A Conceptual Markup Language that supports interoperability between Business Rule modeling
普通语言学第二章概括
Summary of Chapter TwoIn this chapter, I have learnt something related to the phonology.To begin with, we learn what the phonic medium of language is. As a matter of fact, speech and writing are the two media or substances used by natural languages as vehicles for communication. Speech is, however, more basic than writing for reasons that were discussed in the last chapter.Language is first perceived through its sounds. Thus the study of sounds is of great importance in linguistics. On the other hand, not all the sound will be studied by the linguists, in that those sounds that are produced by humans through their speech organs and have a role to play in linguistic communication can be involved in, thus these sounds are limited in number. And the constitution of them is called phonic medium of language, while each individual sound is called speech sound.Second, we learnt the phonetics, which is defined as the study of the phonic medium of language. Besides it is concerned with all the sounds that occur in the world’s languages. There are three branches of phonetics, articulatory phonetics, auditory phonetics, and acoustic phonetics respectively. The fist one studies the sounds from the speaker’s point of view. Then the second one looks at the sounds from the heater’s point of view. And last one studies the way sounds travel by looking at the sound waves.Next, we leaned the organs of speech. Human being have three important articulatory apparatus and areas: the pharyngeal cavity---the throat, the oral cavity---the mouth, and the nasal cavity---the nose. Pharyngeal cavity is the first point where sound modification might occur, because air coming from the lungs and through the windpipe passes through the glottis, a part of the larynx, which is a bony structure at the end of the windpipe. Then the oral cavity is the greatest source of modification of the air stream is found in the oral. Lastly, the nasal cavity is connected with the oral cavity.And at the following, we were talking about the orthographic representation of speech sounds containing broad and narrow transcriptions. Broad transcription is the transcription with letter-symbols only, whereas the transcription with letter-symbols together with diacritics is called narrow transcription.And then we leant the classification of English speech sounds. An initial classification will divide the speech sounds in English into two broad categories: vowels and consonants.The classification of English consonants has two ways: one is in term of manner of articulation and the other is in terms of place of articulation. In terms of manner of articulation the English consonants can be classified into the following types: stops, fricatives, affricates, liquids, nasals, glides, bilabial, labiodental, dental, alveolar, palatal, velar, glottal.the way to distinguish English vowel as front, central, and back according to which part of the tongue is held highest.Next we come to the main points of this chapter, which is the phonology. First we have already known both phonology and phonetics are concerned with the sameaspect of language---the speech sounds. But while both are related to the study of sounds, they differ in their approach and focus. Phone refers to the particular sound, while the phoneme is the smallest unit of the phone, so it don’t have any meaning. And allophone refers to the phoneme in different phonetic situation sounds differently.Next we leant phonemic contrast, complementary distribution, and minimal pair. It can be easily observed that phonetically similar sounds might be related in two ways. If they are two distinctive phonemes, they are said to form a phonemic contrast. The allophones are said to be in complementary distribution. Two sounds represent different phonemes and these calls minimal pairs. All the sound like p b combinations together constitute a minimal set.There are also some rules in phonology. Sequential rules are to identify the phonemes of a language is only part of the task of the phonologist. Assimilation rule assimilates one sound to another by copying a feature of a sequential phonemes, thus making the two phones similar. Deletion rule is to tell us when a sound is to be deleted although it is orthographically represented.The last part we learnt are the suprasegmental features---stress, tone, intonation Stress contains two kinds, word stress and sentence stress. The location of stress in English distinguishes meaning. Tones are pitch variations which are caused by the differing rates of vibration of the vocal cords. When pitch, stress, sound length are tied to the sentence rather than the word in isolation, they are collectively known as intonation.。
创举连连写辉煌的英语作文
In the realm of language arts,the English essay stands as a testament to the creativity and eloquence of its authors.Writing a remarkable English essay involves several key elements that contribute to its brilliance and success.1.Captivating Introduction:A successful English essay begins with an introduction that grabs the readers attention.It sets the tone and provides a glimpse of what the essay will discuss.The introduction should be concise,engaging,and thoughtprovoking.2.Clear Thesis Statement:The thesis statement is the heartbeat of the essay.It is a clear,concise statement that outlines the main argument or point of the essay.It guides the reader through the writers perspective and serves as the roadmap for the essay.3.WellOrganized Body Paragraphs:The body of the essay is where the writer develops the ideas introduced in the thesis statement.Each paragraph should focus on a single idea or argument,supported by evidence,examples,or analysis.The structure should be logical and coherent,making it easy for the reader to follow the flow of ideas.4.Strong Evidence and Support:To make an essay truly outstanding,the writer must provide strong evidence to support their claims.This can include facts,statistics,quotes from experts,or wellreasoned arguments.The evidence should be relevant,credible,and effectively presented to enhance the essays persuasive power.5.Effective Use of Language:The language used in an essay should be precise,varied,and appropriate for the audience. It is important to use a mix of simple and complex sentences,a rich vocabulary,and correct grammar and punctuation.The tone should be consistent and reflect the purpose of the essay.6.Smooth Transitions:Transitions are the bridges that connect ideas within the essay.They help to maintain the flow of the text and ensure that the reader can easily follow the progression of the ing transition words and phrases effectively can make the essay more cohesive and easier to understand.7.Reflective Conclusion:A strong conclusion is essential for leaving a lasting impression on the reader.It shouldsummarize the main points of the essay without merely repeating them.The conclusion should also provide a sense of closure and,if appropriate,suggest areas for further exploration or consideration.8.Critical Thinking and Originality:An essay that stands out is one that demonstrates critical thinking and originality.The writer should analyze the topic from multiple perspectives,challenge assumptions,and offer new insights or solutions.9.Proper Citation and Referencing:When using sources to support the essay,it is crucial to cite them correctly to avoid plagiarism.This not only gives credit to the original authors but also adds credibility to the essay.10.Revision and Editing:Finally,the process of revision and editing is crucial for refining the essay.This involves checking for clarity,coherence,grammar,spelling,and punctuation.It also involves ensuring that the essay adheres to the required format and style guidelines.In conclusion,writing a remarkable English essay is an art that combines creativity, critical thinking,and technical proficiency.By focusing on these elements,a writer can craft an essay that is not only informative and persuasive but also a pleasure to read.。
latex-introduction
Communicator Spring 2006LaTeX: an introductionLaTeX is a powerful but relatively unknown typesetting system. Mike Unwalla explains where it came from and what it can do.LaTeX is a powerful typesetting system, used for producing scientific and mathematicaldocuments of high typographic quality. Unlike WYSIWYG tools such as FrameMaker and Word, it uses plain text files that contain formatting commands. It’s big, open source, stable and used by many technical publishing companies. It’s also relatively unknown in the technical writing community. This article overviews LaTeX, and directs you to sources of information.HistoryDonald E Knuth (/~knuth) designed a typesetting program called TeX in the 1970s especially for complex mathematical text. LaTeX is a macro package that allows authors to use TeX easily, and uses TeX as its formatting engine. It is available for most operating systems; for example, you can use it on low-specification PCs and Macs, as well as on powerful UNIX and VMS systems. There are many different implementations of LaTeX.The word LaTeX is pronounced ‘lay-tech’ or ‘lah-tech’ (‘ch’ as in Scottish ‘loch’ or just hard ‘k’), not ‘latex’ (as in rubber). In plain text, the typography is LaTeX. The sample document in the panel shows its typeset form.The latest version is LaTeX2e, but becausethis articledescribes general principles, Ijust use theword LaTeX.Who uses it?I first came across LaTeX in 1992, when fellow students were using it to write academic papers and theses. These days, it is widely used in the technical publishing industry for academic journals, particularly by mathematicians,physicists and other people who have complex notational requirements. For example, Elsevier, IEEE and the Royal Society all provide author guidelines for people who use LaTeX. One of my clients uses LaTeX to produce softwaredocumentation (see pages 18–20 of the Autumn 2005 Communicator ) and so I needed to learn it.Basic conceptsAn author writes a LaTeX input file in a text editor and then compiles this using LaTeX. An input file contains text and commands for processing the text. There are some conceptual similarities to a markup language such as HTML. However, a fundamental difference is that LaTeXis designed as a page layout language, unlike HMTL which is functional markup. The whole point of LaTeX is to achieve perfect typographic output, which is not the purpose of HTML.LaTeX produces device-independent DVI files, from which you can generate PDF and PostScript files using the utilities that usually come with a LaTeX installation. Typically, you can also create a PDF file directly, as shown in the next section.There are GUI editors to help with creating input files, but many authors prefer to use high-performance text editors such as UltraEdit from IDM Computer Solutions Inc ().LaTeX is very fussy. A trivial mistake maymean that no output is generated and many error messages are displayed. You will need to check the error logs, fix the problem and recompile.A sample documentThe example code is very simple. It is containedin a plain text source document called hello.tex . The first line specifies the type of document. There are various standard classes, such as ‘article’, ‘book’ and ‘letter’, with pre-defined features that can be customised. The third line is the body of the document. The \textbf command indicates that the text enclosed in parentheses is bold. The \textit command indicates that the text enclosed in parentheses is italic. You can see how it is possible to nest commands. The \LaTeX command produces the typeset form of the word. To produce a PDF file, I typed pdflatex hello.tex at the DOS command prompt. This generated a PDF file, hello.pdf , containing the typeset text.Obtaining more informationLaTeX is far more powerful and far more complex than this simple introduction suggests. The Comprehensive TeX Archive Network (CTAN) is the authority for materials that relate to TeX and LaTeX (). You can download LaTeX free from CTAN, but I suggest buying The LaTeX Companion (Frank Mittelbach and Michel Goossens, 2004, Addison-Wesley, Boston). It’s the definitive reference guide and contains a CD that has a complete LaTeX installation. The Not So Short Introduction to LaTeX2e (Tobias Oetiker, 2003) is a good starting point for learning how to create documents. Download it from /tex-archive/info/lshort/english.To convert documents between Microsoft Word and LaTeX, two tools from Chikrii Softlab (), Word2Tex and Tex2Word, might be useful to you. In the UK, purchase from Adept Scientific (). \documentclass{article} \begin{document}A \textbf{bold \textit{Hello \LaTeX}} to start! \end{document}Mike Unwalla FISTC has been a technical writer in the software industry for over ten years.E:******************.uk W: A bold Hello L A T E X to start!source: /ta/latex-introduction.pdf。
英语语言学单选
9.1. Displcement means that human languages enable their users to _____ .A. symbolize objects, events and concepts that are presentB. communicate in an arbitrary mannerB. SociolinguisticsD. Pragmatics3. A language user’s underlying knowledge about the system of rules is called his _____ . And _____ refers to the actual use of language in concrete situation.A. intercultural communicative comp etence ….. performance4. All monomophemic words are ______ . And polymorphemic words are called _____.pounds …… free compoundsC. stems and prefixesD. words formation and backformation6. The idea that the meaning of a sentence depends on the meaning of the constituent words andB. propositionD. configuration7. Which of the following pairs is NOT an example of converse antonymy?A. buy, sellC. uncle, nephew-formation”.B. edit →editorD. possible →impossible9. /p/ and /b/ can occur in the same environments and they distinguish meaning. Therefore they are ___ .B. in complementary distributionD. allophonesB. IntonationC. StressD. ToneA. become, run, feelC. clever, green, beautiful12. The word “politician” differs from the word “statesman” in its _______ .A. conceptual meaningC. referential meaningB. The Philosophy of GrammarD. Language----- this is the main idea of _____ .C. the Politeness PrincipleD. semantics15. In order to red uce the ambiguity of the term “word”, the term _____ is postulated as the ____ unit underlying the smallest unit in the lexical system of a language.。
大学英语教学中模糊限制语的语用功能一、引言模糊限制语(Hedges)是...
大学英语教学中模糊限制语的语用功能一、引言模糊限制语(Hedges)是模糊语言的重要组成部分,在英语交际中恰当使用模糊限制语不仅不会影响我们对话语的理解,反而能增强语言表达的灵活性,提高语言的表达效果,使交际顺利进行,实现交际目的。
因此,对大学英语教学中出现的模糊限制语进行研究,分析模糊限制语在英语教学中的语用功能,颇有意义。
二、模糊限制语及其功能1972年美国语言学家拉科夫(GeorgeLakoff)在《语义标准和概念逻辑的研究》(AstudyinMeaningCriteriaandtheLogicofFuzzyConcepts)中提出了模糊限制语的概念,将模糊限制语定义为一些“把事情弄得模模糊糊的词语”。
我国最早的模糊限制语研究要追溯到20世纪70年代末,1979年伍铁平在《模糊限制语初探》中简单介绍了模糊限制语及其分类和语用功能,之后其他学者也认识到了世界中存在的各种模糊现象。
在某种程度上,模糊限制语表面上的模糊却显示了语言的客观性和严谨性,从而提高语言的可信度。
模糊限制语具有丰富的语用功能,在人们的日常交际中,为了使语言表达更委婉礼貌、客观得体、灵活有效,人们并不总是直接表述,而是通过言外之意来达到此效果。
这与语用学中的会话含义理论、合作原则、礼貌原则等有着密切的联系。
美国哲学家Grice总结指出,人们在言语交际中为保证交际顺利进行,达到成功的交际目的,交际双方之间存在着一种默契,共(二)营造轻松课堂同遵守一些原则,这即是合作原则。
在言语交际中,人们有时会使英语教学涉及人际间的互动,也就是师生之间的互动。
在教用模糊限制语,表面上看似乎没有遵守这些准则,实际上,说话人学中,恰当使用模糊限制语,改善师生间的语言表达,有利于活跃违背了其中的一个准则恰恰是为了更好地遵守另一个准则。
课堂气氛和英语教学的成功。
在教学过程中,为了避免武断或争锋礼貌原则是英国学者利奇(Leech),在格赖斯(Grice)提出相对的情绪,模糊限制语的使用就可以使得话语缓和、得体,考虑的合作原则的基础之上提出来的,并将这一原则划为六条准则:策到受话人的情绪和感受,其效果会大不相同。
the greeks assumed that the structure of language
The Greeks Assumed That the Structure of LanguageIntroductionLanguage is a fundamental aspect of human communication and plays a significant role in shaping our thoughts and ideas. The Greeks, renowned for their contributions to philosophy and literature, also pondered over the nature and structure of language. This article aims to delve intothe Greek assumptions regarding the structure of language, exploringtheir theories and implications.Origins of Greek Linguistic ThoughtThe Greek fascination with language can be traced back to prominent philosophers such as Plato and Aristotle. Plato believed that language was not a mere tool for communication but a reflection of the ultimate reality. According to him, words and their meanings were not arbitrarybut had a deeper connection to the essence of objects or concepts. Aristotle, on the other hand, studied language from a more empirical perspective, focusing on its function and structure.Greek Assumptions about Language StructureThe Greeks made several assumptions about the structure of language,which had a profound impact on subsequent linguistic thought. These assumptions include:1. Words Reflect RealityThe Greeks assumed that words had an inherent connection to the objectsor concepts they represented. They believed that through language, individuals could access and understand the true nature of reality. This assumption laid the foundation for the philosophical concept of “logos,” which refers to the relationship between words and reality.2. Language Is Composed of Basic ElementsThe Greeks recognized that language could be broken down into smaller units with distinctive meanings. They postulated that these basic elements, known as morphemes, combined to form words. This assumption paved the way for the development of morphological analysis in linguistics, which studies the internal structure of words.3. Syntax and Grammar Govern LanguageAncient Greek philosophers acknowledged the importance of syntax and grammar in organizing and conveying meaning. They recognized that language followed specific rules and structures that determined the relationships between words in a sentence. This assumption laid the groundwork for syntactical analysis, which explores the arrangement of words and phrases in a sentence.4. Language Is InnateThe Greeks assumed that the ability to acquire and understand language was innate to humans. They believed that language proficiency stemmed from natural predispositions rather than external influences. This assumption aligns with modern theories of language acquisition, such as Noam Chomsk y’s concept of a Universal Grammar.Implications of Greek Linguistic ThoughtThe Greek assumptions about language structure had far-reaching implications for various disciplines, including linguistics, philosophy, and literature. Some of these implications are:1. Language as a Mirror of RealityThe concept of language reflecting reality influenced subsequent philosophical and metaphysical thought. It prompted thinkers to explore the relationship between language, perception, and knowledge. This exploration ultimately shaped diverse philosophical schools, such as phenomenology and hermeneutics.2. Development of Linguistic AnalysisThe Greek assumptions regarding the composition of language elements and the importance of syntax and grammar laid the groundwork for linguistic analysis. These assumptions influenced the development of structural linguistics, generative grammar, and other linguistic theories that investigate the form and function of language.3. Influence on Literary StylesGreek linguistic thought permeated literary works, influencing writing styles and literary devices. Writers began incorporating rhetorical techniques, such as metaphors and analogies, to convey deeper meanings and evoke emotional responses. These techniques shaped the foundations of poetry, prose, and dramatic literature.4. Evolution of Language EducationThe Greek assumptions about language being innate and governed by rules contributed to the development of language education methodologies. They inspired instructional approaches that emphasize the systematic teaching of grammar, syntax, and vocabulary. These approaches continue to influence language teaching methodologies worldwide.ConclusionThe Greeks’ assumptions about the structure of language have left an indelible mark on human understanding and exploration of linguistic phenomena. Their belief that language reflects reality, the recognition of basic language elements, the importance of syntax and grammar, and the innate nature of language have shaped various disciplines. From philosophy to linguistics, and literature to education, the Greek assumptions continue to shape our understanding and appreciation of language.。
语言学概论知识汇总(英文)
第一章Invitation to Linguistics1.Definition of language:Language is a system of vocal (and written) symbols with meaning attached that is used forhuman communication of thoughts and feelings.2.Design features of language(语言的普遍特征):①.Arbitrariness 任意性:The forms of linguistic signs generally bear no natural relationship to the meanings they carry②.Duality 二重性:Human language has two levels of structures: the primary meaningful level of morphemes, words, phrases, sentences and the secondary meaningless level of sounds. The units of the primary level are composed of elements of the secondary level, and each of the two levels has its own principles of organization.③.Creativity 创造性:Language is resourceful because of its duality and recursiveness.④.Displacement移位性:Human languages enable their users to symbolize objects, events and concepts which are not present in time and space at the moment of communication.3.Functions of language1)Informative function2)Interpersonal function人际功能3)Performative (行为) function4)Emotive function5)Phatic (寒暄) function6)Recreational function7)Metalingual function(元语言功能)指用语言去说明或解释语言的功能4.Main branches of linguistics:Main branches of linguistics (microlinguistics微观) and interdisciplinary(跨领域、跨学科)fields of linguistics (macrolinguistics宏观)1) Main branches of linguistics:(1) Phonetics发音学,语音学;(2) Phonology;(音位学、语音体系)(3) Morphology 词法/ Lexicology词汇学;(4) Syntax句法;(5) Semantics语义学(6) Pragmatics语用学:研究特定情境中的特定话语,在不同的语言交际环境中如何理解和运用语言支。
语言学教程Chapter_ 1
How to study
1. Preview and review 2. Discuss with your classmates & ask
3. Could the sentence— “As the night fell, the wind rose” be expressed as “As the wind rose, the night fell”? If not, why? Does this indicate a degree of non-arbitrariness about word order?
