can be built, where each item (A i , v x , A j ,UC x ) of the chain is such that the previous item has the form (A k , v y , A i , UC y ) and the following has the form (A j , v z , A h , UC z ). The collection of all the items derivable from a Use Case-based requirements document is said Relations core . The Relations core embeds all the elementary functional relations between actors that can be extracted directly by the NL description.We can derive specific, non-elementary, relations from the relations core. In the following we provide some definitions and define some properties based on the elementary relations (1.).The drives relation, that we denote by A ² B, holds if at least one relation (A, verb_i, B, Use_Case_id) exists.The ignores relation, denoted by A ~ B, holds if no relation (A, verb_i, B, Use_Case_id) exists.The drives relation between actors can be used to build the Relation Graph . The nodes of this graph represent the actors and an oriented arc connecting two nodes (A and B) indicates that A drives B.Two nodes are adjacent if an arc from A to B exists.A path from the node A to the nodeB on this graph is a sequence of adjacent nodes in a graph starting from the node A and arriving to the node B. On the basis of the Relations graph some further relations between actors can be defined: The is connected to relation, denoted by A B , holds if at least one path from A to B exists on the graph.The is chief relation, denoted by A B, holds if B is not connected to A and A is connected to B.The chief graph (derived from the chief relation) is an acyclic graph composed of nodes (the actors) and oriented arcs connecting two actors, an arc originating from the node A and arriving in the node B means that A is chief of B. Nodes of the chief graph having no incoming arcs are said leader nodes and nodes having no out arc are said e xecutors nodes.An example of Relation and Chief graphs are provided in Figure 2.The availability of the functional relations and of the graphs derived from them enable the capturing of some semantic information on the system we are describing. In particular, this information can be used to support the detection of critical points (in terms of consistency and completeness) in the interactions between different actors. These critical points can be revealed by analysing the set of derived direct and indirect relations.4. Derivation of the relations between actorsThe derivation of the relations core and the consequent construction of the relation chains, relations graph and chief graph, can be supported by automatic tools based on NL processing techniques.In fact, the basic relations (1.) are detectable by using a syntactical parser able to identify the different components of a NL sentence. To our purpose, the key components to be identified are the subject(s), the verb and the complement(s) associated to the verb. Once this information is achieved, it is possible to define the relations and to build a data base containing the relations core derivable from the collection of Use Cases under analysis.4.1 An example of Derivation of RelationsIn this section we present an application of the relational approach to a sample Use Case document, with the aim to clarify the concepts discussed above.The example we present in this section is derived, with few changes, from a sample System Requirements Document available on the web at the Cockburn’s home page, which is reported in Appendix 1[/acockburn/papers/prts_req.htm]. This document, describing a Purchase Request Tracking System, has the purpose to provide the functional requirements of a basic system for the official Buyers of the company, to track what they have ordered from Vendors against what they have been delivered. The documents is organised as a set of Use Cases.The primary actors of this document are:• Approver: typically the requestor’s manager, who must approve the request.• Authorizer: person who validates the signature from the Vendor.• Buyer: person who manages the order, talking with the Vendor.• Vendor: person or company who sells and delivers goods. • Requestor: person putting in a request to buy something. • Receiver: takes care of the arriving deliveriesThe document contains fifteen Use Cases describing the behaviour of the system. We slightly modified it by adding two new Use Cases to make it more precise and suitable for the analysis. The Use Cases included into the document are compliant with the Cockburn’s style, and they include several data as, for example, Preconditions, Post-conditions, Trigger, Extensions, etc. We simplified each Use Case by reducing the information associated to them. In particular, we took into account only the Primary Actor, the statement of the Goal and the description of the Scenario. These data represent the minimum set of information necessary to save the essential meaning of the Use Case. In Appendix 1, the set of the simplified Use Case we used for the experiment is shown.The outcomes of the application of the relational approach to the simplified Use Cases of the case study are summarized in a collection of relations items between actors and a set of relations chains derived from the relations items.For simplicity let us identify the actors of the case study by a letter:A. AuthorizerB. ApproverC. RequestorD. BuyerE. VendorF. Receiver Figure 6. contains the relations derived from the case study where each actor is identified by the corresponding letter along with the corresponding relation graph and chief graph. In the following a possible set of relations chains starting from the relation (A, notify, B, UC3), is provided:− (A, notify, B, UC3), (B, send, C, UC6), (C, send, B, UC7).− (A, notify, B, UC3), (B, send, C, UC6), (C, send, B, UC8).− (A, notify, B, UC3), (B, send, C, UC9), (C, send, B, UC7).− (A, notify, B, UC3), (B, send, C, UC9), (C, send, B, UC8).− (A, notify, B, UC3), (B, send, A, UC12).− (A, notify, B, UC3), (B, send, A, UC12), (A, change, B, UC3).− (A, notify, B, UC3), (B, send, A, UC12), (A,send, C, UC9).− (A, notify, B, UC3), (B, send, A, UC12), (A,send, D, UC16).− (A, notify, B, UC3), (B, send, A, UC12), (A,send, C, UC9), (C, send, B, UC7).− (A, notify, B, UC3), (B, send, A, UC12), (A,send, C, UC9), (C, send, B, UC8).− (A, notify, B, UC3), (B, send, A, UC12), (A,send, D, UC16), (D, change, E, UC4).− (A, notify, B, UC3), (B, send, A, UC12), (A,send, D, UC16), (D, send, C, UC9).− (A, notify, B, UC3), (B, send, A, UC12), (A, send, D, UC16), (D, send, C, UC9), (C, send, B, UC7)− (A, notify, B, UC3), (B, send, A, UC12), (A, send, D, UC16), (D, send, C, UC9), (C, send, B, UC8).4.2 An integrated environment for Use Case AnalysisIn this section we provide a description of MAIGRET, an integrated environment for natural language analysis. MAIGRET was built with the goal to provide an automatic support for the analysis framework of expressiveness, consistency and completeness aspects of natural language requirements documents. To reach this goal we have realized and integrated a set of tools, each one dedicated to a specific linguistic analysis purpose of NL sentences. In particular (figure 3), the involved tools are a lexical analyzer (QuARS) [6,7], a syntactical analyzer (SyTwo/Cmap) [16,19] able to extract items representing relations between the entities (actors) described in the requirements document and a third tool (Relation Manager) having the aim of storing and managing these relations. Figure 4 shows the high level architecture of MAIGRET.Figure 2: Relations between actors and graphsMAIGRET is composed of a processing part (theintegrated tools) and of a static part (composed of the following modules: the WordNet English dictionary; a semantic network modelling the domain; and a requirements-specific dictionary) that represents the knowledge base for MAIGRET.In the following we provide a more detailed functional description of the integrated tools.• QuARS (Quality Analyzer for Requirements Specifications) is a sentence analyser aiming at reducing linguistic defects by pointing out those wordings that make the document ambiguous or not clear from a lexical point of view. The tool points out these defects without forcing any corrective actions, leaving the user free to decide whether modifying the document or not. Moreover the sentences are analyzedFigure 3: high level architecture of MAIGRETtaking into account the particular application domain, and this is possible through the use of targeted dictionaries. In this sense the tool has been designed to be easily adaptable. The following are examples of expressiveness defects pointed out by QuARS; the underlined wordings are the indicators used by QuARS to point out the sentence as defective:- the C code shall be clearly commented (vaguesentence)- the system shall be as far as possible (subjective sentence)- the system shall be such that the mission can be pursued, possibly without performance The first sentence contains the word “clearly” that makesthe whole sentence vague. The second contains the wording “as far as possible” that makes it subjective. The third sentence is pointed out as defective because contains the word “possibly” that determines an option in it.SyTwo/Cmap is a syntactical analyser. Starting with a Use Case description (possibly already analyzed by QuARS), we can use SyTwo/Cmap to perform a syntactical analysis making the detection of syntactically ambiguous sentences possible. A syntactically ambiguous sentence can be pointed out if it has more than one derivation tree (i.e. the sequences of syntactical rules to be applied to build the sentence): this implies that the sentence may be understood in different ways. For example the sentence “The system shall not remove faults and restore service ” may be syntactically understood at least in these two ways:1. The negation not of the auxiliary verb shall is related to the first verb remove only, and not to the other verb restore . In this case, the meaning of theRelation GraphChief Graphsentence is that the system shall not remove thefaults and it shall restore the service.2. The negation not of the auxiliary verb shall isrelated to both the verbs remove and restore. In thiscase, the meaning of the sentence is that the systemshall not remove the fault and shall not restore theservice.The functionalities described above for both tools allow therefore expressiveness characteristics to be analyzed. More interesting for the methodology presented in this paper is the additional functionality offfered by SyTwo/Cmap, which is able, on the basis of the knowledge of the syntactical structure, also to extract the relations between subjects, verbs and objects in a sentence, in a format compliant with (1.).This allows to capture all the relations between two actors in the problem domain.• Relations Manager: it receives as input the set of relations derived by SyTwo/Cmap and it puts them in a database for analysis. Once such a database has been populated it is possible to:• extract, by means of queries, sub-sets of relations.• extract, by means of queries, sets of relation chains.The outcomes derived from the data-base, can be used in support of the analysis of the requirements document in order to extract the interactions between actors and build the relation and the chief graphs.5. Applying the Relational ApproachIn this section we discuss possible applications and developments of the relational approach to the Use Case-based requirements engineering.Since relations indicate the presence of a verb in the use case relating two actors, they often indicate possible interactions between actors. Hence, relations chains can be interpreted as interaction schemata. Walkthroughs of these interaction schemata may be performed in search of undesired, inconsistent and incomplete dynamic behaviour of the system.These schemata may also form the basis for a formal analysis of interactions, which however we do not address in this context.Walkthroughs of interaction schemata may be aimed at detecting relation chains containing loops, because loops indicate a more complex kind of interaction, and may point to a possible synchronization problem (such as a deadlock). It is possible, in this way, to point out some potential synchronization problems in a sequence of actions.Let us consider, for instance, the example of section 5.1. In this case we detect the relation chain: (A, notify, B, UC3), (B, send, C, UC6), (C, send, B, UC7), presenting a loop. If carefully walk through this chain, and we represent this interactions sequence on a time scale (see figure 6), it is possible to understand that some potential synchronisation problems may occur.Figure 6: Interactions sequenceIn fact, if the Approver AP1 sends the changed request to the Requestor R1 and, before that R1 tells A1 that this change is refused, Authorizer AU1 change the authorization to AP1 and makes A2 the Approver of R1, then who should manage R1’s refusal?In this case, it is possible to detect an inconsistency in the requirements due to an incomplete specification of the requirements because the notification of the changed Approver is not sent also to the associated Requestors. This kind of problems, that are hidden if we consider only the Use Cases-based requirements document, may be easily detected by using the relations chains.Another possibility of exploiting this information is to point out those pairs of actors that have an higher number of interactions than the others. The pairs that, in the case study, have the highest number of different interactions are Approver-Requestor (5 interactions), Authorizer-Approver (4 interactions) and Buyer-Requestor (3 interactions). The indication that can be derived from these data is that the interactions between these actors are at the core of the functionality of the system, and therefore should be analysed in more detail in order to point at possible problems. Also, this information can give an indication to which parts of the system should be stressed at testing time.The semantic information derivable from the derived relations and graphs can help the analysis of correctness and completeness of the requirements because some gaps in the specification of use cases can be easily found.In fact, the graphs defined above (and in particular the chief graph) allow some interesting considerations to be made. The chief relation it is not to be intended as determining a hierarchy in terms of the importance of the role played by the actors. This relation and the information derivable from the graph is a semantic information that allows to enlighten the influence of an actor on the others. In particular, if a node A of the chief graph is connected with the node B by an arc (A, B), then it can be argued that the behaviour of B doesn’t influence that of A. This kind of semantic information about the actors, that cannot be directly derived from the set of use cases, can play a relevant role for the analysis. In particular, it is possible to easily detect lacks in the relational structure of the requirements.In the example shown in section 5.1, the relation F D occurs. This occurrence enlighten a gap in the specifications because the buyer should have the capability of having a relation with the receiver (for instance, to ask the status of an on-going acquisition).The relational approach can be oriented to achieve a guidance for systematic construction of the Use Case requirements documents. In fact, building the relations graphs in parallel with the definition of the use cases impels a continuing series of walkthroughs to check the part of the relations graph completed so far and examine how remaining relations should be added to the graphs themselves.We wish in the end point at another application of the relational approach, which spans outside the context of Use Cases. A concept that has gained importance in the last years, especially in the telecommunication field, is the concept of feature. A feature is a capability of a system which provides value to the users, but is conceived as separate from the other features provided by a system to its users. However, at the system level, features can interact in a complex manner (a problem often referred as “Feature interaction”), so they cannot be treated as separate in the development of the system, and especially in the requirements document. A feature may even prevents other system activities: for instance, in a mobile handset user interface the “keyguard” feature prevents almost all other user-originated activities (but not incoming call handling).The description of a feature by Use Cases can be trivial (in the keyguard example the scenario might be composed simply of the “set the keyguard on” activity) and the Use Cases may be not able to represent how the system behaviour is affected by a feature.The knowledge of the influence of the features on the UCs can be important mainly for the testing of the system because the Use Cases are not enough for representing the consequences of the features on the functionalities they describe. For this reason the relational approach to the Use Case analysis can be of interest to identify those Use Casesaffected by a feature.For example in order to identify the Use Cases affected bythe keyguard feature, those UC can be detected having in their scenario a sentence like “User digit a key”. These UCare influenced in case of the keyguard is set on.6. Conclusions and Future worksIn this paper we presented an approach to the analysis ofUse Case requirements documents based on the relationsbetween the actors. Starting from the simple relation between two actors derivable from a scenario sentence, bymeans of NL parsing tools, some more complex, derived relations have been defined. These relations are able to provide semantic information on the content of a requirements document, supporting the completeness andconsistency analysis. The semantic information on the Use Case requirements documents that can be captured with this approach is only partial, w.r.t. the semantic of the whole requirements. Anyway, this information is able to provide a concrete support for the analysis.The use of the semantic information derivable with the relation-based approach has been discussed in this paper. In particular, the knowledge of the functional relations between actors expressed by the Use Cases allows to perform walkthroughs in the relation core to detect possible gaps in terms of consistency and completeness. Moreover, a guidance for a systematic construction of the Use Cases requirements document can be obtained by the parallel development of graphs and schemata representing the relations.A related work to ours is that reported in [20], in whichmore sophisticated NL techniques are used to extract concept lattices out of Use Cases, which offer a richer information to the analysis. Our approach use simpler, low cost NL techniques to extract useful information: it would be interesting to see whether the benefits obtained by heavier NL techniques balance their higher costs.The relation-based approach to the analysis of Use Casesis a promising research direction because it can be used asa mean to bridge the gap between the use of the informal NL descriptions typical of requirements documents, and the more formal artefacts typical of later stages of the development process. In particular, the study of the relations between actors, though starting from a light formalism as the Use Cases are, can provide enough information to move towards the application of formal methods with the support of automatic tools and in a user friendly way. We plan to investigate at this regard the annotation of the relation graph with pre-conditions and post-condition in order to perform simulations of the system and perform a more refined analysis.。

八年级英语议论文论证方法单选题40题

八年级英语议论文论证方法单选题40题

八年级英语议论文论证方法单选题40题1. In the essay, the author mentions a story about a famous scientist to support his idea. This is an example of _____.A.analogyB.exampleparisonD.metaphor答案:B。

本题主要考查论证方法的辨析。

选项A“analogy”是类比;选项B“example”是举例;选项C“comparison”是比较;选项D“metaphor”是隐喻。

文中提到一个关于著名科学家的故事来支持观点,这是举例论证。

2. The writer uses the experience of his own life to prove his point. This kind of method is called _____.A.personal storyB.example givingC.case studyD.reference答案:B。

选项A“personal story”个人故事范围较窄;选项B“example giving”举例;选项C“case study”案例分析;选项D“reference”参考。

作者用自己的生活经历来证明观点,这是举例论证。

3. The author cites several historical events to strengthen his argument. What is this method?A.citing factsB.giving examplesC.making comparisonsing analogies答案:B。

选项A“citing facts”引用事实,历史事件可以作为例子,所以是举例论证;选项B“giving examples”举例;选项C“making comparisons”比较;选项D“using analogies”使用类比。

外刊每日精读 Clause for thought

外刊每日精读  Clause for thought

外刊每日精读 | Clause for thought文章脉络【1】新式解码器首次让人们可以通过非入侵方式读懂思想。

【2】最新的人工智能技术终于将读心术带入了现实世界,但有些硬性限制。

【3】解码器解读大脑活动的过程。

【4】大约有一半时间,文本与原词的意思非常接近,有时甚至完全吻合。

【5】解码器能够利用大脑活动准确描述其中的一些内容。

【6】科学家们认为非入侵性读心术是一种真正的飞跃,但也在努力减轻人们对这种新技术的担忧。

【7】大阪大学大脑活动视觉图像重构的先驱西本真司教授认为这项重要的发现,可以为脑机接口的发展奠定基础。

经济学人原文Clause for thought: first non-invasive way to read minds as AI turns brain activity into text【1】An AI-based decoder that can translate brain activity into a stream of text has been developed, in a breakthrough that allows thoughts to be read non-invasively for the first time. The decoder could reconstruct speech with uncanny accuracy while people listened to a story – or even silently imagined one – using only fMRI scan data. Previous language decoding systems have required surgical implants, and the latest advance raises the prospect of new ways to restore speech in patients strugglingto communicate as a result of stroke or motor neurone disease. Dr Alexander Huth, a neuroscientist who led the work at the University of Texas at Austin, said: “We were kind of shocked that it works as well as it does. I’ve been working on thisfor 15years … so it was shocking and exciting when it finally did work.”【2】Mind-reading has traditionally been the preserve of sci-fi, in characters such as the X-Men’s Jean Grey, but the latest AI technology has finally taken the concept into the real world. This decoder’s achievement overcomesa fundamental limitation of fMRI: while the technique can map brain activity toa specific location with incredibly high resolution, there is an inherent time lag, which makes tracking activity in real time impossible. The lag exists because fMRI scans measure the blood-flow response to brain activity, which peaks and returnsto baseline over about 10 seconds, meaning even the most powerful scanner cannot improve on this. “It’s this noisy,sluggish proxy for neural activity,” said Huth. This hard limit has hampered the ability to interpret brain activity in response to natural speech because it gives a “mishmash of information” spread over a few seconds.【3】However, the advent of large language models – the kind ofAI underpinning OpenAI’s ChatGPT – provided a new way in. These models are able to represent, in numbers, the semantic meaning of speech, allowing the scientists to look at which patterns of neuronal activity corresponded to strings of words with a particular meaning rather than attempting to read out activity word byword. The learning process was intensive: three volunteers were required to lie ina scanner for 16 hours each, listening to podcasts. The decoder was trained to match brain activity to meaning using the large language model GPT-1, a precursor to ChatGPT. Later, the same participants were scanned listening to a new storyor imagining telling a story and the decoder was used to generate text from brain activity alone.【4】About half the time, the text closely – and sometimes precisely– matched the intended meanings of the original words. “Our system works at the level ofideas, semantics, meaning,” said Huth. “This is the reason why what we get out is not the exact words, it’s the gist.” For instance, when a participant was played the words: “I don’t have my driver’s licence yet,” the decoder translated as: “She has not even started to learn to drive yet.”【5】In another case, the words: “I didn’t know whether to scream, cry or run away. Instead, I said: ‘Leave me alone!’” was decoded as: “Started to scream and cry, and then she just said: ‘I told you to leave me alone.’” The participants were also askedto watch four short, silent videos while in the scanner, and the decoder was able to use their brain activity to accurately describe some of the content, the paper in Nature Neuroscience reported.【6】“For a non -invasive method, this is a real leap forward compared to what’s been done before, which is typically single words or short sentences,” Huth said. Jerry Tang, a doctoral student at the University of Texas at Austin and co-author, said: “We take very seriously the concerns that it could be used for bad purposes, and have worked to avoid that. “We want to make sure people only use these typesof technologies when they want to and that it helps them.”【7】Prof Shinji Nishimoto of Osaka University, whohas pioneered the reconstruction of visual images from brain activity, described the paper as a “significant advance”. He said: “This is a non-trivial finding and can be a basis for the development of brain-computer interfaces.” The team now hope to assess whether the technique could be applied to other, more portable brain-imaging systems, such as functional near-infrared spectroscopy (fNIRS).。