2. Language is arbitrary
The relation between expression and content is not natural but conventional. And this conventional relation varies from language to language.
e.g. In the 8-figure dance that a bee uses to indicate the honey source, there are fixed patterns (the direction of the bee’s head and the way that it dances indicate the quantity and distance of the honey source)
book?
全国英语初赛作文等级分数
In the National English Preliminary Contest, the grading system for the essay component typically follows a standardized scoring rubric that assesses various aspects of the written work. Heres a breakdown of the possible grading levels and the corresponding scores:1. Excellent 90100 points:The essay demonstrates a profound understanding of the topic.The writing is clear, concise, and wellorganized.The language used is sophisticated and appropriate for the context.The essay includes a strong thesis, welldeveloped arguments, and a compelling conclusion.There are minimal to no grammatical or spelling errors.2. Good 7589 points:The essay shows a good grasp of the topic with a clear thesis.The arguments are mostly welldeveloped, but may lack depth in some areas.The language is generally correct, with occasional errors that do not significantly hinder understanding.The essay has a logical structure, but may have some issues with coherence or flow. 3. Average 6074 points:The essay covers the topic with a basic understanding, but the thesis may be weak or unclear.Arguments are present but may be underdeveloped or lack supporting evidence.The language has noticeable errors, but the essay can still be understood.The structure of the essay is present, but may have issues with organization and coherence.4. Below Average 4059 points:The essay has a weak understanding of the topic, and the thesis may be missing or poorly articulated.Arguments are vague or unsupported, and the essay may contain irrelevant information. There are significant language errors that impede understanding.The essay lacks a clear structure and logical flow.5. Poor Below 40 points:The essay fails to address the topic adequately, with a very weak or nonexistent thesis. There is a lack of coherent arguments or supporting evidence.The language is filled with errors that make the essay difficult to comprehend.The essay has no discernible structure or organization.Its important to note that the exact scoring system may vary depending on the specific rules of the contest being held. Judges may also consider factors such as creativity, originality, and the ability to engage the reader in addition to the criteria mentioned above.。
[整理]新编简明英语语言学教程笔记
新编简明英语语言学教程笔记Chapter one Introduction一、定义1.语言学LinguisticsLinguistics is generally defined as the scientific study of language.2.普通语言学General LinguisticsThe study of language as a whole is often called General linguistics.3.语言languageLanguage is a system of arbitrary vocal symbols used for human communication.语言是人类用来交际的任意性的有声符号体系。
4.识别特征Design FeaturesIt refers to the defining poperties of human language that distinguish it from any animal system of communication.Arbitrariness任意性Productivity多产性Duality双重性Displacement移位性Cultural transmission文化传递⑴arbitrarinessThere is no logical connection between meanings and sounds.P.S the arbitrary nature of language is a sign of sophistication and it makes it possible for language to have an unlimited source of expressions⑵ProductivityAnimals are quite limited in the messages they are able to send.⑶DualityLanguage is a system, which consists of two sets of structures ,or two levels.⑷DisplacementLanguage can be used to refer to contexts removed from the immediate situations of the speaker.⑸Cultural transmissionHuman capacity for language has a genetic basis, but we have to be taught and learned the details of any language system. this showed that language is culturally transmitted. not by instinct. animals are born with the capacity to produce the set of calls peculiar to their species.二、知识点nguage is not an isolated phenomenon, it‘s a social activity carried out in a certain social environment by human beings.语言不是一种孤立的现象,而是人类在一定的社会环境下进行的一种社会活动。
英语作文的语言知识
英语作文的语言知识English essay writing is an intricate craft that requires a profound understanding of the language and its various nuances. It is not merely about putting words together to form sentences; it's about crafting ideas, arguments, and perspectives into a coherent and engaging narrative. The language of an English essay is not just about grammar and vocabulary; it's about tone, style, and the ability to convey complex thoughts clearly and concisely.To master the language of English essay writing, one must first delve into the fundamentals of grammar. Grammar is the backbone of any language, and English is no exception. Understanding the structure of sentences, the correct use of nouns, verbs, adjectives, and adverbs is crucial. However, mere grammatical correctness is not enough; one must also learn to vary sentence structure, use complex sentence patterns, and avoid monotony.Vocabulary is another essential aspect of English essay writing. A rich vocabulary not only enhances thereadability of the essay but also imparts a sense ofsophistication and depth to the writer's arguments. Learning new words, their synonyms, and antonyms helps in expressing ideas more precisely and avoiding repetition.Beyond grammar and vocabulary, the tone and style of writing are also paramount. The tone of an essay should be appropriate to the topic and the intended audience. Whether it's a persuasive argument, a reflective piece, or acritical analysis, the tone should reflect the essay's purpose. Similarly, the style of writing should be clear, concise, and engaging. Avoiding jargon and using simple language can help make the essay more accessible to a wider audience.In addition to these fundamentals, English essaywriting also requires an understanding of essay structure. An essay typically follows a specific structure: introduction, body paragraphs, and conclusion. The introduction should briefly outline the topic, introduce the main ideas, and provide a thesis statement. The body paragraphs should develop these ideas, present evidence and examples, and discuss opposing viewpoints. The conclusionshould sum up the essay's main points, restate the thesis, and leave a lasting impression on the reader.Finally, practice makes perfect. Writing regularly and critically analyzing one's own work helps improve English essay writing skills. Seeking feedback from teachers, peers, or online communities can also be beneficial in identifying areas for improvement.In conclusion, the language of English essay writing is a complex and nuanced blend of grammar, vocabulary, tone, style, and structure. Mastering these elements requires dedication, practice, and a continuous quest for improvement. By investing in these areas, writers can craft engaging and impactful essays that effectively communicate their ideas and perspectives.**探索英语作文的语言知识奥秘**英语作文写作是一门复杂的工艺,需要深入了解语言及其各种细微差别。
语言学作用的英语作文
语言学作用的英语作文The Powerful Impact of Language: Exploring the Realm of LinguisticsLanguage is the foundation upon which human civilization has been built. It is the medium through which we communicate, express our thoughts, and connect with one another. The study of language, known as linguistics, delves into the intricate workings of this essential tool, revealing its profound impact on our lives. From the nuances of phonology to the complexities of syntax, the field of linguistics sheds light on the remarkable capabilities of human language and its far-reaching implications.At the core of linguistics lies the understanding of how language is acquired, processed, and utilized. The study of language acquisition explores the remarkable ability of children to effortlessly pick up and master their native tongue, a process that has captivated linguists and developmental psychologists alike. The innate capacity of the human brain to acquire language, as posited by renowned linguist Noam Chomsky, has led to groundbreaking insights into the underlying mechanisms that govern this phenomenon.Beyond the realm of language acquisition, linguistics also examinesthe structural components of language. Phonology, the study of sound patterns, delves into the intricate workings of speech production and perception, shedding light on the ways in which the human vocal apparatus and auditory system interact to create and decode the building blocks of language. Morphology, the study of word formation, explores the rules and patterns that govern the construction of words, while syntax investigates the principles that underlie the organization of words into meaningful sentences.The field of semantics, on the other hand, focuses on the meaning of language, exploring the ways in which words and phrases convey conceptual and contextual significance. This area of linguistics is particularly fascinating, as it unveils the complex interplay between language and cognition, revealing how our understanding of the world is shaped and expressed through the medium of language.Sociolinguistics, a subfield of linguistics, examines the relationship between language and society, exploring the ways in which language use is influenced by social factors such as age, gender, ethnicity, and social status. This area of study has significant implications for our understanding of language variation, language change, and the role of language in shaping cultural identity and social dynamics.The study of language also has profound implications for our understanding of the human mind and cognitive processes.Psycholinguistics, the intersection of linguistics and psychology, investigates the cognitive mechanisms underlying language processing, including how we comprehend, produce, and store linguistic information. This field has contributed to our understanding of the neural underpinnings of language, as well as the ways in which language interacts with other cognitive functions, such as memory, attention, and decision-making.The practical applications of linguistics are far-reaching and diverse. In the field of education, linguists play a crucial role in developing effective language-learning strategies, designing curriculum, and addressing issues of language diversity and inclusion. In the realm of technology, linguists contribute to the development of natural language processing algorithms, machine translation systems, and speech recognition software, enabling seamless communication between humans and machines.Moreover, the study of linguistics has important implications for our understanding of human evolution and the origins of language. Evolutionary linguists explore the emergence and development of language as a uniquely human trait, shedding light on the cognitive and social factors that may have contributed to its evolution. This research has the potential to deepen our understanding of the human condition and the remarkable capacity of our species to create and utilize language.In conclusion, the field of linguistics is a vast and multifaceted discipline that offers a profound understanding of the nature of language and its impact on human experience. From the intricacies of language acquisition to the sociocultural implications of linguistic variation, the study of linguistics has the power to transform our perspectives on communication, cognition, and the very essence of what it means to be human. As we continue to explore the vast and captivating realm of linguistics, we uncover new insights that have the potential to shape our understanding of the world and our place within it.。
(NEW)刘润清《新编语言学教程》笔记和课后习题(含考研真题)详解
第1章 导 言 1.1 复习笔记 1.2 课后习题详解 1.3 考研真题与典型题详解
第2章 语 音 2.1 复习笔记 2.2 课后习题详解 2.3 考研真题与典型题详解
第3章 形态学 3.1 复习笔记 3.2 课后习题详解 3.3 考研真题与典型题详解
第4章 句 法 4.1 复习笔记 4.2 课后习题详解
III. Scope of linguistics (语言学的研究范畴) 1. Microlinguistics(微观语言学) Phonetics语音学 Phonology音系学 Morphology形态学 Syntax句法学
Semantics语义学 Pragmatics语用学 2. Macrolinguistics (宏观语言学) Sociolinguistics社会语言学 Psycholinguistics心理语言学 Neurolinguistics神经语言学 Stylistics文体学 Discourse analysis语篇分析 Computational linguistics计算语言学 Cognitive linguistics认知语言学 Applied linguistics应用语言学
3. Language is vocal—the primary medium for all languages is sound. 4. Language is used for human communication—it is human-specific, very different from systems of animal communication. 1. 语言是一个系统——其元素非任意排列,而是根据一定规则组合的。 2. 语言是任意的——词与其所指物之间没有内在的联系。 3. 语言是口头的——是所有语言的基本交流形式。 4. 语言是人类用来交流的工具——不同于动物的交流系统。
语言学概论考试重点_选择_填空_判断
31. If a linguistic study describes and analyzes the language people actually use, it is said to be __C____A. prescriptiveB. analyticC. descriptiveD. linguistic32.Which of the following is not a design feature of human language? DA. ArbitrarinessB. DisplacementC. DualityD. Meaningfulness33. Modern linguistics regards the written language as __C___A. primaryB. correctC. secondaryD. stable34. In modern linguistics, speech is regarded as more basic t han writing, because __D_________.A. in linguistic evolution, speech is prior to writingB. speech plays a greater role than writing in terms of the am ount of information conveyed.C. speech is always the way in which every native speaker a cquires his mother tongueD. All of the above35. A historical study of language is a _B__study of language.A. synchronicB. diachronicC. prescriptiveD. comparative36.Saussure took a (n)___A_______ view of language, while C homsky looks at language from a ________ point of view. A. sociological…psychological B. psychological…sociological C. applied…pragmatic D.semantic and linguistic37. According to F. de Saussure, _C___ refers to the abstract linguistic system shared by all the members of a speech community.A. paroleB. performanceC. langueD. Language38. Language is said to be arbitrary because there is no logical connection between _______B__ and meanings.A. senseB. soundsC. objectsD. ideas39. Language can be used to refer to contexts removed from the immediate situations of the speaker. This feature is called_ __A______,A. displacementB. dualityC. flexibilityD. cultural transmission40.The details of any language system is passed on from one generation to the next through _D__, rather than by instinct.A. learningB. teachingC. booksD. both A and BChapter 235.Of all the speech organs, the ___C____ is/ are the m ost flexible.A. mouthB. lipsC. tongueD. vocal cords36.The sounds produced without the vocal cords vibrating are __A__ sounds.A. voicelessB. voicedC. vowelD. conso nantal37.____B______ is a voiced alveolar stop.A. /z/B. /d/C. /k/D./b/ 38.The assimilation rule assimilates one sound to another by “copying”a feature of a sequential phoneme, thus making the two phones ___D_________.A.identicalB. sameC. exactly alikeD. similar 39.Since /p/ and /b/ are phonetically similar, occur in the sa me environments and they can distinguish meaning, they are said to be _____A______.A. in phonemic contrastB. in complementary distributionC. the allophoneD. minimal pair40.The sound /f/ is _______D__________.A. voiced palatal affricateB. voiced alveolar stopC. voiceless velar fricativeD. voiceless labiodental fricative41. A __C__ vowel is one that is produced with the front part of the tongue maintaining the highest position.A. backB. centralC. frontD. middle42. Distinctive features can be found running over a sequence of two or more phonemic segments. The phonemicfeatures that occur above the level of the segments are ca lled C____.A. phonetic componentsB. immediate constituentsC. suprasegmental featuresD. semantic features43. A(n) ______D_____ is a unit that is of distinctive value. It is an abstract unit, a collection of distinctive phonetic features.A. phoneB. soundC. allophoneD. phoneme 44. The different phones which can represent a phoneme in different phonetic environments are called the _D___ of th at phoneme.A. phonesB. soundsC. phonemesD. allophones Chapter 321.The morpheme “vision”in the common word “television”is a(n) ____D__.A. bound morphemeB. bound formC. inflectional morphemeD. free morpheme22. The compound word “bookstore”is the place where books are sold. This indicates that the meaning of a compound ______D____.A. is the sum total of the meaning of its componentsB. can always be worked out by looking at the meanings of morphemesC. is the same as the meaning of a free phrase.D. None of the above.23. The part of speech of the compounds is generally determined by the part of speech of ___B_______.A. the first elementB. the second elementC. either the first or the second elementD. both the first and the second elements.24. ___B____ are those that cannot be used independently but have to be combined with other morphemes, either free or bound, to form a word.A. Free morphemesB. Bound morphemesC. Bound wordsD. Words25._____C____ is a branch of grammar which studies the internal structure of words and the rules by which words are formed.A. SyntaxB.GrammarC. MorphologyD. Morpheme26.The meaning carried by the inflectional morpheme is ___C___.A. lexicalB. morphemicC. grammaticalD. semantic27. Bound morphemes are those that _____D______.A. have to be used independentlyB. can not be combined with other morphemesC. can either be free or boundD. have to be combined with othermorphemes.28. ___A_ modify the meaning of the stem, but usually do not change the part of speech of the original word.A. PrefixesB. SuffixesC. RootsD. Affixes29. ____ B____ are often thought to be the smallest meaningful units of language by the linguists.A. WordsB. MorphemesC. PhonemesD. Sentences30. “-s”in the word “books”is __C_____.A. a derivative affixB. a stemC. an inflectional affixD. a rootChapter 425.A sentence is considered __D__ when it does not conform to the grammatical knowledge in the mind of native speakers.A. rightB. wrongC. grammaticalD. ungrammatical26. A ____D______ in the embedded clause refers to the introductory word that introduces the embedded clause.A. coordinatorB. particleC. prepositionD. subordinator27. Phrase structure rules have _A___ properties.A. recursiveB. grammaticalC. socialD. functional28. Phrase structure rules allow us to better understand ___D__________.A. how words and phrases form sentences.B. what constitutes the grammaticality of strings of wordsC. how people produce and recognize possible sentencesD. All of the above.29. Syntactic movement is dictated by rules traditionally called ___A_____.A. transformational rulesB. generative rulesC. phrase structure rulesD. x-bar theory30. The theory of case condition accounts for the fact that ____A______.A. noun phrases appear only in subject and object positions.B. noun phrases can be used to modify another noun phraseC. noun phrase can be used in adverbial positionsD. noun phrase can be moved to any place if necessary.31. The sentence structure is _____D___.A. only linearB. Only hierarchicalC. complexD. both linear and hierarchical32. The syntactic rules of any language are _C_ in number.A. largeB. smallC. finiteD. infinite33. The _____D___ rules are the rules that group words and phrases to form grammatical sentences.A. lexicalB. morphologicalC. linguisticD. combinational34.