JWatcher软件用户手册说明书

JWatcher软件用户手册说明书

analysis is best.The chapter then moves into detailed, step-by-step instructions on how to run each analysis. The coverage of these procedures is,necessarily,a bit more detailed than the other sections because most users will not be familiar with the specific features of each test.Finally,Chapter15includes four different out-standing laboratory exercises that use JWatcher to teach students:(1)how to develop their own ethogram and score behavior,(2)the differences between time sampling and continuous recordings, (3)how to conduct sequential analysis,and(4)how to use both sequential analysis and basic analysis to refine research questions from initial pilot data.These exercises use video clips downloadable from the JWatcher website free of charge and would be excellent teaching tools in the classroom.This manual is a vast improvement over the Version0.9Manual available on the JWatcher website, which only covers some basic guidelines for running the software,explains what the individual file types do,and indicates how to analyze results.The online manual has no coverage of the complex sequential analysis functions of JWatcher1.0.In summary,this book is a necessity for users at all experience levels who wish to quantify behavior using an event recorder.JWatcher software is free of charge and this manual is affordable enough that several copies could be purchased for use in one’s research laboratory.The money from the sale of the manual is used to support further development of the software so that the future versions of the program can be offered free of charge.Theodore StankowichOrganismic&Evolutionary BiologyUniversity of Massachusetts Amherst Morrill Science Center South,611N.Pleasant Street,Amherst,MA01003E-mail:Advance Access publication February14,2008doi:10.1093/icb/icn005An Introduction to Nervous Systems. Ralph J.Greenspan,editor.Woodbury,NY:Cold Spring Harbor Laboratory Press,2007. 172pp.ISBN978-0-87969-0(hardcover)$65.00,ISBN 978-0-87969-821-8(paper)$45.00.Over the past30years,there have been several iterations of books aimed at capturing in brief the essence of the organization and function of the nervous system.Not uncommonly,they extract general princi-ples that would be more fully explored in a compre-hensive text but do not otherwise deviate significantly from the traditional form and content of presentation. This one does.Ralph Greenspan is an established neuroscientist who has pioneered novel research to explore basic and cognitive aspects of nervous system function using the fruit fly as a model system.As he states in the Preface of this book,the Neurocience Institute,of which he is a staff scientist,aims to be a provocative academy,to“push the envelope.”That philosophy is clearly conveyed in the creative,non-traditional style of presentation in this special book. The title of the book,“An Introduction to Nervous Systems,”is a bit misleading.A more accurate title, although cumbersome,would be something like “An Introduction to Nervous Systems through Exam-ination of Some Invertebrate Models.”The book uses select examples from invertebrate nervous systems to convey some fundamental principles that apply in some respects to the organization and function of thenervous system in general.In the final,short chapter—“Are All Brains Alike?Are All Brains Different?”—theauthor writes“Perhaps all nervous systems make useof common general strategies.Anatomical disparitiesmay mask underlying functional similarities in thetasks performed by various circuits.”At first glance,it is surprising that nowhere in thetext are there descriptions of what has been learnedabout ion channels and membrane potentials from classical studies of squid giant axons;of neuralnetwork properties from studies of the crustacean stomatogastric ganglion;of nervous system develop-ment from experiments on fruit fly nerve cord or nematode worms;of sensory signaling and receptionfrom the moth or cricket;or of insect social structure,for example.The author’s enthusiasm for Drosophila,which represents his main research subject,is reflectedin a substantial fraction of the book.Moreover,thereis little or no discussion of how the principles described are employed in mammals.Surveying thebreadth of the neurobiology landscape seems not to bethe primary purpose of this book.Rather,it describesselect examples that highlight what studies of“simple”invertebrate nervous systems have taught us.The taleslink organization of the nervous system to the organism’s behavior,for which invertebrates haveproven to be especially valuable.In a modern, molecular,mammalian research universe,the rich439 Downloaded from https:///icb/article/48/3/439/627027 by Guangxi University of Nationalities user on 18 September 2023history of fundamental contributions of invertebrates to neuroscience may too often be overlooked.It is especially in this respect that the book is a welcome contribution to the neurobiological literature.In the introduction to Chapter4—“Modulation,The Spice of Neural Life”—the author writes:“The capabilities of invertebrates have traditionally been underesti-mated.Perhaps this is because they are not warm and fuzzy...For whatever reason,it has taken us an inordinately long time to realize that even the simplest animals have the capacity for modifying their behavior by adjusting the activities of their nervous systems. Perhaps this is a fundamental,inseparable property of nervous systems.”Despite the fact that the book deviates from a traditional style,in its own way it follows a rather traditional sequence,e.g.,membrane potentials,then chemical signaling and sensing,then neural circuits,then neuromodulation,then biological clocks,then higher,or cognitive,function.There is a lot to like in this book,not only in its fascinating content but in the style of presentation. Ralph Greenspan weaves a tapestry about the molecular,cellular and network origins of function and behavior,and the implications for speciation, using a variety of invertebrate models.The images he creates are expressed as interesting,often humorous, readable stories about what some nervous systems do, how they do it,and how that has evolved using some basic principles in novel ways.Each chapter begins with a relevant quote or poem from a literary or scientific giant that sets the stage and tone for the often poetic introduction and description that follows. The stories themselves—about swimming in Paramecium and jellyfish,light detection by barnacles, decision making by marine snails,circadian rhythms, flying,and mating—are fascinating because they are set in a context of understanding the generation and modulation of behavior and,in some cases,the impact on ecology and evolution.Although the author states in the Preface that the book is intended for the neurobiology novice posses-sing a basic introductory knowledge of biology,this reviewer believes that it would be more appropriate for an individual with an introductory neurobiological background.For example,in the very first chapter, one quickly discovers that understanding“simple”systems can be quite complex.In particular,students new to neurobiology often struggle with concepts underlying the generation of membrane potentials and the relationship of voltage and current,yet the text and figures require some understanding of these topics.In this respect,the Glossary at the end of the book seems uneven,defining some very basic biological terms yet not defining“receptor potential,”for example,which is named but not explained in the caption of Figure3.10.Not to quibble,but this reviewer and two other neuroscientists who scanned the book question some statements or generalizations proposed,particularly in the Introduction(“What are Brains For”?).For example,on page1it states“When it comes to brains,size unquestionably matters.”While that is no doubt true,it may be the organization of cells,i.e.the way they interact,that is more relevant.If it is size that is so important,then one should note that about three quarters of cells in mammalian brain are glial cells, not neurons,some potentially capable of modulating chemical signaling at up to100,000synapses,yet their contributions are not mentioned(see below). Furthermore,spinal cords also possess much of the organization and cellular interactions,e.g.,integrating sensory input and generating motor output,yet we view their capabilities as somewhat lacking in comparison with brain.What might be the funda-mental differences between invertebrate and verte-brate nervous systems and between brain and spinal cord that yield unique aspects of functional compe-tence?Or,are they as different as we imagine them to be,particularly in comparing function in invertebrates versus vertebrates?These are some interesting questions—not found in a typical comprehensive text—that might be explored a bit further in the Introduction and perhaps elsewhere in the book.In addition,on page2,the author writes“Chemical sensing is almost certainly the original sense...,”yet mechanically gated ion channels that could sense changes in flow or pressure in the ambient environ-ment are universal and also have been identified in prokaryotic organisms.Also,on page4,the author writes“And because none of us wants to submit to being experimented upon...we study animals.”Yet, there is a substantial and rapidly growing literature that provides insights on the organization and function of human brain from studies of living persons—for example from functional MRI or stimulation/recording of brain of awake epileptic patients—or of postmortem tissue samples.There are several other aspects of the book in its current form that would benefit from revision in a second edition.First,the emphasis is on how invertebrate nervous systems inform on nervous systems in general,but it is not clear in many cases to what extent the general organization of the behaviors is similar in invertebrates and vertebrates or whether similar molecules or mechanisms are used for different purposes.Does evolution mix and match bits and pieces of behavioral components that moves behavior in new directions?One also wonders whether440Book ReviewsDownloaded from https:///icb/article/48/3/439/627027 by Guangxi University of Nationalities user on 18 September 2023there are good examples of invertebrate nervous systems and behaviors that do not translate well to a mammalian equivalent.Second,the book has a traditional neurocentric focus—and some inverte-brates indeed have few glial cells—yet in the past couple of decades it has become abundantly clear from studies of mammalian systems that interactions of neurons with glia play vital roles in regulation of neural function,development and blood flow.Third, some of the figures could benefit from greater clarity or correction of the illustration or of the explanation in the caption,including citing the source link that is listed in the Bibliography at the end of the book.In addition,the Preface could note the location of the relevant Bibliography,currently organized by chapters but separate from them.It should be noted that the author also recently co-edited a much more compre-hensive(800pages),related book(“Invertebrate Neurobiology”)with Geoffrey North.In summary,this is an excellent book for gaining an appreciation for the links between form-function and behavior in the nervous system from invertebrate model systems and one that is interesting and enjoyable to read.It should be particularly valuable in inspiring budding or established life scientists to read more on the subject or even to become engaged in the pursuit of elucidating fundamental principles of neurobiology and behavior.It should stimulate broad questions about nervous systems and behavior. From a pedagogical perspective,I could imagine it being assigned as a short text in a general course on neurobiology and behavior or in a specialized neurobiology course that focuses on invertebrates or as a supplement to a more comprehensive text.Robert M.GrossfeldDepartment of Zoology NC State University,Raleigh,NC27695E-mail:*************************Advance Access publication February15,2008doi:10.1093/icb/icn004Rodent Societies–An Ecological and Evolutionary Perspective.Jerry O.Wolff and Paul W.Sherman,editors. Chicago,IL:University of Chicago Press,2007.610pp. ISBN0-226-90536-5(cloth),$125.00and ISBN0-226-90537-3(paper),$49.00.As the editors point out in the first sentence of the first chapter,“The Rodentia is the largest order of mammals consisting of more than2000species and comprising44%of all mammals.”This breadth makes the task of compiling a definitive and comprehensive anthology on rodent societies a nearly impossible task,but the result is undoubtedly the most exhaustive and progressive analysis of rodent social behavior to date.Deftly edited by Jerry Wolff and Paul Sherman,this well-organized book,consisting of41chapters from61contributors is,without doubt,a significant compendium of more than50years of research.That being said,only a true rodent lover is likely to love this book.Its creation was prompted by the success of the two volumes within this series that preceded it:Primate Societies and Cetacean Societies(published by University of Chicago Press).Thus,the scope and format of Rodent Societies is in many ways similar to that of the previous two volumes.The text is organized into nine sections,beginning with a succinct,but satisfying,overview of rodent evolutionary history and proceeding through sexual behavior,life histories and behavior,behavioral development,social behavior, antipredator behavior,comparative socioecology,con-servation and disease,and a final concluding sectionwritten by the editors on potential directions for future research.Each chapter concludes with a summary thatbriefly reviews the material,identifies caveats,and frequently suggests strategies for future research.The chapters are written by some of the most productiveand well-known scholars in the field but,as expected ina multi-authored work,the quality is uneven.Some chapters do a better job than others of achieving thestated goal to“synthesize and integrate the currentstate of knowledge about the social behavior of rodents”and to“provide ecological and evolutionary contexts for understanding rodent societies.”However,it generally succeeds in combining ideasand strategies from a wide range of disciplines to generate new theoretical and experimental paradigmsfor exploring rodent social behavior.Despite this,itfeels outdated in many places.Much of the work citedin the text is not new,with the majority of citationsdating before2000and a substantial number datingbefore1985.Even the photographs,all in black andwhite,are fairly old and some date back to the1950s.Some of the illustrations are even hand-drawn.Thismakes the book feel like historical retrospective rathera breakthrough collaborative of evolutionary and behavioral biology.441 Downloaded from https:///icb/article/48/3/439/627027 by Guangxi University of Nationalities user on 18 September 2023。

工商管理专业英语unit

工商管理专业英语unit

The Learning Methods of Business Administration Professional English
• Immersion in English: Learning Business Administration Professional English requires immersion in the language This can be achieved through extensive reading, writing, speaking, and listening practices in English
• Case Analysis of Business Administration Professional English
Overview of Business
01 Administration Professional English
Definition and characteristics
Definition
Business Administration Professional English is a branch of English that focuses on the language and communication needs of business administrators It emphasizes the use of English in areas such as management, marketing, finance, and operations
The Importance of Business Administration Professional English

英语中的主格宾格所有格讲解与练习

英语中的主格宾格所有格讲解与练习
公司”,其中“管理”应作为宾语,对应英文中的宾格形式。
04
The application of nominative, objective, and possessive cases in sentences
The position and function of nominative case in a sentence
The position and function of accusative in sentences
Accusative case is used to identify the direct object of a sentence. It is the case that shows who or what receives the action.
Possessive cases show possession or ownership. They are used to show who owns something or who something belongs to.
Possessive cases are formed by adding an "-'s" or "'s" suffix to the end of a noun, for example: "John's book" (possessive case).
Irregular changes
Irregular changes refer to the non-standard or unexpected changes that occur in the ending of a verb when it is used in a particular case. In the nominative case, irregular changes often involve changing the vowel sound or adding a prefix to the verb.

case study和across case study

case study和across case study

case study和across case studyCase Study:A case study is a detailed analysis of a particular situation or problem. It involves in-depth research and investigation to understand the context, causes, and potential solutions to the issue at hand. The primary purpose of a case study is to provide empirical evidence and insights into complex real-life scenarios.When conducting a case study, researchers typically start by defining the problem or research question that needs to be addressed. They gather relevant data from different sources such as interviews, surveys, observations, and existing literature. The collected information is then analyzed and organized to identify patterns, themes, and relationships that can help answer the research question.One important aspect of a case study is its focus on a specific case or instance. By delving deeply into a single case, researchers can gain a comprehensive understanding of the dynamics and intricacies involved. This detailed analysis allows for a more nuanced and contextualized interpretation of the findings.In addition, a case study often involves the use of various research methods, such as qualitative and quantitative approaches, to gather and analyze data. Qualitative methods, such as interviews and observations, help researchers capture rich, descriptive information about the case. On the other hand, quantitative methods, such as surveys and statistical analysis, enable researchers to uncover patterns and trends across a larger sample size.Case studies are widely used in various fields, including psychology, business, education, and healthcare. They provide valuable insights into real-world situations, inform decision-making processes, and contribute to the development of theories and best practices. For example, in the business world, case studies are often used to explore successful strategies, analyze market trends, and understand consumer behavior.Across Case Study:An across case study goes beyond examining a single case and instead focuses on comparing and contrasting multiple cases. This approach allows researchers to identify commonalities, differences, and patterns across different instances, providing a broader understanding of the phenomenon under investigation.When conducting an across case study, researchers typically select a sample of cases that represent different variations of the phenomenon being studied. These cases can be selected based on specific criteria, such as geographical location, industry type, or organizational size. By comparing a diverse range of cases, researchers can uncover underlying principles, processes, and factors that contribute to the observed outcomes.Comparative analysis is a key component of an across case study. Researchers examine similarities and differences across cases, looking for patterns and insights that can be generalized to a broader population or context. This comparative approach helps researchers identify factors that are critical in influencing the outcomes and determine their relative importance.In addition to comparative analysis, an across case study often involves the use of cross-case synthesis. This process involves synthesizing the findings from individual cases to develop overarching themes and theories that explain the phenomenon under investigation. Cross-case synthesis helps researchers build a more comprehensive and robust understanding of the research question.Across case studies are commonly employed in various fields, including social sciences, education, and public health. They allow researchers to identify commonalities and differences across different contexts, offering valuable insights that can inform policy-making, program development, and professional practices. For example, in the field of education, an across case study could compare the implementation and impact of different teaching methods across multiple schools to identify best practices.In conclusion, both case studies and across case studies are valuable research methods that provide in-depth insights into real-life situations. While case studies focus on analyzing a single instance, across case studies compare and contrast multiple cases to identify broader patterns and principles. These research methods contribute to empirical evidence, inform decision-making, and advance knowledge in various fields.。

初二年级英语议论文写作单选题50题

初二年级英语议论文写作单选题50题

初二年级英语议论文写作单选题50题1. When writing an argumentative essay about whether students should be allowed to use mobile phones at school, which of the following can be a strong argument?A. Mobile phones are very popular among students.B. Mobile phones can be used to play games during breaks.C. Mobile phones can help students search for information for study.D. Mobile phones have different colors and styles.答案:C。

解析:在议论文中,论点需要有说服力。

A选项只是陈述手机在学生中很流行,这与是否应该在学校使用手机没有直接关联。

B选项提到手机可用于课间玩游戏,这反而可能成为不允许使用手机的理由。

C选项指出手机能帮助学生搜索学习资料,这是支持学生在学校使用手机的有力论点。

D选项手机有不同颜色和样式与论点毫无关系。

2. For an argumentative essay on the topic of whether it is good to have more PE classes in school, which one is a relevant argument?A. PE classes make students tired.B. PE classes can improve students' physical health.C. Some students don't like sports.D. PE teachers are very strict.答案:B。

高三英语学术研究方法创新思路单选题30题

高三英语学术研究方法创新思路单选题30题

高三英语学术研究方法创新思路单选题30题1. In academic research, a hypothesis is a(n) ______ that needs to be tested.A. ideaB. factC. resultD. example答案:A。

本题考查学术研究中“hypothesis(假设)”的概念。

选项A“idea(想法、主意)”符合“hypothesis”需要被测试的特点;选项B“fact( 事实)”是已经确定的,无需测试;选项C“result( 结果)”是研究得出的,不是先提出的;选项D“example( 例子)”与“hypothesis”的概念不符。

2. When conducting research, collecting data is an important step. Which of the following is NOT a common way of collecting data?A. InterviewsB. GuessingC. ObservationsD. Surveys答案:B。

本题考查学术研究中收集数据的常见方法。

选项A“Interviews( 访谈)”、选项C“Observations( 观察)”和选项D“Surveys 调查)”都是常见的数据收集方式;选项B“Guessing( 猜测)”不是科学的收集数据的方法。

3. The purpose of a literature review in academic research is to ______.A. show off one's reading skillsB. summarize existing knowledge on a topicC. copy other people's researchD. make the research longer答案:B。

case study的作用 -回复

case study的作用 -回复

case study的作用-回复Case studies refer to detailed examinations of a particular subject or situation, often within a specific context. They provide anin-depth analysis of real-life events, problems, or projects and aim to investigate and understand various aspects, factors, and outcomes. This article will explore the importance and benefits of case studies, discussing their applications in different fields, the steps involved in conducting a case study, and the potential limitations and challenges.The primary purpose of a case study is to provide a comprehensive analysis of a specific subject, enabling researchers and practitioners to gain insights into real-life situations. These insights can be invaluable in fields such as business, psychology, sociology, healthcare, education, and many others.One crucial benefit of case studies is their ability to generate a rich and detailed understanding of a complex issue or problem. By examining a specific event or project in-depth, researchers can explore the different factors and variables influencing the outcome. This allows for a more nuanced and comprehensive analysis compared to other research methods, such as surveys orexperiments.Case studies also provide an opportunity to bridge the gap between theory and practice. They allow researchers to apply theoretical concepts and frameworks to real-life situations, evaluating their effectiveness and practicality. This helps in refining existing theories and developing new ones, based on empirical evidence.Moreover, case studies can be used to explore and uncover unique or rare phenomena. In fields where controlled experiments are not feasible or ethical, such as healthcare or social sciences, case studies offer a valuable alternative. They allow researchers to examine and understand complex and unusual situations that may not be easily replicated in a laboratory or controlled environment.The process of conducting a case study involves several steps:1. Defining the research questions: The first step is to clearly identify the research questions or objectives that the case study aims to address. This helps in setting a clear direction and focus for the study.2. Selecting the case: Researchers need to select a relevant and representative case that aligns with the research questions. The selection process should consider factors such as availability of data, feasibility, and relevance to the research objectives.3. Collecting data: Data collection methods may vary depending on the nature of the case study. Common methods include interviews, observations, document analysis, and surveys. Researchers need to gather sufficient and relevant data to address the research questions.4. Analyzing the data: The collected data is then analyzed to identify patterns, themes, and key insights. This analysis often involves coding the data, categorizing information, and identifying relationships and trends.5. Drawing conclusions: Based on the analysis, researchers draw conclusions and make interpretations about the case. These conclusions should be supported by evidence from the data.6. Reporting the findings: The final step involves writing acomprehensive report or article presenting the case study findings. This report should include a description of the case, the research questions, the methods used, the analysis, and the conclusions drawn.Despite their numerous benefits, case studies also have some limitations and challenges. One limitation is the potential for subjective interpretation and bias, especially during the data analysis stage. Researchers should strive to maintain objectivity and rigor in their analysis, using multiple researchers or peer review to enhance reliability.Moreover, case studies are often time-consuming andresource-intensive. They require significant planning, data collection, and analysis efforts. Researchers should carefully consider the cost-benefit analysis of conducting a case study compared to other research methods.In conclusion, case studies play a vital role in various fields by providing a detailed and comprehensive examination of real-life situations. They allow for an in-depth understanding of complexproblems, bridge the gap between theory and practice, and explore unique phenomena. By following a systematic process, researchers can effectively conduct case studies and generate valuable insights. However, researchers should also be aware of the potential limitations and challenges associated with case studies and employ appropriate strategies to mitigate them.。

语言学复习要点

语言学复习要点

语⾔学复习要点Chapter 11.要点a.the definition of languageb.the design features and the functions of languagec.the distinction between human language and animal communication or other artificial sign systemd.major distinctions in linguistics2.实践1)Unlike animal communication systems, human language is __________.A. stimulus freeB. stimulus boundC. under immediate stimulus controlD. stimulated by some occurrence of communal interest2) Which of the following is the most important function of language?A. interpersonal functionB. performative functionC. informative functionD. recreational function3) The function of the sentence “Water boils at 100 degree centigrade” is _______.A. interrogativeB. directiveC. informativeD. performative4) __________ has been widely accepted as the forefather of modern linguistics?A. ChomskyB. SaussureC. BloomfieldD. John LyonsChapter 21.要点a.the definition of phonetics and its three major research fieldsb.the location, characteristics and function of the speech organse.cardinal vowelsf.IPAg.Broad and narrow transcription and the lip position in the pronunciation of the cardinalvowelsh.The definition of phonologyi.The comparison and contrast between phonetics and phonologyj.The definition of phone, phoneme, allophone, minimal pair and free variationk.Theories on phoneme, phonemic contrast and complementary distributionl.Features on phonetic similarity and distinctionm.Suprasegmental features (syllables, stress, tone, etc.)2.实践1)Of the three cavities, ___ is the most variable and active in amplifying and modifying speechsounds.A. nasal cavityB. pharynxC. oral cavity2) All syllables contain a ________.A. nucleusB. codaC. onset3)Asound which capable of distinguishing one word or one shape of word from another in a given language is a ________.A. allophoneB. phoneC. phoneme4) __________ is one of the suprasegmental features.A. stopB. VoicingC. DeletionD. tone5) Narrow transcription is the phonetic transcription with ___________.A. diacriticsB. distinctive featuresC. voicingA. larynxB. soft palateC. voicingD. articulation7) Which of the following consonants does not exist in English?A. dental stopB. bilabial stopC. alveolar stopD. velar stop8. _________ is not a distinctive feature in English phonology.A. NasalityB. VoicingC. AspirationD. Rounding9.________ is not an English consonant.A. labio-dental plosive b. alveolar nasal C. velar stop D. dental fricative10. The choice of an allophone in a given phonetic context is _________.A. randomB. predictableC. variableD. independent11. Voicing of explosives is a distinctive feature in __________.A. ChineseB. EnglishC. both Chinese and EnglishD. neither Chinese and EnglishChapter 31.要点a. the definitions of the basic concepts in this chapter:word, morpheme, morphology, free morpheme, bound morpheme, inflectional affix and derivational affix,b. inflection and word formation,3.实践1)Compound words consist of _______ morphemes.A. bound2) Nouns, verbs, adjectives and many adverbs are __________.A. grammatical wordsB. Lexical wordsC. neither grammatical nor lexical words3) “Radar” is a/an ________.A. acronymB. blendingC. coinageD. clipping4) The words “take ” and “table ” are called _______ because they can occur unattached.A. form wordsB. bound morphemesC. free morphemesD. inflectional morphemes5) A __________ is made up from the first letters of the name of an organization, which has a heavily modified headword.A. BlendingB. AcronymC. AbbreviationD. invention6) A ___ is any morpheme or combination of morphemes to which an inflectional affix can be added.A. stemB. rootC. allomorphD. Lexeme7) _______ is a process in which part of the form is native and part is borrowed, but the meaning is fully borrowed.A. loanshiftB. Loan translationC. loanwordD. loanblend8)________is a grammatical category used for the analysis of word classes displaying such contrasts asmasculine/feminine/neuter, animate/inanimate, etc.9) the relation between words “rose” and “flower ” is that of _________.A. synonymyB. antonymyChapter 41. 要点a. the important concepts in this chapter: syntax, endocentric and exocentric construction, the deep structure and surface structure, immediate constituent analysis, concord, government, category,Chapter 51. 要点a. the definition of semantics,b. theory of semantic triangle,c. different kinds of meaning,d. sense relationse. componential analysisf. sentence meaning2. 实践1) The sense relationship between “John plays violin” and “John plays a musical instrument” is _______.A. hyponymyB. antonymyC. entailment2) “Semantics is the scientific study of meaning” is a ____.A. synonymyB. polysemyC. antonymyD. tautology.3) Conceptual meaning is ________.A. denotativeB. connotativeC. associativeD. affective4) When the word “root” means “part of plat that keeps it firmly in the soil and absorbs water and food from the soil”, the meaning is ________ meaning.A. connotativeB. conceptualC. reflected5) “Wide/narrow ” is an example of ____________.A. gradable oppositeB. relational oppositesD. complementarityChapter 61. 要点a. speech act theoryb. principle of conversationc. Cooperative Principled. characteristics of implicaturee. context2. 实践1)An illocutionary act is identical with ________A. sentence meaningB. the speaker?s meaningC. language understandingD. the speaker?s competence2) The Indirect Speech Act was developed by _______.A.John Austin B. Levinson C. John Lyons D. John Searle3) ________ is a branch of linguistics which is the study of meaning in the context use.A. MorphologyB. SyntaxC. PragmaticsD. Semantics4. Tautologies like boys are boys are extreme examples in which maxim of _____ is violated.A. qualityB. quantityC. relevanceD. mannerChapter 71. 要点a. morphological change and syntactic changeb. vocabulary changec. addition of new wordsd. changes in the meaning of words2. 实践1)a. speech community and speech varietyb. varieties of language:regional dialect, sociolect, idiolect ethnic dialect, register, standard dialect, pidgin and creole,c. bilingualism and diglossia2. 实践1) In the present day, the stability of _ seems to be decreasing.A. social-class dialectB. idiolectC. tabooD. regional dialectChapter 91. 要点a. the relationship between language and cultureb. Sapir-Whorf Hypothesis1.Which of the following statements about language is Not true?/doc/416a48858762caaedd33d4e3.html nguage is a system./doc/416a48858762caaedd33d4e3.html nguage is symbolic.C.Animals also have language./doc/416a48858762caaedd33d4e3.html nguage is arbitrary.2.What is the most important function of language?A.Interpersonal.B. Phatic/doc/416a48858762caaedd33d4e3.html rmative D. Meatlingual.3.The distinction between competence and performance is proposed byA. SaussureB. HallidayC. ChomskyD. The Prague School4. Which of the following phonetic description matches the English consonant {p}A. a voiceless bilabial stopB. a voiced bilabial stopC. a voiceless dental stopD. a voiceless dental fricative5. Which of the following is not a distinctive feature in English?C. approximationD. aspiration6. If two similar sound segments never occur in the same phonetic environment, then they areA. two separate phonemesB. two allophones of phonemesC. two free variation of a phonemeD. a minimal pair7. Where is the primary stress of the word phonology?A. phoB. no.C. loD. gy8. If there is an English adjective “pornitial”, _______ is the most possible for negative form.A. ip-B. im--C. ilD.in-9. An ____ language is a language in which concepts that we express using proposition, possessive adjectives, and so on are expressed as morphs concatenanted in the same words as the relevant base.A. inflectingB. agglutinationC. isolatingD. analytical10. Which of the following words is created through the process of acronym?A. adB. editC. AIDSD. Bobo11. The word “lab” is formed throughA. back formationB. blendingC. clippingD. derivationA. between stone and yesterdayB. between she and brokeC. between broke and the windowD. between window and with13. Which of the following items is not one of the grammatical categories of English pronouns?A. gender.B. numberC. caseD. voice14. Chomsky holds that the major task of linguistics is toA. study real “facts” in daily settingsB. tell people how to speak appropriatelyC. look for …the universal grammar?D. tell people what is right in language use15. A word with several meanings is called ___ word.A. a polysemousB. a synonymousC. an abnormalD. a mutilple16. Among Leech?s seven types of meaning is concerned with the relationship between a word and the thing it refers toA. conceptualB. affectiveC. reflectedD. thematic17. ____ is a phrase which can only be understood as a unit, not as a summation of the meaning of each constituent word.A. CollocationB. IdiomC. Semantic componentD. Synonym18. There are _____ deixis in the sentence She has sold it here yesterday.A. 3B. 4D. 619. ____ may be used as an example of indirect speech act.A. “Could you open the window?”B. “I hereby declare Mr. William elected.”C. “Good morning!”D. “I command you to report at 6 in the morning tomorrow.”20. The maxim of ____ requires that a participant?s contribution be relevant to the conversation.A. QuantityB. qualityC. manners D relation21. A scientific study of language studies is conducted with references to some ____ of language structure.A. dataB. general theoryC. factsD. hypotheses22. studies the historical development of language over a period of time, it is a historical study.A. synchronicB. descriptiveC. prescriptiveD. diachronic23. The distinction between competence and performance is similar to the distinction betweenA. prescriptive and descriptiveB. synchronic and diachronicC. speech and writingD. langue and parole24. Children can speak before they can read or write shows thatA. language is basically vocalB. language is arbitraryC. language is used for communicationD. language is productive25. A minimal pair can be illustrated byA. sip/sheepB. bread/breastD. breath/breathe26 Diphthongs are characterized by ____.A. glidingB. voicingC. aspirationD. stress27. The phonetic symbol for “voiced, labiodental, fricative” isA.[v]B. [d]C.[f]D.