______B_rules may change the syntactic representation of asentence.A. Generative(可生性)B. Transformational(转换性)C. X-barD. Phrase structureChapter 521.The naming theory is advanced by __A______.A. PlatoB. BloomfieldC. Geoffrey LeechD. Firth22. “We shall know a word by the company it keeps.”This statement represents ____B___.A. the conceptualist概念论者viewB. contexutalismC. the naming theoryD.behaviourism 行为主义22.23.23. Which of the following is not true? DA. Sense is concerned with the inherent固有的,内在的meaning of the linguistic form.B. Sense is the collection of all the features of the linguistic form.C. Sense is abstract and de-contextualized.D. Sense is the aspect of meaning dictionary compilers are not interested in.24. “Can I borrow your bike?”_____D__ “You have a bike.”A. is synonymous withB. is inconsistent withC. entailsD.presupposes25. _______B____ is a way in which the meaning of a word can be dissected into meaning components, called semantic features.A. Predication analysisB. Componential analysisC. Phonemic analysisD. Grammatical analysis26. “alive”and “dead”are ______C________.A. gradable antonymsB. relational oppositesC. complementary antonymsD. None of the above27. ____A_____ deals with the relationship between the linguistic element and the non-linguistic world of experience.A. ReferenceB. ConceptC. SemanticsD. Sense28. ______C_____ refers to the phenomenon that words having different meanings have the same form. A. Polysemy B. Synonymy C. Homonymy D. Hyponymy29. Words that are close in meaning are called _______D_______.A. homonymsB. polysemyC. hyponymsD. synonyms30. The grammaticality of a sentence is governed by ___A____.A. grammatical rulesB. selectional restrictionsC. semantic rulesD. semantic featuresChapter 625.__A_______ does not study meaning in isolation, but in context.A. PragmaticsB. SemanticsC. Sense relationD. Concept26. The meaning of language was considered as something ___C____ in traditional semantics语义学.A. Contextual上下文的B. Behaviouristic行动主义的C. intrinsic 固有的D. logical27. What essentially distinguishes semantics语义学and pragmatics语用学is whether in the study of meaning __D_______ is considered.A. referenceB. speech actC. practical usage实际使用D. context28. A sentence is a ___B______ concept, and the meaning of a sentence is often studied in isolation孤立.26. A. pragmatic B. grammatical C. mental D. conceptual 29. If we think of a sentence as what people actually utter完全的,彻底的in the course of communication, it becomes a(n) __C_______.A. constativeB. directiveC. utteranceD. expressive30. Which of the following is true? BA. Utterances usually do not take the form of sentences.B. Some utterances言论cannot be restored to complete sentences.C. No utterances can take the form of sentences.D. All utterances can be restored to complete sentences.31. Speech act theory言语行为理论did not come into being until _____A_____.A. in the late 50’s of the 20the centuryB. in the early 1950’sC. in the late 1960’sD. in the early 21st century.32. _______C___ is the act performed by or resulting from saying something; it is the consequence推论,重要性of, or the change brought about by the utterance说话方式.A. A locutionary act说话行为B. An illocutionary act 言外行为C. A perlocutionary act言后行为D. A performative 施为功能act33. According to Searle瑟尔, the illocutionary point of the representative is ____B__.A. to get the hearer to do somethingB. to commit the speaker to something’s being the caseC. to commit the speaker to some future course of actionD. to express the feelings or attitude towards an existing state of affairs.34. All the acts that belong to the same category share the samepurpose, but they differ ____C____.A. in their illocutionary acts.B. in their intentions expressedC. in their strength or forceD. in their effect brought about35. ____A______ is advanced by Paul Grice保罗·格莱斯A. Cooperative Principle 合作原则B. Politeness Principle 礼貌原则C. The General Principle of Universal Grammar 普遍语法的一般原则D. Adjacency Principle 邻近原理36. When any of the maxims under the cooperative principle is flouted嘲笑,藐视, _____D__ might arise. A.impoliteness B. contradictions C.mutual understanding D. conversational implicatures 会话含意is the study of how speakers of a language use sentences to effect successful communication.the study of meaning the context of use is considered.is essential to the pragmatic study of language.16. If we think of a sentence as what people actually utter in the course of17. The meaning of a sentence iswere statements that either state or describe, and were thus verifiable.were sentences that did not state a fact or describe a state, and were not verifiable.act is the act of uttering words, phrases, clauses. It is the act of conveying literal meaning by means of syntax, lexicon and phonology.act is the act of expressing the speaker’s intention; itis the act performed in saying something.is commit the speaker himself to some future course of action.23. to express feelings or attitude towards an existing state.24. There are four maxims under the cooperative principle: the maxim ofthe maxim of quality, the maxim of relation and the maxim of manner.T1. Austin made the distinction between a constative and a performative. F2. A scientific study of language is based on what the linguist thinks.T1. Linguistics is generally defined as the scientific study of language.F3. A diachronic历史性study of language is the description of language at some point in time.F18. A diachronic study of language is the description of language at some point in time.F2. Linguistics studies particular language, not languages in general.T4. In the study of linguistics, hypotheses假定formed should be based on language facts and checked against the observed facts.T5. General linguistics is generally the study of language as a whole.F6. General linguistics, which relates itself to the research of other areas, studies the basic concepts, theories, descriptions, models and methods applicable in any linguistic study.T7. Phonetics发音学,语音学is different from phonology音系学in that the latter studies the combinations of the sounds to convey meaning in communication.F8. Morphology形态学studies how words can be formed to produce meaningful sentences.T9. The study of the ways in which morphemes词素can be combined to form words is called morphology词法,形态学.F10.Syntax句法,语法学is different from morphology形态学in that the former not only studies the morphemes, but also the combination of morphemes into words and words into sentences.T11. The study of meaning in language is known as semantics语义学.T12. Both semantics and pragmatics study meanings.T13. Pragmatics is different from semantics in that pragmatics studies meaning not in isolation独立, but in context.T14.Social changes can often bring about language changes.T15. Sociolinguistics is the study of language in relation to society.F16. Modern linguistics is mostly prescriptive规定性, but sometimes descriptive.T17. Modern linguistics is different from traditional grammar.F18. A diachronic历时性,共时性study of language is the description of language at some point in time.F19 Modern linguistics regards the written language as primary, not thewritten language.F20. The distinction between competence and performance was proposed by F. de Saussure.T1.Voicing is a phonological feature that distinguishes meaning in both Chinese and English.F2. If two phonetically similar sounds occur in the same environments and they distinguish meaning, they are said to be in complementary distribution.F3. A phonome音标,读音is a phonetic语音的unit that distinguishes meaning.F4. English is a tone language while Chinese is not.T5. In linguistic evolution, speech is prior to writing.T6. In everyday communication, speech plays a greater role than writing in terms of the amount of information conveyed.F7. Articulatory phonetics tries to describe the physical properties of the stream of sounds which a speaker issues with the help of a machine called spectrograph. F8.The articulatory apparatus发音器of a human being are contained in three important areas: the throat, the mouth and the chest.T9. Vibration 震动of the vocal cords results in a quality of speech sounds called voicing.F10. English consonants can be classified in terms of place of articulation清晰度and the part of the tongue that is raised the highest.F11. According to the manner of articulation, some of the types into which the consonants can be classified are stops, fricatives, bilabial and alveolar.T12.Vowel sounds can be differentiated by a number of factors: the position of tongue in the mouth, the openness of the mouth, the shape of the lips, and the length of the vowels.F13. According to the shape of the lips, vowels can be classified into close vowels, semi-close vowels, semi-open vowels and open vowels.F14.Any sound produced by a human being is a phoneme.F15. Phones are the sounds that can distinguish meaningF16. Phonology is concerned with how the sounds can be classified into different categories.T 17.A basic way to determine the phonemes of a language is to see if substituting one sound for another results in a change of meaning.F18. When two different forms are identical in every way except for one sound segment which occurs in the same place in the strings, the two words are said to form a phonemic contrast.T19. The rules governing the phonological patterning are language specific.T20. Distinctive features of sound segments can be found running over a sequence of two or more phonemic segments.T 1. Morphology studies the internal structure of words and the rules by which words are formed.F2.Words are the smallest meaningful units of language.T3. Just as a phoneme is the basic unit in the study of phonology, so is a morpheme the basic unit in the study of morphology.T4. The smallest meaningful units that can be used freely all by themselves are free morphemes.T5. Bound morphemes include two types: roots and affixes.T6. Inflectional morphemes manifest various grammatical relations or grammatical categories such as number, tense, degree, and case.T7. The existing form to which a derivational affix can be added is called a stem, which can be a bound root, a free morpheme, or a derived form itself.F8. Prefixes usually modify the part of speech of the original word, not the meaning of it.F9. There are rules that govern which affix can be added to what type of stem to form a new word. Therefore, words formed according to the morphological rules are acceptable words.T10. Phonetically, the stress of a compound always falls on the first element, while the second element receives secondary stress.F1. Syntax is a subfield of linguistics that studies the sentence structure oflanguage, including the combination of morphemes into words.T2.Grammatical sentences are formed following a set of syntactic rules. F3. Sentences are composed of sequence of words arranged in a simple linear order, with one adding onto another following a simple arithmetic logic.T4.Universally found in the grammars of all human languages, syntactic rules that comprise the system of internalized linguistic knowledge of a language speaker are known as linguistic competence.T5. The syntactic rules of any language are finite in number, but there is no limit to the number of sentences native speakers of that language are able to produce and comprehend.T6. In a complex sentence, the two clauses hold unequal status, one subordinating the other.T7. Constituents that can be substituted for one another without loss of grammaticality belong to the same syntactic categoryF8. Minor lexical categories are open because these categories are not fixed and new members are allowed for.F9. In English syntactic analysis, four phrasal categories are commonly recognized and discussed, namely, noun phrase, verb phrase, infinitive phrase, and auxiliary phrase.T10. In English the subject usually precedes the verb and the direct object usually follows the verb.F11.What is actually internalized in the mind of a native speaker is a complete list of words and phrases rather than grammatical knowledge. T12. A noun phrase must contain a noun, but other elements are optional. T13. It is believed that phrase structure rules, with the insertion of the lexicon, generate sentences at the level of D-structure.T14. WH-movement is obligatory in English which changes a sentence from affirmative to interrogative.F1. Dialectal synonyms can often be found in different regional dialects such as British English and American English but cannot be found within the variety itself, for example, within British English or American English.F2. Sense is concerned with the relationship between the linguistic element and the non-linguistic world of experience, while the reference deals with the inherent meaning of the linguistic form.T3. Linguistic forms having the same sense may have different references in different situations.F4. In semantics, meaning of language is considered as the intrinsic and inherent relation to the physical world of experience.T5. Contextualism is based on the presumption that one can derive meaning from or reduce meaning to observable contexts.T6. Behaviourists attempted to define the meaning of a language form as the situation in which the speaker utters it and the response it calls forth in the hearer.F 7. The meaning of a sentence is the sum total of the meanings of all its components.T 8. Most languages have sets of lexical items similar in meaning but ranked differently according to their degree of formality.T9. “it is hot.” is a no-place predication because it contains no argument. T10. In grammatical analysis, the sentence is taken to be the basic unit, but in semantic analysis of a sentence, the basic unit is predication, which is the abstraction of the meaning of a sentence.F1. Both semantics and pragmatics study how speakers of a language use sentences to effect successful communicationF2. Pragmatics treats the meaning of language as something intrinsic and inherent.T3. It would be impossible to give an adequate description of meaning if the context of language use was left unconsidered. T4. What essentially distinguishes semantics and pragmatics is whether in the study of meaning the context of use is considered.F5. The major difference between a sentence and an utterance is that a sentence is not uttered while an utterance is.F6. The meaning of a sentence is abstract, but context-dependent.F7. The meaning of an utterance is decontexualized, therefore stable.F8. Utterances always take the form of complete sentencesF9. Speech act theory was originated with the British philosopher John Searle.T10. Speech act theory started in the late 50’s of the 20th century.F12. Perlo cutionary act is the act of expressing the speaker’s intention.。
语言学重要概念梳理(中英文对照版)
第一节语言的本质一、语言的普遍特征(Design Features)1.任意性 Arbitratriness:shu 和Tree都能表示“树”这一概念;同样的声音,各国不同的表达方式2.双层结构Duality:语言由声音结构和意义结构组成(the structure ofsounds and meaning)3.多产性productive: 语言可以理解并创造无限数量的新句子,是由双层结构造成的结果(Understand and create unlimited number withsentences)4.移位性 Displacemennt:可以表达许多不在场的东西,如过去的经历、将来可能发生的事情,或者表达根本不存在的东西等5.文化传播性 Cultural Transmission:语言需要后天在特定文化环境中掌握二、语言的功能(Functions of Language)1.传达信息功能 Informative:最主要功能The main function2.人际功能 Interpersonal:人类在社会中建立并维持各自地位的功能establish and maintain their identity3.行事功能 performative:现实应用——判刑、咒语、为船命名等Judge,naming,and curses4.表情功能 Emotive Function:表达强烈情感的语言,如感叹词/句exclamatory expressions5.寒暄功能 Phatic Communion:应酬话phatic language,比如“吃了没?”“天儿真好啊!”等等6.元语言功能 Metalingual Function:用语言来谈论、改变语言本身,如book可以指现实中的书也可以用“book这个词来表达作为语言单位的“书”三、语言学的分支1. 核心语言学 Core linguistic1)语音学 Phonetics:关注语音的产生、传播和接受过程,着重考察人类语言中的单音。
environment for