[m]28. …Look? is a monomorphemic word which conveys ____ meaning.A. morphologicalB. morphemicC. lexicalD. grammatical29. ____ morphemes are those than cannot be used independently but have to be combined with other morphemes, either free of bound, to form a word.A. FreeB. BoundC. RootD. Affix30. There are rules that govern which affix can be added to that type of ___ to form a new word.A. rootB. affixC. stemD. word31. ____ are closed categories because no new words are allowed for.A. syntactic categoriesB.Major lexical categoriesC. minor lexical categoriesD. phrasal categories32. “She gave the book to John..”can be changed to “to whom did she give the book?”This involves ___.A. NP—movement.B. WH-movementC. AUX-movementD. Post-verb adjective movement33. The meaning of a language form is as the “situation in which the speaker utters it and the response it calls forth in the hearer” is proposed byA. PlatoB. FirthC. ChomskyD. Bloomfield34. Sound(adj.)and sound (n.) are identical in sound and spelling, but different in meaning. They are____.A. homophonesB. homographsC. hyponymsD. complete homonyms35. A word with several meaning is a _____.A. synonymyB. polysemic wordC. co-hyponym.D. complete homonym36. ____ of a sentence depends on the context in which the sentence is uttered.A. sentence-meaningB. utterance-meaningC. the referenceD. the meaning37. “What a marvelous dinner you cooked!”What politeness maxim does the speaker of the utterance observe?A. Modesty maximB. sympathy maximC. approbation maximD. tact maxim38. Morphological changes involves?A. The lossB. additionC. alteration of morphological rulesD. all of above39. Proximately the number of pidgin speakers in the world isA. about 6 millionB. about 12 millionC. somewhere between 6 and 12 millionD. unknown40. In Early modern English ___ was the second person pronoun used by social superiors to inferiors.1-5 cccad 6-10 bbbbc 11-15 cbdca 16-20 abbad 21-25 bddac 26-30 aacbc 31bcddb 36-40 bcdbb. politeness principlesThe CP itself cannot explain why people are often to indirect in conveying what they really mean and why the conversational maxims are frequently infringed in social contexts. If these questions are considered in a broader, socially and psychologically oriented approach of pragmatics, they may be answered by the Politeness Principle (PP). Politeness can be defined as the means employed to show awareness of another person?s public self-image.1. Tact maxim 策略原则(尽量减少他⼈损失、尽量使别⼈获益)2.Generosity maxim 慷慨原则3.Approbation maxim 赞颂原则4.Modesty maxim 谦虚原则5.Agreement maxim 附和原则6.Sympathy maxim 同情原则1)A. May I invite you to dinner this evening?B. Sorry. I have an appointment.2) A. How?s bill?s term paper?B. The handwriting is beautiful.3) A. Bill has taken your parking place again.B. Well, I like that.3. deitic words: are related to the orientation or position of events of entities in the real world. They may be personal, such as you, me, or spatial such as this, that, here, there, or temporal such as mow, then, etc.example:speaker: The professor has got a car.英语语⾔学常识练习1.What is true of linguist?A.He needs to be able to speak a large number of languages.B.He must have a wide experience of different types of languages.C.He takes great interest in analyzing and attempting to explain various linguisticphenomenon.D.His task is basically to study and understand the general principles upon all languages arebuilt.2.Which of the following is Not true of linguistics?A.It does not force languages into a Latin-based framework.B.It is descriptive, not prescriptive.C.It regards the spoken language as primary, not the written.D.It stresses the importance of strict grammatical rules.3.Study of grammar and its development over different historical periods is ________.A. applied linguisticsB. synchronic linguisticsC. diachronic linguisticsD. sociolinguistics4. Human language is distinguished from animal communication due to the following defining features except_________.A. creativityB. arbitrarinessC. cultural transmissionD. fluency5. The _________ of a language is the system and pattern of the speech sounds used in that particular language.A. phonologyB. phoneticsC. morphologyD. semantics6. Which of the following is not a dental?7. Which of the following is not a plosive?8. ________ refers to the study of the internal structure of words, and the rules by which words are formed.A. phonologyB. morphologyC. semanticsD. pragmatics9. The word reliability consists of ________ morphemes.A. 2B. 3C. 4D. 510. Which of the following words is not a compound?A. managementB. loudspeakerC. baby-sitD. warm-hearted11. ___ is the study of how sentences are structured of in others words, it tries to state what words can be combined with others to form sentences and in what order.A. syntaxB. phonologyC. semanticsD. grammar12. Simply stated, ________ is the study of meaning in language.A. syntaxB. semanticsC. morphologyD. phonology13. According to the semiotic triangle of Ogden and Richards, the referent refers to ____.A. the linguistic element, that is the word, sentence, etc.B. the object, etc. in the world of experienceC. conceptD. name of the object.14. Which of the following pairs are collocationally-restricted synonyms?A. brotherly fraternalB. man chapC. addled eggs rancid baconD. statesman politician15. The word site is the ________ of sight.A. homophoneB. homographC. hyponymD. antonym16. Which of following is the hyponym of the word flower?A. plantB. treeC. roseD. petal17. The words male and female are _________.A. homographsB. hyponymsC. synonymsD. antonyms18. ________ is the study of how speakers use the sentences of a language to effect successful communications.A. pragmaticsB. syntaxC. semanticsD. morphology19. According to John Austin ?s speech act theory, a speaker, while making an utterance, is in most cases performing simultaneously the following acts except___________.A. A locutionary actB. an illocutionary actC. a per locutionary actD. a pre locutionary act20. Based on Grice?s Cooperative Principle in making conversation, “Do not say what you believeto be false.” Is a requirement of the maxim of __________.A. quantityB. qualityC. relationD. manner21. Which of the following words is a blend?A. gymB. smogC. radarD. edit22. The word cattle in Middle English means property, livestock; but now the word generally refers to any of such mammals as cows, steers, bulls, and oxen. This is an example of ________.A. meaning shift.B. widening of meaningC. narrowing of meaningD. loss of meaning23. Which of the following statements is correct?A. langue refers to the language system itself.B. Parole is the realization of the language system in speechC. sense relates to the complex system of relationships that hold between the linguistic elements themselves,while reference deals with the relationship between the linguistic elements and the non-linguistic world of experience.D. All of above.答案1-5adcda 6-10 dcbba 11-15 abbca 16-20 cdadb 21-23bcdBlank Filling1 Linguistics is the scientific study of ___.2 To many people, a linguist is the same as a ___ , one who can speak several Languages fluently.3 In professional usage, the ___ is a scholar who studies Language objectively, observing it scientifically, recording the facts of Language, and generalizing from them.4 ___ phonetics studies the movement of the vocal organs of producing the sounds of speech; ___ phonetics studies the way the sounds of speech are perceived by the human ear.5 ___ deals with how Language is acquired, understood and produced.6 ___ studies the neurological basis of Language development and use in human beings.7 ___ is concerned with the diversity of Language as it relates to various sociological factors.8 ___ is concerned with variation and use in relation to the cultural patterns and beliefs of man.9 The ancient theories of the origin of Language were of ____origin.10 The Egyptians considered themselves to have the oldest civilization and asserted that the original human Language was ___.1 The theory that primitive man made involuntary vocal noises while performing heavy work has been called the ___ theory.2 The theory that primitive man instinctively gave vocal expression to every external impression has been called the ___ theory.3 A commonly held view among the classic Greeks was that at some ancient time there was a “___ “ who gave the correct, natural name to everything.4 The theory that Language arose from instinctive emotional cries, expressive of pain or joy has been called the ___ theory.5 The theory that primitive Language was an imitation of natural sound, such as animal cries, has been called the theory.6 The theory that Language arose from human beings? instinctive need for contact with his companion has been called the ___ theory.7 Writing is a secondary Language form based upon ___, and Morse code is tertiary, based upon ___.8 The reason why Languages other than our own sound like gibberish is because we have not mastered the complexity of their ___.9 The symbols are said to be arbitrary because they do not ___ what they represent.10 Language is called upon not only for communication, but also for ___ and cultural ____.1 Language is an ___ system of articulated sounds made use of by a group of humans as a means of carrying on the affairs of their society.2 Language is a purely human and ___ method of communicating ideas, emotions and desires by means of a ___ of voluntarily produced symbols.3 Language is a system of arbitrary ___ symbols which permit all the people in a given culture, or other people who havelearned the ___ of that culture, to communicate or interact.4 The earliest grammar of any Language was ___ grammar by the Hindu scholar Panini.5 Plato proceeded first to divide the sentence into two parts: ___ and ___.6 The Greek approach to Language was taken over by the ___ and applied with little change to their Language ___.7 The first major new development in linguistics until the 13th century was ___ grammar.8 The 15th and 16th centuries were marked by the ___ of views of Language and an increased awareness of the ___ among Languages.9 In the 17th century the Port royal Grammarians stressed the ___ of thought.10 The beginning of modern linguistics was from the late 18th and early 19th century when the ___ method was developed and established.1 Chomsky?s theory of generative grammar revolutionized work in linguistics in 1957, with the publication of his book ___.2 Saussure?s exposition of ___ analysis led to t he school of ___ linguistics which developed around the work of Leonard Bloomfield in America.3 A Language is responsive to the ___ forces that shape history.4 The Language of Britain was ___ when the Romans invaded the land in 55 and 54 BC.5 The Celtic Language was influenced by ___ during the roman occupation after AD 44.6 The three Teutonic groups established in England by the successive invasions after AD 450 were: ___, ___ and __.7 As a result of the Norman Conquest of 1066, vast quantities of ___ words were added to the English vocabulary.8 The most memorable writing in the Middle English period was ___ by Geoffrey Chaucer.9.As Samuel Johnson?s A Dictionary of the English Language established a uniform standard for ___ and word use, so Bish op Lowth?s and other grammarians? works standardized English ___.10 Speech takes place when the organs of speech move to produce a pattern of ___. These movements have an effect on the ___ coming from the lungs.11 When sounds are produced, the air-stream sent out from the lungs passes through the ___ contained in the larynx.12 If the glottis is wide open, the air passes freely through the cords, but if it is narrowed, the presence of the air causes the cords to vibrate, producing ___ sounds.13 A sound which is made with the glottis wide open is called a ___ sound.14 Consonant sounds can be either ___ or ___, while all vowel sounds are ___.The shape of the ___ and ___ cavities can be changed, and each change produces a different sound.1 The differences between the vowel in the word tea and the vowel in the word two is that the first is made with the lips ___ and the front of the tongue humped, and the second is made with the lips ___ and the back of the tongue humped.2 In the case of vowel sounds, the pharynx and the mouth cavities are changed by the shape and position of the ___ and the ___.3 The sounds t, d, p, and b are made when the ___ in the mouth is suddenly opened and the air allowed to escape in a little puff or explosion.4 Consonant sounds can also be made when two organs of speech in the mouth are brought close together so that the air is pushed out between them, causing___.5 The sounds f and v are the result of air escaping under friction between the lower ___ and upper ___.6 All English sounds except me, n, and ny are made with the soft palate ___.7 When the ___ is raised, the air cannot escape through the nose and the sounds ma, n, and ng cannot be made.8 ___ sounds are produced by a radical constriction at some point in the vocal tract.9 ___ sounds are produced by lowering the velum.10 ___ sounds are produced by vibrating the vocal cords.11 ___ sounds are produced by increasing the muscular effort in the lower jaw.12 ___ sounds are produced b y maintaining the airflow in the vocal cavity (but not in the nasal cavity).1 The qualities of vowels depend upon the position of the ___ and the lips.2 ___ sounds are produced by retracting the body of the tongue from the neutral position.3 Vowels can be described by referring to the part of the tongue which is at the highest point in the mouth. If the front of the tongue is at the highest point near the hard palate, a ___ vowel is produced. If the back of the tongue is at the highest point near the soft palate, a ___ vowel is produced.4 V owels produced between the positions for a front vowel and a back vowel are called ___ vowel.5 One element in the description of vowels is the part of the tongue which is at the highest point in the mouth. A second element is the ___ to which that part of the tongue is raised.6 If the tongue is raised as high as possible in the mouth, without causing friction, the vowel which results is a ___ vowel.7 If the tongue is placed as low as possible in the mouth, the vowel which results is an ___ vowel.8 The position of the lips also has an effect on vowel quality. If the lips are drawn together so that the opening between them is round, we have a ___ vowel. If the lips are not drawn together, the vowel is ___.9 If, in making a vowel sound, the organs of speech remain in one position without moving to another, the result is a ___ vowel. If the organs of speech start in the position for one vowel and then immed8iately glide to the position of another, the result is a ___.10 A single impulse of breath from the lungs accompanied by voicing is known as a ___.11 Diphthongs are represented by two symbols in phonetic transcription, the first shows the position of the organs of speech at the ___ of the glide, and the second shows their approximate position at the ___ of the glide.1 If the tongue produces a diphthong by moving from a more open position to a more closed position in the mouth, the diphthong is known as ___ diphthong.2 If the movement of the tongue in making a closing diphthong is small, the diphthong which results is called a ___ diphthong.3 In the case of closing diphthongs the ___ letter indicates the point towards which the glide is made. The point towards which the glide is made is ___ necessarily reached. Such diphthongs sound quite ___ if the organs of speech perform only part of the maximum permissible movement.4 The diphthongs made with a movement of the tongue towards the center are known as ___ diphthongs.5 Consonants are characterized in pronunciation by ___ of the air-stream in the vocal tract.6 Labial refers to the use of the ___ in the process of articulating a sound.7 Alveolar refers to the ___ behind the top teeth.8 Palatals are sounds articulated by the ___ of the tongue against the ___ palate.9 Velars are sounds articulated by the ___ of the tongue against the ___ palate.10 A nasal is produced by the release of air through the ___.11 A stop with a fricative release is called ___.12 A ___ is formed by an obstacle placed in the middle of the mouth, the air being free to escape。