A system for the specification and development of anenvironment for distributed CSCL scenariosM.F. Verdejo, B. Barros, T. Read, M. Rodriguez-ArtachoDepartamento de Lenguajes y Sistemas Informáticos, U.N.E.DCiudad Universitaria s/n, 28040 Madrid, Spain{felisa,bbarros,tread,martacho}@lsi.uned.es Abstract. In this paper the ‘Active Document system’, grounded in the Activity Theory, is presented. This system serves both as a representational frameworkfor the description of learning activities and a harness for the mechanisms necessary to support the creation and management of the corresponding computer-based scenarios. This system is made up of three components, firstly, a set of authoring tools for the creation and configuration of the different Active D ocuments required for specifying the learning activities. Secondly, a (distributed) repository of learning objects that consists of a variety of tools and resources for the described activities. Thirdly, an Active Document architecture that manages the Active Documents and generates theuser environment necessary in order to carry out the described activities, together with the appropriate resources and tools. This proposal appears tooffer a solution to the problems of producing reusable and customizible computer-based learning environments.IntroductionA considerable amount of general-purpose (and domain specific) scientific software has proved to be highly suitable for learning scientific and technological principals; software such as visualizers, simulators and modelling tools. Furthermore, an increasing number of interactive and collaborative tools have become technically affordable for a wide spectrum of the educational community, opening up the possibility to support social constructivist learning approaches in computer-based environments. However, the production of a customized learning environment is still very time-consuming where even the complete coverage of a single subject area would require a very large amount of effort. The goal of the research presented in this paper is to provide a computational model and an underlying technological infrastructure that will permit the design and development of collaborative learning activities that involve a variety of resources. The approach adopted here is grounded in the Activity Theory (henceforth, AT) because it captures the social perspective of a learning community, and provides a unified view of how to specify a learning activity at a conceptual level: the different actors and their responsibilities, the context, thelearning goals and the mediating tools. An authoring paradigm is presented that could meet the needs of various actors and which separates technical aspects of software creation from the design of collaborative learning activities. The focus of this work is placed on learning experimental sciences where there is a pressing need for students to improve their learning processes with a better articulation of theory and practice throughout the academic year, especially in the context of distance learning. A way forward is to engage the students in a variety of activities, including the performance of experiments either in real or virtual settings, supported by a distributed collaborative computer environment. The premise here is to offer a persi stent, structured, dynamic, active and personal work space to sustain their constructs in a long term learning process. For this purpose, the interoperability of tools and outcomes will be a central issue to be addressed.Related WorkThis work is related to three active research areas: (1) AT (2) sharing and interoperability issues, and (3) cognitive and communication tools to support active learning processes. What follows is a brief summary of ongoing initiatives that address these topics. AT views cognition as being a social activity. Individuals work and learn in groups and communities with organizational structure, interacting with others, using tools and resources, and following rules according to roles in order to perform purposeful actions. Socially oriented constructivism forms the basis of the Computer Supported Collaborative Learning paradigm (henceforth, CSCL). CSCL settings can take a great variety of forms. AT has proved to be a useful framework to describe and analyse collaborative settings [5][1]. However, very little work [2][10] has been undertaken which embodies AT in a computer model. The proposal presented here uses AT as the specification language for an authoring system that defines collaborative learning scenarios. The output of the complete authoring process is a set of XML data structures describing the learning activities, i.e., the community involved, the tasks and their interrelationship, the different roles participants can play with the tools to be used, as well as the objects o f the activities. A system, implemented in Java, dynamically creates the learning environment specified by these data structures providing learners with an integrated workspace for the development of activities.During the past seven years, a number of initiatives have been undertaken in order to define metadata schemas. Starting with Dublin Core (henceforth, DC), DC 1.0 in 1996, different communities have produced a large number of data and resource descriptions such as the educational metadata and content packaging specification proposed by the IMS project to describe learning resources, intended to be used for indexing and retrieval purposes in distributed repositories, to integrate multiple content on computer-based training courses. Extensible Markup Language (henceforth, XML), developed under the auspices of the WWW Consortium, offers amongst other things, the possibility of exchanging structured data between applications. Specifications such as DC and IMS can be expressed using XML. Developing standards for describing and reusing learning objects have crystallized ingroups and committees such as the IEEE LTSC or the more recent initiative of CEN/ISSS. In parallel with the work being undertaken in this area, other research groups [7] have selected a software engineering framework that focuses on the definition of a component-based architecture, in order to support the building of interactive educational applications from software repositories. Their approach is to develop small components, typically developed in Java, which can be combined by powerful connections and sharing mechanisms (e.g., the ESCOT project, [3] ). These objects are assembled in order to generate specific applications. The challenges here are to determine the right level of component granularity and connectivity for the application designer, in this case an educator, using an authoring-tool to assemble pieces in order to generate a domain oriented learning environment without the need to create or modify programs.Other proposals such as [9], deal specifically with mechanisms supporting a tight integration of communication and task-oriented tools, to enhance the cognitive support in collaborative learning settings. Furthermore, the problem of how to combine diverse representational systems in a generic way by adding semantics without assuming a particular knowledge domain still exists. The benefit of multiple ways of viewing and manipulating objects using a variety of representations for learning purposes has been analysed by [8]. These alternative representational forms contribute to the idea of giving an active dimension to content objects, i.e., the meaning of the content would depend upon the domain context giving rise to a variety of perspectives but, most important, by being partially interoperable. Furthermore, the enrichment of not only the content behaviour but also the relations between objects has recently been explored in other tools [4] in a way that integrates highly specialized tools with a general-purpose cooperative visual language-based environment. The potential of visual language-based connective workspaces with intelligent plug-in components should be further pursued in order to reach more generic solutions.The structure of the rest of the paper is as follows: in the next section the overall approach adopted in this work is described, what will be referred to as the Active Document (henceforth, AD) system. Subsequently, the potential of this system will be illustrated with examples taken from a learning scenario in the domain of chemistry, and finally, technical implementation issues about the underlying system architecture are discussed. We conclude with a summary and an outline of future work.The Active Document systemThe AD system provides both a representational framework for the description of learning activities together with a harness for the mechanisms necessary to support the creation and management of the corresponding computer-based scenarios. Using this approach, a set of learning activities can be formally described. The units of description are based on AT, explicitly considering all the concepts involved in an activity: the division of labour (tasks and subtasks), the mediating tools (learning objects), the norms (partially captured in terms of roles), the object as well as the community. The formalism for the description is inspired by the recent paradigm ofEducative Modelling Languages, and by the experience of the development of an EML in this research group [6].Fig. 1. The Active Document systemThe AD system (figure 1) consists of a set of components necessary to create and process the ADs. The main components are: (1) Authoring tools for the creation and configuration of the different ADs required for specifying the learning activities. The authoring tools are currently XML editors which allow a lecturer to compose a set of ADs for specific learning applications. (2) A (distributed) repository of learning objects that consists of a variety of tools and resources for the described activities. It can include generic tools (such as editors) and specific tools like simulators or tele-operational devices, as well as domain-specific content repositories of semantically linked material. (3) An AD architecture that manages the ADs and generates the user environment necessary in order to carry out the described activities, together with the appropriate resources and tools.The specification of an Active DocumentThe concept of an AD includes three aspects of the learning process: a description of the activities, a description of the communities and the outcome of the work undertaken within the environment. The ADs are specified in XML and are defined by three pairs of document type definitions (or DTDs) and their corresponding XML document. The ADs are: (1) The description of the division of labour in the tasks and subtasks (referred to as the ‘Description AD’). (2) The actors and roles involved in the collaborative tasks (referred to as the ‘Community AD’). (3) The outcome of the activity (referred to as the ‘Outcome AD’). As can be seen in figure 1, the Description AD, along with the specification of the actors that perform the collaborative activities (specified in the Community AD) are interpreted by the AD architecture that dynamically creates the appropriate user interface, according to the elements defined in the two XML structures. As the learning activity proceeds, the outcome produced by each student is represented in XML in the Outcome AD which stores the results of the learning process and the task structure described in the Description AD. Thesethree ADs are described next. The ‘Description AD’ specifies a collection of activities, each of which reflect the components of an activity as described by AT, modelling the division of labour and the mediating tools associated with each task. Activities can be grouped within this AD, to provide (optional) sequencing and prerequisite dependences between groups of activities. The definition of an activity includes the following: (a) The description of the object of the activity. (b)The specification of the tasks and subtasks, and for each one (if applicable) the different roles that the participants involved in the task can play. (c) The tools and resources available for each role related to a task.<activity id="Act_2" name="Activity Title>Description of the activity. Formatted text, graphics, external documents, etc., could be also inserted here.<taskbyrole id="Task_1" name="Task 1 Title" roles="student, teacher"> Description of the task 1<mediating_tools><resource_ref id="ref_tool 1" id_ref="Spectrum_Editor"display="inside" label="Spectrum Editor Tool"><parameter><param name="text" value="Comment this result” /><param name="image" value="Act_1;Task_3” /></parameter></resource_ref></mediating_tools></taskbyrole><taskbyrole id="Task_2" name="Task 2 Title" roles="teacher"> <mediating_tools …><resource_ref … /> <resource_ref … /><mediating_tools …/></taskbyrole></activity>Fig. 2. An excerpt of an activity definitionFigure 2 shows an example of the components of the activity definition in the Description AD. The XML fragment would be interpreted by the AD architecture in order to produce a user interface for the learning environment where the activity called “Act_02” can be carried out, whose description can be seen to be divided into a set of tasks (Task_1 and Task_2), each of which to be performed by subjects in one or more roles (two roles are shown in the example: student and teacher). The descriptionof this “task by role” (taskbyrole tag) consists of a description of the task to be carried out, followed by the declaration of the available tools, referred to as a type of resource. Each role involved in the activity will have its appropriate task by role definition. The definition of the Community AD will provide user assignment for the tasks. The resource_ref tag is a reference to a tool, also providing parameter values. The tool used in Task_1 is a collaborative graphical editor used here to annotate and interpret a chemical spectrum. Other possible resources include external document repositories or different types of tools. The objects generated as a result of an activity can be considered as input for another activity. For instance, Task_1 of Act_02 uses of the previously selected spectrum (the result of Task_3 in Act_01) as the input for the collaborative graphical editor. As well as the activities, the Description AD also can include:• The definition of the overall structure of the learning scenario in which the activities are embedded. This structure is generic for a set of learning scenarios. In the case of a laboratory setting, this would include: the specification of an experiment with a fixed pattern to describe its aim, a theoretical component and safety guidelines, and one of more activities as described above.• Content elements: A domain-specific repository that can be accessed to provide a semantically linked material.These components are also expressed in XML in a similar way as an activity, but are not shown in the previous figure. The Community AD represents the activity organization in order to describe the assignment of roles for a specific task to the members of a given community. For each activity, a description of the community involved is provided. As has been previously stated, this description is processed by the AD architecture in combination with the Description AD in order to relate the appropriate tasks and tools to the corresponding members of the community. The use of a separate XML structure for the community gives rise to two interesting mechanisms: firstly, communities can change during the development of the activity, thus allowing dynamic role assignments to be made (amongst other possibilities); and secondly, different Community AD can be combined with the same Description AD, providing a flexible mechanism for the re-use of the same division of labour description for a set of different working groups. The Outcome AD specifies the way in which the results of the tasks performed in the environment are stored, thus providing an active component, a visi on of the current work completed and in-progress. Thus, the Outcome AD is in fact the real active component of the AD organization, i.e., it is the result of the work generated by a specific actor involved in the activity described by the Description AD.This representation provides a definition, at the desired level of detail, of the work and the objects generated during the learning process. The Outcome AD, rather than a sequence of plain text can contain complex elements like graphics, tables, structured dialogs, maps, etc., in an XML format embedded into it, with links to non XML objects outside, e.g., a MS Word document. Furthermore, the AD architecture makes this structured collection of heterogeneous objects persistent during the life-cycle of the user within the environment, providing tools for their manipulation, storage and retrieval. This mechanism forms the basis for passing objects between tools in a transparent way for the user. Some interesting applications can be considered due to the nature of the Outcome AD representation. In the case of an experiment, it could for example, facilitate the creation of a report by the simple selection and copying of the relevant embedded objects once the experiment has terminated. The organization of the Outcome AD reproduces the structure of the Description AD in terms of the structure of activities and tasks, but differs from it in the sense of having an outcome tag for each of the performed tasks. Furthermore, there is an outcome AD XML structure for each actor involved in the activities described above.ExampleThe definition of the AD presented above is sufficient to configure many different types of group activities. However, the aim here is to explore its capabilities for collaborative learning in experimental scenarios. What follows is an example of an activity, a part of an experiment, which has been developed to explore the current version of the AD system for a second year degree course in Organic Chemistry. An experiment usually involves several activities composed of subtasks. For each subtask, there are some indications about the particular constraints as well as the different possible resources and tools available to perform them. The experiment in question is the analysis and identification of the c haracteristics of a given chemical substance. Each group of students has to analyse a different substance, selecting the adequate subtasks and necessary steps. A subtask can be defined to be a basic (individual or group) action such as testing the material in the lab, annotating the results, deciding the next step to be done, reflecting on the results, elaborating a conclusion (considering the evidence), simulating the behaviour of a substance in the lab, etc. In the Description AD, one or more tools are associated with each subtask in order to carry out each action. These tools are invoked automatically and transparently in the environment when the students choose to undertake the corresponding subtask. What follows is a description of one of the activities of this experiment.In this activity the student has to identify the compounds of the substance in question and from there infer what the substance actually is. This activity is composed of both individual and collaborative subtasks. It should be noted that each stage of the chemical analysis undertaken in this activity, which should eventually lead to the correct identification of the substance in question, is based upon the previous one. Therefore, depending on the result of a particular subtask, the students have to reflect upon the results obtained, describe the working situation, dismiss possibilities and decide upon the nature of next step to be taken in the analysis process Since these subtasks are essentially reflective in nature it is more appropriate to undertake them as a group. The structure of this activity can be seen in the environment on the left hand side of the figure 3. Students have to the select the most appropriate spectrum for this substance, based upon the data each student has gathered up until now. This subtask is undertaken collectively using the text-based collaborative discussion tool shown in the figure. As can be seen, from this tool the students can access a glossary of images of chemical spectra available for this choice. Once the decision has been made, the image selected from the glossary is automatically loaded into the collaborative visual markup tool to enable the students to perform the next task: the identification and characterization of the distinctive peaks within the spectrum. This is shown at the bottom right hand side of figure 3. Once the analysis of the spectrum of the substance has been undertaken, making use of the results of the previous activities, the students are finally in a position to decide upon the name of the substance. A visualization of the current state of the Outcome AD for this endeavor can be seen at the top right hand side of the figure 3. It should be noted that whilst some parts of this process have been collaborative in nature, the students have personal copies of the Outcome ADs that reflect their overall contributions.The ArchitectureAs can be seen in figure 4, the architecture is divided into various levels in order to accentuate operational flexibility and provide content reusability. This stratification has lead to the definition of the levels as follows: firstly, the presentation level completely separates aspects of the generation and management of the interface from other system functionality and also maintains persistent data during user sessions. Secondly, the configuration level undertakes the control of the data structures necessary both to manage the persistent user sessions and control the overall structure of the interface of the system. Thirdly, the application level manages the interchange of data between the external applications and the system during the experiments, which gives rise to the dynamic and active characteristics of the system. Fourthly and finally, the control level handles the low-level data interchange between the system and the underlying database. This architecture has been designed and developed using a combination of Java and XML technologies, where each functional level shown in the figure consists of several underlying components.There have been three main goals in this design process. Firstly, the specification of each level enables parts of the system to be redefined without affecting o verall functionality (for example, providing wider scenario scope by simply adding new presentation layer logic to permit Java-enabled hand-held devices or personal data assistants to connect to the system). Secondly, the declarative nature of the specification of the educational content in XML greatly simplifies its production and enhances its reusability. Thirdly, the production of a system that is portable between different computer hardware and operating systems with minimal configuration changes. The tools use established XML data standards to represent results in order to facilitate the reuse of the data. A couple of examples can be seen in the form of XHTML to represent formatted data such as paragraphs and tables and the use of Scalable Vector Graphics (henceforth, SVG) to represent the results of a graphical tools (such as a visual collaborative discussion tool), enabling the results to be viewed directly in any SVG-enabled tool (such as MS Internet Explorer) or automatically converted into other graphical formats, such as GIF or JPEG, for subsequent reuse in other applications (such as MS Word). As the user advances through an experiment the results of each tool used for a given task are incorporated into the outcome AD which ‘grows’ to reflect this progress. The control level serves as a transparent and persistent low-level data management device for the AD. The current version of the system can use any relational database that has a JDBC driver. The XML data that make up the various versions of the AD is collapsed into columns within the database. The standard limitation of this approach, that of not being able to search the XML data structures before extracting them from the database, is not a problem because additional columns in each table act as the search keys for data access.userenvironmentSummary and future workIn this paper the ‘Active Document system’ has been presented for the design and development of resource-based collaborative learning activities. The two aspects most important in this work are: the computational specification of AT, which leads to an educational modelling language, which has been used to specify the ADs, and secondly the Outcome AD, which is the reallyactive part of the system in the sense that it grows as the student progresses through the learning activities and represents the results of the work as objects that are reused by subsequent tools. Whilst its current domain of application has been that of an experimental science, namely chemistry laboratory sessions, it will also be applied to other non-science evaluation scenarios which should provide valuable insights into the ways in which it can be extended and improved. Finally, the presentation level of the AD architecture and the authoring tools that define the ADs can be identified as candidates for future work. The former needs to be extended to support non-desktop information devices computers, and the latter, needs to evolve from standard XML editors into a fully functional scenario authoring environment. References1. B. Barros & M.F. Verdejo. 2000. “Analysing students interactions process forimproving collaboration. The DEGREE approach”. In International Journal ofArtificial Intelligence in Education, vol 11, pp. 221-241.2. G. Bourguin & A. Derycke. 2001. “Integrating the CSCL Activities into VirtualCampuses: Foundations of a new infrastructure for distributed collective activities”.In P. Dillenbourg, A. Eurelings, K. Hakkarainen (eds.) European Perspectives onComputer-supported Collaborative learning, pp. 123-130.3. C. DiGiano & J. Roschelle. 2000. “Rapid-assembly componentware for education”.Proceedings of the Int.Workshop on Advanced Learning Technologies. IEEEComputer Society Press.4. U. Hoppe, K. Gassner & N. Pinkwart. 2000. “Augmenting cooperative visuallanguages environments with object contexts and process semantics”. In Proceedingsof New Technologies for Collaborative Learning NTLC 2000, pp. 63-70.5. K. Issroff & E. Scanlon. 2001. “Case studies revisited: what can activity theoryoffer?” In P. Dillenbourg, A. Eurelings, K. Hakkarainen (eds.) EuropeanPerspectives on Computer-supported Collaborative learning, pp. 316-323.6. M. Rodríguez-Artacho & M. F. Verdejo. 1999. “Using a High Level Language toDescribe and Create Web-based learning scenarios”. In Proceedings of the IEEEFrontiers in Education Conference.7. J. Roschelle, C. DiGiano, M.Koutlis, A. Repenning, J. Phillips, N. Jackiw & D.Suthers. 1999. “Developing Educational Software Components”. Computer,September 99, pp 2-10.8. D. Suthers. 1999. “Representational bias as guidance for learning interactions: aresearch agenda”. In joie & M.Vivet (eds.) Artificial Intelligence in Education99, pp. 121-128. Editors. Amsterdam IOS Press. 19999. W. R. van Joolingen. 2000. “Designing for discovery collaborative learning”. In ITS2000, pp. 201-211. Springer-Verlag.10. M.F. Verdejo, B. Barros, M. Rodriguez-Artacho. 2001. A proposal to support thedesign of experimental learning activities. In P. Dillenbourg, A. Eurelings, K.Hakkarainen (eds.) Perspectives on Computer-supported Collaborative learning, pp.633-640.Acknowledgement. This work has been funded by Divilab IST-1999-12017 and EA2C2 CICYT TIC2001-007。
History of the English Language
PL yu-pela bik-pela haus
‘fellow’
(3) SG man
ol
PL ol man
‘all’
Pronouns
em
he / she / it
SUBJ
him / her / it OBJ
yu yutupela yutripela yupela
you you two you three you all
go long gaden
(S)he P is about to go to the garden
Butler English
1. Omission of grammatical morphemes (1) Because ball is going nearly 200 yards. (2) Members hitting ball.
2. No inflectional morphology (1) two spoon coffee (2) Master like it.
Predicative Marker
(1) a. b. c. d.
mi kam yu kam em i kam Tom i wok
‘I come’ ‘You come’ ‘He/she comes’ ‘Tom works’
(2) The man, he talked to the woman.
Qustion Words
Finally, Tok Pisin includes some words of German origin (e.g. gumi, beten, raus)
Tok Pisin – Word Formation
gras mausgras
大学语言学考试1-7章 试题和答案
12maximal onset principle states that when there is a choice as to where to place a consonant. it is put into the onset rather than the coda. E.g. The correct syllabification of the word country should be //. It shouldn‟t be // or // according to this principle.第一章,填空1. The study of the meaning of lingustic words, phrases is called semantics.2. Displacement is a design feature of human language that enables speakers to talk about a wild range of things free from barriers caused by4. Morpheme is the smallest meaningful unit of language.5. If a linguistic study describes and analyzes the language people actually use, it is said to be descriptive.6. Chomsky defines“competence” as the ideal user's knowledge of the rules of his language.7. Language is a means of verbal communication. It is informative in that communicating by speaking or writing is a purposeful act.8. The link between a linguistic sign and its meaning is a matter of ???9. Language is distinguished from traffic lights in that the former has the designing feature of duality.10. In linguistics research, both quantity and quality approaches are preferred.判断:11. The writing system of a language is always a later invention used to record speech,thus there are still many languages in today's have no .... √12. According to Chomsky, the word “competence” is not limited to the ability of an ideal native speaker to construct and recognize.×13. Duality and cultural transmission are two most important design features of human language.×14. Chomsky's competence' and performance are similar in meaning to Saussure‟s langue and parole.√15,An important difference between traditional grammarians and modern linguists in their study of language is that the former tended to over-emphasize the written form of language and encourage people to imitate the“best authors”for language usage √16. In modern linguistic studies, the written form of language is given more emphasis than the spoken form for a of reasons.√17. Modern linguistics is mainly diachronic.×chochronic共时的18. Langue and parole is the fundamental distinction discussed by Chomsky in his Aspects of the Theory of Syntax.F19.Saussure distinguished the linguistic competence of the speaker and the actual phenomena or data of linguistics as Parole and language. √20. According to Chomsky, the task of a linguist is to determine from the data of performance the underlying system of rules that has been √选择:1. As modern linguistics aims to describe and analyse the language people actually use, and not to lay down rules for correct linguistic behavior, it is said to be descriptive2. I can refer to Confucius even though he was dead 2000 years ago. This shows that language has the design feature of displacement.3.“Don‟t end a sentence with a preposition.” this is an example of prescriptive rules.4.Which of the following is most referred to as a branch of t he study of meaning in context.Pragmatics5.The synchronic study of language takes a fixed instant as its point of observation.6. The branch of linguistics that studies how context influences the way speakers interpret sentences is called pragmatics.7. The fact that different languages have different words for the same object is good proof that human language is A??没照下图片arbitrary8.The descriptive of a language as it changes through time is a diachronic study.9.题目没照下来。
计算机专业英语(一)--07757-----15日上午-复习资料
计算机专业英语--07757-15日上午-复习资料一、选择填空题:1. How many layers does the ISO/OSI mode have? (seven )2.How many different types of Entity relationships are there?( 4 )3. How many parts are there in URL? (3 ) 04.How many record-based logical models are widely used ?( 3 )5.How many different types of Entity relationships are there?( 4 )6.How many layers does the TCP/IP layering model have? (5 )7.How many basic units do today's digital computers consist of? ( 4 )8. How many classes are the data models divided into?( 3 )9. How many basic operating system types are there? (3 )10. He had a large (number) of facts to prove his statements.11. He told me all (As a result ), he will have to be away from school for two or three months.12.How data are represented inside a computer system in electronic states called (.bits )13. How many basic operating system types are there? (3 ).14. How many record-based logical models are widely used ?( 3)HTML stand for(Hypertext Markup Language ) 15.External devices are linked to a small computer system through (interfaces ). 16.CPU has only two fundamental sections: the arithmetic and logic unit and(the control unit ).17.arithmetic and logic unit executes instructionsCD-ROM belongs to (optical laser disk ) 18. Creating the database and its table structure uses (data definition )19. A collection of conceptual tools for describing data, data relationships, data semantics and dataconstraints is a (data model )20. Another name for primary storage is (RAM ).21. A computer system has five parts, they are input, output, storage,control unit and (processing components ).22.A special type of primary storage which cannot be altered by the programmer is called (ROM )23. A list of protocols used by a certain system , one protocol per layer, is calleda (protocol stack )24.A computer system has four parts, they are output, storage, processing components and ( input )25. Another name for primary storage is (RAM ).26. A data model is a collection of conceptual tool for describing (data, data relationship, data semantics, data constraints )27.A communication pathway connecting two or more devices is a (channel )28.A program instruction or a piece of data is stored in a specific primary storage location called an (address )29. All functions in spreadsheets start with (an equal sign ).30. A bus that is used to designate the source or destination of the data on the data bus is called ( address bus )31. An E-mail server can be considered asa (powerful operating system )32.A computer system has five parts, they are input, output, processing components , control unit and (storage ).33.All Intranet related documents are written in(HTML )19. A programming technique that allows you to view concepts as a variety of objects is called (object oriented programming )34.A program instruction or a piece of data is stored in a specific primary storage location called an (address )35.A bus that is used to control the access to and the use of the data and address bus is called (control bus)36.A location in memory is accessed by its (address ).37. A small piece of code that can be transported over the Internet and executed on the recipient’s machine. The sentencedescribes (applet )38. An E-mail server can be considered asa (high-configuration computer ) .39. A protocol is a set of (regulations).40. All functions in spreadsheets startwith (an equal sign ).41. A computer system has input, output,storage, and (CP ).42. A protocol is a set of (regulations).43.All Intranet related documents arewritten in (HTML)44.A bus that connects major computercomponents is called (system bus )45.A bus that is used to designate thesource or destination of the data on thedata bus is called ( address bus )46.A bus that provides a path for movingdata between system modules is called( data bus )47.A collection of conceptual tools fordescribing data, data relationships,(data semantics and data)48.A collection of interconnected networksis called an (internet )49.A communication pathway connecting twoor more devices is a (channel )50.A computer having the hardware andsoftware necessary for it to be connectedto a network. The sentence describes(Network Computer)51.A computer processes information into( data ).52.A computer system has input, output,(storage) and processing components.53.A display screen is divided into a gridof ( pixels ).54.A location in memory is accessed by its( address ).55.A multiprocessor system has( more thanone CPU )56.A protocol is a set of( regulations ).57.A small piece of code that can betransported over the Internet and executedon the recipient’s machine. The sentencedescribes (applet )58.A special type of primary storage whichcannot be altered by the programmer iscalled (ROM )59.A Web browser is a piece of(software ).60.All programs and data must betransferred to (primary storage ) from aninput device or from secondary storagebefore programs can be executed or data canbe processed61.All the characteristics thatdistinguish birds (from) other animals canbe traced to prehistoric times.62.An (Intranet ) is simply the applicationof Internet technology within an internalor closed usergroup63.An(MISD ) computer would apply severalinstructions to each datum it fetches formmemory64.An(SISD) computer carries out oneinstruction on one datum at a timeconstraints is a (data model )65. What does HTTP stand for? (HypertextTransfer Protocol )66.What does the WWW stand for?(World WideWeb )67. Which is an simply the application ofinternet technology within an internal orclosed group?( intranet )68. WWW stand for(World Wide Web)69. When a CPU needs the data to operate,it goes where first? (the cache ).70.What kind of computer would applyseveral instructions to each datum itfetches form memory? (MISD )71. What is a computer program? (a set ofinstructions )72.What is a set of programs thatmanipulate encoded knowledge to solveproblems in a specialized domain that81.normally requires human expertise?(Expert system )73.Which one can be rewritten? (U-DISK )74. When hypertext pages are mixed withother media, the result iscalled(hypermedia )75.What does a worksheet mean?(a workingarea framed by letters and numbers )76. What does A worksheet mean? (an EXCELprogram )77. What kind of computer would apply oneinstructions to each datum it fetches formmemory? (SISD )78.Which networks usually span tens ofkilometers?( Metropolitan area )79.What does IC stand for? (IntelligentCircuit )80.What you said reminds me(of somethingI read a few days ago.)81.Which description is false? (deltaframes don’t record the interframechanges )82.Which description is false?(The beautyof an Intranet lies in platformdependence )83.Which description is false?(We can’tview an OS as a resource allocator )84.Which description is true?(It’s notnecessary that different views shouldcontain different data )85.Which is a magnetic secondary storagedevice? (disk )86.Which is magnetic secondary storagedevices?