Advances in

Advances in

Advances in Geosciences,4,17–22,2005 SRef-ID:1680-7359/adgeo/2005-4-17 European Geosciences Union©2005Author(s).This work is licensed under a Creative CommonsLicense.Advances in GeosciencesIncorporating level set methods in Geographical Information Systems(GIS)for land-surface process modelingD.PullarGeography Planning and Architecture,The University of Queensland,Brisbane QLD4072,Australia Received:1August2004–Revised:1November2004–Accepted:15November2004–Published:9August2005nd-surface processes include a broad class of models that operate at a landscape scale.Current modelling approaches tend to be specialised towards one type of pro-cess,yet it is the interaction of processes that is increasing seen as important to obtain a more integrated approach to land management.This paper presents a technique and a tool that may be applied generically to landscape processes. The technique tracks moving interfaces across landscapes for processes such as waterflow,biochemical diffusion,and plant dispersal.Its theoretical development applies a La-grangian approach to motion over a Eulerian grid space by tracking quantities across a landscape as an evolving front. An algorithm for this technique,called level set method,is implemented in a geographical information system(GIS).It fits with afield data model in GIS and is implemented as operators in map algebra.The paper describes an implemen-tation of the level set methods in a map algebra program-ming language,called MapScript,and gives example pro-gram scripts for applications in ecology and hydrology.1IntroductionOver the past decade there has been an explosion in the ap-plication of models to solve environmental issues.Many of these models are specific to one physical process and of-ten require expert knowledge to use.Increasingly generic modeling frameworks are being sought to provide analyti-cal tools to examine and resolve complex environmental and natural resource problems.These systems consider a vari-ety of land condition characteristics,interactions and driv-ing physical processes.Variables accounted for include cli-mate,topography,soils,geology,land cover,vegetation and hydro-geography(Moore et al.,1993).Physical interactions include processes for climatology,hydrology,topographic landsurface/sub-surfacefluxes and biological/ecological sys-Correspondence to:D.Pullar(d.pullar@.au)tems(Sklar and Costanza,1991).Progress has been made in linking model-specific systems with tools used by environ-mental managers,for instance geographical information sys-tems(GIS).While this approach,commonly referred to as loose coupling,provides a practical solution it still does not improve the scientific foundation of these models nor their integration with other models and related systems,such as decision support systems(Argent,2003).The alternative ap-proach is for tightly coupled systems which build functional-ity into a system or interface to domain libraries from which a user may build custom solutions using a macro language or program scripts.The approach supports integrated models through interface specifications which articulate the funda-mental assumptions and simplifications within these models. The problem is that there are no environmental modelling systems which are widely used by engineers and scientists that offer this level of interoperability,and the more com-monly used GIS systems do not currently support space and time representations and operations suitable for modelling environmental processes(Burrough,1998)(Sui and Magio, 1999).Providing a generic environmental modeling framework for practical environmental issues is challenging.It does not exist now despite an overwhelming demand because there are deep technical challenges to build integrated modeling frameworks in a scientifically rigorous manner.It is this chal-lenge this research addresses.1.1Background for ApproachThe paper describes a generic environmental modeling lan-guage integrated with a Geographical Information System (GIS)which supports spatial-temporal operators to model physical interactions occurring in two ways.The trivial case where interactions are isolated to a location,and the more common and complex case where interactions propa-gate spatially across landscape surfaces.The programming language has a strong theoretical and algorithmic basis.The-oretically,it assumes a Eulerian representation of state space,Fig.1.Shows a)a propagating interface parameterised by differ-ential equations,b)interface fronts have variable intensity and may expand or contract based onfield gradients and driving process. but propagates quantities across landscapes using Lagrangian equations of motion.In physics,a Lagrangian view focuses on how a quantity(water volume or particle)moves through space,whereas an Eulerian view focuses on a localfixed area of space and accounts for quantities moving through it.The benefit of this approach is that an Eulerian perspective is em-inently suited to representing the variation of environmen-tal phenomena across space,but it is difficult to conceptu-alise solutions for the equations of motion and has compu-tational drawbacks(Press et al.,1992).On the other hand, the Lagrangian view is often not favoured because it requires a global solution that makes it difficult to account for local variations,but has the advantage of solving equations of mo-tion in an intuitive and numerically direct way.The research will address this dilemma by adopting a novel approach from the image processing discipline that uses a Lagrangian ap-proach over an Eulerian grid.The approach,called level set methods,provides an efficient algorithm for modeling a natural advancing front in a host of settings(Sethian,1999). The reason the method works well over other approaches is that the advancing front is described by equations of motion (Lagrangian view),but computationally the front propagates over a vectorfield(Eulerian view).Hence,we have a very generic way to describe the motion of quantities,but can ex-plicitly solve their advancing properties locally as propagat-ing zones.The research work will adapt this technique for modeling the motion of environmental variables across time and space.Specifically,it will add new data models and op-erators to a geographical information system(GIS)for envi-ronmental modeling.This is considered to be a significant research imperative in spatial information science and tech-nology(Goodchild,2001).The main focus of this paper is to evaluate if the level set method(Sethian,1999)can:–provide a theoretically and empirically supportable methodology for modeling a range of integral landscape processes,–provide an algorithmic solution that is not sensitive to process timing,is computationally stable and efficient as compared to conventional explicit solutions to diffu-sive processes models,–be developed as part of a generic modelling language in GIS to express integrated models for natural resource and environmental problems?The outline for the paper is as follow.The next section will describe the theory for spatial-temporal processing us-ing level sets.Section3describes how this is implemented in a map algebra programming language.Two application examples are given–an ecological and a hydrological ex-ample–to demonstrate the use of operators for computing reactive-diffusive interactions in landscapes.Section4sum-marises the contribution of this research.2Theory2.1IntroductionLevel set methods(Sethian,1999)have been applied in a large collection of applications including,physics,chemistry,fluid dynamics,combustion,material science,fabrication of microelectronics,and computer vision.Level set methods compute an advancing interface using an Eulerian grid and the Lagrangian equations of motion.They are similar to cost distance modeling used in GIS(Burroughs and McDonnell, 1998)in that they compute the spread of a variable across space,but the motion is based upon partial differential equa-tions related to the physical process.The advancement of the interface is computed through time along a spatial gradient, and it may expand or contract in its extent.See Fig.1.2.2TheoryThe advantage of the level set method is that it models mo-tion along a state-space gradient.Level set methods start with the equation of motion,i.e.an advancing front with velocity F is characterised by an arrival surface T(x,y).Note that F is a velocityfield in a spatial sense.If F was constant this would result in an expanding series of circular fronts,but for different values in a velocityfield the front will have a more contorted appearance as shown in Fig.1b.The motion of thisinterface is always normal to the interface boundary,and its progress is regulated by several factors:F=f(L,G,I)(1)where L=local properties that determine the shape of advanc-ing front,G=global properties related to governing forces for its motion,I=independent properties that regulate and influ-ence the motion.If the advancing front is modeled strictly in terms of the movement of entity particles,then a straightfor-ward velocity equation describes its motion:|∇T|F=1given T0=0(2) where the arrival function T(x,y)is a travel cost surface,and T0is the initial position of the interface.Instead we use level sets to describe the interface as a complex function.The level set functionφis an evolving front consistent with the under-lying viscosity solution defined by partial differential equa-tions.This is expressed by the equation:φt+F|∇φ|=0givenφ(x,y,t=0)(3)whereφt is a complex interface function over time period 0..n,i.e.φ(x,y,t)=t0..tn,∇φis the spatial and temporal derivatives for viscosity equations.The Eulerian view over a spatial domain imposes a discretisation of space,i.e.the raster grid,which records changes in value z.Hence,the level set function becomesφ(x,y,z,t)to describe an evolv-ing surface over time.Further details are given in Sethian (1999)along with efficient algorithms.The next section de-scribes the integration of the level set methods with GIS.3Map algebra modelling3.1Map algebraSpatial models are written in a map algebra programming language.Map algebra is a function-oriented language that operates on four implicit spatial data types:point,neighbour-hood,zonal and whole landscape surfaces.Surfaces are typ-ically represented as a discrete raster where a point is a cell, a neighbourhood is a kernel centred on a cell,and zones are groups of mon examples of raster data include ter-rain models,categorical land cover maps,and scalar temper-ature surfaces.Map algebra is used to program many types of landscape models ranging from land suitability models to mineral exploration in the geosciences(Burrough and Mc-Donnell,1998;Bonham-Carter,1994).The syntax for map algebra follows a mathematical style with statements expressed as equations.These equations use operators to manipulate spatial data types for point and neighbourhoods.Expressions that manipulate a raster sur-face may use a global operation or alternatively iterate over the cells in a raster.For instance the GRID map algebra (Gao et al.,1993)defines an iteration construct,called do-cell,to apply equations on a cell-by-cell basis.This is triv-ially performed on columns and rows in a clockwork manner. However,for environmental phenomena there aresituations Fig.2.Spatial processing orders for raster.where the order of computations has a special significance. For instance,processes that involve spreading or transport acting along environmental gradients within the landscape. Therefore special control needs to be exercised on the order of execution.Burrough(1998)describes two extra control mechanisms for diffusion and directed topology.Figure2 shows the three principle types of processing orders,and they are:–row scan order governed by the clockwork lattice struc-ture,–spread order governed by the spreading or scattering ofa material from a more concentrated region,–flow order governed by advection which is the transport of a material due to velocity.Our implementation of map algebra,called MapScript (Pullar,2001),includes a special iteration construct that sup-ports these processing orders.MapScript is a lightweight lan-guage for processing raster-based GIS data using map alge-bra.The language parser and engine are built as a software component to interoperate with the IDRISI GIS(Eastman, 1997).MapScript is built in C++with a class hierarchy based upon a value type.Variants for value types include numeri-cal,boolean,template,cells,or a grid.MapScript supports combinations of these data types within equations with basic arithmetic and relational comparison operators.Algebra op-erations on templates typically result in an aggregate value assigned to a cell(Pullar,2001);this is similar to the con-volution integral in image algebras(Ritter et al.,1990).The language supports iteration to execute a block of statements in three ways:a)docell construct to process raster in a row scan order,b)dospread construct to process raster in a spreadwhile(time<100)dospreadpop=pop+(diffuse(kernel*pop))pop=pop+(r*pop*dt*(1-(pop/K)) enddoendwhere the diffusive constant is stored in thekernel:Fig.3.Map algebra script and convolution kernel for population dispersion.The variable pop is a raster,r,K and D are constants, dt is the model time step,and the kernel is a3×3template.It is assumed a time step is defined and the script is run in a simulation. Thefirst line contained in the nested cell processing construct(i.e. dospread)is the diffusive term and the second line is the population growth term.order,c)doflow to process raster byflow order.Examples are given in subsequent sections.Process models will also involve a timing loop which may be handled as a general while(<condition>)..end construct in MapScript where the condition expression includes a system time variable.This time variable is used in a specific fashion along with a system time step by certain operators,namely diffuse()andfluxflow() described in the next section,to model diffusion and advec-tion as a time evolving front.The evolving front represents quantities such as vegetation growth or surface runoff.3.2Ecological exampleThis section presents an ecological example based upon plant dispersal in a landscape.The population of a species follows a controlled growth rate and at the same time spreads across landscapes.The theory of the rate of spread of an organism is given in Tilman and Kareiva(1997).The area occupied by a species grows log-linear with time.This may be modelled by coupling a spatial diffusion term with an exponential pop-ulation growth term;the combination produces the familiar reaction-diffusion model.A simple growth population model is used where the reac-tion term considers one population controlled by births and mortalities is:dN dt =r·N1−NK(4)where N is the size of the population,r is the rate of change of population given in terms of the difference between birth and mortality rates,and K is the carrying capacity.Further dis-cussion of population models can be found in Jrgensen and Bendoricchio(2001).The diffusive term spreads a quantity through space at a specified rate:dudt=Dd2udx2(5) where u is the quantity which in our case is population size, and D is the diffusive coefficient.The model is operated as a coupled computation.Over a discretized space,or raster,the diffusive term is estimated using a numerical scheme(Press et al.,1992).The distance over which diffusion takes place in time step dt is minimally constrained by the raster resolution.For a stable computa-tional process the following condition must be satisfied:2Ddtdx2≤1(6) This basically states that to account for the diffusive pro-cess,the term2D·dx is less than the velocity of the advancing front.This would not be difficult to compute if D is constant, but is problematic if D is variable with respect to landscape conditions.This problem may be overcome by progressing along a diffusive front over the discrete raster based upon distance rather than being constrained by the cell resolution.The pro-cessing and diffusive operator is implemented in a map al-gebra programming language.The code fragment in Fig.3 shows a map algebra script for a single time step for the cou-pled reactive-diffusion model for population growth.The operator of interest in the script shown in Fig.3is the diffuse operator.It is assumed that the script is run with a given time step.The operator uses a system time step which is computed to balance the effect of process errors with effi-cient computation.With knowledge of the time step the it-erative construct applies an appropriate distance propagation such that the condition in Eq.(3)is not violated.The level set algorithm(Sethian,1999)is used to do this in a stable and accurate way.As a diffusive front propagates through the raster,a cost distance kernel assigns the proper time to each raster cell.The time assigned to the cell corresponds to the minimal cost it takes to reach that cell.Hence cell pro-cessing is controlled by propagating the kernel outward at a speed adaptive to the local context rather than meeting an arbitrary global constraint.3.3Hydrological exampleThis section presents a hydrological example based upon sur-face dispersal of excess rainfall across the terrain.The move-ment of water is described by the continuity equation:∂h∂t=e t−∇·q t(7) where h is the water depth(m),e t is the rainfall excess(m/s), q is the discharge(m/hr)at time t.Discharge is assumed to have steady uniformflow conditions,and is determined by Manning’s equation:q t=v t h t=1nh5/3ts1/2(8)putation of current cell(x+ x,t,t+ ).where q t is theflow velocity(m/s),h t is water depth,and s is the surface slope(m/m).An explicit method of calcula-tion is used to compute velocity and depth over raster cells, and equations are solved at each time step.A conservative form of afinite difference method solves for q t in Eq.(5). To simplify discussions we describe quasi-one-dimensional equations for theflow problem.The actual numerical com-putations are normally performed on an Eulerian grid(Julien et al.,1995).Finite-element approximations are made to solve the above partial differential equations for the one-dimensional case offlow along a strip of unit width.This leads to a cou-pled model with one term to maintain the continuity offlow and another term to compute theflow.In addition,all calcu-lations must progress from an uphill cell to the down slope cell.This is implemented in map algebra by a iteration con-struct,called doflow,which processes a raster byflow order. Flow distance is measured in cell size x per unit length. One strip is processed during a time interval t(Fig.4).The conservative solution for the continuity term using afirst or-der approximation for Eq.(5)is derived as:h x+ x,t+ t=h x+ x,t−q x+ x,t−q x,txt(9)where the inflow q x,t and outflow q x+x,t are calculated in the second term using Equation6as:q x,t=v x,t·h t(10) The calculations approximate discharge from previous time interval.Discharge is dynamically determined within the continuity equation by water depth.The rate of change in state variables for Equation6needs to satisfy a stability condition where v· t/ x≤1to maintain numerical stabil-ity.The physical interpretation of this is that afinite volume of water wouldflow across and out of a cell within the time step t.Typically the cell resolution isfixed for the raster, and adjusting the time step requires restarting the simulation while(time<120)doflow(dem)fvel=1/n*pow(depth,m)*sqrt(grade)depth=depth+(depth*fluxflow(fvel)) enddoendFig.5.Map algebra script for excess rainfallflow computed over a 120minute event.The variables depth and grade are rasters,fvel is theflow velocity,n and m are constants in Manning’s equation.It is assumed a time step is defined and the script is run in a simulation. Thefirst line in the nested cell processing(i.e.doflow)computes theflow velocity and the second line computes the change in depth from the previous value plus any net change(inflow–outflow)due to velocityflux across the cell.cycle.Flow velocities change dramatically over the course of a storm event,and it is problematic to set an appropriate time step which is efficient and yields a stable result.The hydrological model has been implemented in a map algebra programming language Pullar(2003).To overcome the problem mentioned above we have added high level oper-ators to compute theflow as an advancing front over a land-scape.The time step advances this front adaptively across the landscape based upon theflow velocity.The level set algorithm(Sethian,1999)is used to do this in a stable and accurate way.The map algebra script is given in Fig.5.The important operator is thefluxflow operator.It computes the advancing front for waterflow across a DEM by hydrologi-cal principles,and computes the local drainageflux rate for each cell.Theflux rate is used to compute the net change in a cell in terms offlow depth over an adaptive time step.4ConclusionsThe paper has described an approach to extend the function-ality of tightly coupled environmental models in GIS(Ar-gent,2004).A long standing criticism of GIS has been its in-ability to handle dynamic spatial models.Other researchers have also addressed this issue(Burrough,1998).The con-tribution of this paper is to describe how level set methods are:i)an appropriate scientific basis,and ii)able to perform stable time-space computations for modelling landscape pro-cesses.The level set method provides the following benefits:–it more directly models motion of spatial phenomena and may handle both expanding and contracting inter-faces,–is based upon differential equations related to the spatial dynamics of physical processes.Despite the potential for using level set methods in GIS and land-surface process modeling,there are no commercial or research systems that use this mercial sys-tems such as GRID(Gao et al.,1993),and research systems such as PCRaster(Wesseling et al.,1996)offerflexible andpowerful map algebra programming languages.But opera-tions that involve reaction-diffusive processing are specific to one context,such as groundwaterflow.We believe the level set method offers a more generic approach that allows a user to programflow and diffusive landscape processes for a variety of application contexts.We have shown that it pro-vides an appropriate theoretical underpinning and may be ef-ficiently implemented in a GIS.We have demonstrated its application for two landscape processes–albeit relatively simple examples–but these may be extended to deal with more complex and dynamic circumstances.The validation for improved environmental modeling tools ultimately rests in their uptake and usage by scientists and engineers.The tool may be accessed from the web site .au/projects/mapscript/(version with enhancements available April2005)for use with IDRSIS GIS(Eastman,1997)and in the future with ArcGIS. It is hoped that a larger community of users will make use of the methodology and implementation for a variety of environmental modeling applications.Edited by:P.Krause,S.Kralisch,and W.Fl¨u gelReviewed by:anonymous refereesReferencesArgent,R.:An Overview of Model Integration for Environmental Applications,Environmental Modelling and Software,19,219–234,2004.Bonham-Carter,G.F.:Geographic Information Systems for Geo-scientists,Elsevier Science Inc.,New York,1994. Burrough,P.A.:Dynamic Modelling and Geocomputation,in: Geocomputation:A Primer,edited by:Longley,P.A.,et al., Wiley,England,165-191,1998.Burrough,P.A.and McDonnell,R.:Principles of Geographic In-formation Systems,Oxford University Press,New York,1998. Gao,P.,Zhan,C.,and Menon,S.:An Overview of Cell-Based Mod-eling with GIS,in:Environmental Modeling with GIS,edited by: Goodchild,M.F.,et al.,Oxford University Press,325–331,1993.Goodchild,M.:A Geographer Looks at Spatial Information Theory, in:COSIT–Spatial Information Theory,edited by:Goos,G., Hertmanis,J.,and van Leeuwen,J.,LNCS2205,1–13,2001.Jørgensen,S.and Bendoricchio,G.:Fundamentals of Ecological Modelling,Elsevier,New York,2001.Julien,P.Y.,Saghafian,B.,and Ogden,F.:Raster-Based Hydro-logic Modelling of Spatially-Varied Surface Runoff,Water Re-sources Bulletin,31(3),523–536,1995.Moore,I.D.,Turner,A.,Wilson,J.,Jenson,S.,and Band,L.:GIS and Land-Surface-Subsurface Process Modeling,in:Environ-mental Modeling with GIS,edited by:Goodchild,M.F.,et al., Oxford University Press,New York,1993.Press,W.,Flannery,B.,Teukolsky,S.,and Vetterling,W.:Numeri-cal Recipes in C:The Art of Scientific Computing,2nd Ed.Cam-bridge University Press,Cambridge,1992.Pullar,D.:MapScript:A Map Algebra Programming Language Incorporating Neighborhood Analysis,GeoInformatica,5(2), 145–163,2001.Pullar,D.:Simulation Modelling Applied To Runoff Modelling Us-ing MapScript,Transactions in GIS,7(2),267–283,2003. Ritter,G.,Wilson,J.,and Davidson,J.:Image Algebra:An Overview,Computer Vision,Graphics,and Image Processing, 4,297–331,1990.Sethian,J.A.:Level Set Methods and Fast Marching Methods, Cambridge University Press,Cambridge,1999.Sklar,F.H.and Costanza,R.:The Development of Dynamic Spa-tial Models for Landscape Ecology:A Review and Progress,in: Quantitative Methods in Ecology,Springer-Verlag,New York, 239–288,1991.Sui,D.and R.Maggio:Integrating GIS with Hydrological Mod-eling:Practices,Problems,and Prospects,Computers,Environ-ment and Urban Systems,23(1),33–51,1999.Tilman,D.and P.Kareiva:Spatial Ecology:The Role of Space in Population Dynamics and Interspecific Interactions.Princeton University Press,Princeton,New Jersey,USA,1997. Wesseling C.G.,Karssenberg, D.,Burrough,P. A.,and van Deursen,W.P.:Integrating Dynamic Environmental Models in GIS:The Development of a Dynamic Modelling Language, Transactions in GIS,1(1),40–48,1996.。

个案研究法英文

个案研究法英文

个案研究法英文Here is an essay on the topic of "Case Study Method" with more than 1000 words, written entirely in English without any extra punctuation marks:Case studies are a research methodology that involves an in-depth examination of a specific individual subject or group The case study approach allows researchers to gain a deep and comprehensive understanding of the complexities and unique characteristics of the phenomenon being studied This research method is particularly useful when exploring real-life situations and contexts where the boundaries between the subject and its environment are not clearly definedOne of the key benefits of the case study approach is its ability to provide rich and detailed insights into a particular case or situation This depth of analysis is achieved through the collection and integration of multiple sources of data such as interviews observations documents and archival records The use of multiple data sources allows researchers to develop a holistic understanding of the case and to identify the underlying factors and dynamics that shape its unique characteristicsAnother advantage of case studies is their flexibility in terms of the types of research questions that can be addressed Case studies are well-suited for exploring complex phenomena and addressing how and why questions that seek to understand the underlying processes and mechanisms at play For example a case study may be used to investigate how a particular organization responds to a major crisis or why certain individuals exhibit certain behaviors in a specific contextCase studies also offer the opportunity to generate new hypotheses and theories that can be further tested through additional research This inductive approach allows researchers to uncover unexpected findings and to develop novel conceptual frameworks that can contribute to the advancement of knowledge in a particular field Furthermore case studies can be particularly valuable in situations where existing theories may not adequately explain a phenomenon or where there is a need to explore new areas of inquiryDespite these advantages the case study approach is not without its limitations One of the key challenges is the issue of generalizability since case studies typically focus on a single or small number of cases it can be difficult to extrapolate the findings to a broader population or context This limitation can be addressed to some extent by conducting multiple case studies and identifying patternsor commonalities across cases however the generalizability of case study findings will always be more limited compared to large-scale quantitative studiesAnother potential limitation of case studies is the issue of researcher bias since the researcher plays a central role in the data collection and analysis process there is a risk that their own perspectives and preconceptions may influence the interpretation of the findings To mitigate this risk researchers conducting case studies must be highly reflexive and transparent about their own biases and assumptions and must strive to maintain objectivity and rigor throughout the research processDespite these limitations the case study approach remains a valuable and widely-used research method in a variety of disciplines including business management psychology sociology and education Case studies offer a rich and nuanced understanding of complex phenomena and can provide valuable insights that can inform theory development and practical decision-making Moreover the case study approach can be combined with other research methods such as surveys experiments or systematic reviews to enhance the validity and generalizability of the findingsIn conclusion the case study method is a powerful research approach that enables researchers to explore complex phenomena in depthand to generate new insights and hypotheses While the findings of case studies may have limited generalizability the depth of understanding they provide can be invaluable in addressing real-world problems and advancing academic knowledge Overall the case study method remains an essential tool in the researcher's toolkit and continues to play a vital role in advancing our understanding of the world around us。

八年级英语议论文论证方法单选题40题

八年级英语议论文论证方法单选题40题

八年级英语议论文论证方法单选题40题1. In the essay about animals, the author gives many examples of different species to prove his point. This is an example of which kind of argumentation?A. Analogical argumentationB. Inductive argumentationC. Deductive argumentationD. Comparative argumentation答案:B。

本题考查举例论证的类型。

选项A“类比论证”是通过比较相似的事物来论证;选项C“演绎论证”是从一般到特殊的推理;选项D“比较论证”是对事物进行对比。

而文中作者通过列举多个不同物种的例子来证明观点,属于归纳论证,即选项B。

2. The writer of the article on history uses several specific events to support the main idea. What kind of argumentation is this?A. Statistical argumentationB. Exemplary argumentationC. Hypothetical argumentationD. Causal argumentation答案:B。

本题考查举例论证的方式。

选项A“统计论证”是基于数据和统计信息;选项C“假设论证”是基于假设情况;选项D“因果论证”是强调原因和结果的关系。

文中作者使用几个具体的事件来支持主要观点,这是典型的举例论证,即选项B。

3. In a composition about sports, the author presents several famous athletes' stories to strengthen the argument. Which argumentation method is employed?A. Illustrative argumentationB. Analogical argumentationC. Reductive argumentationD. Abstract argumentation答案:A。