( .tape )87.With optimal laser disk technology, theread/write head used in magnetic storage isreplaced by (two) lasers88.Would you mind (filling) this form?89.The way each object combines its memberdata and member functions into a singlestructure is called (Encapsulation )90.The standard query language ofrelational database is (SQL )91.The “brain” of a computer system is(CPU )92. The ISO/OSI mode has (seven ) layers93.The basic output device on a smallcomputer is a (display screen ).94.To prevent user programs frominterfering with the proper operation ofthe system, the hardware was modified tocreate two models: (User mode and monitormode )95.The realization of the mobile internetrelies on a new set of standards ,known asthe (WAP )96.The software that allows one or manypersons to use and/or modify this data isa (DBMS )97.The physical components of a computerare collectively called (hardware ).98.. The most popular processorinterconnection topology is the(hypercube ).99. The part of an instruction that tellsthe processor what to do is the(operand ).100.The part of an instruction that tellsthe processor what to do is the (operationcode ).101.The permanently useful data is storedin ( the ROM )102.The interference that distortselectronic signals transmitted over adistance is called (noise ).103.The WWW is based on which of thefollowing standards(client-server model )104. The Central Processor has only twofundamental sections(the control unit andthe arithmetic and logic unit)105.The Open Systems Interconnection (OSI)reference model is based on a proposaldeveloped by (ISO ).106. The basic output device on a smallcomputer is a (display screen ).107.The software which acts as an interfacebetween a user of a computer and thecomputer hardware is (operating system )108.The protocol which downloads filesfree of charge from thousands of computersaround the globe is (FTP protocol )109.The “intelligence” of a computersystem is (processor )110.The Central Processor has only twofundamental sections (the control unit andthe arithmetic and logic unit )111.The computer component that actuallymanipulates the data is (theprocessor ).112.The data models don’t include(control unit models )113.The decision (having been making ),the next problem was how to make a goodplan.114.The house(standing ) at the corner ofthe street was built in 1984.115.The interference that distortselectronic signals transmitted over adistance is called (noise ).116.The kids are (bound to)be hungry whenthey get home—they always are.117.The most popular processorinterconnection topology is the(hypercube ).118.The physical components of a computerare collectively called (hardware ).119.The processor fetches and executes(instructions).120.The realization of the mobile internetrelies on a new set of standards ,known asthe (WAP )121.The smog is due to invisible gases,(mostly from automobile exhaust.)122.The software that allows one or manypersons to use and/or modify this data isa (DBMS )123.The software which acts as an interfacebetween a user of a computer and thecomputer hardware is (operating system )124.The source of a computer’s logic is(software ).125.The standard query language ofrelational database is (SQL )126.The steps that occur between theuser’s click and the page being displayeddon’t include (the TCP connection isn’treleased )127.The waveform repeats the same shape atregular intervals and this portion iscalled a (period )128.The WWW is( based on client-servermodel standards)129.Three main categories of optical laserdisks don’t include (primary storage )130.To facilitate an even faster transferof instructions and data to the processor,most computers are designed with(Cachememory)131. Optical laser disk includes CD-ROM,magneto-optical disk and (WORM disk )132.Output devices don’t include(scanner )133.Output devices don’t include (mouse )134.Output devices don’t include(scanner )135. Objected-based logic models are usedfor ( describing data at the conceptual andview levels )136.Data and program instructions arestored in (memory ).137.If an object inherits its attributesfrom a single parent, it is called(singleinheritance )138. Programmers write ( source code ).139.(Primary storage) provides the CPUwith temporary storage for programs anddata140.Normally, how long does a user need towait until his/her E-mail account is readyif he/she applies for it from an ISP ? (notime )141.Before typing in any data, a user needsto (select the cell).142.Cache memory is employed by computerdesigners to increase computer system(throughput )143..LCD is based on which of the following?(TFT )( It is not yet known )whether robots willone day have vision as good as human(database management system ) allows oneor many persons to use and/or modify thisdata(Expert system) is s set of programsthat manipulate encoded knowledge to solveproblems in a specialized domain thatnormally requires human expertise(Multimedia)is encoded at least through acontinuous and a discrete medium(the World Wide Web ) is an architecturalframework for accessing linked documentsspread out over thousands of machines allover the Internet(parallel OS ) is tightlycoupled144.Data and program instructions arestored in (memory ).145.Each cell of a worksheet can hold (onepiece of data ).146.Edison failed (thousands of ) timesbefore he succeeded in producing the firstelectric lamp.hard disk is a magnetic secondary storagedevice147.In computer networks, the rules and conventions used in the conversation are known as (protocol ) 148.Input devices don’t include (video displays ) 149.It is impossible to solve (so difficult problem ) in such a short time. 150.(LCD )is based on TFT 151.Memory’s contents are changed when it is (written ). 152.Normally, how long does a user need to wait until his/her E-mail account is ready if he/she applies for it from an ISP ? (no time ) 153.Once a user starts an IRC client, the server on the IRC service provider side will provide the user a (channel ). 154.One of the methods (adopted ) is to organize visits to other factories. 155.Physical data models are used for (describing data at the lowest level ) 156.Polymorphism gives objects the ability to respond to (messages from ) routines when the object’s exact type isn’t known. 158. In C++ this ability is a result of (late binding ) 159.Processor has only two fundamental sections (the control unit and the arithmetic and logic unit) 160.Programs are known collectively as (software ).record-based logic models don’t include (Physical data model )\ 161.Scientists will have to come up (with ) new methods of increasing the world’s food supply. 162. Which of the following feature of a word processor becomes more useful with the growth of the amount of text?( wording searching) 163. Which of the following feature of a word processor can show underline, bold, italic, font and other typing styles on the screen? (WYSIWYG ) 164. Which of the following does NOT belong to hidden characters or commands? (retrieval) 165. Where is the Entry Bar of a worksheet?(below the icons of the worksheet ) 166. Which of the following can NOT be created by spreadsheets?(start chart ) 167. Which of the following message can be sent by E-mail without an attachment? (text message) 168. Which of the following can be applied for an E-mail message without an attachment? (none) 169. Which of the following does NOT belong to one of the E-mail advantages? (none) 170. A private network-based E-mail system is not for (home users) 171. Which of the following is called a searching engine?(Web browser ) 172. Which of the following is NOT an Internet application?(file compiling) 173. To start an online chatting, a user needs to know the (Web address of an IRC client ) 174. Once a user starts an IRC client, the server on the IRC service provider side will provide the user a (channel ) 175. Which of the following is the primary function of the WWW? (accessing resources ) 176. Which of the following is NOT supported by the WWW? (File compiling) 177. To accommodate a binary number, which of the following of a computer doesn't have more digits than those for decimal numbers do? (keyboard ) 178. Which of the following unit provides signals to start the operations in the ALU the memory and the input/output unit? (control unit ) 179. What does IC stand for?( Intelligent Circuit ) 180. How many the most influential components does a computer system configuration include? (4 ) 181. Which of the following does NOT belong to one of the most influential components of a computer system configuration? (the operating system ) 182. Which of the following memory will lose the data stored in it when the power is gone or a malfunction occurs? (the RAM) 183. The permanently useful data is stored in which of the following memory? (the ROM ) 184. Which of the following does NOT belong to a computer hardcopy output?( voice) 185. Which of the following does NOT belong to a computer hardcopy output device? (a monitor) 186. Which of the following belongs to an impact computer hardcopy output device? (a plotter ) 187. Which of the following is the major advantage of a DVD-ROM over a CD-ROM? (capacity ) 188. Which of the following is the major advantage of a CD-R or a CD-RW over a CD-ROM or a DVD-ROM? (writing data) 189. Which of the following is the major advantage of a U-disk over a hard disk? (easy to carry ) 190. Which of the following is NOT one of the most commonly used software-relevant terminologies?( data) 191. Which of the following is the most fundamental concept of computer software?(program ) 192. Which of the following does NOT belong to computer system software? (word processing program ) 193. Which function of a word processor can ensure typing correctness?(spell checking ) 194. What do users need to do with the spell-checked files to ensure their correctness?(proofread ) 195. Which of the following is NOT one of a word processor's functions?(compiling typed text ) 196. Which of the following is NOT one of the most commonly used software-relevant terminologies?( data ) 197. A computer processes data into ( information). 198. Data flow into the computer as(input ). 199. Information flows from a computer as ( output ) 200. The ( stored program )distinguishes a computer from a calculator. 201. The physical components of a computer are collectively called( hardware ) 202. Programs are known collectively as( software ) 203. A physical switch is (hardware ); its setting is(software ). 204. A ( byte ) holds enough bits to store a single character. 205. A ( word )is a group of ( bytes ) 206. The " digit-times-place-value "rule work, with (numbers )but not with( characters ) 207. When memory is(read ).its contents are not changed. 208. The programmer can read and write(RAM ). 209. What type of memory can only be read? ROM 210. The processor's, components are synchronized by( clock pulses ) 211. Which processor component executes instructions? (arithmetic and logic unit ) 212. The basic input device on a small computer is a ( keyboard ). 213. The basic output device on a small computer is a( display screen ) . 214. A (printer ) generates hard- copy output. 215. External devices are linked to a small computer system through( control units ) 216.The (register ) translates between the computer's internal codes and a peripheral device's external codes. 217. A(remote ) terminal communicates with a distant computer over data transmission lines. 218. (Wide area ) network can be worldwide. 219. (Metropolitan area )networks usually span tens of kilometers. 220.(The network layer ) is concerned with controlling the operation of the subnet. 221. (The physical layer ) is concerned with transmitting raw bits over a communication channel. 222. The main task of (The data link layer )is to transform a raw transmission facility into a line that appears free of undetected transmission errors to the network layer. 223.(The session layer )allows users on different machines to establish sessions between them. 224. The ( operating system )serves as ahardware/software interface.225. The source of a computer ’s logicis(software ).226. A disk drive is limited to afew( primitive operatios )227. Programmers write ( source )code.名词解释:1.class hierarchy 类层次2.XML 可扩展标记语言3.Intranet 内部网4.data bus 数据总线5.Operating system 操作系统6.CAD 计算机辅助设计7.Neural Networks 神经网络8. topology analysis 拓扑分析9.ADO ActiveX 数据对象10. multiprogramming 多道程序设计11. ODBC 开放数据库互连12.VR 虚拟现实13.cache memory 高速缓冲存储器14.FTP 文件传输协议15.system bus 系统总线16. GUI 图形用户界面17.ROM 只读存储器18.object-oriented programming 面向对象编程19.virtual reality 虚拟现实20.主存(Main memory )21.调制解调器(modem )22.可编程只读存储器 (PROM )23. off-line operation 脱机操作24.客户端/服务器(Client/Server )25.多媒体(Multimedia )26.虚函数(virtual function )27. neural network 神经网络28..VDT 视频显示终端29.EDI 电子数据交换30.CAM 计算机辅助制造31. RDBMS 关系型数据库管理系统32.database 数据库33.RAM 随机存储器工具条( toolbar )35.统一资源定位( URL )36.统一资源标识符( URI )37.人工智能( Artificial Intelligence )38. KDD 数据库中的知识发现39.面向对象(Object Oriented )40.图形用户接口(Graphical userinterface )41.中央处理器( CPU )42.计算机网络( computer network )43.国际互联网 (Internet )44.计算机辅助制造( CAM )45.软件工程(software engineering )46.视频压缩(video compression )47.算术逻辑部件( ALU )48.计算机应用(computer application )49.电子商务(Electronic Business )50.虚拟现实(virtual reality )51. EJB 企业(Java Beans )52.图形用户接口(Graphical userinterface )53.应用编程接口(API )54.视频点播VOD55. memory stick 记忆棒56.传输控制协议/互联网协( TCP/IP )57.万维网( WWW )58.地理信息系统( GIS )59. RAP 快速应用程序原型技术60.只读存储( ROM )61.系统软件( system software )62.磁盘操作系(DOS )63.结构化查询语言( SQL )64.虚拟专用网( VPN )65.开放式系统互( OSI )66.个人数字助理(PDA )67. VLSI 超大规模集成电路68.带宽(bandwidth )69.集成电路(integrated circuit )70.结构化编程(Structured programming )71.复杂指令集计算机(CISC )72.短信消息服务(SMS )73.PCI 外围设备互连74.real time operating system 实时操作系统75.OODBMS 面向对象的数据库管理系统76.abstract data type 抽象数据类型77.abstract data type 抽象数据类型78.bit:位,二进制位79.bitmap:位图80.boot:引导,自举81.cache:高速缓存82.CAD 计算机辅助设计83.capacity:容量84.cursor:光标85.desktop:桌面86.disk:硬盘87.document:文档 88.DVD:数字视盘 89.E-mail:电子邮件 90.Ethernet:以太网 91.Expert System 专家系统 92.field:域 93.font:字体 94.Hard disk 硬盘 95.HTML 超文本标记语言 96.HTTP:超文本传输协议 97.icon:图标 98.input:输入 99.instruction:指令 100.ISP 因特网服务提供商 101.item:条目 102.KDD 数据库中的知识发现 103.keyboard:键盘 104.MIMD:多指令流多数据流 105.mouse:鼠标 106.multiprogramming 多道程序设计 work communication 网络通信 108.off-line operation 脱机操作 109.output:输出 110.package:包 111.pixel:像素 112.pointer:指针 113.primary memory 主存 114.processor:处理机 115.RAM 随机存储器 116.real time operating system 实时操作系统 117.SIMD:单指令流多数据流 118.SISD:单指令流单数据流 119.sort:排序,分类 120.system bus 系统总线 121.throughput:吞吐量 122.topology analysis 拓扑分析 123.virtual reality 虚拟现实 124.WAN 广域网 125.Web site 网站站点 126.超文本标记语言( HTML ) 127.超文本传输协议(HTTP ) 128.程序(program ) 129.电子邮件(:E-Mail ) 130.防火墙:(firewall ) 131.封装 (encapsulation ) 132.工具条 ( toolbar ) 133.工作站(workstation ) 134.光驱:(CD-ROM ) 135.国际互联网 (Internet ) 136.机器人(robot ) 137.集线器(hub ) 138.计算机(Computer ) 139.计算机辅助软件工程 (CASE ) 140.键盘 (keyboard ) 141.可编程只读存储器 (PROM ) 142.可移植性 (transportability ) 143.客户端/服务器 (Client/Server ) 144.软盘驱动器( FDD ) 145.数据(data ) 146.数据库管理系( DBMS ) 147.搜索引擎 (search engine) 148.随机存取存储器(RAM ) 149.网络计算机(network computer ) 150.文件:(file ) 151.下载:(download ) 152.小型计算机系统接口 (SCSI ) 153.协议(protocol ) 154.芯片(chip ) 155.虚函数(virtual function ) 156.指令:(instruction ) 157.主关键字(key ) 158.专家系统(expert system ) 判断题: 1.CD-R recorders are used to duplicate CDs( T ) 2.CD-ROM stands for compact disk read-only memory. ( T ) 3.CD-R recorders are used to duplicate CDs T ) 4.Cache memory is much faster than RAM. ( T ) 5.C is an Object-Oriented programming language. ( F ) 6.The system clock is the brain of a computer. ( F ) 7.Cache memory is much faster than RAM. ( T ) 8.Cache memory is less expensive than RAM.( F) 9.CD-R recorders can be used to duplicate CDs( T ) 10.C++ language is a structured programming language. (F ) 11.Cache memory is as fast as RAM. ( T ) 12.C++ language is a structured programming language.( F) 13.Cache memory is more expensive than RAM.( T )14.CPU has only one fundamental section: the control unit. ( F )15.Internet resources are stored on Web servers. ( T )16.Windows 2000 is the first Windows operating system in a real sense.( F ) 17.We can view an operating system as a resource manager. ( T )18.Windows 95 is the first Windows operating system in a real sense. ( T ) 19.We can view an OS as a resource manager. ( T )20.We can view an operating system as a output hardware. ( T )21.WWW stands for World Wide Web. ( T )22.You can connect 255 devices to a computer by USB. ( F )23.You can connect 120 devices to a computer by USB. (T )24.You can connect 255 devices to a computer by USB. ( F )25.You can connect 127 devices to a computer by USB. ( T )26.You can connect 255 devices to a computer by USB. ( F )27.Keyboard and mouse are both the input devices of the computer. ( T )28.Both the user names and the passwords must be unique for E-mail accounts.( F ) 29.Buffering is an approach to improving system performance. ( T )30.Buffering is an approach to improving system performance. ( T )31.ALU is one of the components of CPU.( T )32.A cache runs as fast as a RAM. ( F)33.An OS is the software which acts as an interface between a user and a computer. ( T )34.A buffer's capacity is low and price is high, and it runs as fast as a RAM. ( F ) 35.A CPU includes the ALU and the controller. ( T )36.ALU is one of the components of CPU. ( T )37.JAVA is a Object-Oriented programming language.(T )38.A scanner belongs to the output device. ( F )39.A U-disk belongs to the output device.( T )40.PROM is the abbreviation of portable read –only memory. ( F )41.PCI is a popular low-bandwidth bus. ( F)42.Printer is the input device of the computer. ( F)43.Microsoft Windows 2000 is an operating system of the computer. ( T )44.PCI is a popular low-bandwidth bus. ( F)45.Printer is the input device of the computer. ( F)46.PCIisabbreviationofperipheralcomponen tinterconnect.( T )47.Primary storage provides CPU with temporary storage for programs and data. (T)48.Printer is the I/O device of the computer. ( T )49.The system clock sends out pulses regularly. ( T )50.PDA is one of the components of CPU. ( F )51.PCI is a popular low-bandwidth bus. ( F )52.FTP is a protocol of the computer network. ( T )53.PROM is the abbreviation of portable read –only memory.(T )54.HTTP stands for High Transportation Port. ( F )55.Hard disks and floppies operate in different ways. ( F)56.Hard disk provides CPU with temporary storage for programs and data. (F)57.Cache memory is much faster than RAM. ( T)58.HTML is used to write Web pages.( T)59.HTTP is used to locate Internet resources. ( F )60.VDT stands for video display terminal. (T)61.System bus provides a path for moving data between system modules. ( F )62.The single-sided DVD can store 6.5GB of data. ( F )63.There 3 main categories of optical laser disks: CD-ROM, DVD and VCD. ( F )64.The single-sided DVD can store 6.5GB of data. ( F )65.The user name must be unique for E-mail accounts. ( T ) 66.The single-sided DVD can store 6.5GB ofdata. ( F )67.The Web browser is used to display thedata stored on the Internet. ( T )68.The wide of the bus is also called the"word length". ( T )69.The single-sided DVD can store 6.5GB ofdata. ( F )70.The CPU is the brain of a computer( T )71.The single-sided DVD can store 6.5GB ofdata. ( F )72.To format a floppy means that magneticareas are created. (T )73.Microsoft SQL server 2000 is anoperating system of the computer. ( F )74.Microsoft Office 2003 is operatingsystem software. ( F )75.