《G4可持续发展报告指南》简体中文版第二部分

《G4可持续发展报告指南》简体中文版第二部分

ReferenceCase Studies – Examples of CompetenciesPage 1Surf the waves CCreate the waves DBStay afloatPROCESS REDESIGNBUSINESS MODEL INNOVATION PRODUCT INNOVATIONOPTIMISATIONAbility to innovateACOMPLIANCESTAKEHOLDER ENGAGEMENTAbility to scaleSus tainabili t y c ompet enc i es (Cas e s tudies ) I J onath on Hanks I CSR Retreat As ia 2013 Page 2© Incite 2008Risk getting dumpedGOVERNANCECOLLABORATIVE VALUE CREATION1Surf the waves CProcess re-design: Significantly change products or processes to address societal challenges at any stage of the value chain.Create the waves DBusiness model innovation: Introduce a new, viable business model that addresses societal challenges and which at scale could help to reverse unsustainable trendsBStay afloatOptimisation: Develop human potential and reduce resource use and toxicity per unit of value added.Product innovation: Create viable new products or services that address societal challengesAbility to innovateARisk getting dumpedGovernance: Provide direction and systemic management of the organisation’s purpose, risks and responsibilitiesCollaborative value creation: Partner with an external organisation to design, produce or distribute products or services to address societal challengesAbility to scaleSus tainabili t y c ompet enc i es (Cas e s tudies ) I J onath on Hanks I CSR Retreat As ia 2013 Page 3Organisation: Ford Motor Company and Affiliates Project description: FORD2GO, part of Ford’s Blueprint for Mobility. Collaboration and technology for car sharing. Research has shown that in Europe 56% of people would consider car sharing. In another study one car share vehicle replaces nine to 13 vehicles on the road. • Their response is FORD2GO, a collaboration between Ford Germany, it’s dealers, branches and repair shops. A network of almost 1 900 locations • Each location is encouraged to purchase one or two vehicles; these vehicles are then rented via keyless entry to car share clients • Each location receives 80% of the usage fee, a portion goes to Ford and a portion to the software developerSus tainabili t y c ompet enc i es (Cas e s tudies )IJ onath on HanksICSR Retreat As ia 2013© Incite 2008 Page 4Compliance: Track and comply with legal requirements.Engagement: Listen to, interact and transact with a range of stakeholders.2Organisation: Tesla Motors Project: Realising that vehicle range is a key issue for many consumers, Tesla Motors has two solutions:• With the 85kWh battery, charging at supercharger stations is free, for life and it takes only 40 minutes to charge the battery to 80% capacity. The 60kWh model can be upgraded for US$2 000 for life. • If customers are in a rush, a complete battery swap can be made in 90 seconds, for a fee of US$60-80, about the same as filling up with conventional fuel.Sus tainabili t y c ompet enc i es (Cas e s tudies )IJ onath on HanksICSR Retreat As ia 2013Page 5Organisation: General Electric Project Description: Embedding environmental and economic sustainability in your strategy, across your value chain and operations – Ecomagination: • In 2010 GE set a goal to grow ecomagination revenue at twice the company growth by 2015, this was achieved in 2012. • Shifting from sustainable technology (wind, solar, fuel cells) to solutions for mining and oil and gas. • GE Ventures invests in small business and scales up great ideas by providing capital, technical and commercial expertise. • GE has reduced its absolute GHG emissions by 32% on the 2004 baseline and reduced fresh water use by 46% on the 2006 baseline.Sus tainabili t y c ompet enc i es (Cas e s tudies )IJ onath on HanksICSR Retreat As ia 2013Page 63Organisation: BMW Group Project Name: Demographic change of employees, BMW identified that their workforce was aging, what did that mean for productivity and how can experience be leveraged? • Working with engineers, employees, physiotherpists and doctors to make workplaces more appropriate • Tilted screens, elastic flooring and education programmes about how to move keep peoples bodies healthy • Stress optimised job rotation and age and healthappropriate shift plans were also implemented • These changes and simulating the predicted age structure ensure the production lines are as efficient as everSus tainabili t y c ompet enc i es (Cas e s tudies )IJ onath on HanksICSR Retreat As ia 2013Page 7Organisation: Nike Project Description: Mapping the value chain and sharing your IP • Nike has fully mapped its global contract factories and gives each a rating, with the aim of incentivising good performance. • Nike’s impacts are split into six areas, Energy & Climate, Labour, Chemistry, Water, Waste and Community • Recently launched, MAKING, a mobile application that ranks materials based on their environmental sustainability • MAKING is free and aids designers to choose lower impact materials • Demonstrates how recycling, organic, green chemistry and water conservation impact on a material’s sustainabilitySus tainabili t y c ompet enc i es (Cas e s tudies )IJ onath on HanksICSR Retreat As ia 2013Page 84Organisation: Nike Project: Collaboration across divisions designing a shoe made from one thread: • Listening to feedback from runners and their focus on waste reduction led Nike to start a journey of innovation • A four year design phase involving programmers, engineers and designers to create the perfect technology • The shoe upper is woven from a single thread, reducing weight and minimising waste • Resulting in a shoe that is lighter, fits better and has 80% less waste than a standard running shoeSus tainabili t y c ompet enc i es (Cas e s tudies )IJ onath on HanksICSR Retreat As ia 2013Page 9Organisation: Dockers Project Name: Wellthread apparel, creating lasting value through product durability • Product durability – maintaining a garments integrity: a new long staple yarn that holds up to the recycling process • Incremental efficiencies in water and energy use, building on learnings from Levis Water<Less collection • Rethinking the relationship between Levi’s and it’s suppliers lead to a 30% cost reduction that will be passed on to consumers • Core factories and their surrounding communities will benefit from tailor made investments by Levi’sSus tainabili t y c ompet enc i es (Cas e s tudies )IJ onath on HanksICSR Retreat As ia 2013Page 105Organisation: Unilever Project Name: Sustainable living plan – working across the entire value chain. Recognising that the majorty of their impacts are in sourcing or consumer use, Unilever is tackling the issues: • The lifebuoy brand aims to reach 1 billion consumers, promoting the benefit of washing hands with soap at key times • A key part of the programme is better livelihoods for growers, 450 000 tea farmers have been trained to date and a methodology is in development for assessing improvements in smallholder livelihoodsPage 11Organisation: SABMiller Project Name: Developing a cassava-based beer, through localising supply chains, partnering with other organisations and enterprise development • Cassava is difficult to farm on a commercial scale due to the quick deterioration of the root once harvested • Cassava is one of the most widely grown subsistence crops in Africa • SABMiller partnered with the Dutch Agricultural Development and Trading Company, finding an innovative solution, a mobile cassava processing plant, producing a product ready for the brewery • Through localisation, the cost of brewing is reduced, 1 500 smallholder farmers have additional income and environmental impacts are reducedSustainability competencies (Case studies)IJonathon Hanks IEM M Network Retreat Bangkok 2013Page 126Organisation: Global e-Sustainability Initiative (GeSI) Project description: A global ICT business partnership for sharing knowledge and resources to drive sustainable innovation in the sector. • GeSI works to identify, understand and share ICT solutions to help individuals, businesses and governments to be more resource efficient. • The organisation has a diverse and global membership base comprising more than 30 of the world’s leading ICT firms. • GeSI offers a network of support for member organisations as they address climate change, energy efficiency, e-waste management, resource efficiency, responsible supply chain practices and human rights. • Building on its membership’s collective experience and technical knowledge, GeSI is a hub for thought leadership for the industry. • Examples of projects include a carbon abatement study on cloud computing, and cooperating with the World Resources Institute (WRI) to provide guidance for the ICT sector in applying the Greenhouse Gas Protocol.Sustainability competencies (Case studies) I Jonathon Hanks I EM M Network Retreat Bangkok 2013Page 13Organisation: Vodafone Foundation in partnership with the UN Foundation Project description: Collaborating to use ICT-based solutions to solve developmental challenges. • This five-year technology partnership commenced in 2005. It was one of the first high profile initiatives to breach the public / private divide. • The partnership deployed ICT solutions to three developmental challenges.• Challenge 1: reliable communications during humanitarian crises. The solution: rapid response telecoms deployment, improving use of and access to life-saving mobile and satellite technology. Challenge 2: access to healthcare. The solution: mobile health data systems giving health workers rapid and reliable access to the data on, for example, medicine stocks and disease outbreaks. Challenge 3: accelerate ICT innovation for social development. The solution: developing and sharing thought leadership, research and recommendations to NGOs, governments and different industries.••Sustainability competencies (Case studies)IJonathon Hanks IEM M Network Retreat Bangkok 2013Page 147Organisation(s): MTN Project description: MTN’s ReadySet solar charger released in selected African markets, including Rwanda and Uganda. • In response to energy access challenges in emerging markets, MTN has begun to distribute the ComekaReadySet. This portable energy device can charge phones, power lights, tablets, and other devices. • It can be charged using solar power or electricity. • This energy access allows for the use of mobile technology and the use of MTN’s services in energy poor communities. It removes the need for dangerous fuels to generate power and can charge up to 10 phones once fully charged. • Added to these benefits, ReadySets provide opportunities for local entrepreneurship, with small businesses selling power on to communities.Sustainability competencies (Case studies)IJonathon Hanks IEM M Network Retreat Bangkok 2013Page 15Organisation(s): Grameenphone Project description: Using renewable energy to power base stations. • Grameenphone started the “Building Greener Network” project in 2007, committing to reduce its GHG emissions by 40% by 2015. • Currently, 134 sites that were previously powered by diesel are powered by solar and wind power. This environmental goal had the added benefit of driving energy cost efficiency. • The aim is to extend this technology to sites that are currently using electricity from the national power grid. • Grameenphone has positioned this initiative as a case study for the industry.Sustainability competencies (Case studies)IJonathon Hanks IEM M Network Retreat Bangkok 2013Page 168Organisation(s): European Institute of Innovation and Technology (EIT) ICT Labs Project description: The ICT labs are Knowledge and Innovation Communities set up by EIT, as an initiative of the European Union. • With these labs, EIT brings academic institutions and private organisations together to drive European leadership in ICT innovation. The aim is to leverage this innovation for economic growth and to improve Europeans’ quality of life. • EIT has 110 partners across Europe, including large companies such as Deutsche Telekom, Nokia and Alcatel-Lucent. The labs stimulate innovation by facilitating dialogue and collaboration between researchers, academics and businesses. • The ICT labs are focused on specific innovation areas, including smart cities and smart energy systems. • One of the primary overarching objectives of research and collaboration is to enable the ICT sector to support the growth of small and medium enterprises.Sustainability competencies (Case studies)IJonathon Hanks IEM M Network Retreat Bangkok 2013Page 17Organisation(s): IBM Project description: Finding applications for ICT products in smarter, better functioning cities. • IBM’s strategy responds to an increasing demand for more interconnected approaches to city planning. These are approaches in which major amenities such as traffic, power and water are managed in an integrated way. • IBM has identified a role for ICT, and several concrete business opportunities in the “smart city” of the future. This includes the management and use of data as a basis for better decision-making and planning for cities, and in order to increase resource efficiency. • The project has worked with large sets of raw data, converting this into knowledge that can be applied to solve challenges faced by government and businesses. • The IBM Smarter Cities initiative has already engaged in 200 projects across many different cities. Establishing trust and longterm partnerships is a key part of the success of these projects.Page 189Organisation: Ghanaian Government Project description: Using Public Private Partnerships to drive infrastructure and economic development • Ghana is currently facing significant infrastructure challenges that are proving to be constraints to economic development. • Infrastructure, specifically roads linking areas of economic activity, has been identified as a key driver of development and job creation. • The Ghanaian government has identified Public Private Partnerships as the most efficient means of plugging the infrastructure deficit that exists in this middle-income country. • As part of this broader initiative, the Accra-Takoradi road is a very important project for the country. This is because the Takoradi port, the second largest seaport in the Greater Accra Region, serves about 35% of all sea freight into Ghana and undertakes exports of cocoa, timber, bauxite and manganese. The road will unlock further economic potential in the port. • As of 2013, the Ghanaian government has taken steps to determine the feasibility and design of the project.Page 19Organisation: KK Plastic Waste Management Project description: Redesigning the business model to turn waste into revenue • Rasool and Ahmed Khan were faced with a challenge. They had been running a successful plastic bag manufacturing business, when they were faced with a possible ban on all plastic bags in the city of Karnataka (India). • The brothers had been intrigued by the possibility of plastic bags being used as an input for road tar. With advice from experts at Bangalore University, they started with pothole repair, using a mix of plastic, tar, stones and aggregate. The new formula was found to be both effective and cost efficient. • Soon the plastic manufacturers were reborn as KK Waste Management. They were awarded a patent and the backing of the Central Roads Research Institute in Dehli. • The company has also boosted the livelihood of traditional kabaadiwalas (waste collectors) and rag pickers, who are paid INR6/kilo for the waste they collect from homes and streets.Page 2010Organisation(s):Lafarge and WWF global partnershipProject description:Partnering for sustainable development•The partnership has run from 2000-2013 (due for renewal thisyear), and is based on the guiding principles of: a collaborativerelationship, ongoing dialogue and mutual trust, leading to jointlydefined goals. The WWF is seen to be the “critical friend” in thisrelationship.•Key areas addressed are: Climate change; Persistent pollutants;Water management; Biodiversity; Sustainable construction•Local operations are empowered to act, linking with nationalPage 21。

哈佛大学社会学系如何讲授质化研究方法?

哈佛大学社会学系如何讲授质化研究方法?

哈佛大学社会学系如何讲授质化研究方法?本期推送的是哈佛大学社会学系2019年春季课程《质化社会分析》的课程大纲。

授课教师为Michèle Lamont。

质化方法经常被我们提到。

一方面,它看起来“酷酷的”;另一方面,很多人似乎摸不到它的线索……质化方法是不是就是找人聊天,或者说,质化研究真的有方法吗?推送这份课程大纲,初心有二。

第一,因为它囊括了大部分质化研究的入门基础文献。

当然,这些文献浩如烟海,可以尝试读读你感兴趣的部分;第二,哪怕用手指在手机上向下划两下,我们也能感受到,在世界一流大学中,一门课程的阅读量有多么大。

道理直接而残酷:不管是哪个学科,阅读量都是硬通货。

①课程目标一、《质化社会分析》课程有以下四个目标:(1)为学生提供定性研究的基本训练。

这就需要让学生了解概念化、理论、研究设计和提问策略等问题。

(2)让学生理解社会学定性研究中做出重大贡献的领域。

这包括对阐释、描述和解释性研究中使用定性方法的反思。

(3)质性研究者与'研究对象'和'信息提供者'的接触比其他研究人员更密切。

因此,需要学生理解定性研究的伦理责任。

(4)帮助学生对学术写作进行整体的、批判的思考,并掌握专业的论文演示技巧,以便向同行和公众展示他们的定性研究。

②课程用书Write No Matter What:Advice for Academics. Chicago:University of Chicago Press.《无论如何都要写:给学者的建议》Chicago:University of Chicago Press.Jensen. Joli. 2017.Salsa Dancing into theSocial Sciences:Research in an Age of Info-glut.《萨尔萨舞般的社会科学:信息过剩时代的研究》Cambridge, MA: Harvard University Press. Luker, Kristin. 2010.Learning from Strangers:The Art and Method ofQualitative Interview Studies.《向陌生人学习:质性访谈研究的艺术与方法》New York: Free Press.Weiss, Robert S. 1994.③每周课程安排与阅读材料第一周导论:认识论和理论在经验社会学中的作用Sayer, Andrew. 1992. Method in Social Science (社会科学中的方法). A Realist Approach. London: Routledge. Pp. 11-46.Swedberg Richard. 2016. “Before Theory Comes Theorizing or How to Make Social Science More Interesting.” (理论化在理论之前,或如何让社会科学更加有趣) British Journal of Sociology. 67 (1): 5-22.Cartwright, Nancy. 2007. “Are RCTs the Gold Standard?”(随机对照试验是黄金标准吗?). Bioscience 2: 11-20.选读:Alford, Robert. 1998. The Craft of Inquiry. New York: Oxford University Press, 1-86.Luker, Kristin. 2008. Salsa Dancing into the Social Sciences. Cambridge: Harvard University Press, 1-39.Isaac. Jeffrey C. 2015. “Varie ties of Empiricism in Political Science.” Perspectives on Politics. 13 (4): 929-234.Elman, Colin, ed. 2012. “Symposium on Qualitative Research Methods in Political Science.” () The Journal of Politics. 70 (1): PP. 272- 292.第二周学术生产和学术评价有哪些标准?Abe nd, Gabriel. 2013. “Styles of Causal Thought: An Empirical Investigation.” (因果思维的风格:一项实证调查) American Journal of Sociology. 119 (3): 602-654.Lamont, M. (2008). The Evaluation of Systematic Qualitative Research in the Social Sciences (社会科学中系统定性研究的评估) 141-174.Lamont, Michèle. 2009. How Professors Think (教授如何思考). Chicago: University of Chicago Press, 159-201.Gerring, John. 2012. “Mere Description.” (纯粹的描述) British Journal of Political Science, 42: 721- 746.选读:Lamont, Michèle and Patricia White. 2008. The Evaluation of Systematic Qualitative Research in the Social Sciences. Washington, D.C.: National Science Foundation, 23-140.National Science Foundation Sociology Program. 2004. Workshop on Scientific Foundations of Qualitative Research. Washington, D.C.: National Science Foundation, 9- 21, 55-58, 71-78, 121-126, and 133-136.第三周:选择问题/案例/对象和研究策略必读Read a few essays from the Sociologica symposium on “How Do Sociologists Discover a Research Topic?” (社会学者如何发现一个研究问题?) /article/view/8428/8240Luker, Kristin. 2008. Salsa Dancing into the Social Sciences (萨尔萨舞般的社会科学). Cambridge: Harvard University Press, 51-75.Small, Mario Luis. 2009. “How Many Cases Do I Need: On Science and the Logic of Case Selection in Field-Based Research.” (我需要多少案例:论基于田野研究的案例选择的科学和逻辑)Ethnography 10 (1): 5 – 38.Timmermans, Stefan and Iddo Tavory. 2014. Abductive Analysis: Theorizing Qualitative Research (溯因分析:质化研究的理论化). Chicago: University of Chicago Press. Pp. 1-66.Spillman, Lyn. 2014. “Mixed Methods and the Logic of Qualitative Infere nce.” (混合方法与质化推理的逻辑) Qualitative Sociology. 37:189-205.选读Emigh Rebecca Jean. 1997. “The Power of Negative Thinking: The Use of Negative Case Methodology in the Development of Sociological Theory.” Theory and Society. 26 (5): 649-684.Hannerz, Ulf, 2003. “Being There... and There... and There! Reflections on Multi-Site Ethnography.” Ethnography 4 (2): 201-216.Ragin, Charles and Howard S. Becker (eds). 1992. What is a Case? Exploring the Foundations of Social Inquiry. New York: Cambridge University Press, 1-15 and 121- 137.Snow, David A. Calvin Morill, and Leon Anderson. 2003. “Elaborating Analytic Ethnography.” Ethnography 4 (2): 181-200.Tope, Daniel, Lindsey Joyce Chamberlain, Martha Crowley, and Randy Hodson. 2005. “The Importance of Being There.” Journal of Contemporary Ethnography 34 (4): 470- 493.Wagensknecht, Susann and Jessica Pfluger. 2018. Making Cases: On the Processuality of Casing in Social Research.” Zeitschrift für Soziologie. 47(5): 289–305Yin, Robert. 1994. Case Study Research: Design and Methods. Thousand Oaks, CA: Sage, 1-65.第四周:民族志、田野调查和混合方法研究必读:Geertz, Clifford. 2001. “Thick Description: Toward an Interpretive Theory of Culture.” (深描:走向文化的解释性理论) Pp. 55-75 in Contemporary Field Research: Perspectives and Formulations, edited by R. Emerson. Prospect Heights, IL: Waveland Press.Emerson, Robert. 2001. Contemporary Field Research: Perspectives and Formulations 2nd Edition. (当代田野研究:视角与规划) Prospect Heights, IL: Waveland Press, 1-54.Goffman, Erving. 2001. “On Fieldwork.” (论田野工作) Pp. 153-158 in Contemporary Field Research: Perspectives and Formulation, edited by R. Emerson. Prospect Heights, IL: Waveland Press.Lareau, Annette. 2003. “Appendix--Common Problems in Field Work: A Personal Essay,' (附录——田野工作中的常见问题:一篇基于个体经历的文章) Home Advantage. Berkeley, CA: Universityof California Press, pp. 187-223Small, Mario Luis. 2011. “How T o Conduct A Mixed Methods Study: Recent Trends In A Rapidly Growing Literature.” (如何进行混合方法研究:快速增长的文献及其近期趋势) Annual Review of Sociology 37: 57-86.选读:Adler, Patrici a A. & Peter Adler. 1998. “Observational Techniques.” Pp. 377-392 in Collecting and Interpreting Qualitative Materials, edited by Norman Denzin and Yvonna Lincoln. Thousand Oaks, CA: Sage Publishing.Charmaz, Kathy, 2001. “Grounded Theory.” Pp. 335-352 in Contemporary Field Research: Perspectives and Formulations, edited by R. Emerson. Prospect Heights, IL: Waveland Press.Doerr, Nicole and Noa Millman. 2014. “Working with Images.” Pp. 418-45 In Methodological Practices in Social Movement Research, edited by Donatella della Porta. New York: Oxford University Press.Emerson, Robert, et al. 1995. “Writing Up Fieldnotes I: From Field to Desk” and “Writing Up Fieldnotes 2: Creating Scenes on the Page.” Pp. 39-107 in Writing Ethnographic Fieldnotes. Chicago: University of Chicago Press. [On reserve]Katz, Jack. 2001. “Ethnography's Warrants.” Pp. 361-382 Contemporary Field Research: Perspectives and Formulations, edited by R. Emerson. Prospect Heights, IL: Waveland Press.Nielsen, Laura Beth. 2012. “The Need for Multi-Method Approaches in Empirical Legal Research.” in The Oxford Handbook of Empirical Legal Research, edited by Peter Cane and Herbert M Kritzer. New York: Oxford University Press.Lareau, Annette and Jeffrey Shultz, 1996. Journeys Through Ethnography. Realistic Accounts of Fieldwork. Boulder, CO:Westview Press. [On reserve]Lichterman, Paul and Isaac Reed. 2015. “Theory and Contrastive Explanation in Ethnography.” Sociological Methods and Research 44(4): 585-635.Morgan, David L. 1996. “Focus Groups.” Annual Review of Sociology 22: 129-52. Trouille David and Iddo Tavory, 2016. “Shadowing: Warrants for IntersituationalVariation in Ethnography,” Sociological Methods and Research 1-27.第五周:抽样、访谈和制作访谈工具必读:Guests post from Ali, Syed and Philip Cohen, eds. 2016. “How to do Ethnography Right,” (如何正确地做民族志研究) Contexts /blog/how-to-do-ethnography-right/- Deluca, Stefanie, Susan Clampet-Lundquist and Kathryn Edin. “Want to Improve your Qualitative Research? Try Using Representative Sampling and Working in Teams”Weiss, Robert S. 1994. Learning from Strangers: The Art and Method of Qualitative Interview Studies. (向陌生人学习:质性访谈研究的艺术与方法) New York: Free Press, vii-120.Luker, Kristin. 2008. Salsa Dancing into the Social Sciences. (萨尔萨舞般的社会科学) Cambridge: Harvard University Press, 99-190.Rubin, Herbert and Irene Rubin. 2005. “Designing Main Questions and Probes.” (设计主要的问题和调查) Pp. 152- 72 in Qualitative Interviewing: The Art of Hearing Data (second edition). California: Sage.Lamont, Michèle, and Ann Swidler. 2014.“Methodological Pluralism and the Possibilities and Limits of Interviewing”. (方法多元主义,以及访谈的可能性与局限性) Qualitative Sociology 37 (2):153-171.选读:Jerolmack, Colin and Shamus Kahn. 2014. “Talk is Cheap: Ethnography and the Attitudinal Falacy.” Sociological Meth ods and Research 43(2): 178–209Newman, Katherine S. 2002. “Qualitative Research on the Frontlines of Controversy.” Sociological Methods and Research 31 (2): 123-130.Biernacki, Patrick, and Dan Waldorf, 1981. “Snowball Sampling: Problems and Techniques in Chain Referral.” Sociological Methods and Research 10 (2): 141-163.Hammer, Dean and Aaron Wildavsky. 1993. “The Open-Ended, Semistructured Interview.” Pp. 57-101 in Craftways: On the Organization of Scholarly Work, edited by Aaron Wildavsky. New Brunswick, Canada: Transaction Publishers.Pugh, Alison. 2013. “What good are interviews for thinking about culture? Demystifying interpretive analysis.” AmericanJournal of Cultural Sociology 1(1): 42-68.Watters, John K. and Patrick Biernacki, 1989. “Targeted Sa mpling: Options for the Study of Hidden Populations.” Social Problems 36 (4): 416-430.McClintock, Charles C., Diane Brannon and Steven Maynard-Moody. 1979. “Applying the Logic of Sample Surveys to Qualitative Case Studies: The Case Cluster Method,” Administrative Science Quarterly 24(4): 612-62.Assignment 5: Develop your interview guide based on the feedback you will have received on your blueprint and on the readings. The questions should be open-ended and intended to elicit narrative accounts pertinent to your research concern第六周:访谈、反身性和局内人/局外人问题必读:Weiss, Robert S. 1994. Learning from Strangers: The Art and Method of Qualitative Interview Studies. (向陌生人学习:质性访谈研究的艺术与方法) New York: Free Press, 121-151.Cobb, Jessica S and Kimberly Kay Hoang. 2015. “Protagonist-Driven Urban Ethnography.” (主要人物驱动的城市民族志) City and Community. 14(4):348-51.Moore, Mignon. 2018. “Challenges, Triumphs, and Praxis: Collecting Qualitative Data on Less Visible and Marginalized Populations.” (挑战、胜利和实践:如何收集隐性或边缘化人群的定性数据) Pp 169-184 in Other, Please Specify: Queer Methods in Sociology. D. L. Compton, T. Meadow and K. Schilt. Oakland, University of California Press.Stuart, Forrest. 2018. “Reflexivity : Introspection, Positionality, and the Self as Research Instrument –Toward a Mo del of Abductive Reflexivity.” (反身性:作为研究工具的内省、定位和自我——一种溯因反身性模型) In Approaches to Ethnography: Analysis and Representation in Participant Observation, edited by Colin Jerolmack and Shamus Kahn. New York: Oxford University Press.Lamont, Michèle. 2004. “A Li fe of Hard but Justified Choices: Interviewing Across (too) Many Divides.' (生活中艰难却合理的选择:跨越[太多]分歧的采访) Pp. 162-171 in Researching Race and Racism, edited by Martin Bulmer and John Solomos. London: Routledge.选读:Bloor, Michael. 2001. “Techniques of Validatio n in Qualitative Research: A Critical Commentary.” Pp. 383-396 in Contemporary Field Research. 2nd Edition. Long Grove, IL: Waveland Press.Peshkin, Alan. 1988. “In Search of Subjectivity –One’s Own.” Educational Researcher 17: 17-21.Young, Alford A. 2004. “Experiences in Ethnographic Interviewing about Race: The Inside and Outside of it.” Pp. 187-202 in Researching Race and Racism, edited by Martin Bulmer and John Solomos. London: Routledge.第七周:质的研究的伦理必读:Guests posts from Ali, Syed and Philip Cohen, eds. 2016. “How to do Ethnography Right,” (如何正确地做民族之研究) Contexts /blog/how-to-do-ethnography-right/-Fisher, Dana R. “Doing Qualitative Research as if Counsel is Hiding in the Closet.”; -Cameron, Abigail E. 2016 “The Unhappy Marriage of IRBs and Ethnograp hy.”Humphreys, Laud. 1975. “Postscript.” Tearoom Trade. (《茶室贸易》后记) New York: Aldine de Gruyer. Pages 167-174.Fine, Gary Alan. 1993. “Ten Lies of Ethnography: Moral Dilemmas of Field Research.” (民族志的十个谎言:田野研究的道德困境) Journal of Contemporary Ethnography 22: 267-294.Van Maanen, John. 2001 1983. “The Moral Fix: On the Ethics of Field Work.” (道德定势:关于田野工作的道德规范) Pp 269- 287 in Contemporary Field Research. 1st Edition. Long Grove, IL: Waveland Press.American Sociological Association. 2017. Code of Ethics and Policies and Procedures of the ASA Committee on Professional Ethics. (美国社会学学会职业道德委员会道德规范、政策及程序) Washington, DC: ASA. /sites/default/files/asa_code_of_ethics-june2018.pdfHeimer, Carol A. and JuLeigh Petty. “Bureaucratic Ethics: IRBs and the Legal Regulation o f Human Subjects Research,” (《官僚伦理:IRBS与人类主体研究的法律规范》) Annual Review of Law and Social Science 6: 601-26.选读:Stark, Laura. 2011. Behind Closed Doors: IRBs and the Making of Ethical Research. Chicago: University of Chicago Press, 1-19.Allen, Charlotte. 1997. “Spies Like Us: When Sociologists Deceive their Subjects.” Lingua Franca (November): 1-8.Cassell, Joan. 1978. “Risks and Benefits to Subjects of Fieldwork.” The American Sociologist 13: 134-43.Shea, Christopher. 2000. “Don’t Talk to the Humans: The Crackdown on Social Science Research.” Lingua Franca (September): 27-34.第八周:质性数据分析:主题分析与编码必读:Luker, Kristin. 2008. Salsa Dancing into the Social Sciences. (萨尔萨舞般的社会科学) Cambridge: Harvard University Press, 198-216.Weiss, Robert. 1994. Learning from Strangers. (向陌生人学习:质性访谈研究的艺术与方法) New York City: The Free Press, 151-182.Saldana, Johnny M. 2015. The Coding Manual for Qualitative Researchers. (质化研究编码手册) Thousand Oaks, CA: Sage Publications.Nic ole M. Deterding and Mary C. Waters. 2018. “Flexible Coding of In-Depth Interviews; A 21st Century Approach.” (深度访谈的灵活编码:一种21世纪的取向) Online First, Sociological Methods and ResearchGuetzkow, Joshua, Michèle Lamont and Grégoire Mallard. 2004. “What is Origin ality in the Social Sciences and the Humanities?” (社会科学与人文科学的原创性在哪里?) American Sociological Review 69:190-212. Consult appendix and tables only.Miles, Michael and A. Michael Huberman, 1994. Qualitative Data Analysis. (定型数据分析) Thousand Oaks, CA: Sage Publications, 3-16, 69-104选读:Altheide, David L. 1987. “Ethnographic Content Analysis.” Qualitative Sociology 10: 65-77.Eliasoph, Nina. 2011. “Appendix 2: Methods of Taking Field Notes and Making Them Tell a Story.” Pp. 261-363 in Making Volunteers: Civic Li fe After Welfare’s End. Princeton, NJ: Princeton University Press.Emerson, Robert, Rachel Fretz, and Linda Shaw, 1995. “Processing Fieldnotes: Coding and Memoing.” Pp. 142-166 in Writing Ethnographic Fieldnotes. Chicago: University of Chicago Press.McLellan, Eleanor, Kathleen MacQueen and Judith Neidig. 2003. “Beyond the Qualitative Interview: Data Preparation and Transcription.” Field Methods 15(1): 63-84.Ryan, Gery and H. Russell Bernard. 2003. “Techniques to Identify Themes.” Field Methods 15(1): 85-109.Weston, Cynthia, et al. 2001. “Analyzing Interview Data: The Development and Evolution of a Coding System.” Qualitative Sociology 24: 381-400 and 107-120.第九-十周:编码工作坊(小组讨论)第十一周:写作与评估必读:Joli Jensen. 2017. Write No Matter What: Advice for Academics. (无论如何都要写:给学者的建议) Chicago: University of Chicago Press.Brunsma, David, Monica Prasad and Ezra Zuckerman. 2013. Strategies for Reviewing Manuscripts (ASA Report). (审阅手稿的策略) Albany, NY: American Sociological Association: 1-46.ASR reviewer guidelines (ASR评阅人指南): /page/asr/help/reviewer-guidelines选读:Becker, Howard. 1986. Writing for Social Scientists: How to Start and Finish Your Thesis, Book or Article. Chicago: University of Chicago Press. [On Reserve]Erikson, Kai. 1989. “On Sociological Prose.” Yale Review 78 (1): 525-538. Kilbourn, Brent. 2006. “The Qualitative Doctoral Dissertation Proposal.” TeachersCollege Record 108: 529-76.Sword, Helen. 2017. Air & Light & Time & Space. Cambridge, MA: Harvard University Press. Part 4: Emotional Habits (pp. 153-194).Van Maanen, John 2011. Tales of the Field. 3rd Ed. Chicago: University of Chicago Press: xiii-xx, 45-72, and 145-182.第十二-十三周:学生作业展示④一份基于个人“偏见”的推荐阅读材料Booth, Wayne C. Gregory G. Colomb, and Joseph M. Williams, 1995. The Craft of Research. Chicago: University of Chicago Press.Camic, Charles, Neil Gross, Michèle Lamont, eds. 2011. Social Knowledge in the Making. Chicago: University of Chicago Press.Elder, Glen, Elizabeth K. Pavalko, and Elizabeth H. Cliff, 1993. Working with Archival Data: Studying Lives. Newbury Park: Sage.Firestone, W.A. 1993 “Alternative Arguments for Generalizing from Data as Applied to Qualitative Research”, Educational Researcher 22(4): 16-23.Hermanowicz, Joseph C. 2013. “The Longitudinal Qualitative Interview.” Qua litative Sociology 36: 189-208.Krueger, Richard. 1988. Focus Groups. Thousand Oaks, CA: Sage.Lieberson, Stanley. 2000. “Small N’s and Big Conclusions: An Examination of the Reasoning in Comparative Studies Based on a Small Number of Cases.” Social Forces, 70(2): 307-320.Luttrell, Wendy. 2000. “Good Enough Methods for Ethnographic Research.” Harvard Educational Review. 70 (4):499-523.Mathison, Sandra. 1988. “Why Triangulate?” Educational Researcher 17(2): 13-17. Platt, Jennifer, 1996. A History of Sociological Research Methods in America, 1920-1960. New York: Cambridge University Press.Roth Wendy and Jal D. Mehta, 2002. “The Rashomon Effect. Combining Positivist and Interpretivist Approaches in the Analysis of Contested Events.” Sociological Methods and Research 31 (2): 131-173.Skocpol, Theda. 2003. “Doubly Engaged Social Science: The Promise of Comparative Historical Analysis. Pp. 407-429 in Comparative Historical Analysis in the Social Sciences, ed. James Mahoney and Dietrich Rueschemeyer. New York: Cambridge University Press.Skocpol, Theda. 1984. “Emerging Agendas and Recurrent Strategies in Historical Sociology.” Pp. 356-391 in Vision and Method in Historical Sociology. Cambridge: Cambridge University Press.Suddaby, Roy. 2006. “What Grounded Theory Is Not.” Academy of Management Journal 49, 633-42Van Maanen, John, Jesper B. Sørensen, and Terrence R. Mitchell. 2007. “The Interplay between Theory and Method.” Academy of Management Review 32, 1145-54.回复关键词“大纲”获取今天的课程大纲。

案例(英文)

案例(英文)

Case Study: Unearthing Success Stories and Learning Valuable Lessons In the realm of business, education, and various other fields, case studies serve as powerful tools for understanding realworld scenarios and extracting meaningful insights. A case study delves into the details of aparticular situation, allowing us to analyze the context, identify challenges, and uncover the strategies that led to success or failure. Let's explore some key aspects of case studies and how they can benefit us.Embracing the Depth of Human ExperienceThe Art of ProblemSolvingLessons in AdaptabilityChange is the only constant, and case studies are a testament to this adage. They showcase how individuals and groups adapt to shifting circumstances, often demonstrating remarkable flexibility and resourcefulness. By examining these instances of adaptation, we can learn how to be more agile in our own lives and careers, ready to pivot when the winds of change blow.The Power of ReflectionCase studies also serve as a mirror, reflecting our own values, biases, and assumptions. They invite us to question our preconceived notions and consider alternative perspectives. This reflective practice is crucial for personal growth and for developing a more empathetic understanding of the world around us.Inspiring ActionFinally, case studies are a call to action. They inspire us to apply the lessons learned to our own contexts, to experiment with new approaches, and to strive for excellence. They remind us that every challenge presents an opportunity for growth, and that success is often the result of a willingness to learn from the experiences of others.Unlocking the Potential for Future InnovationAs we delve deeper into the world of case studies, we uncover a treasure trove of knowledge that can spark future innovation. These detailed accounts of past endeavors are not merely historical records; they are blueprints for constructing new ideas and strategies. Here's how case studies continue to shape our approach to innovation: Identifying Patterns for Predictive InsightsFostering a Culture of Continuous LearningThe study of case histories fosters a culture of continuous learning within organizations and educationalinstitutions. It encourages individuals to seek out new information, to question the status quo, and to remain curious about the world around them. This culture of learning is a fertile ground for innovation, as it keeps minds open to new possibilities and solutions.Facilitating CrossDisciplinary CollaborationEnhancing Critical Thinking SkillsGuiding Ethical DecisionMakingEthics play a pivotal role in innovation, and case studies often explore the ethical dimensions of decisions. They provide a framework for understanding the consequences of our actions on various stakeholders and society at large. By examining the ethical implications within case studies, we are better equipped to innovate responsibly and sustainably.In essence, case studies are not just a retrospective look at what has been; they are a forwardlooking tool that can guide us toward a future rich with innovation. They are a reminder that the past is a stepping stone to the future, and that learning from history, we can create a more dynamic and prosperous tomorrow.。