-DOS refers to Microsoft Disk OperatingSystem. ( T )76.MS Office 2000 is the first Windowsoperating system in a real sense. ( F )77.Microsoft Office 2003 is an operatingsystem software. ( F )78.MS-DOS is a Object-Oriented programminglanguage. ( F )79.MS Windows 2000 is a hardware componentof computer.(F)80.DVD provides CPU with temporary storageprogramdata.( F )81.JAVA is a structured programminglanguage. ( F )82.JAVA is a Object-Oriented programminglanguage. ( T )83.ROM is the abbreviation of read ofmemory. ( F )84.OS is the software which acts as aninterface between a user and a computer.( T )85.FTP is not a protocol of the computernetwork. ( F )86.FTP is a protocol of the computernetwork. ( T )87.Linux is an operating system. ( T )88.URL is used to locate Internet resources.( T )89.E-mail is a method of sending andreceiving messages on the Internet. ( F )90.XML is used to write Web pages.( F )91.A buffer's capacity is low and price ishigh, and it runs as fast as a RAM. ( F )92.A scanner belongs to the output device.( F )93.A U-disk belongs to the outputdevice.( T )94.Both the user names and the passwordsmust be unique for E-mail accounts.( F )95.C is an Object-Oriented programminglanguage. ( F )96.FTP is not a protocol of the computernetwork. ( F )97.Hard disk provides CPU with temporarystorage for programs and data. (F )98.HTML is used to write Web pages.( T)99.Linux is an operating system. ( T )100MS-DOS refers to Microsoft DiskOperating System. ( T )101.Primary storage provides CPU withtemporary storage for programs and data.(T)102.The smallest unit of the memory is themagnetic cell.( T)103. Magnetic cells use the "write" and"read" currents with same direction tostore and retrieve data.( F)104. The most influential component of acomputer system configuration is thememory.( F )105. Both ink-jet and laser printers arenon-impact printers; they are based on thesame principle. (F)106. Ink-jet printers have pins in theirprinting heads to form dots to produceprinted results.( F)107. A plotter is the popular hardcopyoutput device commonly used in theeducation sector. (F)108. Word processors ease much of tediumassociated typing, proofing. andmanipulating words. (T)109.The real strength of a word processoris its ability to store, retrieve , andchange data. (T)110.The implementation of the WWW is basedon a standard client-server model. (T)111.All Von Neumann type digital computersconsist of the input/output unit, thearithmetic unit, networking unit, thecontrol unit and the memory. (F)112.A scanner belongs to the input/outputdevice. (T)113. A binary number needs more computerresource to accommodate than a decimalnumber.(T)114.The operations on decimal numbers aremuch easier and need much less time than ina binary system. (F)115. HTML is so important to the WWW thatit is recognized every where on the WWW.(F)116. The Web server is the only componentof the WWW that is able to read the HTML.(F)117. Generally speaking, most of E-mailsystems do allow text formatting.(F)118. Users have to attach word-formattedtexts to their E-mail messages if they haveto send word-formatted texts. (T)119.Instantaneousness and high efficiencyare major advantages of the E-mailapplication. (T)连线题:1. Computer software A. provides supportfor application software.2.System utilities B refers toMicrosoft Disk Operating System.3.System software C is a set of computerprograms.4. Operating systems D. has been widelyused in CAD programs.5.MS-DOS E. are more suitable for PCusers.6. The Unix F. can be understood assystemtune-up programs.7. The Linux G. are truly powerfulenterprise-level computing tools.8. The Unix and Linux H. is the firstWindows operating system in a real sense.9. MS Windows I. has been adopted fornternet servers.10. Windows 95 J. are preloaded ontocomputers by computer makers.11. The storage device A. sends outpulses regularly.12. A CPU includes B. faster than a RAM.13.The wide of the bus C. the ALU and thecontroller.14. The system clock D. is used to readand write data.15. ROM E. belongs to the systemconfiguration of a computer.16. A buffer runs F. the buffer firstwhen it needs data to operate.17. A CPU searches G. exchangesections of data when necessary.18. A hard disk and a RAM H. is theextension of the RAM.19. A RAM I. is able to keep the datastored in it when the power is gone.20. The virtual memory J. is also calledthe "word length"连线结果:1-C 2-F 3-A 4-J 5-B 6-D7-I 8-G 9-E 10-H 11-E 12-C 13-J14-A 15-I 16-B 17-F 18-G 19-D20-H填空题:1.Thread is sometimes called lightweightprocess.2.A collection that stores objects of thesame data type is referred to asa homogeneous collection.3.A virus scanner is a program that isdesigned to check an entire computer systemfor known viruses or suspicious activity.4.A stack is a list of items that areaccessible at only one end of the list.5. Electronic Business is the integrationof IT and particularly the Internet intobusiness processes to change organizationsand create new ones.6. Cache memory is employed by computerdesigners to increase the computer systemthroughput .7.The operating system acts as the managerof system resources and allocates them tospecific programs and users as necessaryfor their tasks.8.Hubs can be categorized as either CSMA/CDor full-duplexrepeaters.9.Frequency division multiplexing (FDM)is the technical term applied to a networksystem that uses multiple carrierfrequencies to allow independent signalsto travel through a medium.10、The Unified Modeling Language(UML)is agraphical language for visualizing ,specifying , constructing , anddocumenting the artifacts of asoftware-intensive system.11. Data query uses a set of commands toexplore the database contents and allowsthe user to convert the raw data into usefulinformation.12.Another important object-orientedconcept that relates to the class hierarchyis that common messages can be sent to theparent class objects and all derivedsubclass objects. In formal terms, this iscalled polymorphism.13.Anentity is an object , which can beuniquely distinguished from other objects.14.Remote teleworkers also have the optionto have an ISDN line installed to their homeor office , linking them to the corporateIntranet via a local internet serviceprovider(ISP).15.In predicate calculus , eachpredicate is given a name , which isfollowed by the list of arguments.16. Virtual functions utilize a table foraddress information.17.The MAC sublayer defines the CarrierSense Multiple Access with CollisionDetection protocol , which made Ethernetfamous.18.Pages are viewed with a browser .19.An expert system’s knowledge isobtained from expert sources and coded ina form suitable for the system to use in itsinference or reasoning processes.20.Windows managers manage the devicesused to exchange information betweenapplications and users.21.Methods are similar to the functions ofprocedure-oriented programming.The C++ class actually serves as atemplate or pattern for creating objects.22.The private section of a class limits theavailability of data or methods to theclass itself.23.Flash memory is intermediate betweenEPROM and EEPROM in bith cost andfunctionality.24.Inheritance in object-orientedprogramming allows a class to inheritproperties from a class of objects.25.The Entity-Relationship model( E-Rmodel )is based on a perception of a realworld which consists of objects calledentities and relationships among theseobjects.26.Linux is an operating system , whichacts as a communication service between thehardware and the software of a computersystem.27.Spooling provides a pool of jobs whichhave been read and waiting to be run.28.Data management uses a set of commandsto enter , correct , delete , and updatedata within the database tables.29.The pattern of the oscillation iscalled a waveform .30.Moore observed that the number oftransistors that could be put on a singlechip was doubling every year and 27. Toreduce design complexity , most networksare organized as a series oflayer( levels ) , each one built upon theone below it.31.correctly predicted that this pacewould continue into the near future.32.Thread is sometimes called lightweightprocess.33.A collection that stores objects of thesame data type is referred to asa homogeneous collection.34.A virus scanner is a program that isdesigned to check an entire computer systemfor known viruses or suspicious activity.35.A stack is a list of items that areaccessible at only one end of the list.36.Electronic Business is the integrationof IT and particularly the Internet intobusiness processes to change organizationsand create new ones.37.Cache memory is employed by computerdesigners to increase the computer systemthroughput .38.The operating system acts as the managerof system resources and allocates them tospecific programs and users as necessaryfor their tasks.39.Hubs can be categorized as eitherCSMA/CD or full-duplexrepeaters.。
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A Conceptual Markup Language that SupportsInteroperability between Business Rule ModelingSystems1Jan Demey, Mustafa Jarrar, and Robert Meersman2VUB STARLabVrije Universiteit BrusselPleinlaan 21050 Brussels – Belgium{jdemey, mjarrar, meersman}@vub.ac.beAbstract. The Internet creates a strong demand for standardized exchange notonly of data itself but especially of data semantics, as this same internetincreasingly becomes the carrier of e-business activity (e.g. using web services).One way to achieve this is in the form of communicating "rich" conceptualschemas. In this paper we adopt the well-known CM technique of ORM, whichhas a rich complement of business rule specification, and develop ORM-ML, anXML-based markup language for ORM. Clearly domain modeling of this kindwill be closely related to work on so-called ontologies and we will brieflydiscuss the analogies and differences, introducing methodological patterns fordesigning distributed business models. Since ORM schemas are typically savedas graphical files, we designed a textual representation as a marked-updocument in ORM-ML so we can save these ORM schemas in a more machineexchangeable way that suits networked environments. Moreover, we can nowwrite style sheets to convert such schemas into another syntax, e.g. pseudonatural language, a given rule engine’s language, first order logic.1. Introduction and MotivationIn an enterprise, business rules are used to represent certain aspects of a business domain (static rules) or business policy (dynamic rules). Business rules are defined in [12] as “statements that define or constrain some business aspects. They are intended to assert business or to control or influence its behavior”. Modeling such rules is not an easy task since in general it is hard to arrive at the precise understandings and agreements, which they formulate; furthermore these rules may change regularly according to changes in these business aspects. Therefore business rules should be modeled separately in the logical model (i.e. not in the implementation level). They should also be modeled in a declarative manner, in order to enhance their 1 An early version of this paper has been presented at the “Rule Markup Languages for Business Rules on the Semantic Web” Workshop, 2002.2 Author’s names are in alphabetical order.maintainability and reusability [10]. Furthermore, as the volume and spread of networked business enterprises grow, especially in an open environment as the web, business rules play an important role, because agents need to exchange data and transactions according to a shared and agreed set of business rules without misunderstanding. In short, the modeling of business rules should be done at a conceptual level, and in a language that is expressive enough to capture the business complexity [22], but should also be easy and suitable for e.g. business analysts (often non-computer experts) to build and maintain.Conceptual modeling techniques became especially well known and successful as the basis for graphical CASE tools for building information systems (IS). Many such conceptual modeling techniques exist, for example EER, ORM, the UML, by now often described in classroom textbooks [19][5][15][25]. Conceptual modeling intends to support the quality checks needed before building physical systems by aiming at the representation of data at a high level of abstraction, and therefore acquire a high degree of, often implicit, semantics. This implicitness translated in a requirement for CASE tools to interpret these conceptual specifications representing complex structures and rules (constraints) that must hold on these structures. Also queries and updates may (conceivably) become expressed at a conceptual level, requiring interaction with conceptual structures rather than their implementation (such as relational databases). NIAM [25] is based on an analysis method for natural language, the query and constraint language RIDL [24][16] was developed for this purpose; similarly for ConQuer [3] for NIAM's successor methodology ORM [15].Using ORM for modeling business rules at a conceptual level has been proposed by e.g. [22][23][14] as a powerful and expressive approach. Indeed, ORM has critical features for this task and it has easy and expressive capabilities in its graphical notation and verbalization possibilities, as will be exploited in the system described in this paper.In the autonomous, distributed and heterogeneous environment of the internet, there’s a strong demand for the exchange of conceptual schemas to be formalized and if possible standardized, since the target application may have a different interpretation or use of a conceptual schema's "surface semantics" (e.g. an EER diagram's topology and linguistic labels, stripped of its geometrical data). Therefore it is very important that the original schema is transcribed (a) as faithfully as possible and (b) in an as standard way as possible, to allow in this way a maximum of flexibility for the target application. Examples of such target applications could be other CASE modelers (even using other meta models), verbalization tools, applications possessing and exploiting "orthogonal" semantics such as spatial, multimedia and temporal databases, or just plain defining formal "semantic" communication protocols as will be needed for the establishment of smart web Services on the so-called Semantic Web [4], [11] operating as the future literally meaningful infrastructure for e-commerce and e-business, both at the business to business (B2B) and at the business to customer (B2C) levels.The format of conceptual models in an ORM CASE tool is usually proprietary and ad-hoc, therefore unsuitable to be exchanged or shared between business agents. Often ORM tools (e.g. Microsoft's VisioModeler ) only generate files for internal use that contain the graphical notation of the conceptual models. Therefore as asolution we present in this paper an XML-based ORM markup language (ORM-ML, its complete grammar defined in the XML Schema in [13]). This markup language enables exchanging ORM models including ORM-syntax business rules.To facilitate validation for example, or just to provide formal —and consistent— documentation, we also developed a verbalization style sheet for ORM-ML documents that allows presenting the facts and the rules in pseudo natural language sentences. Related work on Markup languages for Semantic Web rules can be found in [6] and [20].We have chosen ORM for its rich constraint vocabulary and well-defined semantics (as did e.g. [9] in an earlier paper) and to use XML Schema to define this communication "protocol" for conceptual schemas seen as XML document instances (for their syntaxes, see [26] [27]). In doing this we chose to respect the ORM structure as much as possible by not "collapsing" it first through the usual relational transformer that comes with most ORM-based tools (or UML, or EER tools for that matter —after all, these tools were all conceived mainly to build database schemas for in-house use…).It is fundamental as well as illustrative of our approach to emphasize the distinction between ORM-ML —subject of this paper— and the related and interesting work that has been reported in [9] using ORM to design XML document instances, i.e. which contain instance data described in XML using XML Schema language. In fact, similar to the "classical" use of ORM to generate a relational database schema, in [9] a method for using ORM to design XML Schemas is described, which by definition allows any XML document which may contain such data to be validated against the generated XML Schema. In other words, the syntax of the data in the XML document is modeled using ORM, but this syntax (in this case an XML Schema) is no longer that of an ORM model.On the other hand, in our approach ORM-ML represents ORM models textually, and the syntax of the resulting model is marked-up by XML tags’ syntax (i.e. XML-based structured text document). Therefore the content of this XML document is exactly equivalent to the input ORM model, except for the geometrical information (e.g. shapes, and its positions). The latter could be considered as graphical information of an ORM diagram. We therefore defined an XML Schema that can act as a grammar to any ORM-ML document, see Section 3. For the benefits of doing so, see Section 2. In short, the distinction between ORM-ML, and using ORM to generate XML Schema, is that the output document in ORM-ML is a text representation of the ORM model itself, while in the earlier approach the output document is a transformation from ORM model to an XML Schema instance, which is no longer "ORM".As a further clarification one might consider the ORM Meta schema in Section 4: its populations are ORM schemas, which our algorithm transforms into ORM-marked-up XML documents. If one would map this same meta schema through the algorithm of [9], the output XML Schema will be a close cousin to our XML Schema in [13]. Comparing the appendix with the example of [9], note also that in our approach the ORM diagram's linguistic elements (names of LOTs, NOLOTs, etc.) stay at the level of string values, emphasizing their flexible instance status while for Bird, Halpin et al. these names become XML tag names, reducing the flexibility by "freezing" them in the generated XML model.Structure of the Paper: In § 2, we discuss modeling patterns and principles of ontologies, and differences between business rules and ontology rules. § 3 gives a bird's eye introduction to ORM, emphasizing distinguished features of ORM for business rules modeling. § 4 presents ORM-ML and includes a note about the verbalization of ORM-ML files. An algorithm to construct an ORM-ML file from an ORM schema instance (stored in the ORM Meta Schema) is presented in § 5. In § 6 we draw some conclusions including a discussion on some of the perceived advantages of a conceptual schema markup language.2. Business Rules, Ontology Rules, and the Semantic Web.The conceptual modeling of a business' domain knowledge using entities, concepts, objects… and their associated events and governing rules has typically always been performed "individually" for the purpose of a given business' application and needs. Modeling domain knowledge "independently" of its application is the subject of the emerging theory and practice of so-called ontologies, but it stands to reason that some of the underlying principles and techniques must be in common. We therefore briefly clarify some of the distinctions between the modeling levels of business rules vs. ontology rules for environments like the Semantic Web [4]. An ontology in its most general definition is a set of (usually intensional) logical axioms that want to specify or approximate a conceptualization of a certain (e.g. business) domain. Such logical axioms are rules that therefore, typically at the type level, constrain the intended meaning (interpretation) of certain aspects of reality. By representing the semantics in a formal way, agents can share and commit to them, in order to interoperate to exchange data and transactions without misunderstanding. Note that ontologies are somewhat more "subtle" knowledge representations than an information system's data model, which always is "purely" at the type level. In particular they should be sharable, viz. IS-instance (application) independent, but may also refer to relevant "instance concepts" such as “’Euro’, ‘MasterCard’, ‘Belgium’, etc. Ontologies are more than a mere taxonomy of concepts, since they may contain richer relationships such as “partOf’, ’shippedVia, ’OrderedBy’, etc.”.As defined in § 1, business rules are intended to constrain or represent a certain aspect of a business domain or policy, thus a similarity also appears between ontology rules and business rules. But notice that business rules will be changed according to the business policy, which changes regularly, and which mostly belongs to one or a few number of enterprises, while ontology rules are more generic and thus more stable, and are intended to be shared by a large number of applications. In short and as a methodological pattern, ontology rules represent a higher level of abstraction than business rules which themselves are on a higher level than the logical and the implementation level.Linking a business' rules to ontology-based business rules involves aligning (referencing, linking) the concepts and the relationships involved with concepts and relationships of an existing domain ontology. By doing so, the shared understanding(semantics) of the business rules will be improved and thus their reusability will beenhanced as required in open environments such as the (semantic) web.3. ORM for Modeling Business RulesIn this section we briefly present the modeling principles and capabilities of ORM interms of modeling requirements for business rules.ORM was originally intended for modeling and querying databases at a conceptual level where the data requirements of applications need to be represented ina readily understood manner, thus enabling non-IT professionals to assist themodeling, validating, and maintaining processes. ORM offers a number ofpossibilities for managers, analysts, or domain experts to be involved in the modelingof entity types, domain constraints and business rules by using their own terminology. It is perhaps worthwhile to note that ORM derives from NIAM (Natural LanguageInformation Analysis Method), which was explicitly designed to be a stepwisemethodology arriving at "semantics" of a business application's data based on thiskind of natural language communication.ORM has an extensive and powerful graphical notation for representing a domainin a declarative manner as a network of elementary facts and their constraints. Elementary facts are represented in terms of object types that play roles. This graphical representation can be fairly easily re-verbalized into statements in pseudonatural language in a structured and fixed syntax. Therefore business rule modelerscould represent a business policy either graphically or textually or both, which will in general improve, simplify, help to validate, and therefore speed up the modeling process.Modeling business rules requires an expressive modeling language in order tocapture the business complexity. For this, ORM allows representing informationstructures in multiple ways as unary, binary, as well as n-ary facts. It has a sophisticated object type system that distinguishes between representations of lexical and non-lexical objects, and has strict “is a” relationships with "clean" multiple inheritance as in frame systems ([17]). ORM has an a priori given set of static and certain dynamic constraint types and derivation rules that turned out to be suitable and expressive enough to cover a significant part of the needs emerging from enterprise modeling. Such constraints and rules include classical ones such as uniqueness and mandatory roles, as well as less common ones such as subset, equality, ring, derivation and/or stored rules, etc. Rules that do not fit into one of the predetermined rule categories can be formulated using a suitable general-purpose constraint language such as RIDL ([18], [24], [16]).ORM has well-defined semantics, and the specified facts and constraints caneasily be mapped into e.g. first order logic [7]. The finiteness and selection of the set of predetermined constraint types permitted the development of formal validation and consistency analysis tools that check the correctness and the consistency of specified business rules ([8]).Other advantages include the automated transformation of an ORM businessschema into a normalized relational database schema ([8], [15]). This is partiallysupported by modern ORM CASE tools such as Microsoft’s Visio2000 Architect, VisoModeler, and more fully by the earlier InfoModeler tool [1].* Define Department has Personnel cost asEmployee gets Salary from Department andPersonnel cost = Sum(Salary)Fig. 1. Example ORM DiagramOn an ORM schema, Object types are shown as named ellipses, with their reference schemes in parentheses. Logical predicates (fact types) appear as named sequences of roles, where each role appears as a box. Roles are connected by line segments to the object types that "play" them.In the Fig. 1, the object types are Employee, Department, Director, Salary and Personnel Cost. Personnel cost and Salary are referenced by an amount of $, Department by a department name (DepName), Employee by an employee number (EmpNo). The arrow connecting the object types Director and Employee denotes an is-a (strict subtype) relationship from Director to Employee. The predicates and subtype link are verbalized as follows: Employee reports to Director and Director supervises Employee;Director is_a Employee;Employee gets Salary from Department;Director is head of Department and Department is headed by Director; Department has Personnel cost and Personnel cost is of Department.In what follows, we briefly name and explain the constraints occurring in the diagram, in fact by giving an (approximate) verbalization for an example occurring in Fig.1. For other types of ORM constraints, we refer to [24] or [25]; the notation and definitions in this paper will be taken from [15].Black dots indicate a mandatory role constraint. Verbalization in Fig.1: each Director is head of at least one Department. The arrow-tipped bars above the roles are uniqueness constraints. E.g. each Department is headed by at most one Director. Uniqueness constraints can span more than one role, indicating that any combination that instantiates these roles should be unique. E.g. for the predicate Employee gets Salary From Department, there holds each Employee gets at most one Salary from a [his] Department. An arrow between two predicates indicates a subset constraint between the roles involved: each Director [who] is head of a Department also works_for that Department. A circle above a predicate indicates a ring constraint. Inthe figure the circle marked with ‘as’ indicates an asymmetric ring constraint: if an Employee reports to a Director (who is also an Employee), then [his] Director must not report to this Employee.Finally, an asterisk beside a predicate indicates that we have a derived fact type. The derivation rule is then included elsewhere, linked to the schema. In Fig.1, define Personnel cost for a Department as sum of all Salaries of Employees received_from that [their] Department. Instances of derived facts may be considered stored (i.e. pre-calculated at compile time and maintained by updates) or interpreted (i.e. computed on-the-fly when needed).4. ORM-Markup LanguageThe ORM conceptual schema methodology is fairly comprehensive in its treatment of many "practical" or "standard" business rules and constraint types. Its detailed formal description, (we shall take ours from [15]) makes it an interesting candidate to non-trivially illustrate our XML based ORM-markup language as an exchange protocol for representing ORM conceptual models. In this section we describe the main elements of the ORM-ML grammar and demonstrate it using a few selected elementary examples. A complete formal definition of the grammar for this ORM-ML as an XML Schema instance can be found in [13]. It follows that an ORM Schema when formulated in ORM-ML must be valid according the defined XML Schema. A more complete example is provided in the appendix.ORM-ML allows the representation of any ORM schema without loss of information or change in semantics, except for the geometry and topology (graphical layout) of the schema (e.g. location, shapes of the symbols), which we however easily may provide as a separate graphical style sheet to the ORM Schema (not added in this paper).We represent the ORM document as a one node element called ORMSchema, which consists itself of two nodes: ORMMeta and ORMBody. As a header to an ORM document, and to illustrate the "ORM Schema Document" (instance) nature of the described schema, ORMMeta node includes metadata about the ORM document using the 16 well-known Dublin Core Meta Tags [RFC2431]; an example of their use appears in Table 1 below.Table 1. Example of an ORMMeta Node in an ORM-ML File…<ORMMeta><dc:title>ORM-ML example</dc:title><dc:creator>Jan Demey</dc:creator><dc:description>A complete example of an ORM-ML file</dc:description><dc:contributor>Mustafa Jarrar</dc:contributor><dc:contributor>Robert Meersman</dc:contributor></ORMMeta>….The ORMBody node consists of at most these five different kinds of (meta-ORM) elements: Object, Subtype, Predicate, Predicate_Object and Constraint.We adopt in the sequel the ORM modeling technique as defined in [15] except for some minor nomenclature and notation differences, argued in more detailelsewhere, which add some additional abstraction and precision. Object elements are abstract XML elements and are used to represent Object Types. They are identified by an attribute ‘Name’ which is the name of the Object Type in the ORM Schema (see the figure in Example 2). Objects might have some Value or ValueRange elements, which are used for value constraints on the Object Type (not present in Fig.2). A ValueRange element has 2 attributes: begin and end, with obvious meanings. Objects are implemented by two XML elements: LOT (Lexical Object Type, called Value Types in [15]) and NOLOT (Non-Lexical Object Type, called Entity Types in [15]). LOT elements may have a numeric attribute, which is a boolean and indicates whether we deal with a numeric Lexical Object Type. NOLOT elements have a boolean attribute called independent, which indicates whether the Non Lexical Object Type is independent (see [15] for definitions). NOLOT elements may also have a reference element. A reference element would indicate how this NOLOT is identified by LOTs and other NOLOTs in a given application environment. A reference element has 2 attributes: ref_name, the name of the reference and numeric, a boolean to indicate whether it is a numeric reference.Fig. 2Table 2. ORM-ML representation of Fig.2Subtype elements are used to represent subtype relationships between (non-lexical) object types. A subset element is required to have two attributes: parent and child, which are references to object elements (see Example 3).Example 3.Fig.3.Table 3. ORM-ML representation of Fig.3Predicates consist of at least one Object_Role element. Such an element contains a reference to an object and may contain a role. They actually represent the rectangles in an ORM schema. Every Object_Role element needs a generated attribute 'ID' which identifies the Object_Role. By using this ID attribute, we can refer to a particular Object_Role element in the rest of the XML document, which we will need to do when e.g. we define constraints.Predicates can have one or more rule elements. These elements can contain extra rules that are defined for the predicate.Predicates also have two boolean attributes that are optional: ‘Derived’ and ‘Derived_Stored’ which indicate whether a predicate respectively is derived, or derived and stored, or not.Example 4. This example shows a simple binary predicate as in fig 4, and how it is represented in ORM-ML in Table 4.Fig.4.Table 4. ORM-ML representation of Fig.4Predicate_Objects are actually objectified predicates, which are used in nested fact types. They contain a predicate element and have an attribute called ‘Predicate_Name’. So in fact they are merely a predicate that has received a (new) object type name. In building Object_Roles, the Predicate_Name can be referenced. In this way we build predicates that contain objectified predicates instead of object types. Example 5 illustrates the XML representation for nested fact types that this requires.Example 5.This example shows the representation of a nested fact type as in Fig. 5.Fig.5.Table 5. ORM-ML representation of Fig.5Constraint elements represent the ORM constraints. The Constraint element itself is abstract, but it is implemented by different types of constraints, viz. mandatory, uniqueness, subset, equality, exclusion, frequency, irreflexive, anti-symmetric, asymmetric, symmetric, intransitive, and acyclic constraints. As mentioned above, we use the ID-s of the Object_Role elements to define constraints (except for valueconstraints on an object type, because these constraints are defined in the corresponding object element).Uniqueness and mandatory constraint elements possess only Object_Role elements (at least one). These elements are the object_roles in the ORM diagram on which the constraint is placed. In this way, there is no need to make a distinction between the ORM-ML syntax of "external" and "internal" uniqueness constraints (see [15]), or between mandatory and disjunctive mandatory constraints (see Example 6 below).The representation for subset, equality and exclusion constraints is analogous, so we will only discuss them in general terms. Each of these latter constraints has exactly two elements that contain references to (combinations of) object_role elements. For instance, to represent an equality constraint between two predicates, we create a subset element, containing 2 elements ‘First’ and ‘Second’. In the first element we put references to the object_roles from the first predicate, and in the second we put references to the object_roles from the second predicate (see Example 6).Example 6.This example shows the representation of the constraints from Fig. 6.Fig.6.Table 6 ORM-ML representation of Fig.6Finally, ring constraint elements simply contain references to the object_roles they are put on, and frequency constraints have two attributes: a reference to the object_role the constraint is placed on and an attribute called ‘Frequency’ which contains the declared frequency number.A Note on Verbalization Style Sheets for Business Rules. Verbalization of a conceptual model is the process of writing its facts and constraints in pseudo natural language sentences, which assumedly allows non-experts to (help) check, validate, or even build conceptual schemas. The ORM modeling tool “InfoModeler” supported a built-in feature for automatic verbalization of ORM Schema or part of it. In ORM-ML, generating such verbalizations from agreed templates (i.e. "template NL" syntax) parameterized over the ORM schema is done by building separate XML-based style sheets. Moreover, multilingual style sheets3 also become easier by translating these the ORM schema) translated by a human or machine.5. Generating an ORM-ML file from an ORM SchemaXML being a computer-friendly language, it is of course not the ultimate purpose to write ORM-ML files by hand. Although it turns out relatively easy to do that, the goal must be to implement into existing conceptual modeling tools, ideally, a functionality like a “Save/Load as ORM-ML” dialog box. Because in general the repository format in which ORM (or other modeling method's) schemas are stored is proprietary or even "closed" inside the CASE tool's software, we will here just show in abstract terms the algorithm how to make the conversion, starting from a rather simplified meta schema for ORM given below (in ORM diagram itself, of course) in Figure 7. Remember that by the definition of Meta schema, individual ORM schema instances are considered to be stored "conceptually" in such a Meta schema in an obvious manner. After the customary application of a conceptual-to-relational transformation algorithm, its actual content is retrieved from the relational database of which the relational database tables were derived from this Meta schema (see [15], for theory and examples of this).3For ORM-ML, e.g. a multilingual verbalization style sheet was constructed in the authors’ lab [ORMML], based on the XML Schema in [13], (but not discussed in this paper).。