EEF指南说明书

EEF指南说明书

Updated April 2022About the Education Endowment FoundationThe Education Endowment Foundation (EEF) is an independent charity supporting teachers and school leaders to use evidence of what works—and what doesn’t—to improve educational outcomes, especially for disadvantaged children and young people.ContentsForeword 2 The tiered approach to school improvement 3 The four-step approach to strategy 4Pupil premium strategy content:Pupil premium myths 14 Accessing and interpreting evidence 16Covid has potentiallyreversed a decade ofprogress in closing theattainment gap. Theevidence is clear thatdisadvantaged studentshave fallen further behindduring the pandemic.And we know that thesestudents will also facethe biggest challenges ineducational recovery.In this context, it is more important than everto focus our efforts on what evidence tells us ismost likely to be effective for pupils from lowersocio-economic backgrounds.A decade of research into educationaldisadvantage has shown there are no ‘silverbullets’, but engaging with evidence offersschools a valuable tool for understanding whichpractices and programmes are most likely todeliver the greatest impact.This guide is designed as a practical startingpoint to support school leaders to develop,implement and monitor an evidence-informedapproach to their Pupil Premium strategy. Theguide suggests a four-step cycle for schoolleaders to follow when developing and sustainingtheir strategy.The Department for Education’s updated pupilpremium reporting template requires schoolsto demonstrate that they have consideredevidence when developing their strategy. Wehope that the new section in this guide on ‘usingand interpreting evidence’ will support schoolleaders to engage critically with evidence asthey develop their strategy.Supporting education recovery for thosechildren most in need will not be an easy task.And yet, our hope is that this guidance will helpto support an excellent, evidence-informededucation system in England that creates greatopportunities for all children and young people,regardless of their family background.Professor Becky FrancisChief ExecutiveEducation Endowment Foundation ForewordConsidering a tiered approach to Pupil Premium spending can help schools balance approaches to improving teaching, targeted academic support, and wider strategies.The tiered approach aligns with the DfE strategy template, and ‘menu of approaches’, so school leaders can be confident that their school improvement approach meets the needs of their pupils and fulfils the expectations of the pupil premium strategy document.1. High quality teachingSpending on developing high quality teaching may include investment in professional development, training and support for early career teachers, along with recruitment and retention. Ensuring an effective teacher is in front of every class, and that every teacher is supported to keep improving, is the key ingredient of a successful school and should rightly be a top priority for pupil premium spending.2. Targeted academic supportEvidence consistently shows the positive impact that targeted academic support can have, including on those who are not making good progress, or those who have been disproportionately impacted by the effects of the pandemic. Considering how classroom teachers and teaching assistants can provide targeted academic support, such as linking structured small group interventions to classroom teaching and the curriculum, is likely to be an essential ingredient of an effective pupil premium strategy.3. Wider strategiesWider strategies relate to the most significant non-academic challenges to success in school, including attendance, behaviour, and social and emotional support, which also may negatively impact upon academic attainment. Given the impact of the pandemic, issues such as securing high levels of attendance may be more prominent for schools as they develop their strategy. While many challenges may be common between schools, it is also likely that the specific features of the community each school serves will affect spending in this category.Many approaches within the tiered model will overlap categories, and the balance between categories will vary from year to year as schools’ priorities change.Schools should always combine evidence with professional judgement about how transferableapproaches are to their own setting.The tiered approach to school improvementSchool leaders may wish to consider the following four-step approach when developing and sustaining their strategy:The development of an effective pupil premium strategy should be cyclical and be considered an integral part of existing school development planning.The DfE recommend a longer-term three year approach to planning, but require that if you use a multi-year approach, you still must review and publish an updated strategy statement every academic year before 31 December.Setting longer-term objectives will give you the time and space to diagnose the challenges facing your disadvantaged pupils accurately and implement key elements of your strategy plan,such as spending, recruitment, teaching practiceand staff development.should examine what could be hindering their attainment. This will involve diagnostic assessment of academic challenges, but also take account of wider challenges, such as attendance.School leaders will take account of their in-depth understanding of any challengesengagement and participation;• Behaviour incidences and exclusions data;• Information on wellbeing, mental healthand safeguarding;• Access to technology andcurricular materials.external evidence to inform their decision making, alongside the expert knowledge they have of the pupils in their care. For instance, after identifying pupils in need of targeted reading interventions through standardised assessments, schoolleaders should seek relevant and robust evidence on which approaches are most likelyto provide appropriate and effective solutions, such as particular phonics or reading comprehension programmes.Evidence from research provides insight into what has happened in classrooms in the past, but not whether it will be effective in the future. Careful judgement of the relevance and applicability of the evidence is necessary. Additionally, thinking hard about the specific contextual factors ofadaptations’, is essential when interpreting the evidence that informs your strategy.A useful starting point when looking for relevant evidence on different approaches, is the EEF’s ‘Pupil Premium Menu: EEF Evidence Brief’ which signposts relevant evidence and resources for each approach in the DfE’s ‘menu of approaches’.The DfE’s Pupil Premium guidance page includes worked examples of pupil premium strategy documents that exemplify the use of a range of high quality evidence sources.Go to p16 for more insights into ‘accessing and interpreting evidence’.2The Teaching and Learning ToolkitAn accessible summary of the international evidence on teaching 5-16 year olds. eef.li/toolkitGuidance ReportsClear and actionable guidance on a range of high priority issues, including literacy and numeracy.eef.li/guidanceThe EEF focuses on ensuring that our research evidence is comprehensive, independent and high quality.Pupil Premium Menu: EEF Evidence BriefSummarises the DfE’s ‘menu of approaches’ and signposts high quality evidence and practical resources.The EEF Guide to the Pupil Premium 9The Research School Network is a national network of schools which support the use of evidence to inform teaching practice. Launched in 2016, the Network currently numbers 38 schools: 28 Research Schools and 10 Associate Resarch Schools.Research Schools work with the other schools in their area to help them use evidence more effectively, so do contact you local Research School for support when developing your pupil premium strategy: https://Successful implementation of a Pupil Premium strategy is a carefully staged process that takes time, rather than being a one-off event. The strategy needs to be aligned with other school development plans and existing practices to ensure a sustained impact.School leaders will scrutinise the evidence that has informed their strategy with a focus on effective implementation.Practical questions that may attend this focus on implementation may include:• How have we successfully addressed similar challenges and needs of disadvantaged pupils in the past?• How do aspects of the strategy align with existing beliefs, assumptions and practicesof staff?• Does the approach require changes to processes or structures, such as timetables or team meetings?• Does the strategy provide the necessary professional development and support for staff to implement the approach successfully?• Are there any activities that you should stop doing, either because they are not working, or because their impact is weaker than you believe new approaches may be?The EEF’s guidance report ‘Putting Evidence to Work: A School’s Guide to Implementation’, offers comprehensive advice around the implementing change in schools.Implement your strategy 310The EEF Guide to the Pupil Premium11School leaders must continually monitor the progress of the Pupil Premium strategy, adapting their approach when and where appropriate.As new initiatives are implemented it is important to provide support for staff so that they can take ownership of them and deliver them successfully. School leaders will likely consider:1. How to provide flexible and motivating leadership as challenges emerge;2. What training or follow-on support is required for staff beyond initial training; and3. How to respond to implementation data to tailor and improve approaches.A Pupil Premium strategy is more likely to be effective if school leaders plan how to sustain it from the outset and monitor practice in an annual cycle. School leaders should not assume that strategies which have been effective in one year will continue to be effective in another.An effective Pupil Premium strategy requires goal setting, underpinned by short, medium and long term outcomes needed to reach those goals. The ongoing rigorous evaluation of pupils’ attainment, barriers to learning and needs is essential.A focus on the achievement of pupils from disadvantaged backgrounds is no doubt challenging for school leaders, especially given the disruptions and impact of Covid-19, but it has never been more important.Monitor and evaluate your strategy 4The EEF Guide to the Pupil Premium13Pupil premium mythsMyth 1:“Only eligible children can benefit from Pupil Premium spending”The Pupil Premium is designed to support schools to raise the attainment of socially disadvantaged children. However, many of the most effective ways to do this —including improving the quality of teaching—will also benefit other groups: that is fine. Likewise, you may wish to direct some forms of targeted academic support or wider strategies towards other pupils with identified needs, forexample, those who have or have had a social worker, or those who act as young carers.Myth 2:“The Pupil Premium has to be spent on interventions”There is a strong evidence base showing the impact that high quality interventions can have on the outcomes of struggling students. However, while interventions may well be one part of an effective Pupil Premium strategy, they are likely to be most effective when deployed alongside efforts to improve whole-class teaching, and attend to wider challenges to learning, such as attendance and behaviour. 14Education Endowment FoundationMyth 3:“Pupil Premium spending can be justified using school data alone”Collecting data about the attainment and progress of pupils eligible for the Pupil Premium canhelp schools identify priorities and target additional support. However, school data cannot tell leaders which approaches or programmes are most likely to be effective to address the needs oftheir students. That is why school leaders should use high quality external evidence to inform their decision making, alongside the expert knowledge they have of the pupils in their care.Myth 4:“The Pupil Premium cannot be used to support education recovery” Evidence shows that disadvantaged pupils have been disproportionately impacted by the pandemic. Activity to support those pupils to recover missed learning is an appropriate use of Pupil Premium funding.Schools will also receive additional funding to support education recovery through the recovery premium. The recovery premium can be spent on a wider cohort of pupils than those who attractthe funding, depending on where school leaders think the need is greatest. Schools should consider their use of this funding alongside developing their Pupil Premium strategy.The EEF Guide to the Pupil Premium1516Education Endowment FoundationDeveloping a Pupil Premium strategy is best supported by accessing the best available evidence. The ‘Pupil Premium Menu: EEF Evidence Brief’ signposts relevant evidence for each approach within the DfE ‘menu of approaches’.Given the range of demands teachers and school leaders are faced with, keeping up to date with high quality evidence can prove challenging. Reflecting critically on how evidence is used to inform, implement, and monitor school strategy is therefore crucial.‘Evidence’ is a broad term that means different things to different people. If we are going to make strategic school improvement ‘best bets’ based upon evidence, then it is important to work at identifying credible evidence sources.Accessing and interpreting evidenceThe ‘relevance’ of evidence typically depends upon the question we are looking to answer and the appropriateness of a particular study or piece of research for answering this question.For example, if you are looking to improve pupil attendance, you may use the EEF guidance report, underpinned by a research review, on ‘Working with Parents to Support Children’s Learning’, with a specific, actionable focus on tailoring communications to parents.The table below provides some indicators for evidence that may be more or less relevant for leaders considering how to spend their Pupil Premium:Interpreting relevant evidenceThe EEF Guide to the Pupil Premium17 @EducEndowFoundn /EducEndowFoundn Education Endowment Foundation 5th Floor, Millbank Tower 21–24 Millbank London SW1P 4QP。

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An Aspectual Use-Case Driven ApproachJoão Araújo and Ana MoreiraDepartamento de Informática, Faculdade de Ciências e Tecnologia Universidade Nova de Lisboa, Quinta da Torre, 2829-516 Caparica, PORTUGAL{ja,amm}@di.fct.unl.ptAbstract. Existing approaches to software development do not handle properlythe crosscutting nature of some requirements, be functional or non-functional.Aspect-oriented approaches aim at handling effectively separation of crosscut-ting requirements. We have been investigating how to achieve separation ofconcerns, not only through functional and non-functional requirements, but alsoby providing mechanisms to identify, modularize, specify and compose cross-cutting requirements. In this paper we envisage an aspectual use-case drivenapproach by extending the use case model to integrate non-functional require-ments and identifying those use cases that are crosscutting. The examples ofcrosscutting concerns usually found in the literature are always non-functional.In this work we will explore the idea of crosscutting use cases and, therefore,functional concerns.1 IntroductionUse cases were first proposed by Jacobson [4] and later embraced by most of the object-oriented methods. Developers find it an easy technique to structure the re-quirements of a system and to facilitate the communication with the stakeholders. (A stakeholder is any person that has some direct or indirect influence on the system [8].) However, use cases are only used to define functional requirements, leaving out global properties (such as response time, availability and compatibility) that affect the whole or part of the system. Furthermore, the crosscutting nature of some require-ments (functional and non-functional) is not handled. This limitation can lead to tan-gled representations in requirements documents that are difficult to maintain and keep consistent.The NFR framework focus is on non-functional requirements [1]. It does not ex-plicitly deal with functional concerns, but establishes a link to them. Nevertheless, it ignores the crosscutting nature of those requirements. There are approaches that inte-grate functional and non-functional concerns [2, 9], but, again, the crosscutting nature of those concerns is not addressed.Aspect-oriented software development aims at handling crosscutting concerns by proposing means to their systematic identification, specification and implementation. There are not many aspect-oriented requirements approaches. Grundy [3] proposes an aspect-oriented requirements approach targeted to component-based development. For the last two years we have been investigating how crosscutting requirements can be effectively managed during requirements engineering. As a result of this work we have proposed a general model [7] based on viewpoints that was extended with com-position rules specified in XML and a tool to validate them [6]. Also, we have at-tempted to bring into the UML some of the aspect-oriented main concepts. In [5], separation of crosscutting concerns at the requirements level is achieved by identify-ing and specifying quality attributes and functional requirements.In the present paper, we envisage an aspectual use-case driven approach by ex-tending the use case model to integrate non-functional requirements and identifying those use cases and NFRs that are crosscutting. Also, we discuss the need to handle the complexity of resulting compositions of crosscutting concerns, be NFRs or use cases, with non-crosscutting use cases. The standard examples of crosscutting con-cerns found in the literature are always non-functional. In this work we will explore the idea of functional crosscutting concerns.This work is organized as follows. Section 2 presents the approach. Section 3 illus-trates our ideas by means of a case study. Section 4 draws some conclusions and points to directions of future work.2 Extending the Use Case Model with AspectsAn iterative and incremental set of steps to identify aspectual use cases is depicted in Figure 1. Our goal is to extend the use case model so that non-functional require-ments are addressed and to refine some use cases to externalize functionalities that crosscut several other use cases.Fig. 1.We start by inspecting the requirements to identify and define actors and use cases and build an initial use case model. Actors are defined by an executive summary of their roles. Use cases are commonly defined using primary and alternative scenarios. The second step refines use cases to promote the externalization of functionalities that are spread throughout the original use cases. This will be realized by using the exist-ing <<include>> and <<extend>> relationships between use cases. The third stepidentifies and defines NFRs by analyzing the elicited requirements and any other information obtained from enquiring the system’s stakeholders. Each non-functional requirement is described in a template, with a name, a short description, and a list of requirements. The fourth step handles the integration of NFRs. This is achieved by extending the use case model with the new stereotyped relationship <<constrain>> that links functional use cases to a new stereotyped use case <<NFR>> for each non-functional requirement identified. Finally, the fifth step identifies candidate aspects1. In situations where a use case is related to more than one use case then that use case is good candidate aspect. A use case is crosscutting if it constrains, extends or is in-cluded by more than one use case.A well-known problem when using a use case approach is the explosion of the number of use cases identified, even in small projects. Adding a new use case for each NFR to the diagram, as we propose in step 4, augments this problem. One possi-ble solution is to build different use case diagrams, each one showing the result of projecting a NFR to the use cases that it affects. Each of these diagrams will show only the use cases directly involved in the projection together with the ones related to them.3 Aspectual Use Cases: a Case StudyThis section illustrates how aspectual use cases can be identified from a set of infor-mal requirements. The case study we chose is based on the Washington subway sys-tem:“To use the subway, a client has to own a card that must have been credited with some amount of money. A card is bought and credited in special buying machines available in any subway station. This card is then used by its owner in an entering machine to initiate her/his trip. When s/he reaches the destination, the card is used in an exit machine that debits it with an amount that depends on the distance traveled. If the card has not enough credit the gates will not open unless the client credits its card. To encourage the use of the system during periods of low traffic (e.g., weekends), special package promotions are offered to allow cheaper trips.”Identify and define actors and use cases. The actors identified are Client and ClientCard. Client triggers the use cases BuyCard and CreditCard, while ClientCard triggers EnterSubway and ExitSubway.Refine the use case model. The use case model is refined by identifying generaliza-tions, extensions and inclusions of the use cases. In our case, we can externalize the two functionalities ValidateCard and DebitCard to be associated, using the <<include>> relationship, to the original use cases CreditCard, EnterSubway and ExitSubway. The functionality WeekendPromotion can be externalized as well 1 The term candidate aspect was coined in [7], to name those requirements that are crosscutting. They are candidate because they will not necessarily be mapped into an aspect in later stages of the software de-velopment.and then associated using the <<extend>> relationship to the original use cases DebitCard and BuyCard (see Figure 2).ClientCardEnterSubwayFig. 2. Refined use case diagram for the subway systemIdentify NFRs. We have identified five NFRs: (i) response time, as the system needs to react in a short amount of time to avoid delaying passengers; (ii) accuracy, only right amounts should be debited from, or credited to a card; (iii) multi-access, so that several passengers can use the system concurrently; (iv) availability, as the system must be available when the subway is open; (v) legal issues, what legal actions should be taken to unauthorized clients. Each NFR should be described using the template introduced in Section 2.Integrate NFRs in the use case model. The integration of NFRs with the use cases is achieved by projecting each NFR on the use case diagram depicted in figure 2. In this context, the result of the projection is a use case diagram with the NFR connected with a <<constrain>> relationship with all the use cases it constrains. Figure 3 shows this for ResponseTime.ValidateCardFig. 3. Projecting response time on the use case diagramIdentify candidate aspects. The use cases ResponseTime, WeekendPromotion, and ValidateCard are crosscutting and, therefore, are candidate aspects. Observe that, while ResponseTime is a non-functional use case, WeekendPromotion and ValidateCard are functional use cases. Therefore, we have identified two func-tional use cases that are good candidate aspects. Notice that DebitCard is not cross-cutting, as it is only used by ExitSubway.4 Conclusions and Future WorkThis paper presented an aspectual use-case driven approach that extends the use case model to include non-functional requirements and to handle crosscutting use cases. The advantages are (i) a better modularization of requirements, which facilitates sys-tem’s evolution, by increasing understandability and maintainability, and (ii) an en-couragement of homogenous development using aspectual concepts from require-ments to implementation. Standard examples of crosscutting concerns found in the literature are always non-functional. In this paper we have explored the idea of func-tional crosscutting concerns.There are a few problems in the proposed approach that we plan to tackle in the near future. Building diagrams for projections of NFRs will help managing complex-ity. However, we need to extend this idea to the situation where a NFR is related to other NFRs by a composition relationship, or by positive and negative contributions. This may not be enough as it may well be that a NFR can crosscut others. Addition-ally, we want to extend these ideas to consider the externalization of volatile business rules.An interesting task we are now planning to do is the definition of a language to formally express the composition of crosscutting concerns with non-crosscutting ones. The projections used here to handle complexity will have their semantics de-fined by means of a composition rule.References1. Chung, L., Nixon, B., Yu, E., Mylopoulos, J.: Non-Functional Requirements in SoftwareEngineering, Kluwer Academic Publishers, 20002. Dardenne, A., Lamsweerde, A., Fickas, S.: “Goal-directed Requirements Acquisition”,Science of Computer Programming, Vol. 20, No., 1993, pp. 3-503. Grundy, J.: “Aspect-Oriented Requirements Engineering for Component-based SoftwareSystems”, 4th IEEE International Symposium on RE, 1999, IEEE Computer Society Press, pp. 84-914. Jacobson, I.: Object-Oriented Software Engineering – a Use Case Driven Approach, Addi-son-Wesley, Reading Massachusetts, 19925. Moreira, A., Araújo, J., Brito, I.: “Crosscutting Quality Attributes for Requirements Engi-neering”, 14th International Conference on Software Engineering and Knowledge Engineering (SEKE 2002), ACM Press, Italy, 20026. Rashid, A., Moreira, A., Araújo, J.: “Modularisation and Composition of Aspectual Re-quirements”, 2nd International Conference on Aspect-Oriented Software Development, ACM Press, 2003, pp. 11-207. Rashid, A., Sawyer, P., Moreira, A., Araújo, J.: “Early Aspects: A Model for Aspect-Oriented Requirements Engineering”, IEEE Joint International Conference on Requirements Engineering, IEEE CS Press, 2002, pp. 199-2028. 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